University of Stirling

About: University of Stirling is a education organization based out in Stirling, Stirling, United Kingdom. It is known for research contribution in the topics: Population & Polyunsaturated fatty acid. The organization has 7722 authors who have published 20549 publications receiving 732940 citations. The organization is also known as: Stirling University.

General practitioners' knowledge, confidence and attitudes in the diagnosis and management of dementia

Abstract: Objective: to measure general practitioners’ knowledge of, confidence with and attitudes to the diagnosis and management of dementia in primary care. Setting: 20 general practices of varying size and prior research experience in Central Scotland, and 16 similarly varied practices in north London. Participants: 127 general practitioners who had volunteered to join a randomised controlled trial of educational interventions about dementia diagnosis and management. Methods: self-completion questionnaires covering knowledge, confidence and attitudes were retrieved from practitioners prior to the educational interventions. Results: general practitioners’ knowledge of dementia diagnosis and management is good, but poor awareness of its epidemiology leads to an over-estimate of caseload. Knowledge of local diagnostic and support services is less good, and one third of general practitioners expressed limited confidence in their diagnostic skills, whilst two-thirds lacked confidence in management of behaviour and other problems in dementia. The main difficulties identified by general practitioners were talking with patients about the diagnosis, responding to behaviour problems and coordinating support services. General practitioners perceived lack of time and lack of social services support as the major obstacles to good quality care more often than they identified their own unfamiliarity with current management or with local resources. Attitudes to the disclosure of the diagnosis, and to the potential for improving the quality of life of patients and carers varied, but a third of general practitioners believed that dementia care is within a specialist’s domain, not that of general practice. More experienced and male general practitioners were more pessimistic about dementia care, as were general practitioners with lower knowledge about dementia. Those reporting greater difficulty with dementia diagnosis and management and those with lower knowledge scores were also less likely to express attitudes endorsing open communication with patient and carer. Conclusion: educational support for general practitioners should concentrate on epidemiological knowledge, disclosure of the diagnosis and management of behaviour problems in dementia. The availability and profile of support services, particularly social care, need to be enhanced, if earlier diagnosis is to be pursued as a policy objective in primary care.

Matching identities of familiar and unfamiliar faces caught on CCTV images

Abstract: People can be inaccurate at matching unfamiliar faces shown in high-quality video images, even when viewpoint and facial expressions are closely matched However, identification of highly familiar faces appears good, even when video quality is poor Experiment 1 reported a direct comparison between familiar and unfamiliar faces Participants who were personally familiar with target items appearing on video were highly accurate at a verification task Unfamiliar participants doing the same task performed very inaccurately Familiarity affected discriminability, but not bias Experiments 2 and 3 showed that brief periods of familiarization have little beneficial effect unless "deep" or "social" processing is encouraged The results show that video evidence can be used effectively as a probe to identity when the faces shown are highly familiar to observers, but caution should be used where images of unfamiliar people are being compared

Nationwide census of gorilla (gorilla g. gorilla) and chimpanzee (Pan t. troglodytes) populations in Gabon.

Abstract: A census was made of gorilla and chimpanzee populations throughout Gabon between December 1980 and February 1983. The aim of the census was to estimate the total numbers of both species and describe their distributions. The method was based on nest counts from line transects which allowed the calculation of population densities of all individuals except suckling infants. Fifteen types of habitat were recognized and defined in terms of their structural features. In the initial phase of the study we did transects in each habitat-type and computed mean densities for each species in each habitat-type. In the second phase of the study we estimated the sizes of gorilla and chimpanzee populations throughout the country by extrapolation from these population density values. We did transects in all areas of the country and conducted interviews to check the accuracy of the population totals obtained by extrapolation. Corrections were made to the extrapolated totals to take into account different levels of hunting pressure and other human activities found to modify ape population densities. Total populations of 34,764 gorillas and 64,173 chimpanzees were estimated. An error of ± 20% was associated with the estimated population totals, which allows the conclusion that Gabon contains 35,000 ± 7,000 gorillas and 64,000 ± 13,000 chimpanzees. The figure for gorillas is much larger than previous estimates. This seems to be because (1) gorillas occur in almost all types of forest and are not restricted to man-made secondary forest as had been though; and (2) the geographical distribution of gorillas in Gabon is wider than previously believed. Gabon's large areas of undisturbed primary forest offer exceptional potential for conservation, not only of gorillas and chimpanzees, but also of the intact tropical rain forest ecosystems which they inhabit.

Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’

Abstract: Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘support’, towards a consideration of ‘activities, patterns of interaction and communication failures’, in relation to higher education pedagogical cultures. This move reconceptualises the idea of ‘barriers to learning’, attempting to understand how more subtle aspects of higher education pedagogical cultures may themselves be creating conditions which make it difficult, or even impossible, for some students to learn. Deliberately forging a middle path between conventional and radical approaches to pedagogy, the article attempts to identify examples of ‘older’ values a...