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This paper provides a perspective on the manner in which Irish post-primary teachers interpreted and implemented a set of guidelines created by the Department of Education and Skills (DES) in Ireland when faced with the cancellation of the traditional high stakes Leaving Certificate (LC) examination due to COVID-19. Subject teachers were asked to engage with a system of calculated grades whereby they would estimate a percentage mark and a class rank for each of their students before meeting with school colleagues to agree a final set of data to be submitted for national standardisation. This was a remarkable event in Irish education as teachers had never before been directly involved in assessing their own students for certification purposes. Data from a survey conducted with teachers (n = 713) show that a wide variety of evidence was used to support their judgements and that the DES guidelines were not always implemented as intended. Challenges highlighted in the paper include decision making around grade boundaries, the lack of evidence for newer subjects, negotiating with school colleagues, and anticipating the impact of national standardisation. The study findings will be of interest to future initiatives involving the professional judgement of teachers in high stakes contexts.

Introduction Cardiac implantable electronic devices (CIEDs) are increasing in prevalence. Exposing patients with CIEDs to magnetic resonance imaging (MRI) can lead to adverse outcomes. This has led certain radiology departments to not accept MRI referrals related to patients with CIEDs. Patients with MR-conditional CIEDs can be safely scanned under specific conditions. Our institution has accepted such referrals since 2014. The aim of this study was to systematically identify and reduce risk in our CIED-MRI protocol using failure mode and effects analysis (FMEA). Methods A multidisciplinary FMEA team was assembled and included senior stakeholders from the CIED-MRI protocol. A process map was constructed followed by risk analysis and scoring. Targeted interventions were formulated and implemented; high-risk failure modes were prioritized. A new process map and protocol were drafted and repeat risk analysis was performed. Monitoring and re-evaluation of the CIED-MRI pathway were instigated at departmental quality assurance (QA) meetings. Results Interventions included direct CIED characterization using wireless technology pre-MRI, CIED programming and reprogramming in the MRI suite before and immediately after MRI reducing device downtime and continuous patient monitoring during MRI by a cardiac physiologist. The cumulative risk priority number (RPN) decreased from 1190 pre-FMEA to 492 post-FMEA. Discussion Despite the risk of exposing CIEDs to the MR environment, patients with MR-conditional CIEDs can be safely scanned with an appropriate multidisciplinary support. We found FMEA an indispensable tool in identifying and minimizing risk with no adverse events recorded since FMEA recommendations were implemented.

This chapter will consider curriculum making in lower secondary education in Ireland. Building on the concept of curriculum as a social practice involving multiple actors across different contexts and involving intersecting domains of influence from the supra, to the nano, we characterizethe landscape of lower secondary education in Ireland as an “assemblage” (Deleuze & Guattari, 2003). An assemblage is any number of elements that are engaged in a process of arranging, organising, fitting together and a process of knowledge making. We discuss the emerging properties that have begun to evolve through the inter-connections of the assemblage as they engage in the process of reform by structuring the findings through the lens of how the semiotic, material and social flows worked simultaneously to open up or close down the process. Curriculum ideology, concepts, language and communication are examples of the semiotic flow. The material flow is the content of the domains, such as the actors, the physical structures, documents and artefacts. Relationships, pedagogy, and collaborative practice are involved in the social flow of the assemblage. The research underpinning this chapter mapped the agency of the actors in their capacity to make curriculum as these three flows worked simultaneously during a process of assemblage wide curriculum reform of lower secondary education in Ireland. The analysis and discussion gives rise to a number of insights into processes of curriculum making and into the complexities of system-wide reform.

BACKGROUND: Although recommendations on folic acid use were issued by health authorities in a number of countries in the early 1990s, uptake of peri-conceptional folic acid is still disappointingly low. Regardless of food fortification policies, folic acid promotion will probably be required in most countries to optimize folate levels among women of child-bearing age. The aim of this study was to examine folic acid knowledge and use, and their determinants among antenatal women in the east of Ireland in 1997. METHODS: Three hundred antenatal women attending their initial booking appointment in three Dublin maternity hospitals were surveyed. An interviewer-administered questionnaire was used with questions on folic acid knowledge and use, and demographic and obstetric questions. A univariate analysis of data was undertaken followed by a multivariate analysis using logistic regression to determine factors predicting knowledge and use of folic acid. RESULTS: Seventy-six per cent of respondents had heard of folic acid, 16 per cent had taken it before pregnancy and 51 per cent during pregnancy. Women who had planned their pregnancy, were married and were relatively affluent were significantly more likely to have heard of folic acid, to know that it could prevent neural tube defects and to have taken it peri-conceptionally. Less affluent women tended to use their general practitioner (GP) more as a source of information and advice than those who were better off. In multivariate analysis, marriage and planned pregnancy were important predictors of folic acid knowledge whereas planned pregnancy advice given before pregnancy and relative affluence were predictive of peri-conceptional use. CONCLUSIONS: Many women know of folic acid but do not take it peri-conceptionally. Women may associate folic acid with pregnancy and less with pre-pregnancy. Greater emphasis on peri-conceptional use should improve folic acid uptake. Focusing on less affluent women for folic acid promotion by GPs and other primary care professionals is also important.