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Background: Blogging can help to maximise the impact of one's work in academia and beyond by making research findings accessible for multiple knowledge users, such as healthcare professionals and the public, as well as other researchers. As part of the knowledge exchange and dissemination activities of the Model for Dementia Palliative Care Project, this study explored stakeholders' views of blogs as a means to translate research findings. Methods: A web-based survey was developed, piloted, and revised. It was distributed electronically via key dementia and palliative care organisations websites, newsletters, social media platforms, and within the staff mailing lists of five Universities in Ireland. Data were analysed using descriptive statistics and content analysis. Results: Complete responses were received from 128 participants. The majority of respondents were healthcare researchers (n = 53), followed by healthcare providers (n = 46). The preferred methods of reviewing research findings were scientific papers, websites and news articles. Respondents read healthcare blogs "sometimes" (39.1%), with < 19% reading them "often" or "very often". Receiving an email notification might increase the likelihood of reading a new blog post for 83% of respondents. Barriers to engaging with blogs included lack of time, preference for other media, lack of awareness regarding available blogs, and concerns about the credibility and source of information. An appropriate length and the author of the blog were key features that encouraged engagement with a blog. Conclusions: Despite respondents choosing a scientific paper as their preferred method to consume research findings, many indicated an openness to reading blogs on their area of interest. Creating concise, relevant, and credible blogs, and suitably promoting them, could increase the impact and reach of healthcare research, such as in the emerging field of dementia palliative care, and thus promote translation of research findings into practice. [ABSTRACT FROM AUTHOR]

Background: Simulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice. Methods: This study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool – Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). Results: The results of the study highlight final year nursing and midwifery students' perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person's health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning. Conclusion: Simulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a Lean Six Sigma (LSS) postgraduate education programme that has enabled the delivery of over 90 quality improvement projects led by its graduates across 50 healthcare organizations in Ireland. A key success factor in embedding and sustaining LSS in these organizations was the accreditation by a major, national, research-intensive university of the LSS education programme from which the students graduated. To ensure the programme's approval by the university it was necessary to contextualize LSS within established conceptual frameworks. This helped counter misconceptions that what was proposed was technical training in tools and techniques to provide quick fixes for routine healthcare process issues. Two related conceptual frameworks were selected to frame the curriculum: Senge's Fifth Discipline and Deming's System of Profound Knowledge. This paper focuses on how a central element of both frameworks, systems thinking or appreciation for a system, was enacted in the curriculum using Oshry's work on system blindness. Showing how systems thinking was conceptualized in the curriculum established the legitimacy and credibility of the programme within academia. This led to the approval of the first university-accredited graduate programme in LSS for healthcare in Ireland. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education 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.)

Love, care and solidarity are at the heart of humanity. They are evident in and through the bonds of interdependency that are key in human development, learning relationships and education encounters. This paper explores the care implications of the changing political, economic and cultural context of Irish higher education in recent decades. Lynch et al (2007) and Lynch et al. (2015) argue that a longstanding culture of carelessness in education, grounded in Cartesian rationalism and Western scientific knowledge, has been exacerbated by the rise of neoliberalism in an increasingly volatile context of global capitalism. This paper explores the implications for learners and educators in terms of the politics of the caring roles we occupy, our relationships with colleagues and learners, how we are positioned in the organisational structures of higher education and the broader implications for how we know and care about our world. [ABSTRACT FROM AUTHOR]

This paper looks at the initiatives by the Associated Booksellers of Great Britain and Ireland between 1920 and 1930 to formalise training for booksellers, reflecting on the current moves to reinstate some kind of bookselling qualification through the partnership of Waterstones with the University of Derby. It uses as primary sources the trade papers of The Publishers' Circular and Booksellers' Record and The Bookseller, both key narrative repositories for histories of this nature. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the author discusses the traditional format of a selection of academic papers, the education policy in Australia and the paper on the admission of women to the National University of Ireland.

Recent developments in the inequality literature have stressed the importance of inequality of opportunity as opposed to inequality of outcome. In this paper we investigate the presence of inequality of opportunity in two measures of educational achievement for a representative sample of Irish 9 year olds. Students are partitioned into four groups according to maternal education levels and gaps in outcomes are calculated between each group. Quantile decompositions of the pairwise gaps reveal substantial gaps between groups and that almost half of the gaps can be explained by differences in characteristics between the groups. Detailed decompositions show consistently significant effects for income, number of childrens books in the home and maternal age. [ABSTRACT FROM AUTHOR]

This paper employs elite formation quantitative indices to directly and transparently compare the role of the Irish secondary school system in the formation of Ireland's political and judicial elites, over its history as an independent country (1922–2022). Whereas other elite studies have tended to compare either the same elite formation systems or the same elites, across countries, we examine the eliteness, influence and exclusiveness of one formation system in the creation of two very different societal elites. Our results suggest that the secondary schools that educated Ireland's superior court judges were significantly more elite and influential than those that educated its cabinet ministers. Additionally, the vast majority of the secondary schools that educated superior court judges, and about 30 per cent of those that educated cabinet ministers, were fee-paying schools, a category of school that constitutes only a tiny fraction of the secondary schools in the country. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe a research project that is addressing the employability of individuals in the higher-cost Irish economy. Design/methodology/approach - The Programme for University-Industry Interface (PUII) uses a community-of-practice methodology combined with academic research. Findings - A number of emerging enterprise models have been identified, competencies for next generation employability have been articulated and potential responses to these new opportunities for the further and higher education sectors have been discussed. Practical implications - The implications of this work and the follow-on may influence the way the education sector responds to the needs of learners in industry. Originality/value - The paper contributes insights into the nature of enterprise models and competencies that may be required to sustain future employability of individuals in industry. [ABSTRACT FROM AUTHOR]

The United Kingdom s Old Age Pensions Act of 1908 instituted means-tested, non- contributory pensions for men and women aged 70 or over. The pension and the lack of civil registration of births before 1864 caused many Irish to exaggerate their ages in the Census of 1911. In this paper a linked sample from the manuscript censuses of 1901 and 1911 is used to estimate the magnitude and determinants of this age mis- representation. Our results show three types of age discrepancies: those associated with a significant reduction in age-heaping; those associated with efforts to obtain a pension before age 70; and some apparent age-exaggeration unconnected with the Old Age Pension. [ABSTRACT FROM AUTHOR]

This paper outlines some of the contemporary challenges and opportunities facing lecturers in third level education in Ireland in the area of academic writing. It is argued that nurse academics in particular are charged with the imperative to write and publish in order to foster scholarly development of what has traditionally been regarded as a practice driven vocation. Some of the challenges to academic writing as identified in the literature are discussed as well as measures undertaken to support this endeavour. An account is provided as to how a group of academics in one third level school are attempting to overcome personal inhibitions and resource limitations through the use of a self devised writing support group and an in-house writers retreat. Reflections on the establishment and effects of these initiatives are presented and subsequent conclusions and recommendations are made. [ABSTRACT FROM AUTHOR]

Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision. Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system. Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research. Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010. Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives. [ABSTRACT FROM PUBLISHER]

Purpose -- The purpose of this paper is to examine the hypothesis that those with a university qualification in science and technology (S&T) enjoy favourable labour market outcomes. Design/methodology/approach -- Analysis is based on individual-level data detailing the labour market experiences of Irish university graduates upon entering employment. A Gini-Hirschman index is used to estimate the number of occupational options open to graduates of a particular educational background. Additionally, an ordered probit model of earnings is estimated, which is controlling other factors, measures the effect of S&T education on the distribution of earnings. Findings -- S&T graduates have a wider occupational domain. Additionally, tabulations indicate that on the whole they tend to earn more. Application of an ordered probit model controlling for other factors suggests that engineering graduates enjoy a clear earnings advantage; however the opposite appears to be the case for science graduates. Originality/value -- The paper presents original insights into the occupational outcomes of Irish technical graduates. The relatively lower earnings of science graduates bring into question the current preoccupation with the supply side and suggest that a closer look at the demand for such skills may be warranted. These findings may be interesting for policy seeking to influence skill structure and for further studies investigating the returns to components of skill. [ABSTRACT FROM AUTHOR]

In this paper John Sweeney outlines key principles for conducting a study employing an historical design based on documentary analysis. It derives in part from his PhD study, in which he employs an historical design based on documentary analysis to investigate the delay in introduction of intellectual disability nursing into the Republic of Ireland from 1921 until 1958. This study examines the social, political and professional context to the decision to forgo the recognition of a professional nursing qualification and education process in intellectual disability until 1958. [ABSTRACT FROM AUTHOR]

To understand the processes of reproduction in education one must not only take account of the resistances of subordinated groups, but also of the counter-resistance which develops in response to these. Proponents of resistance theory have tended to ignore the responses of powerful groups to emerging resistances. Two major reasons are suggested for this, one being the failure of reproduction theorists to take cognisance of unique cultural and political contexts within which reproduction takes place, and the other being the lack of attention given to educational mediators. Taking the case of Irish second-level education, it is shown how unique cultural, historical and political forces contribute to the development of counter-resistance. In particular, it is suggested that the post-colonial status of the country is central to understanding the reproduction processes within it. The paper also highlights the inadequacy of defining the parameters of the reproduction debate in terms of an interplay of interests between social classes and the State alone. While the State and social classes are key actors in the educational site, so are educational mediators, viz those who manage and administer educational services on a day-to-day basis. It is proposed that educational mediators (whose character varies from one society to another) are often powerful agents of counter-resistance. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to: (1) use cognitive task analysis to describe final year nursing students situation awareness in recognising, responding and escalating care of deteriorating patients in ward settings; and (2) make recommendations for training and practice. Design: A mixed methods cognitive task analysis with a convergent triangulation design. Method: Data collection involved observations of 33 final year nursing students in simulated deteriorating patient scenarios and retrospective cognitive interviews. A process tracing technique was applied to identify the cues to deterioration participants perceived; how cue perception altered as situational demands increased; the extent that participants made connections between perceived cues and reached a situational understanding; and the factors that influenced and constrained participants situation awareness. Qualitative and quantitative findings are woven together and presented using descriptive statistics, illustrative quotations and timeline extractions. Results: The median cue perception was 65.4% and 57.6% in the medical and surgical scenarios, respectively. Perception was negatively influenced by incomplete vital sign monitoring as situations escalated; limited physical assessments; passive scanning behaviours; poor task automaticity; and excessive cognitive demands. Incomplete perception, poor cue integration and underdeveloped mental models influenced situational understanding. Escalation calls did not always accurately reflect situations and a reporting mindset was evident. Clinical exposure to deteriorating patients was described as variable and opportunistic. Reporting Method: The study is reported in accordance with the Good Reporting of a Mixed Methods Study (GRAMMS) checklist. Patient or Public Contribution: Patients and public were not involved in this research. [ABSTRACT FROM AUTHOR]

Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics. Purpose: This paper reports on an investigation into studentteachers' self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further. Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme. Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students' attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes. Results and conclusions: Results from the survey data suggested overall that the participants' attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the 'small group' tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme. [ABSTRACT FROM AUTHOR]

Background: Self-rated health (SRH) is amongst the most frequently assessed health perceptions in epidemiological research. While there is a growing understanding of the role of SRH, a paradigm model has yet to be widely accepted with recent studies concluding that further work is required in determining whether there are important predictors of SRH yet to be highlighted. The aim of this paper is to determine what health and non-health related factors were associated with SRH in a suburban deprived population in Dublin, Ireland.Methods: A cross sectional face-to-face household survey was conducted. Sampling consisted of random cluster sampling in 13 electoral divisions, with a sampling frame of 420 houses. Demographic information relating to the primary carer was collected. Health status of the primary carer was measured through SRH. Household level data included the presence or absence of persons with a chronic disease, persons who smoked, persons with a disability and healthcare utilisation of general practitioner and hospital level services. A logistic regression model was utilised in the analysis whereby the odds of primary carers with poor SRH were compared to the odds of carers with good SRH taking health and non-health related factors into account.Results: Of the 420 households invited to participate a total of 343 were interviewed (81.6 % response rate). Nearly half of the primary carers indicated their health as being 'good' (n = 158/342; 46.2 %). Adjusting for the effects of other factors, the odds of primary carers with second level education were increased for having poor SRH in comparison to the odds of those with third level education (OR 3.96, 95 % CI (1.44, 11.63)). The odds of primary carers who were renting from the Council were increased for having poor SRH compared to the odds for those who owned their own property (OR 3.09, 95 % CI (1.31, 7.62)). The odds of primary carers that were unemployed (OR 3.91, 95 % CI 1.56, 10.25)) or retired, ill or unable to work (OR 4.06, 95 % CI (1.49, 11.61)) were higher for having poor SRH than the odds of those in employment. If any resident of the household had a chronic illness then the odds of the primary carer were increased for having poor SRH compared to the odds for a primary carer in a household where no resident had a chronic illness (OR 4.78, 95 % CI (2.09, 11.64)). If any resident of the household used the local hospital, the odds of the primary carer were increased for having poor SRH compared to the odds for the primary carer in a household where no resident used the local hospital (OR 2.01, 95 % CI (1.00, 4.14)).Conclusions: SRH is affected by both health and non-health related factors. SRH is an easy to administer question that can identify vulnerable people who are at risk of poor health. [ABSTRACT FROM AUTHOR]

As a language, Irish is unique to Ireland and is, therefore, of crucial importance to the identity of the Irish people, to Irish culture and to world heritage. The Irish language however has had a turbulent and traumatic history and has endured a complex and varied relationship with the Irish people. Since the foundation of the Irish Free State, the education system has been targeted as an agency and model for Irish language planning, education and language revitalisation and has had a critical role in generating linguistic ability in the Irish language. This paper reviews the complex and controversial relationship between the Irish language, the State and the education system from an historical perspective. Some key acts of recent legislation and government initiatives, which impact on the status of the Irish language are considered and barriers and challenges to progress in the education system are outlined. The paper concludes with a discussion on significant positive factors which may revolutionise and reawaken the Irish language through our education system. [ABSTRACT FROM AUTHOR]

It has affected many countries around the world, and Irish higher education has not found itself immune from undergoing a period of significant change, powered by a number of factors: economic, political, and technological. While these trends are global in their scope, and profound in their impact, the pace of change in the Irish economy since 2007-08 in particular has required institutions and their educational leaders to encourage the emergence of programmes which can respond to the current national needs. In periods of rapid change such as this, educational leaders by necessity tend to focus on short-term strategy and transition planning, adapted to their institutional contexts. However, there are critical leadership issues related to curriculum policy and classroom practice which extend into the long-term. Students on these emergent programmes need to be able to respond effectively in turbulent societal circumstances. This paper reflects on the role of educational leaders in creating and shaping programmes through an exploration of the notion of the market-higher education interface. This case study is seeking to gain enhanced understandings of emergent trends in higher education programmes in the past five year period against a backdrop of continued changes to the Irish economy and society. It seeks to explore the new realities of how two Irish higher education institutions (HEIs) are being shaped by the market and how they hope to maintain or enhance the viability of their offerings, resulting in effective programme provision into the still uncertain future. Recommendations focus on challenging existing practices with regards to how educational leaders support programme development. [ABSTRACT FROM AUTHOR]

Because of the similar intents, practices, and expected outcomes of Ireland's Project Maths and the United States' Com- mon Core State Standards for Mathematics, insights into promoting successful adoption of Common Core in the U.S. can be gained by looking at factors that have supported and/or hindered Irish teacher adoption of Project Maths-related content, pedagogy, and assess- ment. In this paper, a U.S. mathematics educator summarizes her experiences with and insights into Project Math based on a variety of observations, interviews and interactions with various aspects and players involved in Project Maths. This paper highlights observed strengths and limiting structural and personal factors related to teacher change and adoption of Project Maths. The paper then discusses an integrated framework for considering teacher change and concludes with suggested next steps for continued growth and development of Irish math teachers under Project Maths, as well as implications for professional development of teachers adopting Common Core in the United States. [ABSTRACT FROM AUTHOR]

Background: In Ireland, there are currently three educational institutions (recognised institutions- RIs) providing paramedic programmes, accredited by the regulator, the Pre-Hospital Emergency Care Council (PHECC). Each RI assesses their students in-house, and in order to acquire a licence to practice, students must also pass summative assessments provided by PHECC. These assessments comprise multiple choice questions, short answer questions and skills assessments. The objective of this study was to explore the perceptions and experiences of paramedic educators of assessments used within their institution and by the regulator to provide insights that could inform the future design of paramedic assessments. Methods: A qualitative study with an interpretivist approach and purposive sampling strategy was performed. Semi-structured interviews were conducted with educators from one RI, across their three sites. Data were analysed using an inductive approach to thematic analysis. Results: Four major themes were identified in the data: improving assessments by enhancing authenticity, modifying the current process of assessment, aligning the PHECC and RI examinations and opportunities to use assessment as learning. Conclusions: This study identifies perceived deficits and opportunities in the assessments currently used for paramedic students and ways in which these assessments could be improved. While participants were relatively content with their own RI assessments, they identified ways to improve both the RI and PHECC assessments. Modifying some of the current methods could be a useful first step. In particular, assessments used by PHECC could be improved by reflecting 'real-world' practice. The inclusion of additional assessment methods by PHECC, a continuous assessment process or devolvement of the entire assessment suite, to the RI/University has the potential to enhance assessments, particularly summative assessments, for paramedic students. [ABSTRACT FROM AUTHOR]

Background: Falls are one of the most common and serious health issues in long-term care facilities (LTCFs), impacting not just residents, but staff and the healthcare system. This study aimed to explore LTCF staff's current practices around falls prevention, and their suggested solutions for better falls prevention. Methods: In the southwest of Ireland, a descriptive cross-sectional study was conducted in 13 LTCF sites, across a range of provider types and facility sizes. A survey, measuring staff knowledge, skills and attitudes, was distributed in physical and online formats. Staff suggestions for prioritising fall and fall-related injury prevention activities, and current staff practices regarding fall incidents were also sought. Content analysis was used to analyse responses, mapping categories and subcategories to the refined theoretical domains framework (TDF) and to an existing fall prevention guideline. Results: There were 155 respondents (15% response rate), from staff of the LTCFs. Environmental reviews and modifications (aligned to the TDF environmental context and resource domain) were the most common suggestions for preventing both falls and fall-related injuries. Other common suggestions for preventing falls were staff education, monitoring of residents, and using alarm/calling systems, while few staff members, across all roles, reported assessing residents, exercises, reviewing medications, and vitamin D supplements. For preventing fall-related injuries, suggestions included protective equipment, hip protectors and alarm/calling systems. Staff used a standardised approach when responding to a fall incident, with intensive and holistic post-fall control measures. HCAs focussed on transferring residents safely, while nurses of all grades focused more on post-fall assessment. Respondents believed that staff education, communication, increasing staffing levels and enhancing specialist care could support their practice. Conclusion: Noting the low response rate, the results suggest an awareness gap regarding some evidence-based, resident-focussed falls prevention solutions, such as pro-active fall-risk assessment, exercise, medication review, and Vitamin D supplements. These aspects should be included in future fall prevention education programmes in LTCFs. [ABSTRACT FROM AUTHOR]

In this paper, a memorandum written in July 1941, the author provides her own analysis of female offending, particularly infanticide, at the time and how it was addressed in the criminal justice system in Ireland. The author examines issues in social attitudes as well as the treatment, aftercare and resettlement of female offenders. She makes proposals for changes in approach, probation supervision and more effective interventions in the interests of the young female offenders and the community in general. [ABSTRACT FROM AUTHOR]

The centralization of state power in pre-Famine Ireland enabled the British government to target the Irish social body under the pretext of reform. Institutional reform was part of a wider governmental rationale and resulted in the transformation of institutions such that their focus shifted to acting on the Irish social body more generally, with the intention of civilizing Irish subjects. In Ireland the transformation took on the added imputes of attempting to legitimize the British state as key actor in Irish society. The shift in focus of institutions in Ireland represents what Michel Foucault referred to as governmentality, with the British state aiming to “conduct the conduct” of the Irish population in order to provide security. One key institution was the establishment of a national education system pre-Famine Ireland. The establishment of the Commissioners of National Education in 1831 attempted to introduce a nondenominational education system in Ireland that would unite the children of different creeds in the same classroom. This paper examines this introduction of a national education system in Ireland as a governmental technology and the geography of the early years of the system. The system involved a central-local management system, with the Commissioners controlling regulations and local actors responsible for the operation of schools. The establishment and operation of national schools was therefore dependent on local networks of social relations developing common interests in accessing state capacities for education and therefore interacted with the rationale of the state. The placing of local actors under the regulations of the system, while also being placed under the surveillance of the British administration, resulted in the establishment and engineering of social norms that extended well beyond the walls of the schools. The introduction of national education therefore sought to reshape local social relations in line with the rationale of the state. The emerging geography of the system, with core regions of high and low national school densities, were therefore the result of the spatial variation of social relations and interactions with the state across the country. A case study of east Ulster is examined to provide an example of how the introduction of national education attempted to reshape local social relations and how those relations were also influenced by other social actors in pre-Famine Ireland. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Geographer is the property of Wiley-Blackwell 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.)

In this paper, we present a thought piece examining recent core policing reforms introduced in the Republic of Ireland (ROI), responding to a perceived crisis of legitimacy, for An Garda Síochána (AGS) (translated: 'The Guardian of the Peace'). Central to this process is the critical reform of the education and training of police and their relationship to the professionalisation and legitimacy of policing. In this paper, we put forward an explorative analysis of the potential link between the professional education of police and their perceived legitimacy. A literature review was carried out on the reform process, including the related elements of police education, training, professionalisation, community policing, police legitimacy, code of ethics (CoE) and police culture. We consider the espoused ambition to professionalise policing via processes including the provision of professional learning in universities and how this might be deemed to contribute (or not) to legitimacy. While no empirical research to date has been carried out on these specific reforms in the ROI, the reform recommendations had several resonances with broader examination of the themes and challenges (in particular police ethics and culture) associated with reform of democratic policing in other jurisdictions, particularly with respect to increasing professional learning and perceived police legitimacy. [ABSTRACT FROM AUTHOR]

Background: Evidence-informed practice is fundamental to the delivery of high quality health care. Delays and gaps in the translation of research into practice can impact negatively on patient care. Previous studies have reported that problems facing health care professionals such as information overload, underdeveloped critical appraisal skills, lack of time and other individual, organisational and system-level contextual factors are barriers to the uptake of evidence. Health services research in this area has been restricted largely to the evaluation of program outcomes. This paper aims to describe the implementation process of an educational initiative for health care professionals working in midwifery, neonatology or obstetrics aimed at disseminating evidence and enhancing evidence-informed clinical care. Methods: We designed and implemented an educational initiative called Evidence Rounds for health care professionals working in the women and children's division of an urban hospital in Ireland. It consisted of three core components: (1) group educational sessions examining evidence on topics chosen by staff (2) a dedicated website and (3) facilitation, enablement and support from a knowledge translation professional. We evaluated user engagement in the educational program by monitoring attendance figures and website analytics. We followed up with staff at 3, 16 and 21-month intervals after the last educational session to find out whether evidence had been implemented. We use Lavis's organising framework for knowledge transfer and the Template for Intervention Description and Replication (TIDieR) checklist to describe the educational program and document the implementation process. Results: Six educational sessions presented by 18 health care professionals took place over a nine month period with 148 attendances of which 85 were unique (individuals who attended at least one session). During the period spanning from one month before, during and one month after the running of the group sessions, 188 unique visitors, 331 visits and 862 page views were recorded on our website. Conclusions: Audit and feedback processes can provide quantitative data to track practice outcomes. Achieving sustainable educational programs can be challenging without dedicated resources such as staffing and funding. [ABSTRACT FROM AUTHOR]

• This paper examines why women are less likely to study STEM in college. • We use administrative data for all secondary school students who apply for college in Ireland. • Find a 22 percentage points raw gender gap that is concentrated in the areas of engineering, technology, and mathematics. • Subject choice in secondary school is the most important predictor of the portion of the gap that can be explained, with a small role for grades achieved in mathematics versus English. • A gender gap of 9% remains even among students who studied the same subjects and achieved the same grades at secondary school. • Find a much smaller gap when we include nursing degrees in STEM. While education levels of women have increased dramatically relative to men, women are still greatly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) college programmes. We use unique data on preference rankings for all secondary school students who apply for college in Ireland and detailed information on school subjects and grades to decompose the sources of the gender gap in STEM. We find that, of the 22 percentage points raw gap, about 13 percentage points is explained by differential subject choices and grades in secondary school. Subject choices are more important than grades – we estimate male comparative advantage in STEM (as measured by subject grades) explains about 3 percentage points of the gender gap. Additionally, differences in overall achievement between girls and boys have a negligible effect. Strikingly, there remains a gender gap of 9 percentage points even for persons who have identical preparation at the end of secondary schooling (in terms of both subjects studied and grades achieved); however, this gap is only 4 percentage points for STEM-ready students. We find that gender gaps are smaller among high-achieving students and for students who go to school in more affluent areas. There is no gender gap in science (the large gaps are in engineering and technology), and we also find a smaller gender gap when we include nursing degrees in STEM, showing that the definition of STEM used is an important determinant of the conclusions reached. [ABSTRACT FROM AUTHOR]

Abstract: This paper looks at the economic returns to different fields of study in Ireland in 2004 and also the value placed on various job-related competencies, accumulated on completion of higher education, in the Irish labour market. In examining these issues, the paper also analyses, through quantile regression, how the returns vary across the earnings distribution. The impact that education-job mismatch, both education level and field, has on earnings is also taken into consideration. The results derived indicate that, relative to the base case, there are higher returns to Medicine & Veterinary, Education, Engineering & Architecture, Science and Computers & IT. Small but significant returns were found for some of the competencies analysed, in particular technical skills. The quantile regression analysis reveals that both field and competency returns vary across the wage distribution and that, apart from Medicine & Veterinary and technical skills, field and competency-specific returns diminish as one moves up the earnings distribution. [Copyright &y& Elsevier]

This paper reports some of the findings of a two-year mixed methods longitudinal study in a high-poverty junior school in Dublin, Ireland, which was successful in significantly raising children's literacy achievement in reading, writing, and spelling and in enhancing their motivation, engagement, ability to self-regulate learning, and sense of self-efficacy. Critical factors in the success of the intervention were the dual emphasis on both the cognitive and affective dimensions of literacy developed through a meaning-oriented approach to instruction and the multifaceted professional development programme provided to teachers. Changes made to the instructional programme are described with reference to the research on motivation, engagement, and self-efficacy in literacy. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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.)

This paper presents the views of working-class parents on home–school links. Group interviews with parents of pupils in a primary school in the disadvantaged areas scheme in the Republic of Ireland suggest that parental involvement in school is limited to the giving and receiving of information, restricted consultation, and engagement in some supplemental responsibilities. Although parents were interested, informed and concerned regarding their children's education, they felt excluded from participation in decision-making about school management and organisation, about matters that affected them personally and financially, and about their children's progress. We suggest that heterogeneity in working-class voice merits further research; that the gendered nature of parent–school links needs further refinement to take account of being a primary carer; and that hearing working-class parents' voices can increase understanding of how parent groupings occupy spaces that are relatively peripheral or proximal to the school site and to their children's experiences of schooling. [ABSTRACT FROM AUTHOR]

The ability of the Irish economy to continue growing depends not only on demand, but also on supply conditions. While these have remained favourable up to now, there are signs of increasing skill shortages and ongoing pressure on economic infrastructure It has been established that human resources development (HRD) is vital to maintaining Ireland's competitiveness internationally. This paper seeks to document the nature of HRD at organizational level in Ireland. Following a brief sketch of the Irish context, we draw on a nationally representative survey of HIRED practices and present data on where responsibilities for HRD policy decisions lie, the extent of and the approaches to the identification of HRD needs, HRD coverage and delivery, and the nature of longer-term developmental activities. Variations between firms of different size, between sectors, between firms of different origin, and between unionized and non-union environments are, where appropriate, highlighted. [ABSTRACT FROM AUTHOR]

Background: Parkinson's Disease (PD) is a common neurological condition that often causes stiffness, tremor and slow movement. People living with PD are likely to encounter nursing students throughout their journey from pre-diagnosis to death. Despite this, there is a paucity of evidence about current practice in PD education amongst nursing students. The present study provides an evaluation of a co-designed Parkinson's Awareness audio podcast amongst nursing students in Northern Ireland. Methods: Following co-design of an audio podcast about PD, a mixed methods evaluation was carried out. 332 student nurses completed pre-/post-test questionnaires about their knowledge and perceptions of PD before and after listening to the audio podcast. Further to this, 35 student nurses participated in focus-group interviews six months following listening to explore how the podcast influenced practice. Results: Student nurses posted a mean score of 52% before listening to the audio podcast. This mean increased to 80% post-test. These findings were statistically significant (p < 0.001), demonstrating significant increases in PD awareness after listening. Findings from the focus groups suggested that the audio podcast improved empathy and practice towards people with PD. The findings also suggested that students perceived audio podcasts to be a good way to learn about PD. Conclusion: Provision of a co-designed audio podcast about PD has the potential to improve student nurse knowledge and practice related to PD as evidenced in this study. [ABSTRACT FROM AUTHOR]

Explores the role with which the Irish state attributed to education in promoting the Christian identity of its young citizens. Desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity; Reconciliation of respect for the nation's Christian heritage with respect for other versions of human self-understanding.

This paper examines the relationship between class of origin, educational attainment, and class of entry to the labour force, in three cohorts of men in the Republic of Ireland using data collected in 1987. The three cohorts comprise men born (i) before 1937; (ii) between 1937 and 1949; and (iii) between 1950 and 1962. The paper assesses the degree of change over the three cohorts in respect of (a) the gross relationship between origins and entry class; (b) the partial effect (controlling for education) of origin class on entry class; (c) the partial effect of education (controlling for origins) on class of entry. In broad terms the liberal theory of industrialism would imply a movement, over the three cohorts, towards (a) increasing social fluidity; (b) a weakening of the partial effect of origin class; (c) a strengthening of the partial effect of education. These latter two trends should be particularly noticeable in the youngest cohort, which would, to some degree, have benefited from the introduction of free post-primary education in Ireland in 1967. Our results provide almost no support for these hypotheses. We find that patterns of social fluidity in the origin/entry relationship remain unchanged over the cohorts. The partial effect of class remains relatively constant; and, while the partial effect of education on entry class changes over the cohorts, the most striking result in this area is the declining returns to higher levels of education. While the average level of educational attainment increased over the three cohorts, the advantages accruing to the possession of higher levels of education simultaneously diminished. Taken together our results suggest that, in Ireland, those classes that have historically enjoyed advantages in access to more desirable entry positions in the labour market have been remarkably adept at retaining their advantages during the course of industrialization and through the various educational and other... [ABSTRACT FROM AUTHOR]

This article focuses on targeted programs for low-SES students in two selective universities: Trinity College Dublin, the University of Dublin, Ireland (Trinity Access Programmes/TAP) and the University of Oxford, UK (Lady Margaret Hall Foundation Year/LMH FY). The programs were collaborative developments, as examples of the potential of learning and adaptation across geographical contexts. It poses two questions: (a) How did the admissions processes in both universities change to target low-SES students? (b) How do social and academic support services for low-SES students, provided by two universities, contribute to the development of student capabilities? The article draws on the capability approach as the evaluative lens used to explore the two programs. Findings indicate (a) innovative approaches to socio-economic assessment in both programs, resulting in effective targeting of low-SES students, (b) the scaling of the programs beyond their initial remit and (c) the emergence of specific student capabilities through their engagement in the programs. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to test the psychometric properties of the Facilitative Student–Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. Design: A multi‐country, cross‐sectional survey design was applied. Methods: A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. Results: Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two‐factor construct explaining 47.7% of the total variance, identifying two sub‐scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two‐factor structure. The Cronbach alpha coefficients (0.8–0.9) indicated acceptable reliability of the scale. [ABSTRACT FROM AUTHOR]

At a time of perceived permacrisis across the UK and Ireland, certain places and people are being further subjected to the unequal and unjust distribution of resources and opportunities. Inequality has a geography and shocks like the 'cost-of-living crisis' have been felt more deeply in the so-called 'left behind' places that already experience lower standards of living and services. Top-down approaches to community renewal have had mixed results, with evaluations often citing a lack of contextual relevance, which has led to growing cynicism within the community sector. For that reason, there is a greater sense of urgency to think critically about place-based inequalities and to challenge the dominant assumptions, systems, and structures that reinforce them. In this article we present the example of a working-class community in urban Belfast, pursuing spatial justice by employing their own rights-based framework for renewal. We offer a critique of this framework through the lens of critical pedagogy, highlighting its basis in praxis, and describe how participative methods have been used to develop the community's critical consciousness. [ABSTRACT FROM AUTHOR]

Transition Year is a unique and exciting programme situated in the middle of the six year second level education system in Ireland. Since its introduction in 1974, the programme has experienced unprecedented growth now being offered in over 80% of schools on the island. Transition Year seeks to emphasize alternative learning methodologies including self-directed learning and experiential learning; intellectual, social and personal development; community and inter-school communications; exposure to careers education and the world of work. The latter occurs predominantly through actual work experience. This paper situates and explains the Transition Year Programme in Irish education as well as outlining the significance of the essential work experience component. Transition Year work experience is the bridge that connects young people in the classroom with adult life and the world of work. [ABSTRACT FROM AUTHOR]

This paper is a critical policy analysis of intersections between social class inequality and education policy in Ireland. The focus is upon contemporary policy and legislation such as The Irish Constitution and equality legislation; social inclusion policies such as the DEIS scheme; literacy and numeracy policy documents; as well as current government policy statements on education. It utilises Stephen Ball's policy analysis tools of policy as text, policy as discourse and policy effects to examine the social, cultural and political constructs of policy and legislation influencing social class inequality in education in Ireland (Ball, 1993). The focus is upon the refusal to name social class as a significant issue despite the weight of evidence showing the key influence class position and access to economic and cultural resources has on one's educational opportunities, experiences and outcomes. The approach taken here is discursive in the sense that the documents are the data and the findings are infused with detailed theoretical discussion of contemporary issues around inequality in education in Ireland. The analysis finds that the absence of social class in official policy and legislative discourses is indicative of a growing neoliberalisation of education policy in Ireland where increased foci on international comparisons and a consumer-driven philosophy of educational provision militate against equality for students from lower socio-economic groups. [ABSTRACT FROM AUTHOR]

The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been reignited with the recent publication of two educational policy documents, one based on the arts-ineducation in and out of school The Arts in Education Charter (2013), and the other on the development of children and young people's literacy and numeracy Literacy and Numeracy For Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 (2011). Despite the Irish Government's commitments to promote the arts in and out of school, this paper draws attention to the lack of any real investment in the Arts in Education Charter by the Irish Government, and the neglect of policymakers to include references to national and international educational research on the value of the arts for enhancing children's life-long learning. Noting the pressures on primary teachers to allocate more time to the Literacy and Numeracy Strategy, it highlights the potential threat of this initiative to the primary school arts education programme. Finally, it draws attention to the notable absence of an arts education programme for the majority of senior post-primary pupils who leave school without any in-depth knowledge and appreciation of their rich cultural heritage. This is an area of grave concern, and one that has received very little, if any, attention to date. [ABSTRACT FROM AUTHOR]

Background: Many people receiving palliative care wish to die at home. Often, support from family or friends is key to ensuring that this wish is fulfilled. However, carers report feeling underprepared to undertake this role. This paper describes the process of developing a consensus and evidence based website to provide core information to help people support someone receiving palliative care on the island of Ireland. Methods: The project comprised three phases: (1) a review of systematic reviews facilitated the identification of core information needs; (2) content was developed in collaboration with a Virtual Reference Group (VRG) comprising patients, carers and professionals; and, (3) subject experts within the project team worked with a web developer to précis the agreed content and ensure it was in a format that was appropriate for a website. Members of the VRG were then invited to test and approve the website before it was made available to the general public. Results: Nineteen systematic reviews identified nine consensus areas of core information required by carers; a description of palliative care; prognosis and treatment of the condition; medication and pain management; personal care; specialist equipment; locally available support services; what to do in an emergency; nutrition; and, support for the carer. This information was shared with the VRG and used to develop website content. Conclusions: We engaged with service users and professionals to develop an evidence-based website addressing the agreed core information needs of non-professional carers who wish to provide palliative care to a friend or relative. [ABSTRACT FROM AUTHOR]

How much attention to the global economic system do the international development and development education sectors give? Based on a small scale research assignment concerned with the situation in Ireland (but including references to elsewhere in Europe) the answer has to be: not much. Although within both sectors evidence exists of attention to economic systems and their impact on poverty, inequality and injustice, most development agencies referred to in the article do not contextualise their work in a broader, explanatory framework. Aside from that, both sectors appear to give little attention to engaging the public in educational processes that attempt to explore, discuss, reflect on and respond to such structural economic issues. The article outlines the findings from the research, based on the premise that for the sectors to be successful in creating a lasting impact on poverty, inequality and injustice they need to give attention to the root causes of those issues, and that this will require attention to systemic economic processes and ideologies and to the development of educational approaches involving the public with those issues, processes and ideologies. Conceptually, the article discusses global economic processes as an expression of neoliberalism / 'free market' economics. In investigating how those processes operate according to development agency policy analyses the research referred to Systems Thinking as a means of investigating and clarifying global development phenomena, making use of an adaptation of the Development Compass Rose to highlight the interlinked and dynamic nature of global economics. Without coming to firm conclusions, but hoping that it will lead to further work on this, the article also addresses the question of what helps or hinders the sectors from giving attention to global economic systems in their education work with the public. [ABSTRACT FROM AUTHOR]

This paper combines data from a government programme providing broadband access to primary schools in Ireland with anonymised survey microdata on schools', teachers' and pupils use of the internet to examine the links between public subsidies, classroom use of the internet and educational performance. The microdata are drawn from the 9-year-old cohort of the Growing Up in Ireland Study. We estimate regression models to identify the factors associated with internet use in the classroom and students' scores on standardised reading and mathematics tests, and we check whether internet use is endogenous in the test score models. We find that provision of broadband service under the government scheme is associated with more than a doubling of teachers' use of the internet in class after about a two year lag. Better computing facilities in schools are also associated with higher internet use, but advertised download speed is not statistically significant. Internet use in class is associated with significantly higher average mathematics and reading scores on standardised tests. A set of confounding factors is included, with results broadly in line with previous literature. [ABSTRACT FROM AUTHOR]

The higher education sector in Ireland has undergone major changes under the effect of neoliberalism including severe budget cuts, transfer of research funding to external agencies, reduction in permanent contracts and increased reliance on part-time, temporary staff for teaching and research roles. The neoliberalisation of the university, as in other countries, has dramatically changed the nature of work undertaken on behalf of the institution. Permanent jobs increasingly disappear in favour of low-paid, temporary employment. Such work comes without security, proper remuneration or benefits, and renders invisible the precarious workers whose labour the university relies on to function. Based on the results of an outreach project on casual academic labour practices, this paper reports on the discernible patterns in the work of the precariat in Irish higher education. Our results indicate that casualisation in the Irish context is systemic, gendered, and not the preserve of junior academics. We also suggest it predates austerity and has become so endemic that there are now few exit points out of precarious work and as such, many are now trapped in a hamster wheel of precarity. [ABSTRACT FROM AUTHOR]

This article utilises the surviving working papers of the Irish, Inter-Departmental Committee on the Prevention of Crime and Treatment of Offenders of 1962-3 (IDC) to critically evaluate its work on the industrial and reformatory schools. The industrial and reformatory schools were populated by vulnerable children, from largely poor backgrounds, who were not well regarded by Irish society. The work of the IDC in regard to adult prisoners is argued by academics and politicians to have been a turning point in Irish penal policy; representing the point at which a more enlightened approach to the treatment of offenders began to feed through into the penal system. This positive assessment of the IDC's impact on adult penal policy is demonstrated to stand in stark contrast to its actions in regard to the children detained in the industrial and reformatory schools. Children, against whose interests, the IDC and its political masters chose to place economic expediency and the perceived interests of departmental and religio-political sensibilities. The actions of the IDC left these children exposed to the worst excesses of abusive institutions despite clear evidence of their plight. It was not until the years after the publication of the Kennedy Report in 1970 that the Irish State took it first hesitant steps in reforming the rotten and abusive system. [ABSTRACT FROM AUTHOR]