(2RS)-3-(4-Hydroxyphenyl)-2-(1-oxo-1H-2,3-dihydroisoindol-2-yl)propanoic acid monohydrate

The title compound, C₁₇H₁₅NO₄·H₂O, derived from DL-tyrosine crystallizes as an unusual hydrogen-bonded acid-monohydrate dimer. The asymmetric unit contains two organic molecules and two water molecules. Dimers link through (aryl)O-H...O=C hydrogen bonds along the [101] direction, forming a one-dimensional chain of rings, and further associated via inversion centres (forming a chain of rings aligned in the opposite direction) generating columns. Ruffled sheets arise from interlocking of isoindole rings via π-π(arene) stacking and C-H...π(arene) interactions; C-H...O interactions generate a three-dimensional network

(2S)-4-Methyl-2-(1-oxo-1H-2,3-dihydroisoindol- 2-yl)pentanoic acid.

The title compound, C14H17NO3, exhibits carboxylic acid group disorder about the C—CO2 axis, with site occupancies of 0.79 (5):0.21 (5). Molecules are linked by intermolecular O—H O Ciso, C—H O Ciso and C—H (arene) interactions (iso = isoindolinone)

O-H...O, C-H...O and C-H...[pi]arene intermolecular interactions in (2S)-2-(1-oxo-1H-2,3-dihydroisoindol-2-yl)pentanoic acid and (2S)-3-methyl-2-(1-oxo-1H-2,3-dihydroisoindol-2-yl)butanoic acid

In the first of the title compounds, (2S)-2-(1-oxo-1H-2,3-dihydroisoindol-2-yl)pentanoic acid, C₁₃H₁₅NO₃, prepared from L-norvaline, a hydrogen-bonded network is formed in the solid state through O-H...O=C, C-H...O=C and C-H...πarene intermolecular interactions, with shortest O...O, C...O and C...centroid distances of 2.582 (13), 3.231 (11) and 3.466 (3) Å, respectively. In the L-valine derivative, (2S)-3-methyl-2-(1-oxo-1H-2,3-dihydroisoindol-2-yl)butanoic acid, C₁₃H₁₅NO₃, O-H...O=C and Carene-H...O=C intermolecular interactions generate a cyclic R²₂(9) motif through cooperativity, with shortest O...O and C...O distances of 2.634 (3) and 3.529 (5) Å, respectively. Methylene C-H...O=Cindole interactions complete the hydrogen bonding, with C...O distances ranging from 3.283 (4) to 3.477 (4) Å

Intermolecular interactions in the chiral and racemic forms of 3-hydroxy-2-(1-oxoisoindolin-2-yl)butanoic acid derived from threonine

The title compounds, C₁₂H₁₃NO₄, are derived from L-threonine and DL-threonine, respectively. Hydrogen bonding in the chiral derivative, (2S/3R)-3-hydroxy-2-(1-oxoisoindolin-2-yl)butanoic acid, consists of O-Hacid...Oalkyl-H...O=Cindole chains [O...O 2.659 (3) and 2.718 (3) Å], Csp³-H...O and three C-H...πarene interactions. In the (2R,3S/2S,3R) racemate, conventional carboxylic acid hydrogen bonding as cyclical (O-H...O=C)₂ [graph set R₂²(8)] is present, with Oalkyl-H...O=Cindole, Csp³-H...O and C-H...πarene interactions. The COOH group geometry differs between the two forms, with C-O, C=O, C-C-O and C-C=O bond lengths and angles of 1.322 (3) and 1.193 (3) Å, and 109.7 (2) and 125.4 (3)°, respectively, in the chiral structure, and 1.2961 (17) and 1.2210 (18) Å, and 113.29 (12) and 122.63 (13)°, respectively, in the racemate structure. The O-C=O angles of 124.9 (3) and 124.05 (14)° are similar. The differences arise from the contrasting COOH hydrogen-bonding environments in the two structures

Re-housing the Urban Poor in Irish Country Towns, 1880-1947: A Case Study of Sligo

Despite the numerous works on the poor housing conditions of Irish famihes from the 1850s to the 1940s, little research has been conducted to date on the provincial Irish towns. In order to closer investigate the dreadful dwelling conditions endured by the Irish urban poor at the start of the twentieth century, this thesis examines the origin of poor-quality housing in Sligo, the rapid growth in population that led to its emergence, and the nature of political will, economic conditions, tenancies and landholdings which fostered its perpetuation until the 1940s. The case study examines, in overview, the housing situation in Sligo in comparison to other provincial towns of a similar size, and sets this against the national backdrop of the major changes in housing policies and practices after 1880, which culminated in the great public housing drive of the 1930s and 1940s. Housing-related health issues, such as infant mortality and infectious disease are examined in the light of the appalling housing conditions in Irish towns by 1914. The central question posed by this research was to ascertain if Sligo suffered from the problem of sub-standard insanitary housing to a greater or lesser extent than other similar sized Irish towns. A secondary aim was to evaluate the success of the post-1932 housing drive in Sligo, in relation to several other selected provincial towns, and to determine the degree to which Sligo benefited from this new departure in housing strategy after 1932. Crucially, the question will be asked if this unprecedented investment in subsidised public housing had a measurable impact on contemporary lifestyles, health, education and social improvement. From the statistical data gathered and analysed, it is clear that Irish provincial towns were home to slums that were every bit as bad as those found in the larger Irish cities. Substantial population growth and a meagre industrial base, combined with poor employment prospect in a largely subsistencebased agricultural economy, led to a drift of landless labourers to market towns, and the proliferation of cabin-type slums in all Irish provincial towns from the 1820s onwards. This situation was not to be resolved until the radical interventionist state polices of a native Irish government after 1932

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the ‘twisted dictation’ used in the study, can be an effective means of both drawing students’ attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts

The feel good factor: comparing immersion by design and immersion by default models

This article presents findings from an exploratory research project entitled Gaelscoileanna and Multicultural classrooms: the potential for transfer to enhance L2 learning experiences. The project focussed on two language immersion contexts in Ireland which, despite obvious differences, share a range of significant commonalities. One context was that of the Gaelscoil, where instruction is through the medium of Irish, and the other that of the mainstream English-medium school, where learners from migrant backgrounds often experience a form of language immersion which is referred to here as ‘immersion by default’. The views of teachers and principals are described in this article. Data from this cohort illustrates how each school type approached the celebration of Language per se in relation to learners for whom the language of instruction is not the L1. This raises two key issues: (1) the extent to which the school can see itself as a site of and for multilingualism and (2) the extent to which learners in all immersion contexts can also be affirmed as language learners. Findings point to how immersion contexts, regardless of whether they are ‘design’ or ‘default’ in nature, can inform each other. We argue that each has the potential to approach Language in additive ways

Intermolecular O—H O hydrogen bonding in the three independent molecules of (2S)-3-(4-hydroxyphenyl)-2-(1-oxoisoindolin-2-yl)propanoic acid.

The title compound, C17H15NO4, derived from l-tyrosine, crystallizes with three independent mol­ecules which differ in the conformation of the asymmetric unit: the N—C—C—Cipso torsion angles are −71.7 (5), −63.6 (6) and −52.5 (5)°, respectively. Deformations in the phenol ring hydroxy O—C—C angles of 116.5 (4)/123.9 (4), 121.7 (5)/118.1 (4) and 122.4 (5)/118.6 (5)°, respectively, result from their respective intermolecular hydrogen-bonding environments. Intermolecular Oacid—HtO=Cindole, Ophenol—HtO—Hphenol and Ophenol—HtO=Cindole hydrogen bonds, with OtO distances in the range 2.607 (4)–2.809 (4) Å, are present in combination with C—HtO and C—Htπarene interactions. The primary hydrogen-bonding systems assemble with graph sets R33(8) and R32(22)

An investigation of ESOL provision for adult Syrian refugees in Ireland: voices of support providers

This chapter describes a research project entitled An investigation of language and intercultural support for Syrian refugees in Ireland which explored the language and intercultural needs and supports provided to Syrian refugees who are resettling in towns across Ireland under the Irish Refugee Protection Programme (IRPP). This chapter focuses on the findings in relation to the provision of ESOL courses for adult refugees in the programme delivered by the local Education and Training Boards (ETBs). Through consultation with support providers from educational, community and NGO sectors across a number of resettlement towns in Ireland, the researchers seek to evaluate existing services, identify needs, and inform the development of additional supports in relation to English language supports for Syrian refugees in Ireland. Findings suggest that there are important lessons to be learnt in relation to the duration, intensity, content and format of the ESOL provision provided to these students and highlight an urgent need for the development of clear guidelines and appropriate training for the support providers involved

Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland

This chapter is the second in this volume (the first being Chapter 5) to report on a research project investigating language and intercultural support for Syrian refugees who are being resettled in towns across Ireland under the Irish Refugee Protection Programme (IRPP). Based on the perspectives of ESOL providers, resettlement workers, representatives of NGOs and organizations involved in the IRPP, as well as community-based service providers and volunteers, it explores the language and intercultural supports available to Syrian refugees beyond the official provision of English language training. Its findings indicate the need for intercultural training for those working with refugees, appropriate responses to refugees’ diverse needs, and support for sustainable integration in host communities. Emerging linguistic and cultural challenges faced by Syrian refugees in relation to employment, education, and social inclusion are discussed; the findings of this research point to the need for clear policy on refugee resettlement in Ireland