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In this paper we define regional economic development as a political-geographical problem using a theoretical logic drawn from the writings of Antonio Gramsci on hegemony and the Italian questione meridionale (southern question). This logic is then used in a discussion of regional industrial policy in Northern Ireland between 1945 and 1972. A major claim is that relative levels of regional economic development are not independent of politics, nor do they follow some natural economic order; they are, instead, critically dependent on the practical need of states for popular legitimation of economic activities and for the political-social order represented by a particular government or political party. The paper ends with a brief comparison of the approach with alternatives. [ABSTRACT FROM AUTHOR]

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular 'neuromyths' which have become accepted in many classrooms. It also criticises the use of over-simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education. [ABSTRACT FROM AUTHOR]

The article presents comments on the data that has been collected about the inequality prevalent in Northern Ireland. Some interesting hypotheses and suggestions concerning the socioeconomic characteristics of Protestants and Catholics in the Province and the processes of educational, occupational and income attainment for each religious group has been discussed. The British census does not provide data for Northern Ireland broken down by religion but Northern Ireland has conducted its own population census since its creation through the Government of Ireland Act in 1920. Those actively engaged in examining issues of equality of opportunity in the Northern Ireland labor market are eagerly anticipating the opportunity to examine the nature and impact of the social, economic, and political changes which have undoubtedly taken place since 1971. These changes have not only been generated by civil disturbance but also by such factors as the redevelopment and suburbanization which have greatly altered the social geography of Belfast, Northern Ireland, the rapid growth in opportunities to participate in higher education and the processes of deindustrialization which are producing unemployment rates in Northern Ireland unmatched since the 1930s.

Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document Teacher education in a climate of change: The way forward (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education inter alia dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision. [ABSTRACT FROM PUBLISHER]

This paper compares the concept of mixed faith/cultural education in Northern Ireland and Israel. It is primarily concerned with the processes that these ‘integrated’ schools adopt in their quest to improve relations between divided ethnic groups. Drawing on qualitative data collected in two mixed religion primary schools in each jurisdiction the paper shows that the schools' existing cultural norms act as important mediating influences on the way that inter‐group relationships are constructed. The paper concludes that attention needs to be paid to both the policy context and the culture if contact initiatives are to be successful. [ABSTRACT FROM AUTHOR]

Evidence suggests that teacher shortages in Western Society, largely attributable to social and economic change, are threatening the future of school education in many developed economies. Questions concerning the subject areas affected and the impact teacher shortages have on schools and on pupil learning are topics of mounting speculation. In contrast to the increasing body of research undertaken to explore these issues in other parts of the UK, much less is known about staffing patterns in post‐primary schools in Northern Ireland. This paper seeks to inform the debate and to present findings from the perceptions and experiences of 136 post‐primary school principals. Results suggest that most principals have experienced recruitment difficulties in a range of subjects; those most frequently cited include the sciences, particularly physics, mathematics, technology and design, home economics and ICT. Principals believe that staff shortages not only have a negative impact on teaching and learning but are also set to increase. This paper discusses these findings and argues the need for intervention and a change in government policy to break this self‐perpetuating cycle. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hydrological Sciences Journal/Journal des Sciences Hydrologiques is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole. [ABSTRACT FROM AUTHOR]

This paper focuses on schools in Northern Ireland, with a particular emphasis on school development planning and spending decisions to enhance the quality of teaching and learning. Variations in practice have been found, but there is evidence to suggest that over time, as schools have become more experienced in these areas, they have begun to think more in terms of teaching and learning, and increasingly planning and spending decisions have been driven by these concerns. However, for some schools the tasks confronting them are extremely difficult, especially within the secondary sector. Open enrolment and a number of other factors beyond their control have led to declining rolls. Increasingly planning and decision-making in these schools have focused on strategies to deal with retrenchment, and finances were often being considered over educational criteria. [ABSTRACT FROM AUTHOR]

Most of existing literature assumes that social movement organizations will inevitably become more ideologically and tactically conservative over time. This paper presents a couterargument to this position, suggesting that many movement organizations can be shown to have grown more radical as they have developed. A definition of movement radicalization is constructed, and eight propositions concerning factors which seem to increase the likelihood that a movement organization will radicalize are presented. These factors include repressive action by the agents of social control, changes in the ideological and tactical orientations of the movement organization's constituency, codification of a radicalizing movement's ideology, a reduced likelihood of co-optation, certain aspects of the structural character of the larger society, weak internal controls over the group's members, and the presence of individual radical leaders. Each proposition is illustrated by reference to the career of a North Irish group known as the People's Democracy. [ABSTRACT FROM AUTHOR]

This paper assesses the relationships among three variables: the degree to which individuals believe the world to be just job loss; and depressive symptomatology. Using self-consistency and identity theory. we postulate that for those individuals who have recently lost a job, those who strongly believe that the world is just are more likely to experience depressive symptoms than those who have little belief that the world is just and that such an event does not result in the weakening of the belief Using questionnaire data from a random sample of 283 adult citizens of Northern Irelan4 these observations are confirmed. The findings from this initial research effort are discussed in terms of self maintenance theories together with implications for the study of mental health. [ABSTRACT FROM AUTHOR]

This study emphasizes the dynamism of the enterprise approach in manufacturing geography and the elusive quality of the milieu concept. It identifies the facilitating and restraining conditioning elements of the changing milieu of a large shipbuilding firm which, form 1950 to 1964, the period analyzed, comprised a major though rapidly declining part of the export base of Northern Ireland. The paper suggests that the local region provided a relatively permissive milieu for the firm, though it offered few opportunities for diversification. Competitive difficulties that arose during the period came mainly from the changing international milieu, especially movements in the composition of world demand and the appearance of Japanese suppliers. These difficulties were suggested in part to reflect the condition of the firm's internal resources, but they were increasingly assigned to the state of its national milieu. Also outlined are some of the firm's adoptive and adaptive features and the form of its adverse impact, including through multiplier effects, on the development of the local region.

There has been a recent identification of a need for a New Business History. This discussion connects with the analytic narrative approach. By following this approach, the study of business history provides important implications for the conduct and institutional design of contemporary industrial policy. The approach also allows us to solve historical puzzles. The failure of the De Lorean Motor Company Limited (DMCL) is one specific puzzle. Journalistic accounts that focus on John De Lorean's alleged personality defects as an explanation for this failure miss the crucial institutional component. Moreover, distortions in the rewards associated with industrial policy, and the fact that the objectives of the institutions implementing the policy were not solely efficiency-based, led to increased opportunities for rent-seeking. Political economy solves the specific puzzle; by considering institutional dimensions, we can also solve the more general puzzle of why activist industrial policy was relatively unsuccessful in Northern Ireland. [ABSTRACT FROM PUBLISHER]

This study evaluates a range of scenarios to reduce soluble reactive phosphorus (SRP) losses using the surface runoff phosphorus transport model (Surphos) to simulate the application of liquid manure (slurry) to grassland catchments. Surphos was applied using data from two contrasting sites in the Republic of Ireland and Northern Ireland. It explored scenarios that investigated changes to the timing of slurry applications, based both on policy (i.e. a "closed" period where regulations prohibit any slurry spreading) and on climate-based restrictions, where soil moisture and antecedent rainfall were important factors. The observed data showed a considerable spatial variability in runoff at both sites, which resulted in a corresponding variable range of SRP losses predicted by the model. However, at both sites the model results showed that maintaining a closed period led to a greater reduction in SRP losses than opening this period up to slurry applications under climate-based restrictions. [ABSTRACT FROM AUTHOR]

Examines the Irish language revival in Northern Ireland. Improvement in the status of the language in the education system; Reform of the school curriculum; Element in the educational change.

Assesses manufacturing in Belfast, Northern Ireland. Employment in the manufacturing industry; Measurement of the concentration of the industry; Structure of the industry.

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of the Association of American Geographers is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of the Association of American Geographers is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How education systems operate in divided societies is an increasingly important question for academics and educational practitioners as well as for governments. The question is particularly pertinent in post-conflict societies, where education is a key mechanism for resolving conflict between divided communities. Using Northern Ireland as a case study, this article sheds new light on the role of education in conflict resolution by examining the long-term impact of segregated and integrated education on attitudes towards community relations and levels of contact between the Protestant and Catholic communities. The results suggest that individuals who had attended an integrated school are significantly more likely to have friends and neighbours from across the religious divide and that these friendship networks translate into a more optimistic view of future community relations. This is not the case, however, when kinship networks are considered. The evidence from Northern Ireland suggests that the education system can be a source of both conflict and cohesion depending on the nature of the school system as well as the particular source of division to be addressed. [ABSTRACT FROM AUTHOR]

This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working-class boys. All of the boys in this qualitative case study live in the same disadvantaged working-class community but attend two different schools, depending on whether they succeeded or failed in an examination at the age of 11 years. It is argued that these schools have different mediating effects on the boys' common habitus. While most studies of working-class boys focus on underachievement, and most studies of working-class success focus on females, this article draws together the strands of success, failure, working-class boys and locality, and examines the ways in which identity is constructed and reconstructed in response to schooling. Questions are raised about the interpretation and/or misrecognition of working-class culture in schools and within the wider discourses of society. [ABSTRACT FROM AUTHOR]

Copyright of Avian Pathology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The last 2 decades have seen a flowering of scholarly and applied work in the area of forgiveness, a skill important to the development of peaceful people and communities. We describe a forgiveness intervention designed to help children in a central-city environment. Such environments put children at risk for various psychological and social problems, including antisocial behavior, in large part because of the many forms of injustice experienced in such a context. Injustice often leads to anger, a key emotion in the development of psychological, interpersonal, and even academic problems. The current forgiveness education program is showing promise in Belfast, Northern Ireland, and is now being implemented in inner-city Milwaukee. [ABSTRACT FROM AUTHOR]

This article outlines educational responses to the conflict in Northern Ireland designed to promote intergroup harmony. Current research about the impact of these programs on children and young people is also reviewed to draw conclusions for practitioners in formal and informal educational settings who want to use intergroup contact to implement education for peace in the most effective way. The contact hypothesis has provided the theoretical framework for the majority of educational initiatives in Northern Ireland designed to promote peace, and it is used here to evaluate empirical evidence regarding the impact of such initiatives. In the main this evidence supports the importance of the key conditions for successful outgroup contact as originally proposed by the contact hypothesis. In addition, intergroup anxiety is identified as a factor mediating successful outgroup contact and attention is drawn to the potentially significant role of outgroup contact that is not experienced first hand, but indirectly through reports of relevant others. [ABSTRACT FROM AUTHOR]

In Northern Ireland there has been a dearth of evidence on the role of further education colleges in relation to educating adults. Given the existence of a system of education based on academic selection, it has emerged that the 'losers' in this process grow up to become adults with reduced self-esteem in relation to how they perceive their educational potential. The study draws on a qualitative research study carried out to examine the barriers that inhibit access to colleges and to identify routes for the development of policies for widening participation. The two main types of barriers identified were the personal attitudes of adults, who expressed severe apprehensions regarding their ability to cope with study, and 'logistical' barriers such as lack of childcare, ability to pay fees and transport. The latter factor impinged particularly on students with special needs in rural areas. Learning with others, as opposed to learning alone, was preferred on the grounds that emotional and intellectual support is available which allows the learner to have experiences beyond their present level of knowledge and skill. The findings have implications for policy and practice both in terms of refocusing the service towards adults who underachieved during their period of statutory schooling and in respect of the need to direct new forms of teaching and learning towards excluded communities. [ABSTRACT FROM AUTHOR]

The present article explores the nature and extent of racist harassment in predominantly white areas. It is based on a case study of Northern Ireland, and draws on data from in-depth interviews with a total of 32 children and 43 parents chosen from the four largest minority ethnic groups in the region: Chinese, Irish Travellers, South Asians and Black Africans. The article demonstrates that racist harassment is a significant problem in schools in Northern Ireland and highlights the varied forms that it can take, from overt acts of physical and verbal abuse to more covert and subtle forms of teasing and 'friendly' banter. It also highlights the central role that schools play within this. More specifically, some schools were found to respond appropriately and effectively to incidents of racist harassment among their pupils. Other schools, however, through inactivity and/or responding inappropriately, were found to not only indirectly reinforce the racist harassment that was taking place, but at times to directly contribute to it. The article concludes by stressing the relevance and importance of schools developing effective strategies for dealing with racist harassment in predominantly white areas. [ABSTRACT FROM AUTHOR]

Despite the now well-established link between homelessness and mental ill health [1], little is known about whether or not the homeless mentally ill are receiving appropriate care and support or, indeed, what is the most effective way of delivering services to them. Research in this area is needed to address, among other things, persistent claims about how health and social services may be failing to provide adequate care for this population [2-4]. In the first part of the present study (see the preceding article), it was reported that 41 percent (165/401) of single homeless adults in Belfast had a mental health problem. A significant proportion had sufficiently poor levels of functioning and mental morbidity to suggest that they were not in contact with appropriate, if any, services or that existing provision of care was inadequate. Here we describe part two of the study, which was undertaken to assess the health, social care, and accommodation needs of 164 residents with mental health problems, with a view to estimating and planning future service requirements. [ABSTRACT FROM AUTHOR]

There has been growing concern about the increasing numbers of homeless people with mental ill health, many of whom may be falling through the "net" of mental health services [1]. A recent large UK study [2]—which excludes Northern Ireland (NI)—provided a comprehensive picture of the prevalence of mental morbidity among homeless people. However, there is still some uncertainty about the extent and severity of mental disorders among this population. Furthermore, hostel staff in Belfast (NI) and elsewhere have expressed concerns about their capacity to provide appropriate care and support. Approximately 1 percent of the NI population (21,000) were registered as "statutory homeless" (i.e., as opposed to the "hidden homeless") during 1995-96, 40 percent of whom were considered "vulnerable" (e.g., because of physical or mental disability). The present study was undertaken to assess the prevalence and nature of mental health problems among "single," homeless adults—over 16 years of age and living alone—in all of the hostels and a small group of Bed and Breakfast (B&B) houses in Belfast. The study was designed to: (a) assess the level of functioning and dependency of residents with mental ill health (as a proxy for major mental disability); (b) detect self-reported mental morbidity; and (c) identify levels of alcohol dependency and substance abuse. Mental health problems were defined broadly to include specific disorders such as schizophrenia and/or mental health difficulties perceived to be related to alcohol/substance abuse. [ABSTRACT FROM AUTHOR]

Focuses on the ethnographic research in Belfast, Northern Ireland. Discussions on the dangers of participant observation as violent in the social context; Emphasis on social change; Analysis of epistemological war.

Compares the approach to history education and national identity in Northern Ireland and the United States (U.S.). Approaches to history education in the U.S.; Different ideas about history; Differences in priorities.

Restriction fragment length polymorphism (RFLP) analysis was used to assist epidemiological investigations following the recent introduction of infectious laryngotracheitis virus (ILTV) to commercial poultry flocks in Northern Ireland (NI). A 4.9 kbp PCR product of the ILTV ICP4 gene was generated from each of 16 field isolates of ILTV originating from England, Scotland, NI and the Republic of Ireland (RoI) and of the single vaccine strain currently licenced for use within the United Kingdom. With the exception of isolate PV6/94 from RoI, all field isolates generated RFLP patterns, following digestion with Hae III, similar to that obtained using the vaccinal strain. Following Msp I digestion, NI isolates were indistinguishable from the vaccinal strain and recent English isolates. However, one English and one Scottish isolate, both made prior to the introduction of vaccination, and two isolates from RoI generated a second pattern following digestion with Msp I. [ABSTRACT FROM AUTHOR]

Discusses the possible role of the denominationally divided education system in creating and sustaining community division in Northern Ireland. Attempts to bring children from Catholic and Protestant backgrounds together; Results of the interaction of educational initiatives and political developments; Speculations on the future for Education for Mutual Understanding and the planned integrated schools movement.

1935 was one of ten summers during the past century and a half characterized by major riots in Belfast. These riots were, however, the only major outbreak during the years in which the devolved government of Northern Ireland exercised full responsibility for the security of the province. Archival sources permit a particularly detailed analysis of riots, rioters and political aftermath. The riots had their origin in acute concern over unemployment and housing, manifested primarily in the form of ethnic competition. Analysis of events leading up to the riots and of the backgrounds of i66 alleged rioters suggests that there was little political or paramilitary leadership involved. The N I government and police were ill-prepared for the riots, and required brief British Army intervention to restore order. The Nationalist political response was slow and moderated, and the British government of the day was not drawn, either by circumstances or inclination, to conduct an inquiry. The NI Unionist government was more fortunate than skilful in its treatment of the whole affair. [ABSTRACT FROM AUTHOR]

Investigates the progress and problems in education in Northern Ireland. Increase in the length of primary teacher education; Implementation of a number of curriculum development projects; Change in the central administration.

In this study census and vital registration data are used to analyze and compare Roman Catholic fertility in Northern Ireland and the Republic of Ireland. While Roman catholic fertility is relatively high in both areas the birth rate among Roman Catholics has been generally higher in Northern Ireland than in the Republic. It is argued that the high levels of Catholic fertility in both countries can be attributed to certain characteristics common to both populations, such as the strength of the Roman Catholic Church, high levels of emigration and the relative lack of modernization and economic development. In addition, it would appear that the differences between Roman Catholic marital fertility in Northern and Southern Ireland are not completely explained by variations in age structure, duration of marriage, age of wife at marriage, levels of childlessness or occupation, and it is suggested that the minority status of Northern Irish Catholics has played a small but important contributory role in accounting for their higher level of fertility.

Discusses changes in the teaching profession as seen in teachers of integrated schools in Northern Ireland. Reasons for teaching in integrated schools; Description of teaching experience; Characteristics of teachers in integrated schools.

Presents an update on the epidemiology of contact dermatitis in commercial broilers in Northern Ireland. Method of data collection; Average prevalence of hock burn lesions in male and female flocks; Stocking density; Weight of the bird; Food conversion ratio; Mortality rate.