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Data from a sample of teachers, parents and pupils in Northern Ireland about their experiences of blended and online learning during the pandemic has thrown light on effective practice and some of the reasons for this. After an initial period of uncertainty and confusion, most of the five schools studied found ways to provide regular online lessons which in many cases had high levels of interaction between teachers and pupils and in some cases between pupils. This was true also in schools which had high levels of pupil disadvantage measured through entitlement to free school meals. The reasons for the emergence of good practice were the prior investment in ICT facilities for every school, the support provided through educational authorities and local teacher networks, and the quality of leadership in schools.

Early years education is offered free to all three-year-olds in Northern Ireland, prior to starting primary school, and most parents take advantage of this offer for their children. An experience of early years education has been shown to considerably improve life chances and to be important in starting the process of building a shared society, particularly important in a divided society emerging from conflict such as Northern Ireland. This paper will examine the degree to which that provision is segregated using GIS analysis and explore the factors which influence those divisions within the wider context of a deeply segregated system of education. Pre-school education in Northern Ireland is found to be highly segregated by community background, and there is a tendency for pre-schools to be more segregated than the areas in which they are located. This may exacerbate existing divisions within education and adding a further year of segregated education may provide a further impediment to building a shared future for communities in Northern Ireland.

Excitotoxicity, a neuronal death process in neurological disorders such as stroke, is initiated by the overstimulation of ionotropic glutamate receptors. Although dysregulation of proteolytic signaling networks is critical for excitotoxicity, the identity of affected proteins and mechanisms by which they induce neuronal cell death remain unclear. To address this, we used quantitative N-terminomics to identify proteins modified by proteolysis in neurons undergoing excitotoxic cell death. We found that most proteolytically processed proteins in excitotoxic neurons are likely substrates of calpains, including key synaptic regulatory proteins such as CRMP2, doublecortin-like kinase I, Src tyrosine kinase and calmodulin-dependent protein kinase IIβ (CaMKIIβ). Critically, calpain-catalyzed proteolytic processing of these proteins generates stable truncated fragments with altered activities that potentially contribute to neuronal death by perturbing synaptic organization and function. Blocking calpain-mediated proteolysis of one of these proteins, Src, protected against neuronal loss in a rat model of neurotoxicity. Extrapolation of our N-terminomic results led to the discovery that CaMKIIα, an isoform of CaMKIIβ, undergoes differential processing in mouse brains under physiological conditions and during ischemic stroke. In summary, by identifying the neuronal proteins undergoing proteolysis during excitotoxicity, our findings offer new insights into excitotoxic neuronal death mechanisms and reveal potential neuroprotective targets for neurological disorders.

Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral histories, or media interviews) using the tools of ethnomethodology and conversation analysis to "slow down" and "dig deep" into the social aspects of interviews. Using two case examples from undergraduate and graduate classrooms, we illustrate how this approach helps students to notice how question-answer sequences unfold and encourages critical consumption and participation in interviews.

Abstract Background Music therapy interventions with informal carers of individuals with life-threatening illness at pre- and post-bereavement is an increasingly important clinical area. This systematic review is the first to synthesise and critically evaluate the international evidence associated with music therapy with adult informal carers pre- and post-bereavement. Specifically, the objectives were: i) to describe the characteristics and effectiveness of music therapy interventions which aim to improve health-related outcomes for adult informal carers of adults with life-threatening illness (pre- and post-bereavement), and ii) to describe the experience of music therapy for adult informal carers of adults with life-threatening illness (pre- and post-bereavement). Methods Eligibility: adult informal carers of adults at end of life or bereaved; music therapy interventions for improving health-related outcomes; qualitative; mixed-method; and quantitative studies including comparators of any other intervention; published in English from 1998 onwards. Six databases were searched up to July 2022. A JBI mixed-methods systematic review approach was followed throughout, including quality appraisal, data extraction and a convergent segregated approach to synthesis and integration. Results A total of 34 studies were included, published between 2003 and 2022. Most were conducted in North America (n = 13), Australia (n = 10), or Europe (n = 8). No studies were conducted in low- and middle-income countries or in the UK. The majority were qualitative (n = 17), followed by quasi-experimental (n = 8), mixed-methods (n = 7) and two RCTs. The majority focused on carers of individuals with dementia (n = 21) or advanced cancer (n = 7). Seventeen studies were purely quantitative or included a quantitative component. During meta-synthesis, findings were aligned to core outcomes for evaluating bereavement interventions in palliative care and previously identified risk factors for complicated grief. Commonly targeted outcomes in quantitative studies included quality of life and mental wellbeing, showing equivocal effectiveness of music therapy with significant and non-significant results. Twenty-two studies either purely qualitative or with a qualitative component underwent meta synthesis and suggested a diverse range of improved pre- and post-bereavement outcomes for informal carers across all core outcomes, and across all risk and protective factors, including psychological, spiritual, emotional, and social outcomes. Conclusions Qualitative studies provide moderate to strong evidence for improved health-related outcomes for adult informal carers of adults with life-threatening illness pre-bereavement. Limited studies including those bereaved negates conclusions for the bereavement phase. Comparisons and explanations for effectiveness across quantitative and qualitative studies are equivocal, with a high risk of bias and small samples in the limited number of quantitative studies, demonstrating a need for high-quality RCTs. Systematic review pre-registration PROSPERO [CRD42021244859].

Abstract Background Informal carers of terminally ill patients play a vital role in providing palliative care at home, which impacts on their pre- and post-death bereavement experience and presents an up to 50% greater risk for mental-health problems. However, developing and implementing effective bereavement support remains challenging. There is a need to build the evidence base for music therapy as a potentially promising bereavement support for this vulnerable population. This study aimed to co-design an international best practice agenda for research into music therapy for informal carers of patients pre- and post-death bereavement. Methods Online half day workshop using a World Café approach; an innovative method for harnessing group intelligence within a group of international expert stakeholders (music therapy clinicians and academics with experience of music therapy with informal carers at end-of-life). Demographics, experience, key priorities and methodological challenges were gathered during a pre-workshop survey to inform workshop discussions. The online workshop involved four rounds of rotating, 25-minute, small group parallel discussions using Padlet. One final large group discussion involved a consensus building activity. All data were analysed thematically to identify patterns to inform priorities and recommendations. Results Twenty-two consented and completed the pre-event survey (response rate 44%), from countries representing 10 different time zones. Sixteen participated in the workshop and developed the following best practice agenda. The effectiveness of music therapy in supporting informal carers across the bereavement continuum should be prioritised. This should be done using a mixed methods design to draw on the strengths of different methodological approaches to building the evidence base. It should involve service users throughout and should use a core outcome set to guide the choice of clinically important bereavement outcome measures in efficacy/effectiveness research. Conclusions Findings should inform future pre- and post-death bereavement support research for informal caregivers of terminally ill patients. This is an important step in building the evidence base for commissioners and service providers on how to incorporate more innovative approaches in palliative care bereavement services.

In societies emerging from conflict, education plays an important part in instituting peace and reconciliation, and school leaders are key to this. This paper examines the complexity of school leadership in Northern Ireland. Despite the peace agreement of 1998, Northern Ireland's communities are still deeply divided, and this is reflected in education. The school leaders who were interviewed as part of this research work within school partnerships as part of 'shared education' projects which involve schools working together and with twin aims of improving both educational and reconciliation outcomes for young people. The challenges that school leaders face when working in partnership in post-conflict societies have not been given the attention they deserve in the literature, so this work is significant in that it brings a focus on how school leaders can best be empowered to be agents of change, in turn empowering pupils. While the context is Northern Ireland, the outcomes from this study will be of wider interest and significance for school leaders facing similar challenges in other divided situations.

This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technology in the classroom. The findings suggest that brief interventions can serve as a means for pre-service teachers to evaluate their digital skills and develop an action plan to enhance them. Additionally, the study highlights the potential barriers to implementation faced by teachers, including the pace of technological change, lack of embedding time and funding constraints. This research contributes to the limited literature on the use of VR in teacher education and suggests that immersive experiences with technology can foster positive attitudes towards innovation, curiosity and skill development. The study provides implications for teacher education programs and policymakers regarding the potential of VR and AR technologies in education and the importance of supporting teachers in developing their digital skills.

This autoethnographic essay discusses the author's experiences and reflections on teaching and learning in a college town in the southern US in Spring 2020. What happens to faculty and students and the work of teaching and learning during an unprecedented event such as a pandemic? How do we work alongside the disruptions of everyday routines and suddenly navigate massive social change? The author describes some of the issues that a teacher and her students navigated personally and professionally during a semester of crisis precipitated by a global pandemic.

Aim: Prescribed burning is the most common method employed to reduce fuel loads in flammable landscapes. This practice is designed to reduce the hazard associated with uncontrolled bushfires. Prescribed burns are frequently conducted close to residential areas, and the associated smoke impacts can adversely affect community health. Particulate matter is the predominant pollutant within the smoke and is strongly and consistently linked with adverse health effects. Outdoor smoke readily infiltrates buildings and reduces the quality of indoor air. Portable air cleaners containing high-efficiency particulate air (HEPA) filters are a promising indoor air quality intervention for reducing outdoor smoke exposure. Methods: We provided 10 homes from semirural regions of Victoria, Australia, with HEPA cleaners and conducted continuous monitoring of indoor and outdoor fine particulate matter (PM2.5) for 2–4 weeks during prescribed burning periods. We calculated the potential improvements to indoor air quality when operating a HEPA cleaner during a smoke episode. Ventilation measures were conducted to identify points of smoke ingress and housing characteristics that could lead to higher infiltration rates. Results: Depending on the house, the use of HEPA cleaners resulted in a reduction in indoor PM2.5 concentrations of 30–74%. Conclusions: HEPA cleaners have the potential to substantially improve indoor air quality during episodic smoke episodes.

Recent scholarship has highlighted the heterogeneity of second-generation Irish identities in Great Britain, yet the varieties of self-identification espoused by the English-raised children of Northern Irish parents remain almost wholly unexplored. This article redresses this neglect by examining the relationship between parentally transmitted memories of the Northern Ireland Troubles (c.1969–1998) and the forms of identity and self-understanding that such children develop during their lives in England. Drawing on original oral history testimony and using the concepts of narrative inheritance and postmemory as interpretive tools, it demonstrates the complex correlation that exists between parents’ diverse approaches to memory-sharing and their children’s negotiation of inherited conflict memory as they position themselves discursively within contemporary English society. Based on a close reading of five oral history interviews, the analysis reveals a spectrum of creative postmemory practices and identity enactments, whereby narrators agentively define themselves in relation to the meanings they attribute to inherited memories, or the dearth thereof, as they navigate their tangled transnational affinities and allegiances. The article also explores how these practices and enactments are subtly responsive to narrators’ changing relationships to their narrative inheritances as their experience and awareness of their own and their parents’ lives deepen over the life course.

Predicting future climate requires the integration of knowledge and expertise from a wide range of disciplines. Predictions must account for climate-change mitigation policies which may depend on climate predictions. This interdependency, or "circularity", means that climate predictions must be conditioned on emissions of greenhouse gases (GHGs). Long-range forecasts also suffer from information asymmetry because users cannot use track records to judge the skill of providers. The problems of aggregation, circularity, and information asymmetry can be addressed using prediction markets with joint-outcome spaces, allowing simultaneous forecasts of GHG concentrations and temperature. The viability of prediction markets with highly granular, joint-outcome spaces was tested with markets for monthly UK rainfall and temperature. The experiments demonstrate these markets can aggregate the judgments of experts with relevant expertise, and suggest similarly structured markets, with longer horizons, could provide a mechanism to produce credible forecasts of climate-related risks for policy making, planning, and risk disclosure.

Abstract Background Patients who develop severe illness due to COVID-19 are more likely to be admitted to hospital and acquire bacterial co-infections, therefore the WHO recommends empiric treatment with antibiotics. Few reports have addressed the impact of COVID-19 management on emergence of nosocomial antimicrobial resistance (AMR) in resource constrained settings. This study aimed to ascertain whether being admitted to a COVID-19 ward (with COVID-19 infection) compared to a non-COVID-19 ward (as a COVID-19 negative patient) was associated with a change in the prevalence of bacterial hospital acquired infection (HAI) species or resistance patterns, and whether there were differences in antimicrobial stewardship (AMS) and infection prevention and control (IPC) guidelines between COVID-19 and non-COVID-19 wards. The study was conducted in Sudan and Zambia, two resource constrained settings with differing country-wide responses to COVID-19. Methods Patients suspected of having hospital acquired infections were recruited from COVID-19 wards and non-COVID-19 wards. Bacteria were isolated from clinical samples using culture and molecular methods and species identified. Phenotypic and genotypic resistance patterns were determined by antibiotic disc diffusion and whole genome sequencing. Infection prevention and control guidelines were analysed for COVID-19 and non-COVID-19 wards to identify potential differences. Results 109 and 66 isolates were collected from Sudan and Zambia respectively. Phenotypic testing revealed significantly more multi-drug resistant isolates on COVID-19 wards in both countries (Sudan p = 0.0087, Zambia p = 0.0154). The total number of patients with hospital acquired infections (both susceptible and resistant) increased significantly on COVID-19 wards in Sudan, but the opposite was observed in Zambia (both p = ≤ 0.0001). Genotypic analysis showed significantly more β-lactam genes per isolate on COVID-19 wards (Sudan p = 0.0192, Zambia p = ≤ 0.0001). Conclusions Changes in hospital acquired infections and AMR patterns were seen in COVID-19 patients on COVID-19 wards compared to COVID-19 negative patients on non-COVID-19 wards in Sudan and Zambia. These are likely due to a potentially complex combination of causes, including patient factors, but differing emphases on infection prevention and control, and antimicrobial stewardship policies on COVID-19 wards were highlighted.

This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs) in the pedagogical use of Virtual Reality (VR) and the creation of re-usable learning objects (RLOs). STs were supported and encouraged to cascade this learning to their placement schools as digital learning leaders connecting the innovative practice from the university directly to their classroom practice. Through bi-directional reverse-mentoring the STs and CTs supported each other technically (with the VR) and pedagogical (through the links to the curriculum) to create additional subject-specific RLOs which the STs were able to demonstrate to the UEs on their return to university. Thus, providing the final link in the cycle of learning leaders across the triad of partners in ITE.

Greenhouse tomato production is a growing business worldwide, and it is strongly promoted by bumblebee pollination. Although there are over 250 bumblebee species worldwide, very few species have been reared successfully for greenhouse tomato pollination. Those successfully managed species, especially Bombus terrestris, are shipped around the world for commercial use. However, managed bumblebees are known to escape greenhouse facilities, have established local populations, spread disease to local bumblebees, and are blamed for the declines of some indigenous bee species. An alternative to shipping exotic bumblebees around the world is to develop local species for greenhouse pollination. Such an approach has the dual benefits of creating a new industry of insect rearing while reducing threats to local bee communities. In this study, we successfully reared Bombus haemorrhoidalis, which is the most common bumblebee species in Northern Pakistan, in a laboratory and compared its effectiveness as a tomato pollinator with that of commercial B. terrestris in a greenhouse. We found that the effectiveness of B. haemorrhoidalis in tomato pollination in a greenhouse is very similar to that of B. terrestris when it comes to the fruit size, number of seeds, and fruit weight. Our study provides an example of how to rear a native bumblebee species to pollinate local crops, which is a method that could potentially substitute the importation of non-ingenious bumblebees.

Scientific studies of perception use motoric reports as the principal means of communicating subjective experience. In such experiments, a widely held and implicit assumption is that the motor action conveys but does not tamper with perceptual experience. We tested nine observers on a luminance detection task in a cross-over repeated measures design. In separate conditions, observers reported their detection via movements of either their hands or eyes. We found only anecdotal evidence for any modality-dependent effect on psychophysical sensitivity. We also reanalyzed an existing dataset from which deployed a similar detection paradigm involving hand and eye reports. In the four paradigm variants tested, we again only found anecdotal evidence for the effect of report modality on psychophysical sensitivity. Both studies reported here provide only anecdotal evidence; thus, whether we can replicate report-dependent perceptual effects still needs to be resolved. We argue why this remains an important question for consciousness research and why it deserves more rigorous and high-powered replication attempts.

Background: LGBTQ+ youth face myriad adverse health outcomes due to minority stress, creating a need for accessible, mechanism-targeted interventions to mitigate these minority stress-related risk factors. We tested the effectiveness and acceptability of Project RISE, an online single-session intervention designed to ameliorate internalized stigma and improve other outcomes among LGBTQ+ youth. We hypothesized that youth assigned to RISE (versus a control) would report significantly reduced internalized stigma and increased identity pride at post-intervention and at two-week follow-up and would find RISE acceptable. Methods: We recruited adolescents nationally through Instagram advertisements in May 2022 (N = 538; M age = 15.06, SD age = 0.97). Participants were randomly assigned to RISE or an information-only control and completed questionnaires pre-intervention, immediately post-intervention, and two weeks post-intervention. Inclusion criteria included endorsing: (1) LGBTQ+ identity, (2) age 13–16, (3) English fluency (4) Internet access, and (5) subjective negative impact of LGBTQ+ stigma. Results: Relative to participants in the control condition, participants who completed RISE reported significant decreases in internalized stigma (d = −0.49) and increases in identity pride (d = 0.25) from pre- to immediately post-intervention, along with decreased internalized stigma (d = −0.26) from baseline to two-week follow-up. Participants rated both RISE and the information-only control as highly, equivalently acceptable. Conclusions: RISE appears to be an acceptable and useful online SSI for LGBTQ+ adolescents, with potential to reduce internalized stigma in both the short- and longer-term. Future directions include evaluating effects of Project RISE over longer follow-ups and in conjunction with other mental health supports.

There is a considerable literature concerning divided societies and the role of education in such societies. In the case of Northern Ireland, education is characterised by a largely separate system of education for its two main communities. There is also a considerably smaller integrated schools sector, where the two communities learn together. A more recent intervention is that of shared education where separate schools are retained but shared classes and other opportunities for sharing are offered. Politically, there has never been extensive support for integrated education, particularly from the two largest parties in the Assembly and power-sharing Executive: The Democratic Unionist Party and Sinn Féin. While not active proponents of integrated education the two parties have embraced shared education and with their own interpretation of its implementation. The introduction of shared education can be seen as a triumph as the two main parties in the coalition have agreed on a policy designed to bridge the gap in education. An alternative view is that shared education is the least-worst option for these two parties but may do little to advance reconciliation.

Teaching in online spaces requires new roles and competencies. Presented as autoethnographic narratives, three faculty members describe their journeys into online graduate instruction in qualitative research methods. Areas of growth included effective course design and planning and strategies for building community. Challenges included keeping up with the technology and finding adequate resources. These narratives provide potential issues for consideration by faculty new to online instruction.

We report a spectroscopic search for hypervelocity white dwarfs (WDs) that are runaways from Type Ia supernovae (SNe Ia) and related thermonuclear explosions. Candidates are selected from Gaia data with high tangential velocities and blue colors. We find six new runaways, including four stars with radial velocities (RVs) $>1000\,\rm km\,s^{-1}$ and total space velocities $\gtrsim 1300\,\rm km\,s^{-1}$. These are most likely the surviving donors from double-degenerate binaries in which the other WD exploded. The other two objects have lower minimum velocities, $\gtrsim 600\,\rm km\,s^{-1}$, and may have formed through a different mechanism, such as pure deflagration of a WD in a Type Iax supernova. The four fastest stars are hotter and smaller than the previously known "D$^6$ stars," with effective temperatures ranging from $\sim$20,000 to $\sim$130,000 K and radii of $\sim 0.02-0.10\,R_{\odot}$. Three of these have carbon-dominated atmospheres, and one has a helium-dominated atmosphere. Two stars have RVs of $-1694$ and $-2285\rm \,km\,s^{-1}$ -- the fastest systemic stellar RVs ever measured. Their inferred birth velocities, $\sim 2200-2500\,\rm km\,s^{-1}$, imply that both WDs in the progenitor binary had masses $>1.0\,M_{\odot}$. The high observed velocities suggest that a dominant fraction of the observed hypervelocity WD population comes from double-degenerate binaries whose total mass significantly exceeds the Chandrasekhar limit. However, the two nearest and faintest D$^6$ stars have the lowest velocities and masses, suggesting that observational selection effects favor rarer, higher-mass stars. A significant population of fainter low-mass runaways may still await discovery. We infer a birth rate of D$^6$ stars that is consistent with the SN Ia rate. The birth rate is poorly constrained, however, because the luminosities and lifetimes of $\rm D^6$ stars are uncertain.

Abstract Background A review of admissions to nursing in Northern Ireland was prompted by the growing number of applications and a desire to ensure that the applicants had the right values for a career in nursing. Concerns regarding authorship, plagiarism and reliability of personal statements used to select applicants to interview was the focus of this research. This study evaluates the psychometric properties of a Personal Statement (PS) as a method for admission to a nursing programme and a values-based psychological screening tool, Nurse Match (NM). Methods A self-selecting, purposive sample (n = 228; 9.7%) was drawn from applicants to Schools of Nursing in the United Kingdom (n = 2350). Participants all of whom had completed a Personal Statement were asked to complete a psychological tool and the scoring outcomes and psychometric properties of both tests were investigated. Statistical analysis was conducted using Minitab 17. Results Applicants from 18 schools and five colleges responded. The majority (72.4%) were aged 18–19. Findings provide practical, theoretical, statistical, and qualitative reasons for concluding that the Personal Statement has substantial limitations as a measure of suitability. It does not compare well with international test standards for psychometric tests. In contrast, NM is a valid and reliable measure with good discriminatory power, standardised administration and consistent marking. Conclusion NM is a viable alternative to the PS for shortlisting applicants for nursing interviews.

The terms parent-teacher relationship and partnership are used frequently throughout the literature in early childhood education and special education. Their prevalence may imply that we know more than we really do about what takes place between families and teachers, and how these parties cultivate and sustain relationships with one another. This qualitative study examined parents' expectations of their journey into special education and their relationships with special education preschool teachers. Data collection methods for this study included semi-structured interviews and document analysis. Findings from the study inform early childhood special education practitioners about how they might view the notions of care and expectations, and in turn develop positive and caring relationships with the families of their young students with disabilities. Furthermore, this study raises additional questions that researchers might continue to investigate in order to gain a more comprehensive understanding of how Noddings' ethic of care might be used as a framework for applying family-centered practices in early childhood special education.

Divided societies emerging from conflict are found around the globe, and these divisions can cause, and may be perpetuated by, disunity in educational provision. Establishing sound and equitable education is considered vital in promoting reconciliation in places with apparently intractable conflict. Northern Ireland was involved in ethno-sectarian violence for 30 years. Society there is still fundamentally divided and there is considerable duplication of services supplying the needs of each community. This is true also of education with multiple schools each catering for 'their own' population. Sometimes these can be too small to be sustainable and/or may be inefficient. In this research GIS analysis is used to identify 32 pairs of primary schools and their levels of sustainability are estimated, alongside some additional cost of the duplication, although this can be difficult to quantify. Bringing schools together in a society emerging from conflict will not be easy for communities. However, economic costs may drive difficult structural change. Perhaps an even more important driver, in addition to financial costs, is the less tangible but even more important costs to future social cohesion should separation continue.

This paper reports on findings from a study that examined students' online asynchronous discussions in five online courses on qualitative research methods. Online asynchronous discussion data from 22 students in 5 courses over a period of two years were analyzed iteratively, revealing two themes: (1) patterns of writing in students' posts that both softened authoritative speech and encouraged continued conversation and (2) expressions of authority and vulnerability embedded in students' posts in relation to knowledge construction. Postings included proportionately similar patterns of authoritative and vulnerable language from week to week. Findings align with other studies of online discussions, in that much agreement, complimenting and supportive talk and few direct challenges were observed in the data. Findings contribute to literature on teaching qualitative methods by adding to what is known about how technology mediates delivery of coursework in the teaching of qualitative research methods. Understanding how qualitative researchers learn to conduct research in online contexts is essential for instructors of qualitative research methodology using online course delivery to prepare future researchers to develop innovative methods and conduct significant research.

There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.

Abstract Background and objectives Burn patients are highly susceptible to invasion by multidrug-resistant Gram-negative bacteria (MDR-GNB) through post-burn damage. The prevalence of MDR-GNB isolated from burns patients has increased dramatically in the last decade, representing a serious risk to patients admitted to burns units worldwide. The challenges of managing infected burns patients are exacerbated in poor resource settings. This study was designed to develop a pathway for the rapid diagnosis of multidrug-resistant (MDR) Gram-negative infections and identify the bacterial genes including bla OXA1, bla TEM, and bla SHV encoding ESBLs and bla OXA48, bla KPC, bla NDM, and bla VIM encoding carbapenemases from the patient of post burns infection. Methods Clinical isolates were collected (August 2017 to August 2018) from Intensive care unit (ICU) of Burn Centre. Antibiotic susceptibility testing and phenotypic detection of ESBLs and carbapenemases was performed by disk diffusion, double disk synergy test (DDST), combination disk test (CDT), and Imipenem + EDTA combined disk test (IMP + EDTA CDT). Polymerase chain reaction (PCR) detection was performed for ESBLs bla OXA1-bla SHV-bla TEM and carbapenemases genes bla OXA48-bla KPC-bla NDM-bla VIM Results In total, of 170 Gram-negative isolates, 104 (61.2%) were confirmed as multidrug-resistant (MDR); Pseudomonas aeruginosa was found to be the most prevalent 43/104 (41.4%), followed by Klebsiella pneumoniae 17/104 (16.4%), Acinetobacter baumannii12/104 (11.5%), and 6/104 Proteus mirabilis (5.8%). All isolates (100%) were resistant to cefotaxime and ceftazidime, while the meropenem resistance was 58.7%. ESBL and carbapenemase genotypes were found to be associated with higher MAR index (0.65–0.88) and MIC (> 32 µg/ml) values P. aeruginosa was the major ESBL and carbapenemase producer as determined by phenotypic testing and PCR. bla TEM positive isolates among ESBLs producers were predominant 81.8% (27/33), followed by 27.3% bla OXA1 and bla SHV, respectively. bla VIM positive isolates among carbapenemase producers were predominant 47.7% (21/44), followed by 27.3% bla KPC, 20.5% bla OXA48, and 11.4% bla NDM positive isolates. Conclusions The predominant organism causing burn infections was ESBL and carbapenemase-producing Pseudomonas aeruginosa. There are only limited effective antibiotics against such strains. bla VIM and bla TEM individually and in co-existence with bla KPC, bla OXA48, bla SHV, and bla OXA1 confer antimicrobial resistance in burns patients. Rapid detection of ESBL and carbapenemase genes will inform treatment strategies improving the outcome for post-burn patients in ICU.

The digital transformation of the educational landscape is an integral part of 21st-century learning, yet not all regions have capitalized on the benefits edtech brings. However, Northern Ireland's (NI's) education system presents a uniquely opportune environment for embracing edtech, acting as a veritable Goldilocks zone—where conditions appear just right for educational technology's successful deployment. This work provides a significant expansion to the range and depth of research into educational technologies in NI and important point of reference for schooling, internationally. Notably, the research reveals an urgent need for a robust teacher competence framework. This framework would focus on developing the digital skills of educators, which would, in turn, enhance their digital capital—the skills, knowledge, and attitudes toward digital technologies that enable meaningful engagement in digital activities. The findings also underscore the critical importance of a strategic vision in the application of digital technology in pedagogy. [ABSTRACT FROM AUTHOR]

This article proposes an innovative analytical framework for understanding memory work in oral history interviews with migrants who experienced the Troubles in Northern Ireland before migrating to Britain. Integrating theories of diasporic subjectivity from migration studies with conceptual developments in oral history and current research on memory, temporality and the history of emotions, it focuses on transnational dynamics in 'travelling memories' of the Troubles brought to Britain by first-generation migrants; the long temporal 'afterlife of feelings' attached to conflict memories; and the process of 'associative diffraction' whereby chronologically sequential memories are interrupted, fragmented and recombined in achronological sequences linking diverse temporal moments and spatial locations. The utility of these concepts is explored in an intensive analysis of memory dynamics and subjectivity in a single interview, with Siobhán O'Neill, who grew up Catholic, working-class and queer in nationalist/republican West Belfast at the epicentre of conflict violence, and moved to London in 1986. The article argues that the specificities of individual migration stories such as Siobhán's resist conventional generalisation, and offers a new theoretical and methodological framework for the systematic investigation of quotidian experiences, memories and silences that are unexplored in the established historiographies of the Troubles and the Irish diaspora in Britain. [ABSTRACT FROM AUTHOR]

BackgroundDespite the proliferation of evidence-based digital mental health programs for young people, their low uptake and inconsistent implementation preclude them from benefiting youths at scale. Identifying effective implementation strategies for evidence-based supports is especially critical in regions where treatment access is lowest owing to mental health provider shortages. ObjectiveThe goal of this academic-community partnership, funded by the City of San Antonio Metropolitan Health District, was to culturally adapt, disseminate, and gauge the acceptability and utility of an evidence-based digital mental health platform—Project Youth Empowerment and Support (YES)—among English- and Spanish-speaking youths living in south Texas. MethodsProject YES is an open-access, anonymous platform containing 3 evidence-based, self-guided interventions for youth mental health. Project YES was culturally adapted via focus groups and co-design sessions with San Antonio youths with lived experience of depression and anxiety; translated into Spanish; and disseminated throughout San Antonio, Texas, via community and school partnerships. ResultsDuring the project period (April 2021 to December 2021), 1801 San Antonio youths began and 894 (49.64%) of them completed a 30-minute, single-session intervention within Project YES (aged 11-17 years; n=718, 39.87% male; n=961, 53.36% female; and n=3, 0.17% intersex; n=1477, 82.01% Hispanic; n=77, 4.28% non-Hispanic White; n=113, 6.27% Black; n=28, 1.55% Asian; and n=93, 5.16% other). This completion rate (49.64%) surpassed those previously observed for Project YES (eg, 34% when disseminated via social media). San Antonio youths rated Project YES as highly acceptable across all metrics, both in English and Spanish. In addition, the youths who completed Project YES—ENGLISH reported significant improvements in hopelessness (Cohen d=0.33; P

Teachers are increasingly integrating ICT into formal education (McKnight et al. "Journal of Research on Technology in Education," 48(3), 194-211, 2016), helping to incorporate technologies in learning and teaching. However, an important expectation relating to ICT integration is that Initial Teacher Educators model their own practice as well as developing digital skills and competencies in pre-service teachers (Haydn 2010; Gudmundsdottir and Hatlevik "European Journal of Teacher Education," 41(2), 214-231, 2018). To test these expectations, this paper reports on a convergent mixed methods study that consisted of twelve interviews with Initial Teacher Educators as well as a series of questionnaires that were distributed to four teacher education providers in Ireland and four in Northern Ireland. Findings suggest that, while there are certainly pockets of excellence and some individual models of good practice, it is evident that there is a limited coherent integration of ICT within and across Initial Teacher Education providers, despite efforts to achieve this.