Foreign Intervention and Political Violence: Examining the Local Causes of Conflict

During a civil war intervention, understanding the importance of local-level grievances and interactions is crucial for making policy choices that lead to successful outcomes. However, policymakers often disregard the role of local factors in influencing violence, as making sense of their complexity poses a significant challenge. This dissertation proposes an Agent-Based Model (ABM) that captures the complex interactions between civilians and militants during a conflict, demonstrating their aggregate effects on militant strength and the likelihood of violence. The model is then used to simulate the introduction of different diplomatic, economic, and military intervention strategies to the conflict setting, capturing their effects on violence outcomes. These simulations demonstrate how the arrangement of local grievances and affiliations between civilians and militants can have significant and often unexpected impacts on broader conflict outcomes, possibly reducing the success of foreign intervention. The dissertation builds on these findings by performing explorations of conflict intervention cases in Somalia in 1992, Afghanistan in 2001, and Libya in 2011, examining the role that grievances played in each of these wars and the limited attempts made by foreign interveners to address them. It concludes that intervention may struggle to mitigate violence that stems from local grievances, and may even exacerbate fighting. The best hope for improving conflict outcomes if and when an intervention occurs is through support for traditional dispute resolution mechanisms, which are better equipped to tackle complex underlying grievances at the local level.Doctor of Philosoph

Getting our terminology right: the power of language

For over 25 years, the term challenging behaviour (CB) has been used to describe agitation and other “distressed” behaviours associated with dementia (Stokes 2000). But such is the power of language and the importance of getting our terminology right, there has been much debate about whether we should continue to talk of “challenging behaviour”. We will discuss the results of a survey on what should replace the term, but first we will review the background to the debate

Investigating musical performance: Commonality and diversity amongst classical and non-classical musicians

The research project 'Investigating Musical Performance: Comparative Studies in Advanced Musical Learning' was devised to investigate how classical, popular, jazz and Scottish traditional musicians deepen and develop their learning about performance in undergraduate, postgraduate and wider music community contexts. The aim of this paper is to explore the findings relating to attitudes towards the importance of musical skills, the relevance of musical activities and the nature of musical expertise. Questionnaire data obtained from the first phase of data collection (n = 244) produced evidence of differences and similarities between classical and non-classical musicians. While classical musicians emphasised the drive to excel musically and technically and prioritised notation-based skills and analytical skills, non-classical musicians attached greater importance to memorising and improvising. Regardless of genre, the musicians all considered practical activities such as practising, rehearsing, taking lessons and giving performances to be relevant. However, while classical musicians attached greater relevance to giving lessons and solo performances, their non-classical colleagues considered making music for fun and listening to music within their own genre to be more relevant. Some underlying processes that may have accounted for the differences in attitudes are explored, including musical influences, age of initial engagement with music and educational background. Points of similarity and differences are discussed, and possibilities for the two musical trajectories to inform and learn from each other are highlighted

From music student to professional: the process of transition

This article addresses the question of whether higher education music courses adequately prepare young musicians for the critical transition from music undergraduate to professional. Thematic analyses of interviews with 27 undergraduate and portfolio career musicians representing four musical genres were compared. The evidence suggests that the process of transition into professional life for musicians across the four focus genres may be facilitated when higher education experiences include mentoring that continues after graduation, the development of strong multi-genre peer networks, the provision of many and varied performance opportunities and support for developing self-discipline and autonomy in relation to the acquisition of musical expertise. Implications for higher education curricula are discussed. © 2008 Cambridge University Press

Perceptions and predictions of expertise in advanced musical learners

The aim of this article was to compare musicians' views on (a) the importance of musical skills and (b) the nature of expertise. Data were obtained from a specially devised web-based questionnaire completed by advanced musicians representing four musical genres (classical, popular, jazz, Scottish traditional) and varying degrees of professional musical experience (tertiary education music students, portfolio career musicians). Comparisons were made across musical genres (classical vs. other-than-classical), gender, age and professional status (student musicians vs. portfolio career musicians). Musicians' 'ideal' versus 'perceived' levels of musical skills and expertise were also compared and factors predicting musicians' self-reported level of skills and expertise were investigated. Findings suggest that the perception of expertise in advanced musical learners is a complex phenomenon that relates to each of four key variables (gender, age, musical genre and professional experience). The study also shows that discrepancies between advanced musicians' ideal and self-assessed levels of musical skills and expertise are closely related to gender and professional experience. Finally, characteristics that predict and account for variability in musicians' views and attitudes regarding musical expertise and self-assessments of personal expertise levels are highlighted. Results are viewed in the context of music learning and implications for music education are discussed

UK clinicians’ views on the use of formulations for the management of BPSD: a multidisciplinary survey

© 2020 Informa UK Limited, trading as Taylor & Francis Group. Background and objectives: The process of formulating in the area of dementia care is at an early stage of development. A review published in 2016, identified 14 different types of formulation-based approaches for the management of Behavioural and Psychological Symptoms of Dementia (BPSD). The present study examines professionals’ views about the use of systematic formulations for choosing first-line non-pharmacological interventions for BPSD. Methods: A 34-item online survey, with six items about formulation-based interventions for the management of BPSD, was circulated to multi-disciplinary UK dementia networks. Quantitative data were examined for the use of formulation-based frameworks in practice. Thematic analyses provided insight into the practicalities of using formulations. Results: The majority of the 355 participants responding to the questions stated they used formulation-led models to inform interventions, but 24% stated they did not. Thirty-two types of formulation frameworks were named, and there was a diverse spread across the UK. The Newcastle model was the most frequently used framework, with fifty percent of the participants who formulated reporting using this framework. Four themes regarding the use of formulation emerged, relating to function, process, reported outcomes and obstacles. Conclusion: Formulation-based approaches to targeting intervention are becoming popular in dementia care in the UK. More types of formulation frameworks are used in practice compared with the 2016 review. The use of formulations are seen as key to offering an alternative to pharmacological treatments. Understanding both the value of formulation-led approaches and the obstacles to their use are important to implementing NICE 2018 recommendations

Differences in Veterans' and Nonveterans' End-of-Life Preferences: A Pilot Study

Background: Investigators conducting focus groups on end-of-life preferences noted that veterans voiced opinions that strongly differed from those of nonveterans. Objective: The objective of this study was to further explore differences between veterans' and nonveterans' end-of-life preferences. Methods: Ten focus groups and a pilot survey were conducted. Setting and sample: The focus groups consisted of Arab Muslims, Arab Christians, Hispanics, blacks, and whites stratified by gender (n = 73). Fifteen male veterans were included across all five racial groups. Measures: A moderator discussion guide was used to lead the focus groups and a pilot survey asked about demographic information and end-of-life preferences. Results: Veterans were more likely to be married (p < 0.05) and less connected to their cultural group (p < 0.05) than nonveterans. The focus group results indicated that veterans in this study were more likely to oppose the use of heroic measures compared to nonveterans. More so than nonveterans, veterans felt that their doctors should be frank and open (p < 0.05) were strongly in favor of do-not-resuscitate (DNR) orders (p < 0.10), yet were less likely to have a proxy (p < 0.10) or durable power of attorney p < 0.01). Comparing end-of-life preferences, veterans felt less strongly than nonveterans about remembering personal accomplishments (p < 0.05), being listened to (p < 0.05), being with friends (p < 0.01), or being comfortable with their nurse (p < 0.05), but did want to be around their pets at the end of life p < 0.10). Implications: The Department of Veterans Affairs is in a unique position to improve endof- life care for veterans. Providing end-of-life care that is congruent with the veteran's wishes can improve satisfaction and increase cost effectiveness by eliminating unacceptable services.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63253/1/jpm.2006.9.1099.pd

Antisense inhibition of cyclin D1 expression is equivalent to flavopiridol for radiosensitization of zebrafish embryos

Purpose: Flavopiridol, a small molecule pan-cyclin inhibitor, has been shown to enhance the radiation response of tumor cells both in vitro and in vivo. The clinical utility of flavopiridol, however, is limited by toxicity, previously attributed to pleiotropic inhibitory effects on several targets affecting multiple signal transduction pathways. Here we utilized zebrafish embryos to investigate radiosensitizing effects of flavopiridol in normal tissues. Methods and Materials: Zebrafish embryos at the 1-4 cell stage were treated with 500 nM flavopiridol or injected with 0.5 pmol antisense hydroxylprolyl-phosphono nucleic acid oligomers to reduce cyclin D1 expression, then subjected to ionizing radiation (IR) or no radiation. Results: Flavopiridol-treated embryos demonstrated a 2-fold increase in mortality following exposure to 40 Gy by 96 hours post fertilization (hpf) and developed distinct radiation-induced defects in midline development (curly-up phenotype) at higher rates when compared to embryos receiving IR only. Cyclin D1-deficient embryos had virtually identical IR sensitivity profiles when compared to embryos treated with flavopiridol. This was particularly evident for the IR-induced curly-up phenotype, which was greatly exacerbated by both flavopriridol and cyclin D1 downregulation. Conclusions: Treatment of zebrafish embryos with flavopiridol enhanced radiation sensitivity of zebrafish embryos to a degree that was very similar to that associated with downregulation of cyclin D1 expression. These results are consistent with the hypothesis that inhibition of cyclin D1 is sufficient to account for the radiosensitizing action of flavopiridol in the zebrafish embryo vertebrate model

Reliability of Addenbrooke's Cognitive Examination III in differentiating between dementia, mild cognitive impairment and older adults who have not reported cognitive problems.

Diagnosing dementia can be challenging for clinicians, given the array of factors that contribute to changes in cognitive function. The Addenbrooke’s Cognitive Examination III (ACE-III) is commonly used in dementia assessments, covering the domains of attention, memory, fluency, visuospatial and language. This study aims to (1) assess the reliability of ACE-III to differentiate between dementia, mild cognitive impairment (MCI) and controls and (2) establish whether the ACE-III is useful for diagnosing dementia subtypes. Client records from the Northern Health and Social Care Trust (NHSCT) Memory Service (n = 2,331, 2013–2019) were used in the analysis including people diagnosed with Alzheimer’s disease (n = 637), vascular dementia (n = 252), mixed dementia (n = 490), MCI (n = 920) and controls (n = 32). There were significant differences in total ACE-III and subdomain scores between people with dementia, MCI and controls (p  73%) and thus the differences are not clinically relevant. The results suggest that ACE-III is a useful tool for discriminating between dementia, MCI and controls, but it is not reliable for discriminating between dementia subtypes. Nonetheless, the ACE-III is still a reliable tool for clinicians that can assist in making a dementia diagnosis in combination with other factors at assessment