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Definitions, key themes and aspects of ‘ageing in place’

The purpose is to give an overview of the extent, range and nature of existing definitions of the concept ‘ageing in place’. Providing such an overview may be helpful, for policy makers, researchers, communities and service providers, to make sense of the versatility and uses of the concept, and allow the improvement and increase the success of efforts to contribute to the quality of life of older people. The overview was created using Arksey and O’Malley’s scoping review methodology. Out of 3,692 retrieved articles, 34 met the inclusion criteria. These studies concentrate on the following five key themes concerning ‘ageing in place’: ‘ageing in place’ in relation to place, to social networks, to support, to technology and to personal characteristics. Each of these key themes consists of other aspects, like physical place and attachment to place for the keyword place. This study concludes that the concept ‘ageing in place’ is broad and can be viewed from different (i.e. five) key themes. A more thorough understanding of ‘ageing in place’ provides knowledge about the existing key themes and aspects. These findings might provide practical support for professionals and governments when they develop their policies about ‘ageing in place’ integrally and to develop fit policies.

Conservation and justice the Anthropocene

As many in society work towards global sustainability, we live at a time when efforts to conserve biodiversity and geodiversity, and combat climate change, take place simultaneously with land grabs by large corporations, food insecurity, and human displacement through an ecological breakdown. Many of us seek to reconcile more-than-human nature and human nature and to balance intrinsic value and the current human expansion phase. These and other challenges will fundamentally alter the way people, depending on their worldview and ethics, relate to communities and the environment. While environmental problems cannot be seen as purely ecological because they always involve people, who bring to the environmental table their different assumptions about nature and culture, so are social problems connected to environmental constraints. Similarly, social problems are fundamentally connected to environmental constraints and ecological health. While nonhumans cannot bring anything to this negotiating table, the distinct perspective of this book is that there is a need to consider the role of nonhumans as equally important stakeholders – albeit without a voice. This book develops an argument that human-environmental relationships are set within ecological reality and ecological ethics. Rather than being mutually constitutive processes, humans have obligate dependence on nature, not vice versa. We argue that over-arching ecological ethics is necessary to underpin conservation in the long-term. This requires a holistic ‘justice’, where both social justice (for humans) and ecological justice (for nature) are entwined. However, given the escalating environmental crisis and major extinction event we face, and given that social justice has been dominant for centuries, we believe that in many cases ecojustice will need to be prioritized. This will depend on the situation, but we feel that under ecological ethics, holistic ethics cannot always allow social justice to dominate, hence there is an urgent need to prioritize ecojustice today. Accordingly, this book will deal with questions of both social and ecological justice, putting forth the idea that justice for both humans and nonhumans and their habitats can only be achieved simultaneously. This book will explore the following questions: What is the relationship between social and ecological justice? How might we integrate social and ecological justice? What are the major barriers to achieving this simultaneous justice? How can these barriers be overcome? What are the major debates in conservation relevant to this? doi: 10.1007/978-3-030-13905-6 LinkedIn: https://www.linkedin.com/in/helenkopnina/

NextGEM Practical Guidelines for RF-EMF exposure awareness and preventive actions: goals, definitions, and procedure

The European Union (EU) Horizon Europe project NextGEM provides a framework for generating health-relevant scientific knowledge and data on new exposure scenarios to Radio-Frequency Electromagnetic Fields (RF-EMFs) and developing and validating tools for evidence-based risk assessment. Practical guidelines for different societal stakeholders for RF-EMF exposure awareness and preventive actions will be created. This abstract outlines the goals of these guidelines, the definitions used to keep the guidelines specific and practical and the procedure that will ultimately generate the guidelines.

Using a Delphi technique to seek consensus regarding definitions, descriptions and classification of terms related to implicit and explicit forms of motor learning

Background: Motor learning is central to domains such as sports and rehabilitation; however, often terminologies are insufficiently uniform to allow effective sharing of experience or translation of knowledge. A study using a Delphi technique was conducted to ascertain level of agreement between experts from different motor learning domains (i.e., therapists, coaches, researchers) with respect to definitions and descriptions of a fundamental conceptual distinction within motor learning, namely implicit and explicit motor learning. Methods: A Delphi technique was embedded in multiple rounds of a survey designed to collect and aggregate informed opinions of 49 international respondents with expertise related to motor learning. The survey was administered via an online survey program and accompanied by feedback after each round. Consensus was considered to be reached if $70% of the experts agreed on a topic. Results: Consensus was reached with respect to definitions of implicit and explicit motor learning, and seven common primary intervention strategies were identified in the context of implicit and explicit motor learning. Consensus was not reached with respect to whether the strategies promote implicit or explicit forms of learning. Discussion: The definitions and descriptions agreed upon may aid translation and transfer of knowledge between domains in the field of motor learning. Empirical and clinical research is required to confirm the accuracy of the definitions and to explore the feasibility of the strategies that were identified in research, everyday practice and education.

Adverse events after cervical spinal manipulative therapy: consensus based classification and definitions

Cervical spinal manipulations (CSM) are frequently employed techniques to alleviate neck pain and headache. Minor and major complications following CSM have been described, though clear consensus on definition and the classification of the complications had not yet been achieved. As a result, incidence rates may be underestimated. The aim of this study was to develop a consensus-based classification of adverse events following cervical spinal manipulations which has good feasibility in clinical practice and research. Design: A three round Delphi-study. Medical specialists, manual therapists, and patients (n=30) participated in an online survey. In Round 1, participants were invited to select a classification system of adverse events. Potential complications were inventoried and detailed in accordance with the ICF and the ICD-10. In Round 2, panel members categorized the potential complications in their selected classification. During the third round, it was inquired of the participants whether they concurred with the answer of the majority of participants. Results: Thirty four complications were defined. Consensus was achieved for 29 complications for all durations [hours, days, weeks]. For the remaining five complications, consensus was reached for two of the three durations [hours, days, weeks]. Conclusions: A consensus-based classification system of adverse events after cervical spinal manipulation was developed which comprises patients’ and clinicians’ perspectives and has only a small number of categories. The classification system includes a precise description of potential adverse events and is based on international accepted classifications (ICD-10 and ICF). This classification system may be useful for utilization in both clinical practice and research.

Instructional design in face-to-face and online education