2-4 - Aging with Grace Weeks 3-5 Seminar Questions

2-4 - Aging with Grace Weeks 3-5 Seminar Questions - Aging...

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Aging With Grace Review Questions FNR 100 Seminar Prologue: Describe the sample used in the study - 678 nuns (“ end ” refers to the sample size in research terms) - Nuns apart of Sisters of Notre Dame convent; mostly teachers - Similar age range - Pure sample - Similar lifestyle characteristics Describe the methodology at this stage - Met with sisters - Gave tests based on cognitive and behavioural recall procedures - Used a mix of scientific and ethnographic methods as a process of discovery Chapter 1: Why are nuns ideal subjects? - Similar lifestyles (less variables – “pure samples”) - Extensive data recorded through autobiographies (Mankato records) - Equivalent of a highly controlled lab environment Explain what chickens taught Snowdon about the fundamentals of epidemiology? - Understanding the research process through trial and error - Functionality of each chicken (i.e which species produced what number of eggs, etc) - How to maximize profits - Understanding causes, progression, and prevention of diseases o goes back to how our life experiences have huge impacts on who we become (played the role of an epidemiologist when raising chickens) Chapter 2: What were Snowdon’s early findings about the relationship between education and longevity? - Found connection between an active brain and longevity - An active brain can ward off some of the effects of aging o Limitations: this was only a correlation, not a cause & effect; many of the nuns had very similar education level, yet still suffered from dementia Read passage (p. 36-37) about the anniversary photo and comment. How does Sister Nicolette explain her longevity? Could she be right? - Walking - Increase exercise decrease chance in acquiring signs of dementia “last nun standing” Chapter 3: What big faux paux did Snowdon make when presenting his data to the nuns? - Said that better educated nuns were less at risk - Early childhood experiences could have helped - Less educated nuns took his connection personally - He learned he had to be more cautious of how to present data - People tend to personalize findings, and wonder what it was about their lives that started an onset of disease If education is positively related to longevity, how can college professors get Alzheimer’s disease? - It’s about probability and reducing risk factors (many other variables involved) - “can only explain that epidemiology studies what is true of whole populations; it cannot predict the fate of individuals” Snowdon provides some interesting background about Alzheimer’s disease. Describe the groundbreaking work that lead to the identification of Alzheimer’s
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This note was uploaded on 12/26/2011 for the course FNR 100 taught by Professor D.mahoney during the Winter '10 term at Ryerson.

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2-4 - Aging with Grace Weeks 3-5 Seminar Questions - Aging...

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