Background: Increasing evidence suggests that life course factors such as education and bilingualism may have a protective role against dementia due to Alzheimer disease. This study aimed to compare the effects of education and bilingualism on the onset of cognitive decline at the stage of mild cognitive impairment (MCI). Methods: A total of 115 patients with MCI evaluated in a specialty memory clinic in Hyderabad, India, formed the cohort. MCI was diagnosed according to Petersen's criteria following clinical evaluation and brain imaging. Age at onset of MCI was compared between bilinguals and monolinguals, and across subjects with high and low levels of education, adjusting for possible confounding variables. Results: The bilingual MCI patients were found to have a clinical onset of cognitive complaints 7.4 years later than monolinguals (65.2 vs. 58.1 years; p = 0.004), while years of education was not associated with delayed onset (1-10 years of education, 59.1 years; 11-15 years of education, 62.6 years; >15 years of education, 62.2 years; p = 0.426). Conclusion: The effect of bilingualism is protective against cognitive decline, and lies along a continuum from normal to pathological states. In comparison, the role of years of education is less robust.
Handloom weaving is the second most important livelihood in rural India after farming. Improving handloom technologies and practices thus will directly affect the lives of millions of Indians, and this is similar for many other communities in the global South and East. By analyzing handloom weaving as a socio-technology, we will show how weaving communities are constantly innovating their technologies, designs, markets and social organization-often without calling it innovation. This demonstration of innovation in handloom contradicts the received image of handloom as a pre-modern and traditional craft that is unsustainable in current societies and that one should strive to eliminate: by mechanization and/or by putting it into a museum.
In pursuit of responsible research and innovation (RRI), emphasis has been on various forms of inclusion in the governance of science, technology and innovation. Given that much of the ideas on inclusion in fact refer to discursive inclusion, it is surprising that little attention has hitherto been paid to what seems foundational to any discursive space: ontologies (theories of being) and epistemologies (theories of knowing), and notably how these relate to inclusion and exclusion. By means of an action-research case study on responsible innovation on biogasification in rural India, we show that one important mechanism of exclusion exists in a dispossession of epistemological agency and the rendering of ontologies as anomalous, even if this is not directly visible as social exclusion. We argue that RRI should adopt as one of its central values the epistemological empowerment of relevant groups.
Evidence suggests that education protects from dementia by enhancing cognitive reserve. However, this may be influenced by several socio-demographic factors. Rising numbers of dementia in India, high levels of illiteracy and heterogeneity in socio-demographic factors provide an opportunity to explore this relationship.ObjectiveTo study the association between education and age at dementia onset, in relation to socio-demographic factors.MethodsAssociation between age at dementia onset and literacy was studied in relationship to potential confounding factors such as gender, bilingualism, place of dwelling, occupation, vascular risk factors, stroke, family history of dementia and dementia subtypes.ResultsCase records of 648 dementia patients diagnosed in a specialist clinic in a University hospital in Hyderabad, India were examined. All patients were prospectively enrolled as part of an ongoing longitudinal project that aims to evaluate dementia subjects with detailed clinical, etiological, imaging, and follow-up studies. Of the 648 patients, 98 (15.1%) were illiterate. More than half of illiterate skilled workers were engaged in crafts and skilled agriculture unlike literates who were in trade or clerical jobs. Mean age at onset in illiterates was 60.1 years and in literates 64.5 years (p=0.0002). Factors independently associated with age at dementia onset were bilingualism, rural dwelling and stroke, but not education.ConclusionOur study demonstrates that in India, rural dwelling, bilingualism, stroke and occupation modify the relationship between education and dementia.
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