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This paper describes and defends the counter-hegemonic methods applied to the investigation of a high-profile national policy for Early Education and Care (ECCE) in Ireland. The policy, the Access and Inclusion Model (AIM) seeks to ensure the full inclusion and meaningful participation of children with disabilities in mainstream, state funded ECCE. It makes a significant contribution to data and debate on how research about inclusion can become inclusion in the context of policy evaluation. The design of the policy evaluation included surveys, in depth interviews and qualitative case studies of pre-schools and children supported by AIM which were deliberately designed to be counter-hegemonic through the recruitment of practitioners as co-researchers (as expert representatives within a feminised workforce), and the use of a participative method of elicitation that sough the perspectives and lived experiences of inclusion among fourteen children supported by AIM. This method was multi-modal mapping. With a focus on these counter-hegemonic elements, the paper poses questions about how the approach was counterhegemonic in terms of its theoretical underpinning, practical approach, and outcomes. Thematic analysis of the data collected by practitioner researchers for the child case studies showed that the approach did achieve counter-hegemony through the achievement of redistribution, representation, and recognition in both the enactment of the research, and in the reporting of children's lived experience in the study as a whole. However, the extent of counter-hegemony achieved was limited when practitioner researchers were unable to deploy the multi-modal mapping method because of limited time, or because the child was not a speaker of English or was as yet, non-speaking. In a context where policy makers have a preference for positivist and rationalist approaches to evaluating the impact of policies, we assert that research about policies for inclusion, should be enacted as inclusion and social justice through the deliberate deployment of participatory and counter-hegemonic methods. We also assert that multi-modal mapping holds particular promise for researching the lived experience of inclusion and participation from the perspective of children and argue that more work needs to be done on developing these methods so that they are effective with all children, including those who are non-speaking. Finally, we posit that Fraser's triune model of social justice can be applied as a benchmark for designing and evaluating counter-hegemonic modii and outcomes. [ABSTRACT FROM AUTHOR]

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy. [ABSTRACT FROM AUTHOR]

For historical reasons, the vast majority of primary schools in the Republic of Ireland are under the patronage of the Catholic church. Patronage involves a number of responsibilities, including the provision of a Patron's Programme. Traditionally in the form of Religious Education (RE), such programmes should satisfy the curricular requirement for religious/ethical education and act as an expression of school ethos. In order to meet this responsibility, the Irish Episcopal conference in 2015 published its first curriculum in Religious Education, which forms the basis for the Grow in Love programme for pupils from Junior Infants to Sixth Class in all Catholic primary schools. However, effective teaching and learning of RE is dependent on the 'buy in' of those teaching it. The religious beliefs, understandings, and practices of those teaching RE are influential in this regard. Drawing from the data of a large-scale, multi-phase study, this paper describes the religious identity and beliefs of first-year students entering an Initial Teacher Education programme in Ireland—in this case, the Bachelor of Education (BEd) degree—to qualify as primary-level teachers. It situates the data in the wider context of religious identity and beliefs in Ireland and goes on to explore how the religious profiles of these students fit with the required understanding, knowledge and ability to teach Religious Education in Catholic schools. Findings indicate that the majority of these students identify as Catholic and believe in God. For most, God is important in their lives. However, there is a complexity to these beliefs, with a significant number who do not know what to think. This paper concludes with a discussion of the implications of these findings for the teaching of Religious Education and for the patrons of Catholic schools. [ABSTRACT FROM AUTHOR]

Geography is a significant element of social innovation. This paper focuses on exploring differences and similarities in the characteristics and contributions towards impact of Work Integration Social Enterprises (WISEs), a form of social innovation which provides otherwise unmet services and opportunities to people at risk of social and economic exclusion and distant from the labour market, in rural and urban areas of Ireland. To do so, we use data from 336 surveys from urban (213) and rural (123) WISEs and conduct an exploratory and spatially sensitive analysis to compare the characteristics, in terms of organisational age, legal and governance form, multiplicity of activities, revenue diversification; and contributions towards impact, in terms of geographical focus/reach, employment, volunteers, and income generation. Our analysis shows that WISEs in urban and rural areas present rather similar organisational characteristics and ways of functioning (legal structure, multiactivity, multiple sources of funding), but their contributions to socioeconomic impact differ according to their spatial location, with urban WISEs generating significantly more employment and income than their rural counterparts. Our study illustrates that socially innovative organisations are spatially sensitive, and that context influences their capacity to create sustainable employment opportunities and contribute to the local economy. [ABSTRACT FROM AUTHOR]

In 2014, an Irish parliament white paper called for greater addressing of sport-related concussions (SRCs) in Ireland, requesting the adoption of the Concussion in Sport Group's (CISGs) guidelines and greater consistency in SRC return to play (RTP) management. Ten years later, it is unclear how these requests have been addressed. Recently, the United Kingdom's government centralised guidelines to one SRC document for all grassroots sports. This study aimed to investigate all publicly available SRC guidance in Irish sports and national governing bodies (NGBs) to determine if centralised guidelines are warranted. Sport Ireland and the Irish Federation of Sports were searched for all recognised NGBs and sports in Ireland. Websites were searched for any information pertaining to SRCs and data were extracted and collated in Microsoft Excel. In total, 15 of 83 sports and/or NGBs included SRC guidance, nine of which provided RTP protocols. Various iterations of the CISGs guidance and tools were implemented. Several sports with a documented SRC risk had no guidelines present. The findings indicate disjointed and outdated guidance across Irish sport. Additionally, there are sports with a documented concussion risk that have no SRC guidance available. This study provides support for centralised guidelines to be adopted in Irish grassroots sports. [ABSTRACT FROM AUTHOR]

This paper charts the journey from classroom-based training delivery to hybrid and virtual learning opportunities used to overcome the challenges imposed by public health restrictions introduced in response to the COVID-19 pandemic. The public health measures introduced in March 2020 had a significant effect on the ability of the Children First Information and Advice Service (CFIAS), in Tusla, Ireland's Child and Family Agency, to deliver services. One of the key tools used by the CFIAS to support understanding of responsibilities, and best practice, in child safeguarding by professionals, and within organisations, has been the provision of direct training and information sessions. The introduction of public health restrictions necessitated a complete rethink by the CFIAS on how child safeguarding training and information are delivered. The paper presents an outline of the background and context of child safeguarding in Ireland, followed by a description of some of the challenges experienced by the CFIAS in response to the pandemic public health restrictions. It includes discussion on strategies and solutions considered to overcome these challenges. There is further discussion on the tools and methods eventually used, followed by a reflection on lessons learned by the CFIAS in areas including training delivery and methodology, eLearning, and information provision. The paper provides an analysis of limited qualitative and quantitative data, as well as a reflection on the lived experience of the CFIAS team members responding to the challenges posed during this time period, rather than a preplanned research study on pedagogical approaches in adult learning. [ABSTRACT FROM AUTHOR]

This paper explores the legal framework concerning the conscientious objection rights of employees in Ireland and critically considers how the various sources within that legal framework may overlap and intersect. It specifically considers the uncertainties created by section 22 of the Health (Regulation of Termination of Pregnancy) Act 2018 and its interaction with the Constitution of Ireland, the common law, other statutory regimes in employment law, EU law and the European Convention on Human Rights. In conducting this analysis, the paper attempts to map out likely future directions of travel within the law of conscientious objection in the context of termination of pregnancy in Ireland. [ABSTRACT FROM AUTHOR]

This paper explains the logic for using the concept of gender-related violence (GRV) as a broad category that problematises homophobia, transphobia and the policing of gender norms and the gender binary, as well as gender-based violence—understood as primarily violence against women and girls (VAWG). It then evaluates the utility of this concept and its capacity to introduce theoretical refinement to the study of gendered violence, by reviewing its reception within a large international feminist project on gendered violence in the lives of children and young people. The aim of this study was to improve knowledge and understanding of forms of violence and discrimination among practitioners who have everyday contact with general populations of children and young people. It sought to improve their ability to identify and challenge sexist, sexualising, homophobic or transphobic language or behaviour, and their knowledge of how and when to refer children and young people to appropriate support. The paper reports my view of the contribution that the concept of gender-related violence made in each of the four project sites: Ireland, Italy, Spain and the UK. The findings are mixed: in Spain and the UK the concept seemed helpful, but in Italy and Ireland it was initially expected to be helpful but, in practice, a conceptualisation closer to gender-based violence plus homophobia was employed. It is tentatively concluded that where LGBTQIA+ rights were well-established as well as the problematisation of VAWG, this framework was successful, but that it was less successful in more heteronormative sites where homophobia was less problematised. It is suggested that, as a concept, GRV can make a valuable intervention in sites like the former. [ABSTRACT FROM AUTHOR]

This paper explores the potential of a new source of fly ash, deposited on the site of a coal-fired power plant in Ireland dating from 1985 to 1995, as a cement replacement material. A series of X-ray diffraction (XRD) analyses on binder samples with cement replacement levels of 0, 10, 25 and 35% was undertaken to determine the fly ash's mineralogical composition and to determine its suitability as a supplemental cementitious material (SCM). The XRD results reveal a unique mineral composition with promising characteristics for enhancing the strength and durability of concrete. The experimental results were used to calibrate a thermodynamic model to predict changing phase assemblage and hydration behaviour over time and per replacement level. Thermodynamic models have been shown to give credible predictions of the long-term performance of cements, including SCMs. The initial experimental results' thermodynamic modelling demonstrates the feasibility of this fly ash source as a sustainable alternative to traditional cement, paving the way for more eco-friendly construction. Ash deposits dating from 1995 to 2005 and from 2005 to the present will be presented in subsequent publications. [ABSTRACT FROM AUTHOR]

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland's youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students' intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area. [ABSTRACT FROM AUTHOR]

Background: This study, using real-world data, assesses the impact of RS testing on treatment pathways and the associated economic consequences of such testing. This paper pertains to lobular breast cancer. Methods: A retrospective, observational study was undertaken between 2011 and 2019 on a cross-section of hormone receptor-positive (HR+), HER2-negative, lymph node-negative, early-stage breast cancer patients. All patients had ILC and had RS testing in Ireland. The patient population is representative of the national population. Patients were classified as low (RS ≤ 25) or high (RS > 25) risk. Patients aged ≤50 were stratified as low (RS 0–15), intermediate (RS 16–25), or high risk (RS > 25). Results: A total of 168 patients were included, most of whom had grade 2 (G2) tumors (n = 154, 92%). Overall, 155 patients (92.3%) had low RS (≤25), 12 (7.1%) had high RS (>25), and 1 (0.6%) had unknown RS status. In 29 (17.5%) patients aged ≤50 at diagnosis, RS was ≤15 in 16 (55%), 16–20 in 6 (21%), 21–25 in 5 (17%), >25 in 1 (3.5%), and unknown in 1 (3.5%). Post RS testing, 126 patients (78%) had a change in chemotherapy recommendation; all to hormone therapy. In total, only 35 patients (22%) received chemotherapy. RS testing achieved a 75% reduction in chemotherapy use, resulting in savings of €921,543.84 in treatment costs, and net savings of €387,283.84. Conclusions: The use of this test resulted in a 75% reduction in chemotherapy and a significant cost savings in our publicly funded health system. [ABSTRACT FROM AUTHOR]

This study explores the experiences, practices and perceptions of primary school principals currently leading autism classes in Ireland. Autism classes in mainstream primary schools are becoming increasingly common in the Irish education system. The prevalence of autism classes highlights the importance of their role in enabling autistic children to attend mainstream schools. It reflects the increasing number of autistic pupils who require these specialised placements. Primary schools serve all children. It is essential that autistic children are supported in the best way possible so they can reach their full potential. The principal has a pivotal role in all aspects of his or her school, including leading the autism classes. Given the centrality of their role, it is imperative that the principal is supported by the best practices and theory available. This study sought to give the principals time to reflect on their inclusive leadership and decipher what it meant for them in their lived experience and context. Theories of leadership through a socio-cultural lens frame the overall study. A qualitative research design was adopted using semi-structured interviews with 15 primary school principals. Analysis of the data was conducted using a reflective thematic analysis approach. Findings of the research reveal that there are particular leadership styles that align with an inclusive leadership approach. These styles are distributed leadership, transformational leadership and instructional leadership. A positive disposition towards inclusion is an important factor in the principal's perceptions of their leadership. The idea of inclusionary leadership is borne out of the study. This term indicates that leaders striving for inclusion in their schools do not view it as a destination to be reached but rather a long-term journey they travel. This research is a pathway for further study in the field. It has implications for pupils, principals, school communities and policy makers regarding the value of the work of inclusionary leaders. All participants referred to in this paper have been given two letter pseudonyms to protect their identity. [ABSTRACT FROM AUTHOR]

(1) Background: Inherited retinal degenertions are rare conditions which may have a dramatic impact on the daily life of those affected and how they interact with their environment. Coordination of clinical services via an ophthalmic genetics multidisciplinary team (OG-MDT) allows better efficiency of time and resources to reach diagnoses and facilitate patient needs. (2) Methods: This clinical case series was conducted by a retrospective review of patient records for patients enrolled in the Target 5000 programme and managed by the OG-MDT, at the Mater Hospital Dublin, Ireland (n = 865) (3) Results: Herein we describe clinical cases and how the use of the OG-MDT optimizes care for isolated and syndromic IRD pedigrees. (4) Conclusions: this paper demonstrates the benefits of an OG-MDT to patients with IRDs resulting in the holistic resolution of complex and syndromic cases. Furthermore, we demonstrate that this format can be adopted/developed by similar centres around the world, bringing with it the myriad benefits. [ABSTRACT FROM AUTHOR]

School placement plays a critical and complex role in the professional development of student teachers. When universities and schools shut their doors and moved all teaching activities online in March 2020, initial teacher education (ITE) providers across Ireland had to implement emergency alternative practicum supports in order to ensure that students could complete their ITE programmes. Many initial teacher education providers across Ireland introduced professional online conversations as an alternative approach to professional practice supervision. It is easy to view this response to the COVID-19 crisis in purely deficit terms. For obvious reasons, no sensible teacher educator would advocate for abandoning school visits and replacing them with online professional conversations. Nonetheless, emergency measures arguably brought about affordances to the delivery of teacher education, which are deserving of consideration and may help to inform future practice. In this paper, we draw on our recent experience of ITE emergency practicum supervision to explore assumptions and tensions inherent in traditional teacher education practices. We reflect on how we enacted and experienced professional student–tutor conversations without the normally preceding classroom observations and interrogate normalised assumptions about the value and purpose of classroom observation. Our reflections are infused with ideas gleaned from philosophy and sociological theory and are underpinned by a theoretical formulation which we call "negative education". "Negative education" refers to the learning that takes place as a consequence of deprivation. In these terms, we come to examine the negotiation of power and relationships in different learning environments. We explore the benefits of "zooming out", to disseminate power, and show how this helps to engage with the broader aspects of teaching which are so easily overlooked by both tutors and students during "normal" school visits. [ABSTRACT FROM AUTHOR]

Simple Summary: The faecal examination test is commonly employed for the identification and counting of parasite eggs in faecal samples. In this study, the OvaCyte Telenostic analyser (OCT) was used for detecting and counting helminth parasites in equine and compared with the McMaster and Mini-FLOTAC techniques. The prevalence of strongyle-type eggs was the highest of the detected helminth parasites. There was a strong correlation and agreement between the OCT and the other two counting techniques in this study. In terms of measuring the sensitivity and specificity, the OCT had the highest sensitivity for the detection of strongyles, Parascaris spp., and Anoplocephala spp., compared to the other two techniques. Gastrointestinal helminth parasites continue to be a significant threat to the health of equine. OvaCyte Telenostic (OCT) (Telenostic Ltd., Kilkenny, Ireland) has developed an automated digital microscope utilising Artificial Intelligence to identify and count the clinically important helminth species in equine, bovine, and ovine host species. In this paper, the performance of the OCT analyser was evaluated for the detection and counting of equine helminth species parasites and its performance compared to the currently accepted benchmark methods of faecal egg counts being the McMaster and the Mini-FLOTAC techniques. A pairwise comparison of tests was assessed based on the correlation of egg counts and Cohen's kappa agreement statistics for dichotomized outcomes. Bayesian latent class analysis was used to estimate the sensitivity and specificity of all three techniques in the absence of a gold standard for four helminth parasites (strongyles, Anoplocephala spp., Parascaris spp. and Strongyloides westeri). Based on the analysis of 783 equine faecal samples, we found a high level (ρ ≥ 0.94) of correlation between each pairwise comparison of techniques for strongyle egg counts. Cohen's kappa agreement between techniques was high for strongyles and S. westeri, moderate for Parascaris spp., and low for Anoplocephala spp. All three techniques had a high sensitivity and specificity (>0.90) for strongyles. Across helminth parasites, the sensitivity of the OCT was the highest of the three techniques evaluated for strongyles (0.98 v 0.96 and 0.94), Anoplocephala spp. (0.86 v 0.44 and 0.46) and Parascaris spp. (0.96 v 0.83 and 0.96); but lowest for S. westeri (0.74 v 0.88 and 0.88), compared to McMaster and Mini-FLOTAC, respectively. In terms of specificity, OCT was the lowest in two species (Parascaris spp. 0.96, Anoplocephala spp. 0.95). In conclusion, OCT has a sensitivity and specificity statistically similar to both McMaster and Mini-FLOTAC, and had a higher correlation with Mini-FLOTAC. The OCT point of care faecal analyser offers improved workflow, test turn-around time and does not require trained laboratory personnel to operate or interpret the results [ABSTRACT FROM AUTHOR]

Recent EU circular economy, bioeconomy policies and the New Green Deal promote the recycling of organic wastes into soil improvers and fertilisers, thereby reducing the use of mineral fertilisers. This has renewed interest in the use of compost and digestate as fertilisers. At the same time, the Russian invasion of Ukraine has strengthened the demand for sustainable domestic fertilisers to guarantee the security of supply. It is now more important than ever that quality standards in Ireland are fit for the purpose of aiding the sustainable local production of fertilisers. Quality standards for compost and digestate ensure and protect the environment. This study collated the results of the analysis of Irish compost and digestate samples and made comparisons of the Irish data to databases, reports and standards from other countries, including the EU Fertiliser Products Regulation 2019/1009. This paper, therefore, provides comprehensive information on heavy metal, stability and phytotoxicity standards from a number of European and other countries. In addition, it includes actual data on these parameters from Ireland and a few European countries. From this collation and comparison process, we propose to update the heavy metals and stability limits in the Irish compost standard (IS 441) and heavy metals and stability limits in a new digestate standard (whole, liquid and fibre). Our methodology and collated data can be used as templates for countries, especially in Europe, which have not developed their own standards. Having an updated compost quality standard supports the development of a circular economy while still respecting the precautionary principle of avoiding pollution when compost and digestate are used on the soil. [ABSTRACT FROM AUTHOR]

Radical transformation of Ireland's special education system has occurred over the past three decades. National and international policy and legislative drivers for a more inclusive approach to education have resulted in greater levels of mainstreaming, with one exception. Provision for autistic children is increasingly provided through special classes: discrete classes attached to mainstream schools. This paper presents findings from a qualitative exploration of the benefits and challenges attributed to autism class provision in mainstream primary schools in Ireland, from the perspective of teachers and school principals. The findings reveal a role for autism special class teachers that is multi-faceted, rewarding, challenging, and directly related to the extent to which the special class is systematically included with whole school policy and practice. The significance of leadership and collaboration in promoting inclusive approaches to autism class provision features strongly in the findings and influences schools' willingness to establish special classes. Micro-exclusion emerged as a theme and is linked to school culture and ethos. Findings contribute unique perspectives of school personnel, and recommendations create awareness of the benefits and challenges associated with autism special class provision and inform future innovation at a time when inclusive policy agendas and practices relating to autism provision arguably contradict each other. [ABSTRACT FROM AUTHOR]

This paper examines the role that framing and visual communications played in the mobilising of contentious politics, with particular reference to the Repeal the 8th referendum in Ireland in 2018. We analyse how framing an unpopular argument through both text and visual imagery galvanized the abortion debate on the Yes side (in particular) and created alliances and solidarity through public displays of sentiment towards the issue. Using frame analysis, we examine the visual imagery and messaging employed by both sides of the 'Repeal the 8th' debate and conclude that the careful framing of unpopular arguments or positions can open up the space for dialogue and personal stories that were previously shrouded in shame and mystery. This new willingness to discuss the topic of abortion ultimately led to an outpouring of compassion and empathy that had previously not existed due to the religious and misogynistic influence on women's reproductive health in Ireland up to that point. The ultimate 'Yes' vote resulted in one of the biggest social and health reforms for Irish women in the 21st century, one that, five years later however, we still wait to see the full implementation of. [ABSTRACT FROM AUTHOR]

Ireland's ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) raises questions about the future role of special schools and classes in the country. Internationally, Ireland has had a relatively low number of students in separate educational provision at just over 2% of the student population. However, there has been a large increase in special class provision in mainstream schools that warrants critique. This paper analyses the history of special class provision in Ireland to suggest a possible developmental role for such classes in moving towards a greater whole school inclusion. [ABSTRACT FROM AUTHOR]

Background: The Irish government has put forth sustainable transport policy measures, yet the emphasis is mainly on the active travel and sustainable mobility for passenger transport. Contrariwise, freight transport has not received equal consideration in policy measures, regulatory frameworks, and support schemes towards the low-carbon transition. This study seeks to address this imbalance. Methods: The paper proposes an adaptation of the ASI framework for freight transport and assesses the applicability of a number of international sustainable transport measures based on their potential sustainability impact if adopted in Ireland. The research applied a Policy Delphi Method to a heterogeneous expert panel. Results: The findings indicate that the current sustainable freight transport policy measures in Ireland are limited, and the paper suggests 38 measures for supply chains, maritime transport, rail transport and urban freight transport. The analysis further suggests that decarbonisation measures in Ireland should first formulate on the decarbonisation stages 'avoid' and 'shift', and then move to the 'improve' stage, thus leading to a greater impact on decarbonising the freight sector. Conclusions: An 'ASI for freight transport' framework is proposed as a taxonomy to systematically compare freight decarbonisation policy measures locally and internationally. This updated framework can serve as a new lens to prioritise sustainable freight policy measures. Recommendations are proposed for developing policy measures for sustainable freight transport in Ireland. [ABSTRACT FROM AUTHOR]

This paper was based on a framework for practice and supervision based on 'protective-support and supportive-protection' (PS-SP) that can be used to discuss and plan for practice in a way that maximises the capacity of workers in child protection and welfare (CPW) services to provide support and protection simultaneously. The framework is underpinned by a long-established assumption about social work in child protection and welfare as a socio-legal practice of mediation in the social. The PS-SP framework was initially developed within an ecological context with a focus on networks and networking. In this paper, we developed this framework further, framing practice supervision using four functions of supervision (management, support, development, and mediation) and including a fifth component on safety. We did this alongside a review of related considerations around safety in supervision in general and in child protection and welfare in particular. While noting the important contribution of this work, we identified ongoing gaps for supervision focused on safety when considered within an ecological context. Bearing in mind the well-evidenced stress, challenges, and vicarious nature of child protection and welfare practice, we argued the importance of a wider framework based on PS-SP for supervision and support to manage this complexity with a particular emphasis on 'safety' as a contribution to this. To illustrate our framework and discussion, we referred to a case study throughout. This case study is drawn from a high-profile child abuse inquiry in Ireland over a decade ago. This case was chosen as it demonstrates the complex interplay of needs for support and protection over extended time. We considered how the PS-SP framework may be used in the present (hypothetically) regarding such a case scenario. [ABSTRACT FROM AUTHOR]

Focusing on rural destinations and calling on the evolutionary resilience concept as a theoretical lens, this paper investigates whether COVID-19 provokes "revenge tourism" after periods of lockdown or whether the pandemic can be used as a chance for a degrowth-oriented restart that forms the foundation for a more sustainable tourism sector. Analysing tourism data and documents regarding political and economic actors' actions in two rural destinations in Ireland (Burren and Cliffs of Moher Geopark) and Germany (Southeast Rügen Biosphere Reserve), the study reveals that so far, neither "revenge travel" nor a degrowth-oriented restart of tourism can be identified. Rather, current development indicates that the two rural destinations show resilience in the sense of bouncing back to the pre-COVID-19 era and a continuation of further growth-oriented rural tourism as far as possible under the conditions of political COVID-19 measures. As this development will not allow the sector to genuinely come to grips with the negative ecological and sociocultural effects of rural tourism, the paper pleads for initiation of a debate about influencing business realities on a supranational level, and in this context, about the value of rural tourism destinations and possible forms of financial compensation for degrowth in rural tourism. [ABSTRACT FROM AUTHOR]

In this paper, the results obtained from a series of parametric analyses, where the influence that geometric and mechanical parameters have in the structural response of existing vernacular cob walls within an Irish context, are presented. A design of experiments using central composite designs was implemented along with analysis of variance following two computational approaches, namely, the finite element method and kinematic limit analysis. As results, a series of response surfaces and parametric equations with which it is possible to compute safety factors and collapse multipliers (within the range of values studied) are provided. Based on the results obtained, it could be concluded that traditional cob walls in Ireland are very robust. Relatively high acceleration values, unlikely to happen in a low seismic hazard region such as Ireland, would be needed to start the collapse mechanisms studied or cause yielding in typical vernacular cob walls. Furthermore, the equations generated with the refined regression models can be used by practitioners as a first approach to estimate the safety levels of existing cob buildings with similar characteristics. [ABSTRACT FROM AUTHOR]

This paper presents the findings of the first multi-analytical investigation of the Book of Uí Mhaine, one of the largest Gaelic Books surviving from the medieval vernacular period. A combination of protein analysis, point X-ray fluorescence spectroscopy (XRF), multispectral imaging (MSI), point Fiber-Optic Reflectance Spectroscopy (FORS) and point Raman spectroscopy was used to perform a systematic investigation of the Book of Uí Mhaine's constituent materials, including parchment, inks and pigments. The analysis revealed that the parchment was made of calfskin, both blunt tools and Pb-containing materials were used for ruling the pages throughout the manuscript, and iron-based inks were used to write the content of the book. The decoration was restricted to the initial letters and rubrication across the body text. The decoration color palette was limited to yellow and red, comprising arsenic-, mercury- and lead-based pigments. A copper-based green pigment was found only on one folio. The scientific knowledge acquired through this multi-analytical approach complemented a substantial corpus of knowledge already built by Gaelic scholars, paleographers, codicologists and conservators. This work not only allowed for the consolidation of existing information on methods and materials used for the production of medieval Gaelic manuscripts but also laid the basis for future comparative work with other contemporary traditions in Ireland and Europe. [ABSTRACT FROM AUTHOR]

Discrimination based on ethnicity, gender, or sexual orientation remains a pressing challenge throughout Europe, including within Ireland. Despite this, anti-discrimination education is lacking and uneven within school settings. Responding to this gap and seeking to capitalise on the perceived social potential of sport, one Irish NGO has begun delivering sport-based anti-discrimination workshops to students in primary and secondary schools nationwide. This paper presents an evaluation of these workshops, putting a specific focus on the learning outcomes generated. Data were obtained from standardised, open-ended student feedback forms and qualitatively analysed using a Framework Analysis. The results illustrate fairly consistent learning outcomes, but these outcomes generally focus on individual behaviours and attitudes. This contrasts strongly with literature on anti-discrimination education, which recognises a need to reflect on privilege and social structures while also developing clear strategies to address discrimination. To conclude, we propose recommendations and ways forward to help address both individual and structural realities within such sport-based workshops. [ABSTRACT FROM AUTHOR]

This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors' challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors' use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based 'readiness' of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE. [ABSTRACT FROM AUTHOR]

Personal assistance (PA) has long been a key support for Irish people with physical and sensory disabilities, but evidence shows that Ireland lacks national standards for allocation, provision and data collection. Addressing a particular gap in understanding the experiences of disabled people, this paper draws on a large-scale mixed-method study with PA service users which was conducted in summer 2021. Overall, the evidence shows satisfaction among many service users, but suggests that systemic shortfalls have a clearly detrimental effect on the functionings and capabilities valued by the participants in relation to their ability to participate in social and economic activities that many people take for granted. The findings of this study provide valuable insights into what good personal assistance means for disabled people's everyday lives and what Irish PA service users want to see change in the system. The findings are grounded in the Irish context, but they are useful to an international audience in clearly showing the value of PA and the importance of meaningfully including disabled people in its design and regulation. [ABSTRACT FROM AUTHOR]

This paper explores the possibilities of motion capture as a tool to preserve and study Intangible Cultural Heritage (ICH) practices such as playing instruments. The Uilleann pipes are both an instrument and a culture with a now strong community following and recovering after being almost extinguished several times in Ireland. The playing and making of the Uilleann pipes was incorporated into the Representative list of the UNESCO Convention of Intangible Cultural Heritage in 2017. This experience was performed in collaboration with several Uillean pipe players who contributed at every stage of the performance recording with comments and orientation. Some of these comments were also later formally kept as interviews to the players. The technical capture of the movements was done using a Rokoko Smart suit and paired Smart gloves which the piper wears for the performance. The resulting motion file was then cleaned and redirected to Blender 3D, a community made software package that allows the incorporation of a renderable avatar that helps for the dissemination of the performance. This recording process, called Inertial system, allows performers to perform almost anywhere and to capture the movements of the players with good accuracy. This process of recording and collaboration with the community is a cost-effective solution that can be of particular interest for scholars as well as for cultural communities wishing to archive these practices quickly. This design of technology and collaborative recording allows for a round experience that combined the detail of the technically enhanced recording with the interpretive nuance of the player that enriches the capturing process with mentions to how it is 'relatively' comfortable for the player and how efficient it is in terms of resulting detail. This collaboratively designed experience also provides the three aspects of intangible heritage preservation: supports the community -who can learn from the resulting animation; helps situating the practice within the cultural practice of the community-as they are part of the process; and helps materialise the output permitting its digital cataloguing, archival, and storage. [ABSTRACT FROM AUTHOR]

If having one child with Attention Deficit Hyperactivity Disorder (ADHD) contributes to family stress and dysfunction, then what happens when more than one family member has ADHD? This paper explores this question by drawing on findings from a multi-case study that explored the voices of stakeholders (child and parent/carer) affected by ADHD in Ireland. There were eight case studies (families) included. Each case had one parent/carer with ADHD and a child with ADHD. Eight children (aged 7–17 years; Mean = 12.6; S.D. = 3.4) and ten parents (2 males) participated. Four parentw/carers reported a diagnosis of ADHD themselves (2 females) and 6 mothers participated who had a spouse with ADHD. Triangulation was achieved using multiple interviews (parent/carers and child), a demographic survey, and creative methods with the children to contribute to a highly contextualised understanding of stakeholders' experiences. Research findings demonstrated that there may be positive and negative consequences when both parent and child have ADHD. On the one hand, it may contribute to greater dysfunction, when parents with ADHD struggle to stick to routines and remain calm and organised. On the other hand, children with ADHD may feel a sense of belonging and less different, parents believe they have greater understanding, and shared interactional preferences may have benefits. Findings will be discussed in terms of their implications for practice with families and future research. [ABSTRACT FROM AUTHOR]

Many authors have reported the use of deep learning techniques to model wind power forecasts. For shorter-term prediction horizons, the training and deployment of such models is hindered by their computational cost. Neuromorphic computing provides a new paradigm to overcome this barrier through the development of devices suited for applications where latency and low-energy consumption play a key role, as is the case in real-time short-term wind power forecasting. The use of biologically inspired algorithms adapted to the architecture of neuromorphic devices, such as spiking neural networks, is essential to maximize their potential. In this paper, we propose a short-term wind power forecasting model based on spiking neural networks adapted to the computational abilities of Loihi, a neuromorphic device developed by Intel. A case study is presented with real wind power generation data from Ireland to evaluate the ability of the proposed approach, reaching a normalised mean absolute error of 2.84 percent for one-step-ahead wind power forecasts. The study illustrates the plausibility of the development of neuromorphic devices aligned with the specific demands of the wind energy sector. [ABSTRACT FROM AUTHOR]

Buildings are responsible for around 30 to 40% of the energy demand and greenhouse gas (GHG) emissions in European countries. Building stock energy models (BSEMs) are an established method to assess the energy demand and environmental impact of building stocks. Spatial analysis of building stock energy demand has so far been limited to cases where detailed, building specific data is available. This paper introduces two approaches of using synthetic building stock energy modelling (SBSEM) to model spatially distributed synthetic building stocks based on aggregate data. The two approaches build on different types of data that are implemented and validated for two separate case studies in Ireland and Austria. The results demonstrate the feasibility of both approaches to accurately reproduce the spatial distribution of the building stocks of the two cases. Furthermore, the results demonstrate that by using a SBSEM approach, a spatial analysis for building stock energy demand can be carried out for cases where no building level data is available and how these results may be used in energy planning. [ABSTRACT FROM AUTHOR]

The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University's Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive. [ABSTRACT FROM AUTHOR]

The Marine Institute of Ireland operates a network of weather buoys around Ireland. A wave of 32.3 m height (crest–trough) was recorded by one of these buoys, the M6 buoy, off the coast of Ireland in October 2020. In this paper, the technological evolution of this network is explored, with a particular emphasis on this extremely high wave. Raw data and bulk parameters collected during the event are presented, and the wider met-ocean context is outlined. In addition, wave data across the buoy deployment period from dual wave sensors installed on the buoy are analysed. Differences in calculation methods are discussed, rogue incidence rates are calculated, and the sensors are found to be generally in good agreement for key sea state parameters. Considerations specific to this network of buoys are described, including recent advances in technology that may affect continuity of historic records. Wave data from the buoys are found to be robust; the importance of keeping technological changes in mind and using the full raw dataset for analysis purposes are highlighted. [ABSTRACT FROM AUTHOR]

Since 1987, the wages of women in Ireland have been growing faster than those of men. This, coupled with a decrease in the average hours worked by men, has resulted in a reduction in the gender earnings gap in Ireland, most notably at the bottom of the earnings distribution. This paper provides a descriptive analysis of the growth of male and female wages, weekly earnings, and differences in working patterns across the wage and earnings distribution in Ireland over the last three decades, using detailed microdata covering the period 1987–2019. Using a Oaxaca–Blinder decomposition approach, based on unconditional quantile regressions for each time period, we also show how the explained and unexplained components of the gender wage gap have changed across the wage distribution. We find that the mean and median gender gap in earnings fell by one-sixth and one-quarter, respectively, between 1987 and 2019. This change is attributable to the faster growth of women's wages compared to men's and some convergence in the average hours worked by men and women. However, there has been relatively stable structural inequality at the top of the wage and earnings distribution over the past three decades, which points towards a persistent glass ceiling in Ireland. [ABSTRACT FROM AUTHOR]

The fire that broke out on 15 April 2019 in Notre Dame Cathedral, Paris was devastating for the French nation, as the cathedral had long been regarded as a symbol of French religious and cultural patrimony, described by the Washington Post as "the spiritual heart of France". The heroic rescue of the relic of the crown of thorns by the chaplain of the Paris Fire Department, Père Jean-Marc Fournier, offered some consolation in a night of national trauma. World attention was focused on the relic, its history, and what its loss would signify to the people of France, and to the world. This paper will examine the importance of the relic to the people of France, and its enduring legacy as a symbol of universal suffering. It will demonstrate how the motif of the crown of thorns, as attested to in three of the canonical gospels, has acted as a powerful source of inspiration for the proponents of the French Catholic Revival of the early twentieth century. It will also examine the appearance of the motif in the earliest stained-glass windows produced for Loughrea Cathedral, Co. Galway at the beginning of the twentieth century, during a period of extensive building of churches and cathedrals following Catholic Emancipation in Ireland in 1829. Finally, it will reveal the largely undocumented link between the French Catholic Revival (le renouveau Catholique) and the sacrificial politics of early-twentieth-century Ireland. [ABSTRACT FROM AUTHOR]

Crucifixion scenes in late medieval Ireland, as was typical elsewhere in Europe at the time, largely present a pitiful image of a wounded and tortured Christ. This paper examines the iconography of these scenes across various media including manuscript illumination and sculpture in stone and metalwork from the late fourteenth to the mid sixteenth century. The iconography is situated within the wider European artistic tradition and within the context of contemporary religious sentiment in Ireland as expressed through the literature and material culture. Finally, the interaction between image/object and the viewer is explored, and it is proposed that such imagery encouraged and often required an active rather than passive participation on behalf of the devotee. [ABSTRACT FROM AUTHOR]

Wavelia is a low-power electromagnetic wave breast imaging device for breast cancer diagnosis, which consists of two subsystems, both performing non-invasive examinations: the Microwave Breast Imaging (MBI) subsystem and the Optical Breast Contour Detection (OBCD) subsystem. The Wavelia OBCD subsystem is a 3D scanning device using an infrared 3D stereoscopic camera, which performs an azimuthal scan to acquire 3D point clouds of the external surface of the breast. The OBCD subsystem aims at reconstructing fully the external envelope of the breast, with high precision, to provide the total volume of the breast and morphological data as a priori information to the MBI subsystem. This paper presents a new shape-based calibration procedure for turntable-based 3D scanning devices, a new 3D breast surface reconstruction method based on a linear stretching function, as well as the breast volume computation method that have been developed and integrated with the Wavelia OBCD subsystem, before its installation at the Clinical Research Facility of Galway (CRFG), in Ireland, for first-in-human clinical testing. Indicative results of the Wavelia OBCD subsystem both from scans of experimental breast phantoms and from patient scans are thoroughly presented and discussed in the paper. [ABSTRACT FROM AUTHOR]

The spotlight on "smart and green" has never been so bright and, within the hotel sector, emphasis on opportunities such as sustainability and digitisation are quickly shaping the agenda. This paper explores key components of the "smart and green" agenda among Irish hotels in the Republic of Ireland and how these concepts relate to their public customer image. While the multifaceted hybrid model of "smart and green" hotels is rapidly emerging as the new theme in the sustainable tourism industry, previous literature failed to address the issue in relation to a lack of uptake from Irish hoteliers. A post-positivistic paradigm was adopted for this study. Primary data indicates that most hoteliers were positively receptive towards "smart" and "green" despite many challenges. This research will interest policy makers, central government, tourism organisations and hotel practitioners. [ABSTRACT FROM AUTHOR]

This paper analyses Foreign Direct Investment (FDI) investment in Ireland and Iceland from other European countries during two periods, i.e., the pre-financial crisis period of 2000-2007 and the financial crisis period of 2008-2010. The aim of this research is to determine what made the countries interesting to foreign investors in both good and bad times; and, secondly, to examine whether European Union membership (and the Euro) made a difference in this respect. The results were obtained by using data from the OECD, theWorld bank, and other sources. The model constructed for the study applies the inverse hyperbolic sine transformation of the gravity model, which is a novel approach. The results demonstrate that before the financial crisis of 2008, European Union (EU) membership did not help Ireland attract more FDI from other EU countries. However, once it had been hit by the crisis, Ireland attracted more FDI from other EU countries. Iceland, on the other hand, which is not an EU country, attracted FDI from non-EU countries rather than from EU countries before the financial crisis. After the crisis, however, the origin within Europe, of FDI in Iceland had no significant effect on the flow of FDI into the country. [ABSTRACT FROM AUTHOR]

This paper describes the results of an analysis of the OpenStreetMap (OSM) database for the United Kingdom (UK) and Ireland (correct to April 2011). 15, 640 OSM ways (polygons and polylines), resulting in 316, 949 unique versions of these objects, were extracted and analysed from the OSM database for the UK and Ireland. In our analysis we only considered "heavily edited" objects in OSM: objects which have been edited 15 or more times. Our results show that there is no strong relationship between increasing numbers of contributors to a given object and the number of tags (metadata) assigned to it. 87% of contributions/edits to these objects are performed by 11% of the total 4128 contributors. In 79% of edits additional spatial data (nodes) are added to objects. The results in this paper do not attempt to evaluate the OSM data as good/poor quality but rather informs potential consumers of OSM data that the data itself is changing over time. In developing a better understanding of the characteristics of "heavily edited" objects there may be opportunities to use historical analysis in working towards quality indicators for OSM in the future. [ABSTRACT FROM AUTHOR]

Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland's policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland's broader inclusive education agenda. [ABSTRACT FROM AUTHOR]

(1) Background: Body dysmorphic disorder (BDD) presents significant challenges in aesthetic and reconstructive plastic surgery, impacting patient outcomes and well-being. Understanding its prevalence and associated factors is crucial for effective patient care. (2) Methods: A systematic review of national and international databases on body dysmorphic disorder, plastic surgery, cosmetic surgery, reconstructive surgery, and prevalence yielded 999 studies between 1878 and April 2024. Inclusion criteria focused on studies reporting prevalence while excluding those with small sample sizes (<20 participants), unclear diagnostic criteria for BDD, and non-English accessibility. (3) Results: A meta-analysis using a random effects model was conducted on 65 studies involving 17,107 patients to estimate the prevalence of BDD. The overall estimated prevalence of BDD was 18.6%; 10,776 (62.9%) were females, with a mean age of 35.5 ± 11.7 years. Subgroup meta-analysis found significant variability in effect sizes across countries and types of specialty, of which Brazil showed the highest proportion and dermatology exhibited the smallest. Meta-regression analysis found no significant relationship between the year of publication and prevalence rates. (4) Conclusions: Our findings update the current literature on BDD prevalence in aesthetic and reconstructive plastic surgery. We emphasize the importance of proactive screening and multidisciplinary care approaches to address the complex challenges posed by patients with BDD. Further research is needed to explore evolving trends in BDD prevalence and factors influencing its expression across different cultural contexts. [ABSTRACT FROM AUTHOR]

There is growing evidence on the prevalence and impact of loneliness, particularly among older people. However, much less is known about the personal origins of loneliness and how it persists, or not, over an individual's life course. This study aimed to increase understanding of the personal experiences of loneliness among older adults across the life course. Central to this study was giving voice to the participants and allowing them to define loneliness, what it meant to them, and how it affected them throughout their lives. This qualitative study employed 18 life story interviews with older adults attending a mental health service. We explored their personal experiences of loneliness and the situations and factors associated with loneliness across the life course. We identified three distinct typologies of loneliness: those who experienced (1) chronic loneliness since childhood, (2) chronic loneliness after a life-changing event in midlife, and (3) loneliness which remained situational/transitional, never becoming chronic. This study found the seeds of chronic life course loneliness are often determined in childhood. Early detection and intervention may prevent situational loneliness from becoming chronic. More research is needed from a life course approach to help understand and address the causes and consequences of loneliness. [ABSTRACT FROM AUTHOR]

Transformational leadership has been proposed as an approach that can inspire effective change. How this is manifest in schools is understudied in Irish primary schools, which have undergone significant change in recent years. The focus of this qualitative research study was primary school and system leaders' knowledge of transformational school leadership, perceived benefits, limitations, and feasibility, and how transformational school leadership actually manifests in practice. Participants were recruited using purposive sampling. In-depth interviews were carried out with principals, deputy and assistant principals, and former school inspectors, with the interviews aligned to the following research questions: (1) How can we characterize school and system leaders' knowledge, understanding and perceptions regarding the feasibility of transformational school leadership? (2) How do transformational school leadership behaviours manifest in primary school settings? Data analysis yielded the following themes and sub-themes: (1) Understanding of transformational school leadership: (i) transformation, change and growth, (ii) relationships, (iii) vision, mission, and goals, (iv) leading; (2) Perceptions of feasibility of transformational school leadership: (i) realism, (ii) people and relationships, (iii) practical challenges; (3) Benefits of transformational school leadership: (i) aspiration, (ii) culture, (iii) motivation and modelling, (iv) school community, (v) delivering quality learning; (4) Limitations of transformational school leadership: (i) personality, (ii) pressure, (iii) slow process, (iv) unexpected variables; (5) Manifestations of transformational school leadership: (i) idealised influence, (ii) inspirational motivation, (iii) individualised consideration, (iv) intellectual stimulation, (v) school development, (vi) improving curricular offerings. Participants' positive disposition to transformational school leadership was encouraging and suggests the need for further research, specifically to examine potential synergy between transformational and distributed school leadership. [ABSTRACT FROM AUTHOR]

The European Central Bank (ECB) engaged in an expanded asset purchase programme (APP) from 2014 to 2018 to help achieve their primary objective of price stability. Total assets purchased over this period was over €2.5 trillion and new net purchases ended in December 2018. This paper identifies whether the ECB's APP in Ireland operated through the portfolio rebalancing channel, the signalling channel or the lending channel. It presents a quantitative descriptive analysis of some key Irish data sets in the 2014–2018 period and uses time-series visualisation and trend analysis to identify trends and correlations. There are a number of preliminary findings. First, much downward pressure on sovereign debt yields and spreads had occurred before the APP began due to previous accommodative monetary policy and the signalling channel. Second, the corporate-sector purchase programme (CSPP) did impact on targeted bonds and may have had spill overs to non-targeted bonds. Third, the APP did not lead to much increased lending to the SME sector. Fourth, while households did engage in traditional portfolio rebalancing, Irish banks did not and were perhaps more motivated to meet their capital requirements and manage their level of reserves. This is a first step towards understanding the transmission channels of ECB policy in Ireland and more work needs to be done to detangle the transmission of the most recent APP from other factors and consider these findings in the context of theoretical models. Such work is important to help inform policy makers on enhancing the transmission mechanism to the Irish economy of the recently launched new ECB asset purchase programme from November 2019. [ABSTRACT FROM AUTHOR]

The success of the energy transition in Europe depends on the engagement of citizens and the sustainable replacement of conventional generation with renewable production. Highlights of the PAN European Technology Energy Research Approach (PANTERA) project, a H2020 coordination and support action, are presented in this paper. In broad terms, PANTERA offers a forum for actors in the smart grid to support the expansion of activities in smart grid research, demonstration, and innovation, especially in the below-average spending member states in the European Union (EU). The focus of this paper is on those activities of the project consortium related to the identification of gaps and barriers in regulations, standards, and network codes that hinder the sustainable engagement of energy citizens in the energy transition. The paper summarises the challenges to citizen engagement in the energy transit and considers the enablers that make the engagement of citizens viable, e.g., demand response (DR), renewable energy resources (RESs), and modern designs for local energy markets (LEMs). We focus on the barriers to the enablers that are explicitly and implicitly related to regulations, standards, and network codes and explore aspects of the relevant regulations and standards of the sample below-average spending member states. A specific case study of a research and demonstration project in Ireland for updating the network codes is also presented to demonstrate the ways in which member states are attempting to remove the barriers and enable citizen participation in the smart energy transition. Finally, the opportunities to foster smart grid research and innovation through shared knowledge and insights offered by the PANTERA European Interconnection for Research Innovation and Entrepreneurship (EIRIE) platform are highlighted. [ABSTRACT FROM AUTHOR]

Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg's) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and "other" minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants' perceptions of the school as being a school "for the Travellers and the Blacks" and its "reputation" in this regard, as well as the factors impacting the "choice" of the school by different groups of students. Both teacher and student participants were aware of the school's negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school "for the Travellers and the Blacks", it was seen as a "tough" school and one in which academic expectations were low. Choosing St. Greg's was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and "freebies". The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland's increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education. [ABSTRACT FROM AUTHOR]

Simple Summary: For dogs and their owners to live in harmony, owner expectations and the behaviour of their dogs need to be aligned. Limited socialisation can contribute to the development of undesirable behaviours, so the reduced socialisation opportunities for many puppies during the COVID-19 lockdown is a concern. This United Kingdom/Republic of Ireland study used data collected between May 2016 and November 2022 to examine the impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of 6-month-old puppies. The findings showed that puppies under 19-weeks had more types of experiences as they aged, and during pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met new adults or dogs, familiar dogs, or children within the last 1–7 days, regardless of lockdown phase. However, during lockdown, 6-month-old puppies experienced longer periods between meeting new adults in their homes. Overall, lockdown had a smaller impact on socialisation experiences than expected, but the quantity and quality of these experiences may have been affected. Future research will explore whether these early-life experiences relate to adult behaviour as the dogs in the study grow older. Limited socialisation can contribute to the development of undesirable dog behaviours. The COVID-19 lockdown potentially limited socialisation opportunities, which may negatively impact the future behaviour of puppies raised during lockdown. Data were gathered from longitudinal study participants in the United Kingdom/Republic of Ireland via multiple questionnaires between May 2016 and November 2022. The impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of approximately 6-month-old puppies were examined. Puppies under 19-weeks had significantly more types of socialisation experiences (from a predefined list) as they aged, and pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met a new adult or dog outside the household, a familiar dog, and/or a child within the last 1–7 days, and this was similar between lockdown phases. During lockdown, 6-month-old puppies experienced longer periods between meeting a new adult in their home. Puppies were hypothesised to have had fewer experiences during lockdown, but this was not found. However, the quantity and quality of these experiences may have been affected. Future research within this longitudinal study will explore relationships between the timing and type of experiences had by puppies and their subsequent behaviour. [ABSTRACT FROM AUTHOR]

In many (remote) rural areas of Europe and the world, rural communities are facing various challenges. One response is residents leaving their communities. However, there are also many empirical examples of residents staying, launching project initiatives, developing new solutions and experimenting with new practices. This is what we call social innovation. What experiences do actors have in these processes? Can we speak of empowerment? To what extent can such initiatives have an impact on community development? In this article, we explore these questions, for which there is little related empirical research. By applying a multi-sited individualising comparison to case studies in three European countries (Germany, Ireland and Portugal), we obtain empirical evidence of the following dimensions of empowerment that Avelino et al. outline conceptually: the achievement of autonomy, competence and relatedness and also impact, meaning and resilience. Often, however, it is not the individual actors for whom such effects can be reported. Rather, the social initiative as such or the local administration has acquired new skills and autonomy. Regarding community development, 'pathways to impact', such as infrastructure improvements and/or the creation of new employment opportunities and/or the influx of new residents, could be identified. However, this development often depended on both opportunity and the cooperation and goodwill of many stakeholders. [ABSTRACT FROM AUTHOR]

Aquaculture is a strategic sector that aims to meet the increased demands for healthy food for current and future populations. However, this progression needs to be sustainable, which can potentially be achieved by the implementation of circular practices. Integrated multi-trophic aquaculture (IMTA) systems promote the incorporation of circular principles. Nevertheless, the lack of harmonized definitions and standards impedes the quantification of these circular attributes. This study aims to explore the potential principles embedded in IMTA and the existing alternatives to quantify circularity. Two basic pillars (nutrient management and resource use efficiency) were identified as the most relevant circularity attributes for IMTA systems and were quantified through aquaculture-specific indicators. Bioremediation indicators, together with the efficiency indicators in terms of feed, water, energy, and infrastructure materials used, were selected to evaluate the circularity performance of four IMTA trials in three aquaculture facilities in Ireland, Brazil, and South Africa. Salmon, white shrimp, tilapia, abalone, and sea urchins were studied and cultivated together in various combinations with several low-trophic species in these IMTA trials to evaluate the improvement in circularity compared with corresponding monoculture conditions. The results showed an increase in circularity of up to 90% in terms of water recirculation, as well as bioremediation, which was improved by 80%–90%, providing evidence for the potential role of IMTA in the circularity transition. [ABSTRACT FROM AUTHOR]