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Latent Classes of Cognitive Functioning Among Depressed Older Adults Without Dementia
- Ruth T. Morin, Philip Insel, Craig Nelson, Meryl Butters, David Bickford, Susan Landau, Andrew Saykin, Michael Weiner, R. Scott Mackin, the ADNI Depression Project
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- Journal:
- Journal of the International Neuropsychological Society / Volume 25 / Issue 8 / September 2019
- Published online by Cambridge University Press:
- 24 June 2019, pp. 811-820
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- Article
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Objective:
Use latent class analysis (LCA) to identify patterns of cognitive functioning in a sample of older adults with clinical depression and without dementia and assess demographic, psychiatric, and neurobiological predictors of class membership.
Method:Neuropsychological assessment data from 121 participants in the Alzheimer’s Disease Neuroimaging Initiative-Depression project (ADNI-D) were analyzed, including measures of executive functioning, verbal and visual memory, visuospatial and language functioning, and processing speed. These data were analyzed using LCA, with predictors of class membership such as depression severity, depression and treatment history, amyloid burden, and APOE e4 allele also assessed.
Results:A two-class model of cognitive functioning best fit the data, with the Lower Cognitive Class (46.1% of the sample) performing approximately one standard deviation below the Higher Cognitive Class (53.9%) on most tests. When predictors of class membership were assessed, carrying an APOE e4 allele was significantly associated with membership in the Lower Cognitive Class. Demographic characteristics, age of depression onset, depression severity, history of psychopharmacological treatment for depression, and amyloid positivity did not predict class membership.
Conclusion:LCA allows for identification of subgroups of cognitive functioning in a mostly cognitively intact late life depression (LLD) population. One subgroup, the Lower Cognitive Class, more likely to carry an APOE e4 allele, may be at a greater risk for subsequent cognitive decline, even though current performance on neuropsychological testing is within normal limits. These findings have implications for early identification of those at greatest risk, risk factors, and avenues for preventive intervention.
Staging Brecht at Carleton: Students as Actors at a Liberal Arts College
- from Special Interest Section: Teaching Brecht
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- By Julie Klassen, emerita professor of German at Carleton College, where she taught German language and literature and environmental studies., Ruth Weiner, Class of 1944 Professor of Theater and the Liberal Arts emerita at Carleton College, where she taught and directed, and where, with a colleague in dance, she established a new Department of Theater and Dance in 2004.
- Edited by Theodore F. Rippey
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- Book:
- The Brecht Yearbook / Das Brecht-Jahrbuch 41
- Published by:
- Boydell & Brewer
- Published online:
- 27 July 2019
- Print publication:
- 31 December 2017, pp 118-137
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Summary
During their teaching careers at Carleton College, Ruth Weiner, professor in the Department of Theater and Dance, and Julie Klassen, professor of German, engaged with Brecht's plays and legacy in various ways. Weiner directed English-language productions of Brecht, including The Caucasian Chalk Circle, The Resistible Rise of Arturo Ui, and Man Is Man. Klassen directed two German-language student productions: Der Jasager / Der Neinsager and Der kaukasische Kreidekreis. In 1998, Weiner and Klassen organized a campus-wide Brecht symposium to celebrate Brecht's hundredth birthday and the fiftieth anniversary of the world premiere of The Caucasian Chalk Circle at Carleton. In 2006, Weiner invited guest director Edward Berkeley to Carleton to mount a main stage production of the musical Happy End, for which she made the arrangements, and Klassen was asked to be dramaturg. Together they conducted postproduction interviews with members of the cast and the production staff.
This examination considers what effects production conditions had for staging Brecht with students in three of these plays: Der Jasager / Der Neinsager, Der kaukasische Kreidekreis, and Happy End. Some of the parameters included the language of the performance, the size and composition of the potential acting pool, the amount of time and production resources available, and the performance venue. The goals of the respective performance influenced each director's decisions regarding the amount of conscious attention to direct to such theoretical concepts as Verfremdung, Gestus, and epic theater. The results indicate that the effective embodiment of these concepts in actual dramaturgical practices proved more important for approaching Brecht's stagecraft than conscious engagement with his theories. Each production foregrounded Brecht's commitment as dramatist to create a universe where human agency could question and defy social and political realities. Each expanded the experiences of actors and audiences alike with an important era of German language and culture.
From the Classroom to the Stage: Two German-Language Productions
In contrast to the scheduled productions typical for a theater department, Klassen's staging of two German-language plays did not originate as college- wide productions or as separate projects; they came about from her midcourse decision to have students perform the Brecht text they were reading. She plunged into each of these projects aware of the limitations on availability of German-speaking student actors, preparation time, and staging resources. Yet the opportunity to explore the written texts as drama outweighed the difficulties of mounting the productions.
Contributors
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- By Douglas L. Arnold, Laura J. Balcer, Amit Bar-Or, Sergio E. Baranzini, Frederik Barkhof, Robert A. Bermel, Francois A. Bethoux, Dennis N. Bourdette, Richard K. Burt, Peter A. Calabresi, Zografos Caramanos, Tanuja Chitnis, Stacey S. Cofield, Jeffrey A. Cohen, Nadine Cohen, Alasdair J. Coles, Devon Conway, Stuart D. Cook, Gary R. Cutter, Peter J. Darlington, Ann Dodds-Frerichs, Ranjan Dutta, Gilles Edan, Michelle Fabian, Franz Fazekas, Massimo Filippi, Elizabeth Fisher, Paulo Fontoura, Corey C. Ford, Robert J. Fox, Natasha Frost, Alex Z. Fu, Siegrid Fuchs, Kazuo Fujihara, Kristin M. Galetta, Jeroen J.G. Geurts, Gavin Giovannoni, Nada Gligorov, Ralf Gold, Andrew D. Goodman, Myla D. Goldman, Jenny Guerre, Stephen L. Hauser, Peter B. Imrey, Douglas R. Jeffery, Stephen E. Jones, Adam I. Kaplin, Michael W. Kattan, B. Mark Keegan, Kyle C. Kern, Zhaleh Khaleeli, Samia J. Khoury, Joep Killestein, Soo Hyun Kim, R. Philip Kinkel, Stephen C. Krieger, Lauren B. Krupp, Emmanuelle Le Page, David Leppert, Scott Litwiller, Fred D. Lublin, Henry F. McFarland, Joseph C. McGowan, Don Mahad, Jahangir Maleki, Ruth Ann Marrie, Paul M. Matthews, Francesca Milanetti, Aaron E. Miller, Deborah M. Miller, Xavier Montalban, Charity J. Morgan, Ichiro Nakashima, Sridar Narayanan, Avindra Nath, Paul W. O’Connor, Jorge R. Oksenberg, A. John Petkau, Michael D. Phillips, J. Theodore Phillips, Tammy Phinney, Sean J. Pittock, Sarah M. Planchon, Chris H. Polman, Alexander Rae-Grant, Stephen M. Rao, Stephen C. Reingold, Maria A. Rocca, Richard A. Rudick, Amber R. Salter, Paula Sandler, Jaume Sastre-Garriga, John R. Scagnelli, Dana J. Serafin, Lynne Shinto, Nancy L. Sicotte, Jack H. Simon, Per Soelberg Sørensen, Ryan E. Stagg, James M. Stankiewicz, Lael A. Stone, Amy Sullivan, Matthew Sutliff, Jessica Szpak, Alan J. Thompson, Bruce D. Trapp, Helen Tremlett, Maria Trojano, Orla Tuohy, Rhonda R. Voskuhl, Marc K. Walton, Mike P. Wattjes, Emmanuelle Waubant, Martin S. Weber, Howard L Weiner, Brian G. Weinshenker, Bianca Weinstock-Guttman, Jeffrey L. Winters, Jerry S. Wolinsky, Vijayshree Yadav, E. Ann Yeh, Scott S. Zamvil
- Edited by Jeffrey A. Cohen, Richard A. Rudick
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- Book:
- Multiple Sclerosis Therapeutics
- Published online:
- 05 December 2011
- Print publication:
- 20 October 2011, pp viii-xii
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