Site specific performance and the mechanics of becoming social

This thesis offers a body of practice that includes video documentation of one to one performances, performance lectures, critical writings and first person reflective narratives that give new insights into the potential of site-specific performance art and social space. Key themes, questions and concerns across performance studies and the social sciences are explored through a practice as research trajectory. From performance studies Nick Kaye’s (2000) writing on site-specificity provides a point of departure for methods of making and writing about performance that I refer to as ‘mechanics’; the term mechanics is posited within a process of what is described in the thesis as ‘becoming social’ and articulates a sense of what social scientist Doreen Massey might describe as ‘throwntogetherness’ (Massey, 2005). Anthropologist Marc Augé’s (1995) concerns around the prevalence of non-place are challenged and interwoven with Massey’s optimistic calls for spatial rethinking to answer the key research question: how can becoming social be framed as a site-specific process when realised through particular performance mechanics? The thesis speaks broadly to this question whilst exploring subthemes, questions and concepts. The confessional potential of body language (Howells, 2011) is explored as personal histories are exchanged between strangers in an exploration of ‘autobiographical’ (Heddon, 2010) performance that encourages the materialisation of what psychologist Charles Fernyhough (2016) refers to as the voices within. Interrelationality, intimacy, proximity, place and social space are explored, with concepts of hosting, caretaking and hospitality mobilised in performance materials that are both positioned as experiments and research findings. These findings give new insights into performance art and offer a timely alternative way of becoming social that performs and practices space as a ‘simultaneity of stories-so-far’ (Massey, 2005: 9)

Kinetic resolution of alkyne-substituted quaternary oxindoles via copper catalysed azide-alkyne cycloadditions

Kinetic resolution of alkyne-substituted quaternary oxindoles via copper catalysed azide-alkyne cycloaddition

Asymmetric copper catalyzed azide-alkyne cycloadditions

Since its discovery independently by Sharpless and Meldal in 2002, the copper-catalyzed azide–alkyne cycloaddition (CuAAC) has become a ubiquitous molecular linking platform. Easy access to substituted 1,4-triazoles can be exploited to engender asymmetry to a myriad of potentially useful targets in high yields. Utilizing the CuAAC to form chiral triazolic products in a single step is an attractive and powerful approach for the synthetic chemist. The area of asymmetric CuAAC is still in its infancy compared to more established asymmetric metal-mediated transformations; however, this leads to exciting challenges that need to be overcome to usher in the next era in the story of the triazole and click chemistry in general. This review details the steps taken into asymmetric CuAAC and the exciting results achieved thus far. [Note that diagrams accompany this abstract in the published version and can be found at http://dx.doi.org/10.1021/acscatal.6b00996.

The disconnect between evidence and practice: A systematic review of person-centred interventions and training manuals for care home staff working with people with dementia

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this recordObjective The overall objective is to determine the availability of person-centred intervention and training manuals for dementia care staff with clinical trial evidence of efficacy. Design Interventions were identified using a search of electronic databases, augmented by mainstream search engines, reference lists, hand searching for resources and consultation with an expert panel. The specific search for published manuals was complemented by a search for randomised control trials focussing on training and activity-based interventions for people with dementia in care homes. Manuals were screened for eligibility and rated to assess their quality, relevance and feasibility. Results A meta-analysis of randomised control trials indicated that person-centred training interventions conferred significant benefit in improving agitation and reducing the use of antipsychotics. Each of the efficacious packages included a sustained period of joint working and supervision with a trained mental health professional in addition to an educational element. However, of the 170 manuals that were identified, 30 met the quality criteria and only four had been evaluated in clinical trials. Conclusions Despite the availability of a small number of evidence-based training manuals, there is a widespread use of person-centred intervention and training manuals that are not evidence-based. Clearer guidance is needed to ensure that commissioned training and interventions are based on robust evidence. Copyright © 2014 John Wiley & Sons, Ltd.National Institute for Health Research (NIHR

Canadian Postsecondary Students With Disabilities: Where Are They?

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.Les résultats d'une étude pancanadienne basée au Québec portant sur des étudiants ayant diverses incapacités dans des institutions postsecondaires canadiennes sont présentés. L'étude 1 impliquait 156 professionnels. Ils représentent 80% de la population des intervenants qui fournissent de l'appui, sur les campus, aux étudiants ayant des incapacités. Les résultats révèlent que (1) 8% des institutions postsecondaires rapportent qu'elles n'ont pas d'étudiants ayant des incapacités, (2) globalement, 2 % des étudiants sont inscrits aux services offerts aux étudiants ayant des incapacités de leur institution postsecondaire, et (3) cette donnée varie de 1/2% à 6% à travers le pays. Les collèges communautaires ont un pourcentage plus élevé d'étudiants ayant des incapacités inscrits aux services d'appui (3 3/4%) par rapport aux universités (1 2/3%). (4) La formation à distance a 3% d'étudiants nécessitant des services de cette nature. (5) Le Québec a le pourcentage le plus faible au Canada d'étudiants ayant des incapacités aux niveaux collégial (2/3%) contre 6%) et universitaire (1/2% contre 2 1/2%). Une étude cible impliquant 46 intervenants qui fournissent des services aux étudiants ayant des incapacités dans les collèges au Québec, les CEGEPs, révèle qu'un des facteurs contribuant aux faibles pourcentages est le fait que le gouvernement du Québec ne tient pas compte des difficultés d'apprentissage lors du financement. Cependant, ceci ne peut expliquer les différences énormes entre le Québec et le reste du Canada. Par extrapolation, il est possible d'avancer qu'il y a plus de 100 000 étudiants ayant des incapacités présentement inscrits dans des institutions postsecondaires canadiennes, quoique seulement 25 à 50 % de ceux-ci soient inscrits aux services offerts aux étudiants ayant des incapacités

Practitioners’ understanding of barriers to accessing specialist support by family carers of people with dementia in distress

Distressing symptoms in dementia are hard to manage for many family carers. This article explores practitioners' perceptions of the barriers to accessing skilled behaviour management support encountered by carers. A survey of cases referred to the English National Health Service (n = 5,360) was followed by in-depth group discussions and practitioner interviews. Data revealed that practitioners focused on care home residents or older people with mental health problems other than dementia, rather than community-dwelling people with dementia and families. Barriers to access included misperceptions about the nature of distressing behaviour affecting carers and structural limitations in the capacity of specialist services to respond to carers

Glucose selective bis-boronic acid click-fluor

Four novel bis-boronic acid compounds were synthesised via copper catalysed azide–alkyne cycloaddition (CuAAC) reactions.</p

Synthesis of atropisomeric phosphino-triazoles and their corresponding gold(i) complexes

The synthesis of atropisomeric phoshino-triazoles is disclosed. It was found that the introduction of a phosphine functionality onto the 5-position of a 1,2,3-triazole ring could be highly restrictive towards the rotation around a triazole-aryl bond. VT NMR and chiral HPLC studies demonstrated that rotation was restricted even at high temperatures. Gold(I) chloride complexes of single-enantiomer phosphines were prepared and again demonstrated to be conformationally stable

Projet ITAC - L'accessibilité au cégep pour tous : informatique et technologies adaptées dans les cégeps pour les étudiants ayant des handicaps /

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