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This paper explores the Lay Theories of ADHD of stakeholders (teacher, parent and student) in an Irish context. Academic theories of difference have and continue to evolve, moving from medicalisation, through more socially oriented ideas, to more current trend around neurodivergence. However, inclusion as a process is socially negotiated within classrooms and the wider community. An understanding of stakeholders' lay theories or their beliefs about ADHD (e.g., what causes it and how to respond) gives us insights into this process. This paper draws on findings from a multi-case study (N = 15) that explored the lay theories of 17 parents, 15 students (7-18 year; Mean = 12.8; SD = 3.09), and 12 teachers (4 primary and 8 secondary) affected by ADHD in mainstream schools. Participants took part in a semi-structured interview. A data-driven Thematic Analysis identified three themes: what is ADHD, do they have control, and medication. Each stakeholder group held distinctly different views, which created considerable confusion. Findings are discussed in terms the need for the education of key stakeholders, and what those educational initiatives might include, as well as for the role of collaboration within the process of inclusion.

In 2010 a mathematics curriculum was introduced in Irish second level schools entitled 'Project Maths' (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). "Report of the Project Maths implementation support group."https://www.education.ie/en/Publications/Policy-Reports/Report-of-the-Project-Maths-Implementation-Group.pdf]. This paper aims to examine the performance of 1st year undergraduate students' procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students' skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the 'why' of the results presented here.

The numerical ability of Irish students in international and national assessments is weaker than for literacy, particularly among higher-performing students. The aim of this study was to design a national teacher professional development programme to encourage teachers at post-primary level to develop numeracy competency across the post-primary curriculum. The project explored how numeracy and mathematics can be integrated meaningfully and constructively in a range of carrier subjects and explore how these subjects can, in turn, influence the manner in which relevant concepts can be addressed in mathematics lessons. The theory underpinning the effective design followed a model of professional development incorporating four strategies. The study was conducted over three school years and the pedagogical approaches adopted by teachers in the cross-curricular integration of numeracy are presented. How the approach supported teachers' learning is also presented according to a model of teacher agency in professional development and school reform, examining (1) individual practice; (2) outcomes; (3) perceived work context; and (4) school reform. The discussion points which arise describe the community of practice that evolved and the readiness of the participant teachers to embrace professional development in preparation for curricular reform.

In 2010 the Irish second level mathematics curriculum underwent a period of significant change when a new mathematics curriculum was introduced. Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students' procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students' performance in higher education noted that further research was needed in this area to definitively establish what is happening. This research therefore aims to explicitly determine whether the procedural and problem solving skills of beginning undergraduates are changing over time as a result of the reformed mathematics curriculum introduced in second level education. A paper based diagnostic test designed and developed is used in an attempt to determine this. This paper will detail the piloting of this diagnostic test with a group of higher education students in the Irish context.

This article details an initial analysis of the transition of a second level curriculum reform to higher education in Ireland. The reform entitled 'Project Maths' involved changes to what second level students learn in mathematics, how they learn it, and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010. Students who were taught and assessed through the new curriculum first entered third level education in September 2012. It is important that third level mathematics lecturers are aware of the changes to the curriculum since certain topics such as vectors and matrices are no longer taught at second level. Hence, third level courses may need to be adapted accordingly. This study investigates mathematics lecturers' awareness of Project Maths and whether they have made any adaptions to their course content, teaching and assessment approaches as a result of the new curriculum being introduced. The findings, from a return rate of 23% of eligible respondents, show that although many lecturers are mindful of the concept of Project Maths, they are not aware of the changes in full and how it affects their own course content, teaching and assessment strategies. Accordingly, the gap between second and third level education remains. This study highlights that more needs to be done to ensure there is coherent and uniform approaches to the teaching, learning and assessment of mathematics in the transition from second to third level education.

This paper explores the Lay Theories of ADHD of stakeholders (teacher, parent and student) in an Irish context. Academic theories of difference have and continue to evolve, moving from medicalisation, through more socially oriented ideas, to more current trend around neurodivergence. However, inclusion as a process is socially negotiated within classrooms and the wider community. An understanding of stakeholders' lay theories or their beliefs about ADHD (e.g., what causes it and how to respond) gives us insights into this process. This paper draws on findings from a multi‐case study (N = 15) that explored the lay theories of 17 parents, 15 students (7–18 year; Mean = 12.8; SD = 3.09), and 12 teachers (4 primary and 8 secondary) affected by ADHD in mainstream schools. Participants took part in a semi‐structured interview. A data‐driven Thematic Analysis identified three themes: what is ADHD, do they have control, and medication. Each stakeholder group held distinctly different views, which created considerable confusion. Findings are discussed in terms the need for the education of key stakeholders, and what those educational initiatives might include, as well as for the role of collaboration within the process of inclusion. [ABSTRACT FROM AUTHOR]

This paper sets out a framing analysis for a public policy debate on the future of schools that resonates with practitioners in teaching and teacher education on the island of Ireland, north and south, but also in other countries. This is informed by a democratic impulse to facilitate public policy debates, particularly on the ways schools and higher education institutions are directed and constrained by budget cuts and the shrinking of public funding in this age of austerity and gross inequalities. This is also informed by a need for policy learning about global neoliberal agendas, free-market capitalism and its push towards profit-making schools in systems that are deregulated but experience tighter centralized control, which can result in the domination and control of teachers' work by politicians, corporate-funded think-tanks, entrepreneurs and business managers. Even though Ireland boasts checks and balances in the form of current structures and education legislation in both jurisdictions, the global financial crisis and the collapse of the "Celtic Tiger" together with the "troika" bail-out and Ireland's exit from the troika in tandem with the unravelling of the common economic model built up over the last three decades have troubled the constituent social and political settlements with regard to teaching and teacher education. The authors also take inspiration from Vere Foster (1819-1900), an Anglo-Irish gentleman, philanthropist and "social worker" with the poor in post-famine Ireland, as well as a significant social campaigner renowned for his contribution to emigration and education. His ideas, generated at a time of great social upheaval, can be reworked to be appropriate in the Ireland of today to address the neoliberal agenda that has brought the Republic of Ireland economy to the brink of disaster. It is argued that imaginative responses about future possibilities for teaching and teacher education, their form, regulation and accountability are but a few of the terms needed for public policy debate that engages the profession on the type of schooling that would best meet the needs of Irish society now and into the future.

The Maths Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic year, a significant proportion of students that availed of this drop-in service were mature students enrolled in Engineering programmes. This is of particular interest as mature students constitute a relatively small proportion of the total student body, motivating a deeper study of the reasons for the high levels of engagement in this cohort. To this end two focus groups were conducted, consisting of those who do and do not attend the MLSC. Particular interest was paid to the motivation of students who attend and the reasons given by those who do not. The motivations of mature students were found to be multifaceted whereas the reasons for non-engagement were mostly in line with the literature. In addition, some quantitative analysis was carried out to determine what effect the MLSC had on students' academic performance.

Concern has been expressed throughout Europe about the significant deficiencies in the basic mathematical skills of many engineering undergraduates. Mathematics diagnostic tests in the UK, Ireland and Portugal have shown these shortcomings, which provide a challenge to those striving to introduce more innovative educational practices into engineering education, such as projects or real-world problems. Every year, in the Dublin Institute of Technology (Ireland) and the Instituto Superior de Engenharia de Coimbra (Portugal), a diagnostic test is given to incoming first-year students. A comparison showed some potentially interesting differences between these students. In September 2013, a project was undertaken to compare mathematical competencies of incoming engineering students in both countries. A modified diagnostic test was devised and the results were then compared to ascertain if there are common areas of difficulty between students in Ireland and Portugal, or evidence of one group significantly outperforming the other in a particular area.

BACKGROUND: The trapeziometacarpal or first carpometacarpal (CMC) joint is the second most common joint affected in osteoarthritis (OA) of the hand. Surgical intervention may be required when conservative measures fail to alleviate symptoms. OBJECTIVE: To investigate operative and post-operative management of trapeziometacarpal osteoarthritis in Ireland. METHODS: An on-line Qualtrics survey was used to determine practice patterns of hand surgeons and therapists including surgical technique, patterns of referral to therapy, treatment protocol and perceived pain impact. RESULTS: Twenty surgeon's responses were received. Trapeziectomy with Ligament Reconstruction and Tendon Interposition (LRTI) was the most common procedure for all stages of arthritis for sedentary and manual patients. Sixty seven percent (n = 18) stated they perform an additional procedure if stage IV arthritis is present. Eighty percent (n = 16) stated they would perform an additional procedure for MCP joint hyperextension. There were 28 therapist responses. Almost all respondents indicated that patients are initially casted post-surgery with 88% (n = 24) indicating they remain casted for 1-2 weeks. A rigid long thumb spica and neoprene splint are most commonly used. The commencement of exercises differed between respondents and surgical procedures. All participants stated that pain is an issue in the rehabilitation of these patients. CONCLUSIONS: There was consistency in the surgical procedure choice. The stage of arthritis and functional level of the patient was not found to be an important factor for choosing this procedure. There is some consensus for post-operative casting and splinting but more variability in terms of exercise prescription. Pain is a factor to consider post-operatively. [ABSTRACT FROM AUTHOR]

Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a "module" in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

Objective: To document the adult adjustment of survivors of childhood institutional abuse. Method: Two hundred and forty-seven adult survivors of institutional abuse with a mean age of 60 were interviewed with a protocol that included the Childhood Trauma Questionnaire, modules from the Structured Clinical Interview for Axis I Disorders of DSM IV and the Structured Clinical Interview for DSM IV Personality Disorders, the Trauma Symptom Inventory, and the Experiences in Close Relationships Inventory. Results: The prevalence of psychological disorders among adult survivors of institutional abuse was over 80% and far higher than in the normal population, with anxiety, mood and substance use disorders being the most prevalent diagnoses. Survivors also had high rates of trauma symptoms and insecure adult attachment styles, and these were higher for those who had experienced both institutional and intrafamilial abuse. Conclusions: There was an association between the experience of institutional abuse in childhood and the prevalence of adult mental health problems, particularly anxiety, mood and substance use disorders. Practice implications: Policies, practices and procedures should be regularly reviewed and revised to maximize protection of young people in institutional care. Evidence-based psychological treatment should be made available to adult survivors of institutional abuse. (Contains 4 tables and 1 figure.)

Background: This study aimed to evaluate the effectiveness of the Parents Plus programme with families of pre-school children with developmental disabilities and significant behavioural problems in the Irish health service. The Parents Plus programme is a group-based parent training package involving video modelling, which was designed to be effective for children with conduct problems, but without developmental disabilities. Materials and methods: Pre- and post-treatment assessments were conducted with 22 treated cases and 19 waiting-list controls with a protocol that included the Strengths and Difficulties Questionnaire, the Child Behaviour Checklist, the General Health Questionnaire-12, the Kansas Parental Satisfaction Scale, the Family Assessment Device, the Perceived Social Support Scale, the Family Inventory of Life Events and Changes, the Parenting Stress Index and the Questionnaire on Resources and Stress. Results: Following the treatment, a comparison of treatment and control group means showed that the treated group showed better adjustment on the total difficulties scale of the Strengths and Difficulties Questionnaire. These gains were maintained at 10-month follow-up. Fifty per cent of treated cases showed clinically significant improvement and 14% showed reliable change on the Strengths and Difficulties Questionnaire. The treatment group reported a high level of satisfaction with the Parents Plus programme and showed significant goal attainment after treatment and at follow-up. Conclusions: For some families of pre-school children with developmental disabilities and significant behavioural problems, the Parents Plus programme is an effective intervention and may be incorporated into routine early intervention clinics in the Irish health service.

In 2010 a mathematics curriculum was introduced in Irish second level schools entitled 'Project Maths' (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. ]. This paper aims to examine the performance of 1st year undergraduate students' procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students' skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the 'why' of the results presented here. [ABSTRACT FROM AUTHOR]

The Maritime Spatial Planning Directive (2014/89/EU) required European Union member states to finalise Marine Spatial Plans by 2021. These efforts have created new forums for considering synergies and conflicts around blue growth objectives at both national and local scales, but in many cases have consolidated management action at European or national levels. These nationalised MSP actions can conflict with the path dependence (legacy effects) of traditional industries. The preparation and publication of Ireland's National Marine Planning Framework (NMPF) provides rich examples of how the legacy effects of traditional rights of access and withdrawal can both inform and complicate planning goals. This research describes these interactions in the context of Ireland's seaweed sector. Efforts to equitably expand and manage Ireland's seaweed resource are hampered by controversy in the licensing of seaweed harvesting. Interviews with seaweed harvesting stakeholders were analysed using modified grounded theory, supplemented with critical analyses of the NMPF. Interviews made clear a longstanding and successful path dependence of community management of the Ireland's seaweed resource. However, national blue growth targets may conflict with local management traditions, alienating goal dependence between institutions and actors. These conflicts are exacerbated by national and exclusionary definitions of seaweed ownership. This work reveals conflicts between top-down management and local traditions of seaweed harvesting and provides recommendations as to how Irish legislation could prevent actor alienation from the management process by considering path dependence in management decisions and cultivating interdependent relationships to ensure seaweed harvester rights are respected in management plans. [ABSTRACT FROM AUTHOR]

A study compared psychological characteristics of 27 Irish adolescents who had sexually abused other youngsters (SA group), 20 controls who had significant behavioral problems but no history of sexually offending (CC group), and 29 normal controls. The psychological adjustment of the SA group was less problematic than the CC group. (Contains references.) (Author/CR)

A study evaluated the effectiveness of the Stay Safe Programme, a school-based safety skills program, in facilitating the disclosure of sexual abused among 145 sexually abused Irish children and adolescents. More participants, particularly female adolescents, made disclosures of suspected sexual abuse than did 443 non-participants. (Author/CR)

Changes in safety knowledge and skills and self-esteem of 339 Irish children (ages 7-10) who participated in the Stay Safe Programme were compared with those of 388 controls. Trained children showed significant improvements in safety knowledge and skills and these gains were maintained at 5 month follow-up. (Author/CR)

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

Background: While international guidelines recommend medication reviews as part of the management of multimorbidity, evidence on how to implement reviews in practice in primary care is lacking. The MultimorbiditY Collaborative Medication Review And Decision Making (MyComrade) intervention is an evidence-based, theoretically informed novel intervention which aims to support the conduct of medication reviews for patients with multimorbidity in primary care. Our aim in this pilot study is to evaluate the feasibility of a trial of the intervention with unique modifications accounting for contextual variations in two neighbouring health systems (Republic of Ireland (ROI) and Northern Ireland (NI)). Methods: A pilot cluster randomised controlled trial will be conducted, using a mixed-methods process evaluation to investigate the feasibility of a trial of the MyComrade intervention based on pre-defined progression criteria. A total of 16 practices will be recruited (eight in ROI; eight in NI), and four practices in each jurisdiction will be randomly allocated to intervention or control. Twenty people living with multimorbidity and prescribed ≥ 10 repeat medications will be recruited from each practice prior to practice randomisation. In intervention practices, the MyComrade intervention will be delivered by pairs of general practitioners (GPs) in ROI, and a GP and practice-based pharmacist (PBP) in NI. The GPs/GP and PBP will schedule the time to review the medications together using a checklist. Usual care will proceed in practices in the control arm. Data will be collected via electronic health records and postal questionnaires at recruitment and 4 and 8 months after randomisation. Qualitative interviews to assess the feasibility and acceptability of the intervention and explore experiences related to multimorbidity management will be conducted with a purposive sample of GPs, PBPs, practice administration staff and patients in intervention and control practices. The feasibility of conducting a health economic evaluation as part of a future definitive trial will be assessed. Discussion: The findings of this pilot study will assess the feasibility of a trial of the MyComrade intervention in two different health systems. Evaluation of the progression criteria will guide the decision to progress to a definitive trial and inform trial design. The findings will also contribute to the growing evidence-base related to intervention development and feasibility studies. Trial registration: ISRCTN Registry, ISRCTN80017020. Date of confirmation is 4/11/2019. [ABSTRACT FROM AUTHOR]

In this piece we document how a football club has proved to be an important mechanism of integration for young Muslim women in Ireland. As has been evidenced elsewhere, and discussed in this piece, Islamophobia is a reality in Irish society, whether as proximal lived experiences of hostility and discrimination, or as structural elements that deploy anti-Muslim tropes. In the face of such exclusion, young Muslim individuals, supported by local civil society actors, have taken it upon themselves to develop a platform, namely the Hijabs and Hat-tricks project, that not only enables inclusion, and develops meaningful integration, but also challenges head-on those tropes that cast them and their communities as 'other'. Football, in the form of Diverse City FC, forms the focal point of this platform. Based on the experiences of these young Irish Muslims, we argue that football, and indeed sport more broadly, can act as an incredibly effective mechanism for meaningful societal integration. Finally, we argue for the importance of not only understanding the experiences of marginalised groups, such as the Diverse City players, but of the importance of drawing from these experiences to design future strategies for inclusion in Irish society. [ABSTRACT FROM AUTHOR]

The primary aim around developing and optimizing an electronic health record is to improve patient care and population health. The objective of this study is to design and evaluate an action research approach for the optimization of the design of a summary page artefact within an electronic health record for newborn healthcare. An action research approach was chosen for its participatory democratic process for developing practical knowledge and solutions. Collaborative workshops lead by an independent graphic facilitator with a 'bottom up' approach, involving self-selected motivated members from multidisciplinary healthcare teams, were designed and conducted. To evaluate this approach, insights were drawn from behavioural and design science paradigms to demonstrate that knowledge and understanding of the design problem and its solution were acquired in building the optimized summary page artefact. Information system development for healthcare requires consideration not just of what we do but how and why we do things. Our analysis demonstrates that action design research represents an agile and lean approach for successful optimization and implementation of information system development in healthcare. [ABSTRACT FROM AUTHOR]

Ireland experienced a major fiscal crisis from 2008 to 2013. This paper explores clinician responses to crisis‐related control initiatives at one of Ireland's largest university hospitals. Using qualitative research methods within an interpretative framework, our study suggests that some clinicians responded with antipathy, whereas others attempted to engage with managerial demands. Using notions of organizational and occupational professionalism, we link the observed heterogeneity of these responses to factors such as the perceived usefulness of control information, the clinician management relationship, and the clinicians' specialism. Our analysis supports a nuanced interpretation of clinician behavior where their position along a continuum from resistance to collaboration is affected by group characteristics and beliefs as well as the way control information is collated and disseminated. These findings have implications for the implementation of control measures in various contexts. [ABSTRACT FROM AUTHOR]

The International Oceanographic Data and Information Exchange of UNESCO's Intergovernmental Oceanographic Commission (IOC-IODE) released a quality management framework for its National Oceanographic Data Centre (NODC) network in 2013. This document is intended, amongst other goals, to provide a means of assistance for NODCs to establish organisational data management quality management systems. The IOC-IODE's framework also promotes the accreditation of NODCs which have implemented a Data Management Quality Management Framework adhering to the guidelines laid out in the IOC-IODE's framework. In its submission for IOCE-IODE accreditation, Ireland's National Marine Data Centre (hosted by the Marine Institute) included a Data Management Quality Management model; a manual detailing this model and how it is implemented across the scientific and environmental data producing areas of the Marine Institute; and, at a more practical level, an implementation pack consisting of a number of templates to assist in the compilation of the documentation required by the model and the manual. [ABSTRACT FROM AUTHOR]

The central aim of this study was to examine the effectiveness of Group Stepping Stones Triple P (GSSTP) in an Irish context for families of children with both developmental disabilities and internalising and externalising behavioural problems. Parents of 84 children (mean age = 5.73; SD = 2.06) with developmental disabilities and co-occurring behaviour problems attending Irish public health services were randomly assigned to a 9-week GSSTP group or a waiting list control (WLC) group. All parents completed self-report measures before (Time 1) and after (Time 2) the programme and parents in the GSSTP group were assessed at 3- to 5-month follow-up (Time 3). At Time 2, clinical improvement and reliable change rates on the primary dependent variables (summary scales of the Developmental Behaviour Checklist and Strengths and Difficulties Questionnaire) were significantly higher in the GSSTP group than in the WLC group. At Time 2, mean scores of the GSSTP group showed significant, small to medium improvements relative to the WLC group on parent-reported child behaviour problems, parenting skills and confidence, and parental adjustment. Most of these improvements were maintained at 3- to 5-month follow-up. These results indicate that GSSTP is a promising intervention for improving child behaviour and parenting outcomes in a mixed-disability group in an Irish context. [ABSTRACT FROM AUTHOR]

Background Unnecessary bed rest results in a loss of mobility and an increased length of hospital stay. Despite mobilising regularly being acknowledged as an important preventative measure for deconditioning, inpatient functional decline continues to pose a significant challenge in hospital settings. Hospital-based mobility initiatives offer the potential to address issues of functional decline, improve patient outcomes and hospital length of stay. The aim of this research is to examine the impact of an early mobilisation initiative called "End PJ Paralysis". Methods The research design comprises of three elements: (i) an examination of a period that promoted mobility to all patients on one acute unit (ii) an analysis of the reported number of falls during the study period and (iii) an exploration of perceptions and attitudes of nurses, nurse managers, and patients involved with the initiative. Results Our study demonstrates that following a 10-week promotion of the initiative from April 17th-June 26th 2018 in an acute care setting in south of Ireland, an increase of 15% of patients were mobilising and a decrease in the number of reported falls. In addition, staff participation was found to increase and self-reported patient satisfaction improved. Factors identified as influencing the impact of the initiative included patient and staff behavior, nurse management leadership, and effective communication. Conclusion The study provides evidence to suggest that early mobilisation initiatives can prevent deconditioning and improve patient outcomes. Each day a patient spends in hospital should contribute towards their recovery and discharge and mobilising patients while in hospital has a profound impact on their functional status. [ABSTRACT FROM AUTHOR]

Background Advances in medicines reconciliation, drug monitoring and patient counselling requirements as well as added non-clinical responsibilities at ward level have led to an increased workload on a ward-based pharmacist. There is a need to optimise the service to meet these demands. The aim of this study was to audit the current clinical pharmacy services and to implement a New Model of Clinical Pharmacy on four wards to aid in the optimisation and prioritisation of patients during the clinical ward service. Methods The study was undertaken in Dublin based, University Teaching Hospital between March and June 2018. The study included the following: (1) a comprehensive literature review, (2) focus groups with key decision makers, (3) the collection and analysis of quantitative data on patients screening and interventions performed pre- and post- model implementation, (4) the final stage involved a satisfaction surveys from pharmacists involved in the study. Local ethical approval was obtained for this study. Results The new clinical pharmacy model increased the amount of medicines reconciliation completed (pre-model implementation 77.7% (n=192) versus post-model implementation 81.6% (n=236)), decreased time to medication reconciliation completion on Mondays and Fridays, increased discharge information cards completed and did not show statistical inferiority in the amount of interventions picked up by pharmacists (p value = 0.86; two tailed t-test). Pharmacists in the study felt the model impacted their clinical ward visit positively and aided prioritisation but did not improve on their overall job satisfaction level. Conclusion The study shows that a new model of clinical pharmacy can impact positively on a pharmacist's working day by formalising the prioritisation of high-risk patients, setting clear expectations and structure without impacting negatively on other clinical duties. It is believed that the model developed will continue to support the pharmacists' decision making and workload prioritisation post implementation of electronic prescribing. [ABSTRACT FROM AUTHOR]

Background Intensive clinical pharmacy input from admission to discharge has been shown to improve patient outcomes. The clinical pharmacy service in our institution has historically been under-resourced. The aim of this study is to develop a ward-based clinical pharmacy service and to evaluate its impact using a number of clinical, safety and financial metrics. Methods A clinical pharmacist was assigned to provide pharmaceutical care to patients on a Medicine for the Older Person ward. Over an eight week period, the pharmacist prospectively recorded her interventions/activities. To assess impact on patient care, interventions were graded according to the Eadon criteria. The potential cost avoidance associated with interventions was estimated. Medication incident reporting was analysed to assess the impact on patient safety. Results 87% of patients had at least one pharmacist intervention, across a spectrum of activities including medication reconciliation and clinical review. 90% of interventions requiring follow-up with the medical team were accepted and resulted in a change to patient's care. Eadon grading of interventions deemed 99% to be significant, with 81% improving the standard of patient care. Two different methods were used to estimate potential cost avoidance: one estimated annual savings of €154,103 - €344,926; the other estimated these at €174,373. Given current pharmacist salary costs, this equates to a cost-benefit ratio of 2.8:1 to 6.3:1. (This does not include the 27% reduction in drug spend observed during the study period. However, more longitudinal data are required to confirm and characterise this phenomenon.) A five-fold increase in medication incident reporting from the ward was observed, suggestive of an enhanced culture of patient safety. Conclusion This study assessed and quantified a wide spectrum of pharmacist contributions to medication management and safety. Costing of these contributions estimates the cost-benefit ratio of the clinical pharmacy service, providing compelling support for the extension of this service throughout the hospital. [ABSTRACT FROM AUTHOR]

Since the 1990s, a very small Muslim community in the Republic of Ireland has expanded rapidly and become increasingly diverse. For all that research has identified growing expressions of anti-Muslim racism, mainstream Irish political discourse and political responses to Ireland's Muslim communities have not reflected the antipathy towards Islam that is identifiable in a number of other European countries. The response of the Irish state towards Muslims has been one of apparent neglect, benign and otherwise, whilst Muslims, for their part, appear to have lived unobtrusively. We examine the position of Muslims in Ireland through the lens of three issues that have been debated within Muslim communities in recent years: the alleged threat of terrorist activity within Muslim communities; calls for regulation of Muslim/Islamic activities; and a 2018 controversy relating to comments made by a leading Islamic figure in Ireland on the topic of female genital mutilation. Our analysis, framed by Steven Vertovec's concept of super-diversity, emphasizes the need for policymakers to avoid presumptions of homogeneity. [ABSTRACT FROM AUTHOR]

Background: Lack of compassion is claimed to result in poor and sometimes harmful nursing care. Developing strategies to encourage compassionate caring behaviours are important because there is evidence to suggest a connection between having a moral orientation such as compassion and resulting caring behaviour in practice. Objective: This study aimed to articulate a clearer understanding of compassionate caring via nurse educators' selection and use of published texts and film. Methodology: This study employed discourse analysis. Participants and research context: A total of 41 nurse educators working in universities in the United Kingdom (n = 3), Ireland (n = 1) and Canada (n = 1) completed questionnaires on the narratives that shaped their understanding of care and compassion. Findings: The desire to understand others and how to care compassionately characterised educators' choices. Most narratives were examples of kindness and compassion. A total of 17 emphasised the importance of connecting with others as a central component of compassionate caring, 10 identified the burden of caring, 24 identified themes of abandonment and of failure to see the suffering person and 15 narratives showed a discourse of only showing compassion to those 'deserving' often understood as the suffering person doing enough to help themselves. Discussion: These findings are mostly consistent with work in moral philosophy emphasising the particular or context and perception or vision as well as the necessity of emotions. The narratives themselves are used by nurse educators to help explicate examples of caring and compassion (or its lack). Conclusion: To feel cared about people need to feel 'visible' as though they matter. Nurses need to be alert to problems that may arise if their 'moral vision' is influenced by ideas of desert and how much the patient is doing to help himself or herself. [ABSTRACT FROM AUTHOR]

Many studies over the past 30 years have highlighted the important role of students’ beliefs for successful problem-solving in mathematics. Given the recent emphasis afforded to problem-solving on the reformed Irish secondary school mathematics curriculum, the main aim of this study was to identify Irish students’ (n = 975) beliefs about the field. A quantitative measure of these beliefs was attained through the use of the Indiana Mathematical Belief Scale, an existing 30-item (five-scale) self-report questionnaire. A statistical analysis of the data revealed that students who were further through their secondary education had a stronger belief that not all problems could be solved by applying routine procedures. In contrast, the same students held less positive beliefs than their younger counterparts that they could solve time-consuming problems and that conceptual understanding was important. The analysis also indicated that gender had a significant impact on three of the five belief scales. [ABSTRACT FROM AUTHOR]

In a contemporary context dominated by reports of the historical institutional abuse of children and young people in residential children's homes, and where the voice of workers is largely absent, this study explores the views and experiences of 26 workers in the Republic of Ireland regarding relationship‐based practice. Using an exploratory, qualitative approach and informed by 'appreciative inquiry'; semi‐structured interviews were undertaken with 26 residential care workers. The findings highlight that relationship‐based practice has not been fully understood and/or embraced in practice because of a culture of fear that has permeated the Irish residential childcare system. Using theoretical concepts associated with the sociology of fear, the paper explores their effects on practice and argues that these are amplified given the current low status of residential care workers, the impact of media reports and the influence of current discourses around professional practice in which 'objective' and 'emotionally detached' practice is viewed as synonymous with efficiency and effectiveness. The paper ends by considering implications for professional practice in residential childcare settings. [ABSTRACT FROM AUTHOR]

This article details an initial analysis of the transition of a second level curriculumreform to higher education in Ireland. The reform entitled 'Project Maths' involved changes to what second level students learn in mathematics, how they learn it, and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010. Students who were taught and assessed through the new curriculum first entered third level education in September 2012. It is important that third level mathematics lecturers are aware of the changes to the curriculum since certain topics such as vectors and matrices are no longer taught at second level.Hence, third level coursesmay need to be adapted accordingly. This study investigates mathematics lecturers' awareness of Project Maths and whether they have made any adaptions to their course content, teaching and assessment approaches as a result of the new curriculum being introduced. The findings, from a return rate of 23% of eligible respondents, show that although many lecturers are mindful of the concept of ProjectMaths, they are not aware of the changes in full and how it affects their own course content, teaching and assessment strategies. Accordingly, the gap between second and third level education remains.This study highlights that more needs to be done to ensure there is coherent and uniform approaches to the teaching, learning and assessment ofmathematics in the transition from second to third level education. [ABSTRACT FROM AUTHOR]

A non-randomized effectiveness trial was conducted in an urban secondary care public mental health service in Ireland. The effectiveness of an 8 session group cognitive behavior therapy program (gCBT-8), where the focus was on behavioral activation and cognitive restructuring, was compared with that of an enhanced 12 session group cognitive behavior therapy program (gCBT-12), which contained additional sessions on schema work, and a 12 session information and support control group program (gIS-12) in which there was no CBT skills training. One hundred and eighty-one adults with unipolar mood disorders were allocated to gCBT-8 (N = 67), gCBT-12 (N = 62), or gIS-12 (N = 52). Before and after treatment, and at 6 months follow-up participants completed the Beck Depression Inventory II (BDI-II), the Beck Anxiety Inventory, the Clinical Outcome and Routine Evaluation, the Dysfunctional Attitudes Scale, and the brief World Health Organization Quality of Life Scale. An intention-to-treat analysis of mean scores showed that the three programs had similar outcomes. There were significant improvements on all dependent variables with post-treatment gains maintained at follow-up. The three programs also led to similar remission and combined reliable improvement and remission rates on the BDI-II. It was concluded that all three programs had similar levels of effectiveness. [ABSTRACT FROM AUTHOR]

This paper reports on selected findings from a study on pre-sentence reports (PSRs) in the Republic of Ireland, entitled Individualising Justice: Pre-Sentence Reports in the Republic of Ireland (Maguire and Carr, 2017). The research was commissioned by the Probation Service and was a small-scale, in-depth study exploring the role of PSRs in sentencing, with a particular emphasis on understanding the process of communication involved from the perspectives of Probation Officers who create the reports and judges who request and receive them. This paper draws on the findings from the research to explore specific aspects of the use of PSRs. It begins by highlighting certain features of the Irish context and then provides a brief overview of the methodological approach before presenting a summary of selected findings, including those relating to the purpose of reports and variation in their use. We explore some of the key themes arising from the research, including consistency, temporality and contingency. We conclude by noting the potential positives of pausing a process, but highlight the need for greater consistency to ensure equitable access across the country. [ABSTRACT FROM AUTHOR]

The author discusses the process behind a map of his creation, "A View of the Border." It charts Ireland's north/south frontier and has been used to illustrate the author's 2017 monograph, The Rule of the Land: Walking Ireland's Border. Defending or questioning the legitimacy of Ireland's border is still a defining force in Ireland's politics, especially in Northern Ireland. In addition, this border is soon to become the United Kingdom's only land border with the European Union. The author takes issue with the borderline symbol on maps, suggesting that the reduction of Ireland to a binary has negative ramifications in political discourse - contributing to an us-versus-them stalemate. On the ground, Ireland's border is largely invisible and almost completely permeable; the author wondered if the border could be mapped in a way that would reflect this. To identify original modes of mapping the frontier, the author travelled the borderline from end to end. The resulting map charts defensive architecture and historical sites, as well as unofficial cross-border routes and other subjects. Many topographic elements on "A View of the Border" do not generally appear on maps; the author explains the thinking behind the inclusion of some of these elements and discusses designing the icons used represent them. The conclusion asks if any of the creative decisions made in "A View of the Border" could be applied to maps other border regions. [ABSTRACT FROM AUTHOR]

Ireland is working to double the economic contribution of its €2.2bn marine sector by 2030 by focusing on expanding offshore energy, shipping, commercial fishing, and tourism sectors. This growth will be sensitive to environmental considerations, with a stated goal of achieving healthy ecosystems ‘that provide monetary and non-monetary goods and services’. Such a goal may prove challenging if short-term economic priorities threaten long-term ecosystem functions and resilience. This study determines the intrinsic value of the marine realm via attitudinal data of stakeholders by employing a grounded theory approach utilizing Q-methodology. Stakeholders were sorted into three categorical factors (Nature Collaborators, Sustainability Seekers, and Nature Technicians), each representing a significantly distinct ecological thought. It is evident within the scope of this study that stakeholders value and understand intrinsic value, despite it not being adequately represented in policy decisions to date. This research seeks to demonstrate how stakeholder engagement and Q-methodology can be utilized to address current policy shortcomings in the EU and Irish context, specifically when attempting to modernize policy approaches to be holistic and integrated. [ABSTRACT FROM AUTHOR]

Despite the widespread adoption of manualized model‐driven approaches to family therapy, little is known about how therapists implement and families experience the specific guiding practices involved in individual models. The aim of the present study was to use a qualitative methodology to describe therapist implementation and family experiences of the three phases of Functional Family Therapy (FFT). Five FFT therapists and four parents of families who had been treated by those therapists were interviewed and thematic analysis performed to analyse the data. Results suggest that both common factor and model‐specific treatment elements, flexibility within model delivery, and strategies which aim to improve parental self‐efficacy and communication are key elements of successful therapy when practised within a manualized model‐driven framework. Limitations such as the retrospective nature of the study, and avenues for future research, such as the inclusion of the entire client family, are discussed. Practitioner points: Early in FFT, combine basic therapeutic skills such as empathy, warmth and unconditional positive regard with model specific skills such as reframingIn the middle sessions of FFT, match the development of specific behaviour change skills (e.g. communication, conflict management, and emotional regulation) to families’ particular goalsIn later sessions of FFT, support the generalization of gains made within therapy to other contexts and future situations to prevent relapse 功能家庭治疗三个阶段的治疗师执行情况及家长体验 虽然手册化、模式驱动的家庭治疗方法已被广泛使用, 对于个体模式的特定指导实践的治疗师执行情况和家庭的体验却鲜有资料。该研究的目的在于用质性研究方法描述功能家庭治疗（FFT）三个阶段的治疗师执行情况和家庭体验。五位FFT治疗师和四位他们治疗过的家庭中的家长参加了访谈, 访谈数据通过系统方法进行了分析。分析结果显示, 在手册化、模式驱动的治疗框架下, 共同元素和模式特定的治疗因素、模式执行的灵活性, 以及着眼于改善家长自我效能感和沟通的策略都是成功治疗的关键因素。文中还讨论了本研究的缺陷, 如回溯性的本质, 并讨论了未来研究的方向, 比如将整个被治疗家庭纳入研究。 对实务工作者的启示: 在FFT的早期阶段, 在使用模式特定的技巧如重构的同时, 融合基本的治疗技巧, 如共情、情感温暖和无条件的积极视角在FFT的中期阶段, 将特定行为变化技巧（如沟通、冲突处理和情绪调节）的发展与家庭的具体目标相匹配在FFT的后期阶段, 支持治疗成果在其他情境和未来情况中的普遍化, 以预防病情反复 关键词：循证实践；功能家庭治疗；手册化 [ABSTRACT FROM AUTHOR]

The SCORE (Systemic Clinical Outcome and Routine Evaluation) is a 40‐item questionnaire for completion by family members 12 years and older to assess outcome in systemic therapy. Twenty‐eight and 15‐item short versions of the SCORE have previously been validated with samples containing some families attending adult mental health services and some attending child and adolescent services; or samples containing families exclusively from child and adolescent services. This study aimed to investigate psychometric properties of two short versions of the SCORE with a sample drawn exclusively from adult mental health services. Data were collected from 199 service users attending inpatient and outpatient adult mental health services in the south‐east of Ireland. Both instruments had good internal consistency reliability. They also showed construct and criterion validity, correlating with measures of global functioning, service need, and childhood trauma. The 28 and 15‐item versions of the SCORE are brief psychometrically robust family assessment instruments which may be used to evaluate systemic therapy with adult mental health service users. Practitioner points: Brief 15 and 28‐item versions of the SCORE may be used to assess family adjustment, monitor progress and assess outcome in adult mental health casesThe SCORE‐28 is in the appendix to Cahill et al. (). The SCORE‐15 and a 29‐item version that contains items for both the SCORE‐28 and SCORE‐15 is in Fay et al. ()A web‐based system for administering and scoring the SCORE‐15 and SCORE‐28 is available at this link: http://scorefamilyassessment.org/login.php 在成年心理健康服务使用者之中验证SCORE家庭评估问卷的28题和15题版本 SCORE（系统临床效果和常规评估）是一份40个问题的问卷, 由12岁及以上的家庭成员填写, 以评估系统治疗的疗效。SCORE的两个简短版, 28题版和15题版, 曾经在一些接受成年心理健康服务的家庭和一些接受儿童和青少年心理健康服务的家庭中得到验证；或者是仅参加儿童和青少年心理健康服务的家庭。该研究的目的在于通过一个全部接受成人心理健康服务的样本, 调查SCORE两个简短版的心理测量特性。数据来源于爱尔兰东南部199位成人心理健康住院和门诊服务的使用者。两种量表都显示出较好的内部一致性信度。它们也显示出概念和标准效度, 并与整体机能、服务需求、童年创伤的量表有相关性。SCORE的28题和15题版本是简短的、具有良好的心理测量特性的家庭评估工具, 可以用于评估成人心理健康服务使用者的系统治疗情况。 对实务工作者的启示: SCORE的简短版, 15题和28题版, 可以用于成人心理健康案例中的评估家庭适应度、监测进度和评估效果。SCORE‐28可以在Cahill et al. (2010)的附录中找到。SCORE‐15, 以及另一个包含15题版和28题版问题的29题版可以在Fay et al. (2013)中找到。SCORE‐15和28的使用和记分系统网络版在以下网址：http://scorefamilyassessment.org/login.php 关键词：家庭评估；SCORE；成人心理健康 [ABSTRACT FROM AUTHOR]

To evaluate the effectiveness of Functional Family Therapy ( FFT) 42 cases were randomized to FFT and 55 to a waiting-list control group. Minimization procedures controlled the effects of potentially confounding baseline variables. Cases were treated by a team of five therapists who implemented FFT with a moderate degree of fidelity. Rates of clinical recovery were significantly higher in the FFT group than in the control group. Compared to the comparison group, parents in the FFT group reported significantly greater improvement in adolescent problems on the Strengths and Difficulties Questionnaire ( SDQ) and both parents and adolescents reported improvements in family adjustment on the Systemic Clinical Outcomes and Routine Evaluation ( SCORE). In addition, 93% of youth and families in the treatment condition completed FFT. Improvements shown immediately after treatment were sustained at 3-month follow-up. Results provide a current demonstration of FFT's effectiveness for youth with behavior problems in community-based settings, expand our understanding of the range of positive outcomes of FFT to include mental health risk and family-defined problem severity and impact, and suggests that it is an effective intervention when implemented in an Irish context. [ABSTRACT FROM AUTHOR]

This study evaluated the Parents Plus – Parenting when Separated Programme, an intervention specifically designed to address the needs of separated parents in an Irish context. In a randomized control trial, 82 separated parents with young children were assigned to the Parents Plus – Parenting when Separated Programme treatment group and 79 to a waiting-list control group. They were assessed on measures of client goals, parenting satisfaction, child and parental adjustment and interparental conflict at baseline (Time 1) and 6 weeks later (Time 2), after the treatment group completed the Parents Plus – Parenting when Separated Programme. From Time 1 to 2, significant goal attainment, increases in parenting satisfaction and decreases in child behaviour problems, parental adjustment problems and interparental conflict occurred in the Parents Plus – Parenting when Separated Programme group, but not in the control group. These results supported the effectiveness of Parents Plus – Parenting when Separated Programme, which should be made more widely available to separated parents. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the effectiveness of positive systemic practice (PSP) in the context of a controlled trial. PSP is a model of family therapy for adolescent emotional and behavioural problems. A series of thirty‐seven consecutive patients assigned to a PSP treatment group and thirty‐five similar patients consecutively assigned to a waiting‐list control group completed this trial. They were assessed at baseline (Time 1) and 16 weeks later (Time 2) using the strengths and difficulties questionnaire (SDQ) that evaluates adolescent emotional and behavioural problems, and the systemic clinical outcomes and routine evaluation (SCORE) that evaluates family functioning. The PSP group was also followed up 6 months later (Time 3). For trial completers, the clinical improvement rate on the SDQ in the treatment group (65%) was significantly greater than that of the control group (20%) at Time 2 and the improvement was maintained at Time 3 (60%). The amelioration in adolescent behaviour problems on the SDQ was correlated with improvement in family adjustment on the SCORE. Treatment completers reported a high level of treatment satisfaction with this model of family therapy. Practitioner points: PSP is a promising model of family therapy for adolescent emotional and behavioural problems.A distinctive feature of the model is the provision, by a co‐therapy team, of conjoint family sessions and parallel series of sessions to adolescents and parents.The model is described in a treatment manual. [ABSTRACT FROM AUTHOR]

Concern has been expressed throughout Europe about the significant deficiencies in the basic mathematical skills of many engineering undergraduates. Mathematics diagnostic tests in the UK, Ireland and Portugal have shown these shortcomings, which provide a challenge to those striving to introduce more innovative educational practices into engineering education, such as projects or real-world problems. Every year, in the Dublin Institute of Technology (Ireland) and the Instituto Superior de Engenharia de Coimbra (Portugal), a diagnostic test is given to incoming first-year students. A comparison showed some potentially interesting differences between these students. In September 2013, a project was undertaken to compare mathematical competencies of incoming engineering students in both countries. A modified diagnostic test was devised and the results were then compared to ascertain if there are common areas of difficulty between students in Ireland and Portugal, or evidence of one group significantly outperforming the other in a particular area. [ABSTRACT FROM PUBLISHER]

The SCORE (Systemic Clinical Outcome and Routine Evaluation) is a 40-item questionnaire for completion by family members 12 years and older to assess outcome in systemic therapy. This study aimed to investigate psychometric properties of two short versions of the SCORE and their responsiveness to therapeutic change. Data were collected at 19 centers from 701 families at baseline and from 433 of these 3-5 months later. Results confirmed the three-factor structure (strengths, difficulties, and communication) of the 15- and 28-item versions of the SCORE. Both instruments had good internal consistency and test-retest reliability. They also showed construct and criterion validity, correlating with measures of parent, child, and family adjustment, and discriminating between clinical and nonclinical cases. Total and factor scales of the SCORE-15 and -28 were responsive to change over 3-5 months of therapy. The SCORE-15 and SCORE-28 are brief psychometrically robust family assessment instruments which may be used to evaluate systemic therapy. [ABSTRACT FROM AUTHOR]

Objective:To investigate changes in attitudes, resources, and practices of general practitioners (GPs) toward evaluating medical fitness to drive (MFTD) following the publication of national guidelines and an extensive educational programme in traffic medicine. Method:Postal questionnaire survey to GPs (n =1,000) in November 2013. Results:The final response rate was 46%. GPs are confident (57%) or very confident (14%) in assessing MFTD. There is a high awareness of the new Irish guidelines, with 86% of GPs using them for assistance in assessing MFTD. GPs are divided as to whether GPs (49%) or practitioners specially trained to assess MFTD (44%) should be primarily responsible for assessing MFTD. GPs expressed interest in traffic medicine educational programs, most notably a resource pack for continuous medical education (CME) Small Group learning (87%), MFTD software (71%), and an online moodle (68%). Many (68%) remain concerned about their liability in regard to MFTD assessments. Conclusion:Irish GPs are confident in assessing MFTD and show a high level of awareness of the new guidelines. There is a clear interest among GPs in further educational supports and training in traffic medicine, particularly MFTD assessments. [ABSTRACT FROM AUTHOR]

National manifestations of anti-Muslim racism reflect both transnational and local self-imaginings and relations of power. In this article, Carr and Haynes present Irish anti-Muslim racism as exemplifying the confluence of such forces. They argue that Muslims are caught in a clash of racializations; in this instance, between exclusionary Irishness and racialized Muslimness. Both operate to expose Muslims to racist activity while concomitantly excluding them from the protection of the State. Carr and Haynes argue that the State’s failure to tackle anti-Muslim racism is part of a wider dismantling of the apparatus to address racism, which reflects both the neoliberalization of ‘race’ and the racing of neoliberalism. In support of these arguments, Carr and Haynes present extensive primary data which evidences the complex intersectional relationship between religion, ‘race’, ethnicity and gender in the lived experience of anti-Muslim racism and underline its existence as a cohesive phenomenon. [ABSTRACT FROM AUTHOR]

The article discusses the issue of youth justice in North and South Ireland. Topics discussed include laws that influence the current youth justice in the country, difference in justice based on a particular jurisdiction, developments in the youth justice and central government and comparative analysis of laws that govern youth justice.

Abstract: Background: Ireland is classified as an area of high measles incidence. A World Health Organisation-European Region strategic plan exists for measles elimination by 2015. Objectives: To retrospectively investigate measles outbreaks using all patient samples (sera and oral fluid) received for measles laboratory diagnosis and characterise the genetic diversity of circulating measles genotypes in Ireland. Study Design: 704 cases of acute measles infection as determined by the presence of measles specific IgM in sera and oral fluids were confirmed at the National Virus Reference Laboratory. Measles positive samples (n =116) were examined by genotyping, sequence analysis and phylogenetic characterisation. Results: Three measles outbreaks occurred over the study period: 2004, 2009/2010 and 2011. Measles IgM positivity ranged from 22–29% in outbreak years to 5–10% in the intervening years. Age profile analysis revealed that whereas individuals >10 years accounted for only 8% of cases in the 2004 outbreak, this increased to 33% and 29% in the 2009/2010 and 2011 outbreaks, respectively. The <1 year cohort accounted for 18–20% of cases in all outbreaks. Phylogenetic analysis demonstrated both indigenous transmission and also importation events. Clade D viruses were exclusively found circulating in Ireland, with autochthonous transmission of diverse genotype D4 strains associated with large outbreaks across Europe. More recently, genotype D8 was identified and these were associated with importation events. Conclusions: This study provides a comprehensive genetic analysis of circulating measles genotypes in Ireland and discriminated between indigenous and imported viral strains. Notably, an increase in laboratory-confirmed measles cases in the greater than 10 years of age group was seen over the study period. This information is valuable to inform vaccination strategies with a focus on those populations who remain susceptible to measles infection. [Copyright &y& Elsevier]