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As newsrooms build new audiences and revenue streams, there are considerations around the impact of digitalization on journalistic labour. This paper explores journalists' perceptions of how digital technologies influence their work, and the role of technology in furthering managerial control and extracting labour power. Building on an earlier study of freelance workers in the Republic of Ireland this exploratory paper examines if the concept of digital labour, can be expanded to include the work of salaried journalists. Specifically, the article considers how digital technologies are shifting the boundaries and the nature of work in journalism. The research is informed by a theoretical framework, drawn from labour process theory. Using this theory, the linkages between digital labour and work processes are considered to explore the perceived effects of digitalization on how journalists work. The main findings suggest organizations are increasingly extracting more labour power, requiring journalists to produce more over longer hours. Salaried journalists also report an implicit rather than a contractual obligation to participate in additional and unpaid digital labour to meet employer expectations. These developments, it is argued, have not only shifted the boundaries of news work but also further tilted the balance of power in favour of news organizations. [ABSTRACT FROM AUTHOR]

Copyright of Methaodos: Social Science Journal / Methaodos: Revista de Ciencias Sociales is the property of Departamento de Ciencias de la Comunicacion y Sociologia, Universidad Rey Juan Carlos 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.)

Background: The CELTIC ranges project aims to deliver a comprehensive range of reference intervals for commonly ordered laboratory investigations suitable for use in an Irish population as well as enabling comparison with relevant international studies. In this paper, we describe our methodology used throughout the entire project and present paediatric reference intervals for renal profile tests in plasma (sodium, potassium, urea and creatinine). Methods: 1023 children aged up to 17 years were recruited from our hospital's general practitioner paediatric phlebotomy clinic. Clinical chemistry analyses were performed on the Roche modular system and statistical analysis was completed in line with CLSI guideline EP28-A3c. Results: The plasma reference interval for sodium for ages 0.45–16.99 years was 137–143 mmol/L in 1000 subjects (combined genders). For plasma potassium, the corresponding ranges between 1 and 16.99 years (combined genders) were 3.6–4.8 mmol/L. Apart from neonates and in keeping with other studies, age partitioning for electrolytes was not required. Data for plasma creatinine (enzymatic methodology) and urea is also presented and, as anticipated, required partitioning for both age and gender. Conclusions: Our renal profile findings are broadly consistent with those of international studies, for example, CALIPER, HAPPI, NORDIC, PRINCE and KiGGs. Moreover, the CELTIC ranges study is also based on over 1000 subjects whose samples were analysed on the widely used Roche modular analytics system. We also expect the findings will improve knowledge of children's metabolic health in Ireland. [ABSTRACT FROM AUTHOR]

Purpose Built Student Accommodation is increasingly dominating the urban landscapes of university locations. Yet a focus on student accommodation beyond "studentification" remains under‐researched and under‐analysed in geography and housing studies. Drawing upon pre‐existing studies and new insights from the United Kingdom and Republic of Ireland, this paper provides an analysis of the contemporary student accommodation sector and the distinct geographies this creates. The paper argues that the neoliberalisation of the student accommodation sector has (re)produced three distinct outcomes: exclusivity, precarity, and (im)mobility, themes of increasing attention within geography and beyond. In concluding, the paper argues that student accommodation is a key vector in which inequalities produced by neoliberalism are articulated and displayed, reflective of a wider global trend. [ABSTRACT FROM AUTHOR]

A high resolution simulation covering the Iberia-Biscay-Ireland (IBI) region is set-up over July 2007-February 2009. The NEMO model is used with a 1/36° horizontal resolution on 50 z-levels in the vertical. It is forced by the astronomical potential and atmospheric forcing fields which consist of 3-hourly ECMWF analyses. Initial hydrographic conditions are derived from an Atlantic and Mediterranean Sea analyse at 1/12° from Mercator Ocean (PSY2V3 model). At the open boundaries, IBI is forced with PSY2V3 temperature and salinity fields. It is also forced with tidal currents and elevations and inverse barometer elevations. In this study we evaluate the realism of the simulation through comparisons with an extensive observational dataset including climatology, temperature and salinity profiles, satellite SST data, sea surface buoys, tide gauges, altimeter data and HF radar data. A specific interest is given to the procedure used for the validation. General aspects of the simulation and its quality are analysed and particular attention is given to the validation of high frequency processes including the diurnal cycle, barotropic and internal tides, and surges. Finally, we focus on specific aspects of the circulation on the European sea shelves and give a qualitative assessment by studying tidal fronts, and specially the Ushant front, and the winter extension of the Iberian Poleward Current along the Northern Spanish coast during winter 2007-2008. [ABSTRACT FROM AUTHOR]

On September 28, 1981, Great Britain's Central Council produced a consultation paper in which certain proposals are made for election to the recently constituted National Boards for Nursing, Midwifery and Health Visiting. The purpose of the election is to elect nurses, midwives and health visitors as members of the National Boards for Nursing, Midwifery and Health Visiting in England, Scotland, Wales and Northern Ireland. It is proposed that there should be three categories of candidates--nurses, midwives and health visitors. To be eligible to stand as a candidate a person must be either a practising nurse, practising midwife or a practising health visitor.

The article presents a calendar of events from July 2006 to July 2007. The 21st International Workshop on Statistical Modelling IWSM 2006 will be held at the National University of Ireland in Galway on July 2-7. The 2006 International Conference on Design of Experiments and its Applications will be held at Nankai University in Tianjin, China on July 9-13. Tthe XXVI European Meeting of Statisticians will be held in Torun, Poland on July 24-28.

This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices. [ABSTRACT FROM AUTHOR]

Caroline Hyland, an illustrator and former occupational therapist based in Dublin, Ireland, provided the cover art for the Winter 2023 edition of The Open Journal of Occupational Therapy (OJOT). "Can You See What I See?" is an acrylic painting on black textured paper. The piece was inspired by Caroline's grandmother Kathleen Duhig, her love of flowers, and the song "The Dutchman." Kathleen and three of her sisters lived with dementia. This painting, and several others, are featured in a book Caroline wrote to support living well with dementia. By combining her artistic talents and training as an occupational therapist, Caroline advocates for a society that sees people first, not the disease, dementia. [ABSTRACT FROM AUTHOR]

Copyright of ABEI Journal: The Brazilian Journal of Irish Studies is the property of Associacao Brasileira de Estudos Irlandeses 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 article explores the intersection of gender identity and sexual orientation in the narrative experiences of trans identified young people. Data were collected in collaboration with trans youth community centres in the USA, Canada and Ireland. Axial and selective coding procedures were used to examine the interplay between developing sexual orientation and gender identity. The relational language used by participants when explaining the process of negotiating and renegotiating sexual orientation prompted us to ground theory building in a framework of intersectionality, feminist concepts of 'doing gender' and peer mediated approaches to identity development. Two overarching themes were developed and are deconstructed in this paper: labelling and peer mediated self-consciousness. With respect to labelling, through the feminist concept of 'doing gender' we explain how trans youth navigated accountability to self, others and society as they negotiated and renegotiated sexual orientation labels in conjunction with gender labels. In relation to peer meditated consciousness, we examined how through relationship with peers, participants explored and internalised concepts important for sexual orientation formation. The paper begins to explore some of the ways in which gender identity and sexual orientation are interwoven, challenging the notion that they are fully autonomous constructs. [ABSTRACT FROM AUTHOR]

A call for paper for the 2nd Biennial Dublin Gastronomy Symposium (DGS) which will be held at the School of Culinary Arts & Food Technology in Dublin, Ireland is presented.

This paper explores what anticipated futures of disadvantaged urban youth can reveal about the contemporary and future consequences of austerity. As austerity has disrupted several transitions associated with adulthood, such as finding work and moving out of the parental home, it affects how young adults imagine their future. Young adults living in neighbourhoods of concentrated deprivation were particularly vulnerable to such disruptions. Therefore, this paper builds on semi-structured interviews with youth from Knocknaheeny (Cork) and Ballymun (Dublin) in Ireland to present two vignettes reflecting dominant narratives on anticipated futures. First, a narrative that embraces neoliberal logic, where young adulthood is the basis for future success through dedicated hard work rather than a phase of exploration of possible futures. Second, a narrative of "acceptance" where youth imagines the future to "go on" from the present and becomes a source of anxiety or resignation. This paper shows that combining vignettes with interview data presents two benefits. First, they illuminate the complex and sometimes contradictory stories of youth making sense of their present, past and future. Second, comparing and contrasting the vignettes to multiple participant stories can disentangle roles of location, class, gender and other differentiations. In conclusion, the paper stresses the importance of imagined futures for understanding everyday geographies of austerity as anticipated futures surface in everyday practices, behaviour, and attitudes. [ABSTRACT FROM AUTHOR]

In Ireland, constructed wetland systems are increasingly being used to perform tertiary treatment on municipal waste effluent from small towns and villages located in areas whose receiving waters are deemed sensitive. The bedrock formation in the west of Ireland is primarily karst limestone and where the overburden–soil cover is very shallow, such waters are highly sensitive to pollution sources, as little or no natural attenuation and/or treatment will occur. Constructed wetland technology has been seen to offer a relatively low‐cost alternative to the more conventional tertiary treatment technologies, particularly when dealing with low population numbers in small rural communities. This paper examines the waste treatment performance, in terms of nutrient (P and N) reduction, of a recently constructed surface‐flow wetland system at Williamstown, County Galway, Ireland. Performance evaluation is based on more than two years of water quality and hydrological monitoring data. The N and P mass balances for the wetland indicate that the average percentage reduction over the two‐year study period is 51% for total N and 13% for total P. The primary treatment process in the wetland system for suspended solids (between 84 and 90% reduction), biological oxygen demand (BOD) (on average, 49% reduction), N, and P is the physical settlement of the particulates. However, the formation of algal bloom during the growing season reduces the efficiency of the total P removal. [ABSTRACT FROM AUTHOR]

Different countries have different histories, traditions, cultures, and practices of student voice and are currently at different stages of their student voice journeys. This paper investigates how student voice is coming to be used in relation to classroom practice in different school types and socio-economic settings in the Irish education system. Ireland is a country without a strong tradition or history of student voice and particularly in relation to teaching and learning matters and it is envisaged that this paper will be of strong interest to those in countries where student voice is not yet prominent, but there are also wider implications. This research shows that students are now being consulted in relation to classroom practice in a variety of ways but that even within single school systems consultations are very much connected to school context with voice being used to different extents in different schools in different settings. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to quantify the loss (or leakage) of organic cattle to conventional value chains in Ireland and assess its economic and environmental impacts. Design/methodology/approach: The paper adopts a Bio-economy Input-Output (BIO) model, a quantitative economic model representing the interdependencies between different sectors of the economy, to assess the economic and environmental impacts of organic leakage in the Irish beef sector. Findings: The study reveals that 17% of organic cattle aged under 1 year old leave the organic value chain, leaking to the conventional market as a result of imbalances in the development of the beef value chain. The economic cost of this organic leakage is 5.66 million euros. Leakage also has environmental effects because of changes in lifecycle methane and nitrogen emissions based on longer finishing times on organic farms and chemical fertilisers applied on conventional farms. The organic leakage results in a reduction of 82 tons of methane emission and 52 additional tons of nitrogen emission, which leads to 11,484 tons of net global warming potential (GWP) for a 100-year time horizon. Research limitations/implications: Because of data availability, the research focussed on the baseline year 2015, which had national data available for disaggregation in Ireland. Therefore, researchers are encouraged to assess the economic and environmental impacts when more recent data are available and to analyse the change in the impacts over the years. Practical implications: This study contributes to the discussion on organic conversion and provides valuable insights for stakeholders, especially policymakers, for the design of future organic schemes. Originality/value: This is the first paper to assess organic leakage in the beef sector. [ABSTRACT FROM AUTHOR]

This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult numeracy tutors, and adult learners to identify themes that connect adult numeracy with a human rights conception of citizenship as access to and participation in economic, social, and community life. This analysis found that the most common barriers to accessing adult numeracy courses arose from dispositional factors relating to fear, anxiety and lack of confidence with mathematics, largely due to negative experiences in formal schooling. To overcome these barriers, adults' participation in numeracy courses was encouraged by integrating numeracy learning activities into real world contexts in a non-threatening learning environment. The interview analysis also illustrated ways in which adult numeracy education supported active citizenship in the economic, social, and community spheres, by (i) enhancing financial literacy and preparing adults for employment; (ii) fostering individual empowerment, family learning and social inclusion; and (iii) enabling civic engagement. Policies for promoting adult education typically aim to develop active citizenship, but without specifying how this is to be achieved. Our study is valuable because it illuminates potential connections between citizenship and numeracy as a dimension of adult education that is separate from literacy. The findings lead to recommendations for translating national and international policy frameworks into research-informed adult education programs. [ABSTRACT FROM AUTHOR]

The sentencing of children in juvenile sexual offending cases is a most challenging issue for judges, and research into this area had not previously been done in Ireland. The author's doctoral study placed particular emphasis on practicebased research and praxis to provide a bridge between academic theory and professional practice, thereby providing insights into how the youth justice system might address the justice and welfare dichotomy. This paper reviews the growing scientific knowledge on child development and international court innovations in sentencing of young offenders, as well as exploring issues in evolving capacity and the age of criminal responsibility. The author examines the concepts underpinning the Children Act, 2001 and related strategies, as well as some welfare aspects of sentencing, before outlining key findings from his research. What is needed is a redefinition of the Irish sentencing model for juvenile sexual offences that is not exclusively wedded to a twentieth-century justice/welfare concept. Sentencing for sexual offences needs to recognise that children's rights and needs are progressing and changing rapidly. This requires recognition of the role of scientific developments and academic research. The paper concludes by posing a challenge to come up with a bespoke holistic sentence for children that satisfies the demands of the child, the victim and public policy. [ABSTRACT FROM AUTHOR]

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

Annual budgets are key to constituting and governing imagined futures. This paper examines how the signifier 'future' is constructed within the Irish budget speeches delivered by finance ministers to parliament between 1970 and 2015. To investigate the discourses of these budget speeches, we employ post-structural discourse theory operationalised through two methods: close reading and corpus-linguistic analysis. Close reading is used to identify the discourses employed and how meanings of signifiers were partially fixed at different moments. This was further examined using corpus-linguistics, specifically a collocate analysis of the word 'future', allowing further close examination of such collocates in context. Thus, the paper offers a unique insight into the discursive structuring of 'future' in Irish budget speeches over 45 years, highlights the changing structure of the budgetary discourse, periodising these changes, and shows how economic imaginaries of the 'future' are produced and reproduced. [ABSTRACT FROM AUTHOR]

Internationally, there continues to be a rise in the popularity of home‐schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid‐19 Pandemic school closures, it appears to have impacted on the decision for some to home‐school permanently. Using a scoping review of the literature, this paper considers the research evidence around home‐schooling in the United Kingdom and Europe. It then focuses on home‐schooling in the Republic of Ireland to assess the change and development of home‐schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home‐schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student. [ABSTRACT FROM AUTHOR]

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

School self-evaluation is a low-stakes policy recently mandated in Ireland and while schools are becoming more consistent in engaging in this internal mode of evaluation, their engagement has not been uniform. This paper provides new ways of thinking about, understanding, and explaining how school self-evaluation plays out in Irish schools. Subscribing to the view that policies are not simply implemented but enacted through the creative processes of interpretation and translation, this paper shows how school self-evaluation is performed in Irish schools in various ways by various people. We identify numerous policy actors in our qualitative data: narrators, entrepreneurs, outsiders, transactors, enthusiasts, translators, critics, and receivers. This assortment of actors helps to bring school self-evaluation to life but as it comprises heterogeneous entities with varying characteristics, levels of experience, and motivations it is simply not possible for this policy to be implemented in schools as policymakers envisage. [ABSTRACT FROM AUTHOR]

Over 60 years of technology development, transformation of educational policy and curriculum innovation in Ireland have resulted in the introduction of the Computer Science (CS) subject in Post‐Primary (PP) Education. CS has always been conceived digitally and the Digital Learning Experiences (DLE) enacted through its curriculum are strongly interconnected to the opportunities and limitations offered by Digital Spaces (DS). However, key challenges have been identified for the successful implementation of CSE, from teachers' digital competencies and educational strategies in the classroom to learners' varying experiences of CSE. Through a systematic literature review of the educational policies and practices in Ireland's Educational System, this paper documents the digital evolution from the 1960s accounting for the CS curriculum. The literature review identifies key themes in how DS have been conceptualised through CSE, responding to learners' needs and teachers' skills and competencies, informed by emerging societal demands by providing evidence on the disparity between educational policy and practice for DS. Building upon the identified themes, this paper emphasises the importance of the design and implementation of DLE in DS such as the CS subject that considers historical lessons learned to respond to the uncertainties of the digital future. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore how entrepreneurs use social media (SM) to develop their organisational identity within business networks. Design/methodology/approach: A single embedded case study was used comprising a case firm entrepreneur and eight connected network actors within an artisan food context in Ireland. Data was collected using an in-depth interview complemented with content analysis of networked firms' Facebook posts (N = 1,652) over a three-year period. Findings: This paper identifies four common network processes through which entrepreneurs can leverage SM to develop their organisational identity within networks. The processes are network relating, collaborating within networks, interacting with trends and connecting with community. Research limitations/implications: Findings are limited to the Irish artisan food sector and explore identity development through a single SM platform. The applicability and variation of use of the processes across industries would serve to further refine the processes identified. Practical implications: Practically, the four processes through which identity within a network can be developed using SM can help entrepreneurs to access and position themselves within business networks, gain access to resources and overcome the classic limitations of newness and smallness. Originality/value: This paper provides a conceptual framework illustrating the processes involved in developing entrepreneurial organisational identity within business networks using SM. This paper adds to a growing literature that places interaction at the heart of identity development and responds to calls to further understanding of the process of identity development for entrepreneurial ventures. [ABSTRACT FROM AUTHOR]

Professional placements are integral to social work education and provide formative but variable learning opportunities for students. As social work programs expand and requirements for placements increase, settings where a social worker may not be employed are increasingly utilized, risking further variability of student experience. This paper reports on qualitative responses to two open-ended questions in a cross-sectional survey conducted with social work students from four universities on the island of Ireland. Questions included (1) what students found most helpful in assisting their learning, and (2) what would have improved their learning during placement. A six-step approach to thematic analysis was used to analyse qualitative data from 427 responses to question one, and 355 responses to question two. Four key pillars of practice learning were identified: enabling relationship(s); 'real world' practice opportunities; structured teaching and learning; and academic-practice alignment. Drawing on these findings, the paper presents a framework for integrated learning which promotes students' capacity for active inquiry in practice. Linked processes of relational knowing and structured teaching and learning emerged as integral to knowledge acquisition and professional development on placement. Findings re-established the significance of the supervisory relationship and relationship-based learning. [ABSTRACT FROM AUTHOR]

This paper extends our understanding of employment and gendered rural ageing by examining the latent benefits of paid work for mid-life women in rural Ireland. Existing social gerontology literature deals extensively with manifest financial reasons to work, consequences of gendered pay and pension inequalities, work-related health concerns and the negative impacts to an extended working life for women. However, there is much less focus on the latent non-financial positive contributions that work provides for the older woman, especially within a rural context. Findings from this study show how mid-life women, even if in lower-paid, precarious work or in poorer health may choose to continue working into older age. Paid work provides not only financial autonomy, but also temporal structure, life purpose, personal agency, social connectivity and a self-identity that most women are reluctant to relinquish to retirement. Meaningful work plays a critical role in the ageing experience of older rural women. A qualitative study of 25 women aged 45–65 in Connemara, Ireland was undertaken from a lifecourse perspective and analysed using constructivist grounded theory to allow rich, novel narrative to emerge. Narrative from seven, who best represent all participants, are utilised in this paper. Conclusions suggest that the latent benefits of paid work are at least as, if not more important than financial gain for rural mid-life women. [ABSTRACT FROM AUTHOR]

Background: People living in rural and remote communities commonly experience significant health disadvantages. Geographical barriers and reduced specialist and generalist services impact access to care when compared with metropolitan context. Innovative models of care have been developed for people living with chronic diseases in rural areas with the goal of overcoming these inequities. The aim of this paper was to describe the characteristics and outcomes of studies investigating innovative models of care for people living with chronic disease in rural areas of developed countries where a metropolitan comparator was included.Methods: An integrative systematic review was undertaken. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was used to understand the empirical and theoretical data on clinical outcomes for people living with chronic disease in rural compared with metropolitan contexts and their models of care in Australia, New Zealand, United States, Canada and the United Kingdom.Results: Literature searching revealed 620 articles published in English between 1st January 2000 and 31st March 2019. One hundred sixty were included in the review including 68 from the United States, 59 from Australia and New Zealand (5), 21 from Canada and 11 from the United Kingdom and Ireland. 53% (84) focused on cardiovascular disease; 27% (43) diabetes mellitus; 8% (12) chronic obstructive pulmonary disease; and 13% (27) chronic kidney disease. Mortality was only reported in 10% (16) of studies and only 18% (29) reported data on Indigenous populations.Conclusions: This integrated review reveals that the published literature on common chronic health issues pertaining to rural and remote populations is largely descriptive. Only a small number of publications focus on mortality and comparative health outcomes from health care models in both urban and non-urban populations. Innovative service models and telehealth are together well represented in the published literature but data on health outcomes is relatively sparse. There is significant scope for further directly comparative studies detailing the effect of service delivery models on the health outcomes of urban and rural populations. We believe that such data would further knowledge in this field and help to break the deadly synergy between increased rurality and poorer outcomes for people with chronic disease. [ABSTRACT FROM AUTHOR]

This paper describes an empirical study examining action research papers submitted by a group (n = 81) of out-of-field mathematics teachers as part of a professional development programme in Ireland. Utilising document analysis, the papers were qualitatively analysed for evidence of teachers' beliefs and practices with respect to the teaching and learning of mathematics. In particular, demonstration of direct transmission and constructivist beliefs and practices was explored. The authors draw on Valsiner's zone theory in conceptualising the 'teacher-as-learner' in this out-of-field context and it provided a means for analysing teachers' development in terms of their beliefs and practices. Findings indicate a prevalence of direct transmission or traditional teaching practices prior to the out-of-field teachers' action research, with some inconsistency with professed constructivist beliefs. There was evidence of a majority shift towards constructivist beliefs and practices post action research for a myriad of reasons, including increased pedagogical confidence in mathematics and the successful experience of constructivist approaches. Findings also highlight the role of reflective self-study in facilitating the creation of productive tensions, as well as the importance of the teachers' interpretation of their zone of free movement in resolving complex issues and enabling out-of-field teachers' development of constructivist beliefs and practices. [ABSTRACT FROM AUTHOR]

Background: Current evidence suggests that chlamydia screening programmes can be cost-effective, conditional on assumptions within mathematical models. We explored differences in cost estimates used in published economic evaluations of chlamydia screening from seven countries (four papers each from UK and the Netherlands, two each from Sweden and Australia, and one each from Ireland, Canada and Denmark).Methods: From these studies, we extracted management cost estimates for seven major chlamydia sequelae. In order to compare the influence of different sequelae considered in each paper and their corresponding management costs on the total cost per case of untreated chlamydia, we applied reported unit sequelae management costs considered in each paper to a set of untreated infection to sequela progression probabilities. All costs were adjusted to 2013/2014 Great British Pound (GBP) values.Results: Sequelae management costs ranged from £171 to £3635 (pelvic inflammatory disease); £953 to £3615 (ectopic pregnancy); £546 to £6752 (tubal factor infertility); £159 to £3341 (chronic pelvic pain); £22 to £1008 (epididymitis); £11 to £1459 (neonatal conjunctivitis) and £433 to £3992 (neonatal pneumonia). Total cost of sequelae per case of untreated chlamydia ranged from £37 to £412.Conclusions: There was substantial variation in cost per case of chlamydia sequelae used in published chlamydia screening economic evaluations, which likely arose from different assumptions about disease management pathways and the country perspectives taken. In light of this, when interpreting these studies, the reader should be satisfied that the cost estimates used sufficiently reflect the perspective taken and current disease management for their respective context. [ABSTRACT FROM AUTHOR]

This paper presents preliminary findings from the 'Histories of Probation in Ireland' project which aims to provide an extensive, detailed account of Irish probation practice from the 1960s onwards. The core objective of the paper is to highlight patterns emerging from client participants' lived reality of probation, which is achieved through the application of an oral history methodology. The paper provides an overview of relevant literature, before outlining the research design and explaining the methodological approach of the project. Findings are presented from interviews with current and former probation clients who experienced probation in the 1980s up to present day. Inspired by the work of Fergus McNeill, a thematic framework of analysis, 'helping, hurting, holding, and hands off', is employed in order to understand the individual and collective voices experiencing probation in Ireland during the timeframe. [ABSTRACT FROM AUTHOR]

This paper shows how the commitment of senior leadership teams to student voice is not necessarily shared by teachers. As part of a wider study, this paper presents qualitative data generated through interviews with school staff in one Irish post-primary school with a strong culture of student voice to illustrate the discrepancy that can exist between senior leaders and teachers in terms of how they embrace, enact, and experience student voice. Student voice customs can be rhetorical, perhaps even exaggerated by some, and peripheral to others, and positions on student voice are often determined by positions in the school hierarchy. As student voice remains considerably underdeveloped in Irish post-primary schools despite Irish education and most Irish schools becoming replete with student-centred discourses, this paper provides one possible way of making sense of the current state of play. More broadly, it points to how different actors work on and with student voice in different ways. [ABSTRACT FROM AUTHOR]

Background & Objective. Polycystic ovarian syndrome (PCOS) is the most common reproductive endocrinopathy in women of reproductive age with many associated metabolic symptoms, in particular hyperinsulinemia, insulin resistance, and a high lifetime risk of type 2 diabetes mellitus. The effects of time-restricted eating on metabolic profiles have been investigated in many endocrinopathies, but there is minimal data for PCOS. Here we explore the potential role of time-restricted eating in the nonpharmacological management of PCOS. Designs & Methods. Medline, CINAHL, EMBASE, Web of Science, and Cochrane Library were searched for controlled trials of effects of time-restricted eating regimens on insulin levels in patients with PCOS. A further narrative discussion on the time-restricted eating in PCOS was conducted. Results. 2662 papers were identified with 37 selected for full-text review and one paper meeting criteria for inclusion. Ramadan fasting was the only time-restricted eating regimen trialled in this population with no strong evidence of a significant effect on insulin levels. Conclusion. As the systematic review retrieved only one study investigating time-restricted eating to reduce insulin in patients with PCOS, there is no evidence to suggest that this intervention is effective. From the narrative review, based on studies in other patient groups, time-restricted eating could improve insulin resistance in those with PCOS; however, well-designed studies are required before this intervention can be recommended. [ABSTRACT FROM AUTHOR]

The launch of a Computer Science curriculum specification in upper secondary schools in Ireland in 2018 was a landmark and a historic development in Irish education. Addressing the historical policy decisions adopted towards establishing the specification, this paper presents an analysis of developments from the 1970s as revealed in key policies and other documents. Positioning the policy change within the context of influences, context of policy text production and within the context of practices, the paper presents an overview of the Irish Computer Science specification. Alongside the background to the evolution in computer science education over the period, the article takes into account the national and cultural contexts and narrates the journey travelled to arrive at this pivotal position. Developments in a global context are presented in comparison with curricula in other countries and some similarities and differences identified. The article uncovers consequences of the specification for the national curriculum, key skills integration and computer science teacher preparation. The article provides an important analysis of the policy trajectory of computer science in Ireland based on a visibly relevant corpus of documents tracing the different stages of this policy and comparing it to similar experiences implemented in other European countries. [ABSTRACT FROM AUTHOR]

Based on a recent study in Ireland with young male migrants, this paper discusses how narratives of home in migration and sense of belonging in domestic spaces for male migrants are linked. Using photovoice method, the paper focuses on the temporal aspects of the relationship between home and belonging: the present 'real' home which constitutes the lived spaces of migrants and the 'aspired' home that is postponed to a future time when families of one's own are formed. The main argument of this paper is that migrant masculinities are reproduced in relation to current structural inequalities and the absence of significant others that prohibit a meaningful home in present time in these young migrant men's lives. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic has impacted health care, economies and societies in ways that are still being measured across the world. To control the spread of the virus, governments continue to appeal to citizens to alter their behaviours and act in the interests of the collective public good so as to protect the vulnerable. Demonstrations of collective solidarity are being consistently sought to control the spread of the virus. Catchphrases, soundbites and hashtags such as 'we're all in this together', 'stronger together' and other messages of unity are employed, invoking the sense of a collective struggle. However, this approach is fundamentally challenged as collectivist attitudes run contrary to the individualism of neoliberal ideology, to which citizens have been subjected. This paper argues that attempting to employ the concept of solidarity is inherently challenged by the deep impact of neoliberalism in health policies and draws on the work of Durkheim to examine the concept in a context in which health care has become established as an individual responsibility. The paper will argue that a dominant private-responsibility model and an underfunded public system have eroded solidarity weakening its effectiveness in generating concerns for the collective. [ABSTRACT FROM AUTHOR]

This paper explores parents' experiences of breaking news and communicating to the child with cancer and their siblings, and identifies the supports parents request to help them in this role. This paper represents one component of a wider action research study which employed mixed methods to explore supports needed by parents of children with a cancer diagnosis in the Republic of Ireland. This paper reports on the survey phase of the study, which involved the distribution of a postal survey to 550 families of children in cancer treatment and remission. This survey included four open-ended questions exploring parents' experiences of breaking news and communicating about the illness to the ill child and his/her siblings. Descriptive statistics on the profile of the parents were generated with computer software package SPSS and qualitative responses were analyzed using the survey questions as the initial framework. Parents identified four interventions that helped ease the distress of these difficult conversations: coaching, resources, team engagement, and play therapy. Parents expressed concern for siblings, describing them as "suffering" and "forgotten". Parents requested four sibling-specific interventions: the creation of resources for siblings, therapeutic support, coaching for parent-sibling conversations, standardize a family meeting with the multi-disciplinary team that includes siblings. This paper demonstrates how the practical supports requested by parents which are consistent with the principles embedded within the internationally defined psychosocial standards of care could be translated into practice when supporting parents to communicate with children in the context of pediatric cancer. [ABSTRACT FROM AUTHOR]

In the late Elizabethan period Ireland became a critical focus of the Tudor regime as the Nine Years War (c.1593-1603) threatened English rule in the second Tudor kingdom and the country became a theatre of the Anglo-Spanish War (1585-1604). As a result of this military emergency officials in Ireland began composing a deluge of policy papers from the mid-1590s onwards. Over two hundred of these treatises are extant. This paper provides the first systematic overview of this war-time discourse on Ireland. In doing so it sheds light on these writings and their significance for the history of late Elizabethan Ireland. [ABSTRACT FROM AUTHOR]

Reports on the 15th International Conference on Production Research to be held from August 9-13, 1999 in Limerick, Republic of Ireland. Call for papers; Conference organizing committee.

Reports on the 15th International Conference on Production Research to be held from August 9-13, 1999 in Limerick, Republic of Ireland. Call for papers; Conference organizing committee.

This paper presents the results of the first X-ray fluorescence (XRF) investigation conducted on three late medieval chalices associated with Ireland: the Ó Learghusa chalice, auctioned as medieval Irish in 2021, does not have a confirmed provenance; the de Burgo-O'Malley chalice, dated 1494, and the TP-IEP chalice, dated 1589, both of Irish provenance. This study effectively addressed the knowledge gap concerning Irish medieval silver chalices composition. The analysis revealed that both the Ó Learghusa and de Burgo-O'Malley chalices were crafted from a silver-copper alloy and adorned using a fire-gilding technique. The blue and green enamels on the de Burgo-O'Malley chalice were found to be constituted by cobalt and iron/copper glasses, respectively. In contrast, the TP-IEP chalice exhibited a more intricate structure, being a composite object with partial silver gilt and with the bowl and base possibly made of a ternary silver-copper-gold alloy. The TP-IEP chalice's knop displayed glass, simulating gems with transparent, blue, and purple colorations. XRF analysis allowed identification of lead-potash glass, while the red glass displayed a rich iron content and was identified as soda-lime glass. The analysis allowed concluding that the de Burgo-O'Malley chalice had retained its original condition, including its original gilding and enamels, while the Ó Learghusa and TP-IEP chalices appeared to have undergone refurbishment. These significant discoveries contribute to a deeper understanding of the historical context and artistic craftsmanship behind these late medieval chalices, shedding light on their unique stories within Irish art and history. [ABSTRACT FROM AUTHOR]

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

Introduction: This paper is a report of an ICSH review of policies and practices for internal quality control (IQC) policy for haematology cell counters among regulatory bodies, cell counter manufacturers and diagnostic laboratories. It includes a discussion of the study findings and links to separate ICSH guidance for such policies and practices. The application of internal quality control (IQC) methods is an essential pre‐requisite for all clinical laboratory testing including the blood count (Full Blood Count, FBC, or Complete Blood Count, CBC). Methods: The ICSH has gathered information regarding the current state of practice through review of published guidance from regulatory bodies, a questionnaire to six major cell counter manufacturers (Abbott Diagnostics, Beckman Coulter, Horiba Medical Diagnostic Instruments & Systems, Mindray Medical International, Siemens Healthcare Diagnostics and Sysmex Corporation) and a survey issued to 191 diagnostic laboratories in four countries (China, Republic of Ireland, Spain and the United Kingdom) on their IQC practice and approach to use of commercial IQC materials. Results: This has revealed diversity both in guidance and in practice around the world. There is diversity in guidance from regulatory organizations in regard to IQC methods each recommends, clinical levels to use and frequency to run commercial controls, and finally recommended sources of commercial controls. The diversity in practice among clinical laboratories spans the areas of IQC methods used, derivation of target values and action limits used with control materials, and frequency of running commercial controls materials. Conclusions: These findings and their implications for IQC Practice are discussed in this paper. They are used to inform a separate guidance document, which proposes a harmonized approach to address the issues faced by diagnostic laboratories. [ABSTRACT FROM AUTHOR]

Generation of reliable data underpins the effectiveness of Occupational Health and Safety (OHS) surveillance systems. Despite the importance of understanding OHS data systems, there are few papers that provide overviews of their structure and/or content. This paper introduces a basic framework for assessing OHS data systems that will be of use to researchers internationally. We applied this approach to assess the Irish OHS data system by undertaking a data mapping exercise. We developed a checklist based on recommendations of monitoring and measurement of OHS proposed by the National Academies of Sciences, Engineering, and Medicine (USA). An assessment of published reports that present systematic OHS surveillance data was undertaken to identify the institutions or organisations responsible for collecting and curating the data, their remit, and, associated with this, their respective case definitions. We then provide an overview of the variables collected and these are then mapped against the checklist. The assessment highlights that whilst the farm fatalities dataset provides complete coverage of all fatalities, regardless of age or employment status, the same is not true of the three non-fatal injuries datasets reviewed. There are important differences in the data collection methods and, associated with this, which populations are covered. The assessment approach provides valuable insights into the strengths and weaknesses of a critical element of OHS surveillance systems, namely the production of datasets. This knowledge is important for researchers as understanding the data that informs their research is fundamental to good science. It is critical for policy-makers and other stakeholders to understand the strengths and weaknesses on which OHS policy, strategies, or education and training interventions are developed. [ABSTRACT FROM AUTHOR]

Purpose: In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Design/methodology/approach: Using a multicultural lens to examine fat phobia in education. Findings: This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Practical implications: By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Social implications: This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Originality/value: The issue of fat phobia is rarely discussed in education. [ABSTRACT FROM AUTHOR]