Working With the Tangible: Radiation, A Twenty-First Century Interpretation

The intangible means of expression was a topic of investigation across various disciplines when Michael Chekhov was developing his pedagogic practice. In the world of science, Harold Saxton Burr and Albert Szent-Gyorgi, were examining the body as a conductor of energy. Their research was relevant to Chekhov's approach regarding how the actor communicates with internal and external stimulus. This article begins with an analysis of Chekhov's theories on Radiation, it moves on to offer insights into science and energy work with reference to cell Biologist James Oschman and his concept of ‘the living matrix’ and Mae Wan Ho's critique of quantum cohesion. Examples of praxis demonstrate that contemporary science and body work can provide a greater understanding of how Radiation and the organisation of energy can enhance performance

Effective dementia education and training for the health and social care workforce: A systematic review of the literature

Ensuring an informed and effective dementia workforce is of international concern, however there remains limited understanding of how this can be achieved. This systematic review aimed to identify factors associated with effective dementia educational programmes. Critical Interpretive Synthesis underpinned by Kirkpatrick’s return on investment model for evaluation of education was applied. One hundred and fifty-two papers of variable quality were included in the review. Common features of more efficacious educational programmes included the need for educational programmes to: be relevant to participants’ role and experience; involve active face-to-face participation; underpin practice-based learning with theory; be delivered by an experienced facilitator; have a total duration of at least eight hours with individual sessions of 90 minutes or more; support application of learning in practice; and provide a structured tool or practice guideline to underpin care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education