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Alzheimer’s disease has long been studied as a distinct condition with its own symptoms, progression, and treatment strategies. But researchers are increasingly looking beyond the diagnosis and asking bigger questions about the biology that drives neurodegeneration.

That broader perspective is the focus of the first episode in the Pearson podcast series, “The Progress Profile: Alzheimer’s Research in Focus.”

In this episode, Lon Schneider, M.D., director of the California Alzheimer’s Disease Center at the University of Southern California; and Stephen Salloway, M.D., founding director of the Memory and Aging Program at Butler Hospital in Providence, Rhode Island, join moderator John Harrison, Ph.D., associate professor of VU University Medical Center, to discuss the remarkable progress in Alzheimer’s research, the challenges that remain, and how advances in biomarkers, measurement, and early detection are changing the way scientists think about brain health.

Throughout the conversation, one message became clear: Understanding disease biology is just as important as understanding symptoms. Advances in Alzheimer’s research are creating new ways to identify pathology earlier, measure change with more accuracy, and develop interventions increasingly tailored to individual patients.

Rather than focusing only on where a patient is today, the conversation looked at where research is headed and how deeper biological understanding could transform the field.

By the nature of the role, public safety professionals will inevitably find themselves in situations with very high stakes. In these scenarios, law enforcement officers, correctional officers, and emergency responders must display good judgment under pressure, regulate their emotions, and use the authority granted to them responsibly. 

Given this context, psychological screening becomes more than a simple hiring formality. Instead, it is a risk management tool. Poor hiring decisions in these types of roles can carry drastic consequences for both the employee and the organization they work for, including, but not limited to, increased risk of workplace injury, legal exposure, damaged reputations, and risks to public safety. For these reasons, it is essential that hiring organizations employ good practices, which often include using experienced and knowledgeable professionals when conducting pre-employment psychological screenings.

“Good practice means following established procedures and guidelines,” says Dr. Sandra Jackson, a clinical and forensic psychologist with extensive experience in pre-employment and employment evaluations for high-risk jobs. “The evaluator needs to be aware of established procedures in psychology and guidelines posted by various organizations for the industry.”

Flying has long been widely recognized as one of the safest modes of transportation, which is a testament to the aviation sector’s commitment to safety. Every time a passenger, cargo, or military aircraft safely touches down, it is due to the skill, training, technical expertise, and sharp decision-making capabilities of its pilot and crew. That’s why these factors are all carefully considered when evaluating candidates for aviation roles.

Airlines, regulators, and other key aviation stakeholders are increasingly recognizing the importance that psychological readiness plays in maintaining safe flight operations. Psychological screenings have emerged as important tools for identifying pilots and other aviation workers who can perform consistently and make clear-headed decisions under pressure. These assessments also play an essential role in building aviation teams who feel prepared, supported, and equipped to perform at their best in any given moment in the air.

Picture a student who aces class discussions but rarely turns in homework on time, or one who understands the material but freezes or acts out when the routine changes. Instead of jumping to conclusions about a student’s ability or motivation level, it’s good to take a step back to see what might be happening behind the scenes, such as an underdevelopment of executive function skills. Executive function skills are the brain’s self-management tools — like planning, organization, time management, and self-control — that help students stay on task and reach goals. When a student needs to deliver academically, executive functions get them started, keep them on track, and help them cross the finish line. By contrast, when students struggle with executive functions, the impact on academics and overall school success can be widespread.

Educators sometimes feel like Dorothy in The Wizard of Oz, encountering a trio of formidable challenges along the Yellow Brick Road: reading difficulties (dyslexia), writing difficulties (dysgraphia), and math difficulties (dyscalculia). These three learning disabilities are distinct in their core features – dyslexia affects reading and spelling, dysgraphia impacts writing (especially handwriting and spelling), and dyscalculia involves persistent trouble with number sense and math – yet they often travel together in the same student. In other words, it’s not unusual for a child to experience a mix of reading, writing, and math needs all at once.

Get a first look at the BASC-4 (Behavior Assessment System for Children, Fourth Edition) and how it supports meaningful insight from screening through comprehensive evaluation. This brief overview highlights key updates and innovations designed to help inform confident decision-making. Watch the video below to explore what’s new with the BASC-4.