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The education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation--most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.

Purpose: The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach: A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: "What does well-being mean to you?" Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke's framework for thematic analysis. Findings: Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you "do". Originality/value: To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a "thing", a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

This research explores the perceptions of 125 primary school students (ages 8-12) in two Educate Together schools in Ireland. As a national network, established over 40 years, Educate Together schools are characterised as equality-based, child-centred, participative and democratic. This ethos is set out in the Educate Together Charter and clarified through the recent development of the Educate Together Ethos Quality Framework. This article explores the understanding of student participation in literature and what it means in practice for Educate Together schools. Using a survey to gather data, the key research questions are as follows: How do students perceive their participation in school: (1) in the classroom; (2) outside the classroom and (3) in decision-making at the whole school level. This research attempts to build on the small number of previous studies where student participation in school was explored from the student's perspective. The descriptive quantitative and qualitative findings indicate a relatively high level of participation across these key arenas of school life, and the findings differentiate between those participation activities that are experienced, more or less commonly among students. The study considers the enabling environment created by Educate Together to ensure that student participation is part of school culture.

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland.

The transition from preschool to primary school is a pivotal developmental period in children's and their families' lives. However, not all families have equal access to resources and some parents face additional barriers to the types of transition and school readiness activities they participate in compared families with higher social capital. Using quantitative data from the Children's School Lives (CSL) national longitudinal study of Irish primary schooling, we examined the relationship between social and cultural capital and parents' beliefs and participation in academic school readiness activities with their child. A multigroup structural equation model was estimated with online survey data collected from 477 parents to explore these relationships for first time parents and parents who previously experienced the transition with an older child. Results indicated that school connections through an older child may have an impact on parents' academic readiness beliefs and practices during the transition to primary school, particularly for non-native English speakers, and parents with lower levels of education or occupations. The study highlights the need for clear, culturally sensitive policies and information sharing between schools and first time families about school culture and expectations in order to support families during this crucial developmental period.

The "Children's School Lives" (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related challenges and supports for pedagogical and curriculum leadership; (3) the emotional intensity of leading during crisis and its implications for individual and collective wellbeing in schools; and (4) the value and role of collaborative practices both within the school and between the school and system, including school self-evaluation efforts to establish leadership impact, which in turn inform the principal and leadership team's sensemaking and adaptive leadership. Findings are contextualised through the responses of 11 principals from case study schools. While theoretical observations are drawn regarding sensemaking, practical suggestions are also made. A refocusing on the particular supports and challenges for school leadership learning and development in contexts of crisis and change is also warranted and problems and possibilities are discussed in this regard.

Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has highlighted the tensions that arise when 'care' and 'learning' are treated as binaries, especially when schools operate within unequal socio-­economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a front line service in the lives of poorer children. This paper provides qualitative insights into the classed experiences of extended school closure and the role and response of schools through the eyes of parents, teachers and principals in Ireland. We frame these responses in the context of the provision of a careful education, exploring the role of normative and affective relations in teaching and learning. Questions are posed in relation to schools as care regimes and the 'mission creep' between educational and welfare provision in schools serving poorer children.

This study used a personal oriented approach to identify distinct combinations of children's experiences of bullying and victimisation in the Irish primary school context. The study investigated the social and emotional characteristics that predicted those profiles at individual and classroom levels. The sample of 2,062 participants was drawn from the Irish national cohort study Children's School Lives. We analysed teacher reports of individual children's strengths and difficulties and neglect, and child reports of experiences of bullying, victimisation, and care from classmates. Latent profile analysis revealed five main profiles of bullying and victimisation in Irish primary schools. Approximately 40% of the children were distributed in the atypical profiles (i.e., bullies, meanies, victims, and bully-victims) with the other 60% of children reporting very low levels of bullying and victimisation. Multilevel modelling predicted the profile membership from a set of social and emotional predictors from individual and classroom levels. At the individual level, being a bully was predicted by higher child neglect, hyperactivity, conduct problems, and peer problems; being a meanie was predicted by hyperactivity, peer problems, and less caring classmates; being a victim was predicted by child neglect, conduct problems, and less caring classmates; and being a bully-victim was predicted by conduct problems and less caring classmates. At the classroom level, being a victim was predicted by being in a classroom comprised of younger children, and in classrooms where children were less caring on average. Theoretical and psycho-educational implications are discussed.

Background: Family-school connections during the transition from preschool to primary school are crucial, as they serve to bridge the gap between the home and school learning environments. In order to support children's learning and engagement throughout their school career, more needs to be understood about the factors that contribute to successful or difficult transition experiences during this critical period. Purpose: This case study was part of the Children's School Lives (CSL) national longitudinal study of Irish primary schooling. It aimed to gain an in-depth understanding of mothers' experiences of family-school connectivity during their child's transition to primary school in Ireland, exploring how these connections helped them manage their experiences of the transition. Method: A qualitative, interpretative phenomenological analysis (IPA) approach was used to investigate mothers' experiences of the transition to primary school from preschool. The analysis drew on data collected from semi-structured interviews carried out with five mothers of children who had started primary school. Findings: Overall, findings from the analysis suggested that mothers had positive experiences of family-school connectivity during the transition period and indicated high levels of trust in their children's teachers and their abilities. Mothers expressed a desire to be active participants in their child's learning and transition experience, as well as to develop quality connections with their child's school and teachers through regular communication and familiarity with the school environment. However, the analysis identified that experiences among the mothers were mixed. Conclusion: This study offers insight into the need to develop consistent policy and practice across schools in terms of opportunities to contact teachers, parent-school communication and transition activities held by schools. It highlights the importance of creating strong bridges between families and schools and positive transition experiences for children entering primary school.

Incentivising has shown to improve participation in clinical trials. However, ethical concerns suggest that incentives may be coercive, obscure trial risks and encourage individuals to enrol in clinical trials for the wrong reasons. The aim of our study was to develop and pilot a discrete choice experiment (DCE) to explore and identify preferences for incentives. A DCE was designed by including following attributes (and levels) of incentives: value, method, and time involvement. To account for trial benefit and risk, each was included as an attribute with levels low, medium and high. For testing purposes, the DCE was administrated using SurveyMonkey in a population of third level students. A total of 245 students, representative of the general student population, participated in the online DCE. The results provide a template to assess and explore the use of different incentive methods in clinical trials. The template can be used in its current format or adapted to particular scenarios. This pilot study provides a feasible methodology to explore the use of incentives for participation in clinical trials and can be adapted to specific trial requirements to provide information for ethical applications or identify the most favourable incentive for participation in clinical trials.

This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can help schools situated in socially disadvantaged areas to improve their effectiveness. At the beginning of the school year 2015-2016, a sample of 72 primary schools in four European countries (Cyprus, England, Greece and Ireland) was randomly allocated into the experimental and control groups. A questionnaire measuring the functioning of school factors related with the school learning environment, school policy for teaching and school evaluation was administered to all teachers of the school sample (n = 762). A battery of mathematics tests and a questionnaire measuring students' socioeconomic status (SES) were administered to all students of grades 4-6 of the school sample (n = 5560). The experimental group made use of DASI to develop improvement strategies and action plans. Feedback was provided to the control group regarding their students' achievement and the functioning of school factors in their school. ?n each country, DASI had an effect on promoting student learning outcomes. For the control group of each country, the total effect of SES on student achievement at the end of the intervention was bigger than the effect of SES at the beginning of the intervention. No increase in the effect of SES was identified in the schools of the experimental group. Implications of findings for establishing a theory-driven and evidence-based approach to improve the quality and the equity dimensions of school effectiveness are discussed and suggestions for future studies are provided.

This paper draws on exploratory research with Irish Traveller children. Using photographs taken by the children themselves to foreground both the 'good' things and 'things they would like to change' in their everyday lives, issues of family, home and, connectedness, love, and care emerged alongside deeply embedded (and embodied) experiences ofexclusion, surveillance and retraction in the children's interaction with the majority settled community. The paper conceptualises the children's representations and narratives (both performed and spoken) through the lens of care injustice. In so doing it presents a counter-narrative to deficit constructs of Traveller identity through the lens of Traveller children's voice, articulating not only the value of listening to children but also the power of visual methods in accessing their truths.

The role of faith-based schools is increasingly debated within a context of school reform, rights and plurality in multi-ethnic societies. The Catholic schooling system in the Irish Republic (always referred to as Ireland in the text) represents an interesting case internationally because of the extent to which Catholic education is structurally embedded as normative across the education system. Yet, Ireland is in a process of detraditionalisation and wider societal change. Drawing on Bourdieu and Bernstein, and a mixed methodological study of Catholic secondary schools, the article presents a typology of Catholic schooling in transition. This identifies a continuum of Catholicity among the study schools that is mediated by dynamics of social class in an increasingly competitive and diverse system. It is argued this has implications for considering the role of a recontextualised model of Catholic faith schooling, underpinned by principles of social justice in a multicultural and more secularly oriented society.

The broader theoretical frameworks of both Bourdieu (and his concepts of habitus, field, doxa, collusio and capital) and Bernstein (and his concepts of classification, framing and ritual) provide a deeper understanding of the distinctiveness of Catholic schooling. This article presents a model for theorising Catholic schooling in which levels of action can be seen to be at work in Catholic schools whereby the habitus of the participants can be closely aligned with the framing of a school's values through consensual rituals and other leadership practices. The stronger the alignment between these levels generates an experience of collusio and the greater the extent that agents within a Catholic school generate practices towards preserving Catholic spiritual capital, the more strongly that school is classified from other types of schools with its own distinct voice and identity. We conclude by demonstrating how this model was applied in researching Catholic schooling in Ireland.

This paper foregrounds pedagogy in the realisation of children's rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they "think", "do" and "talk" pedagogy, conceived as their pedagogic "habitus". Findings confirm contradictions between teachers' ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children's rights explicitly emerge in their narratives, in turn influencing how they "do" pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children's rights to non-discrimination and serving their best interests in education.

While previous research has consistently cited "education" as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach.

This paper considers dilemmas around "value" and the "valuing" of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen--value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their "added value" that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity. (Contains 1 figure and 3 notes.)

This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of "practising". This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal's practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals' recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of "ethnic" others is to be challenged and overcome. (Contains 1 table, 1 figure, and 12 notes.)

There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools, this paper documents the importance of passion, reflection, planning, love for children and the social and moral dimension to Irish teachers' constructs of good teaching. Contradictions are evident, however, between teacher beliefs and observation of their practice, the latter mediated by the sociocultural context of the school (gender, social class and migrant children), teacher expectations for different types of students and leadership practices within the school. Debates over "quality" teaching need to take account of these broader contextual and sociocultural factors which influence how teachers construct and do teaching. (Contains 12 tables, 2 figures, and 5 notes.)

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a "good" childhood, and children's "need" for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children's everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children's everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.

This paper considers how first-generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter-generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic "other" in school. (Contains 16 notes.)

While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top-level management in Irish higher education shows that those who hold senior management posts are subjected increasingly to disciplinary rationalities that largely preclude being a primary carer. The definition of senior managerial posts as care-less positions, in terms of primary care responsibilities, advantages those who are care-free and these are disproportionately men in societies where the moral imperative to do primary care work applies mainly to women. The data suggest that understanding how the care ceiling operates is crucial for understanding why women do not occupy senior managerial positions within new managerial regimes in higher education. (Contains 6 notes.)

While there is extensive research on educational leadership and management, the selection of leaders has received comparatively little attention. This article examines how educational leadership is constructed through the selection process in the context of a qualitative study of Irish education. It highlights the tensions that can exist for selection board assessors as they try to balance increasing performativity and new managerialist demands with the traditional ethical and moral dimensions of educational leadership. Key concepts of "local logics" and "homosociability" frame the analysis as it is shown how assessors often select "safe" candidates according to familiar qualities. This normalization is problematic when educational leadership is faced with intense organizational and socio-cultural change. It is also problematic in gender terms, especially in higher education, where the prevailing leadership model is a masculine one. Differences between education sectors are evident, with the primary and second levels translating criteria to the local logics of the institution and emphasizing the personal qualities of candidates. The higher education sectors were more formalized in their application process, highlighting their own local logics of strategic and professional management criteria.

This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children's voices at the centre of the analysis, it explores how children's constructions draw upon discourses of "norm" and "other" in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is to be Irish, such constructions carrying with them assumptions related not only to skin colour but also to lifestyle, language, and religious belief. Drawing on key concepts related to power, social identities and child cultures, the findings highlight the significance of ethnic identity to children's negotiations around inclusion and exclusion in their peer groups. Name-calling in general, and racist name-calling in particular, was shown to be an important tool used by some children in the assertion of their status with one another. The sensitivity displayed by the majority ethnic children to skin colour only, in their discussions around racism, highlights the salience of colour to many of these children's typification of themselves as white Irish, and of many black migrant children especially as "other". It also indicates, however, the limited understanding these majority ethnic children had of racism in contrast to their minority ethnic peers (including Irish Traveller children), all of whom were able to recount their own experiences of being racially abused for colour and/or culturally-based differences. The need for teachers to be sensitive to the dynamics of children's social world is stressed, as is the importance of developing clear procedures for the monitoring and tackling of racist incidents in schools. (Contains 2 tables, 1 figure, and 4 notes.)

Academics are facing significant challenges in preparing indigenous students for employment in the multicultural working environment of hospitality and tourism organisations. In dealing with the impact of the new skills and flexibilities demanded by increasing globalisation, the indigenous workforce needs to possess a multicultural perspective and the adaptive skills and mindsets to integrate more inclusively in diverse work settings. This article explores the nature of cultural diversity within the Irish hospitality and tourism workforce (in both Northern Ireland and the Republic of Ireland). An attempt is made to identify the challenges that hospitality and tourism educators face in implementing education for cultural diversity within the curriculum in order to prepare indigenous students (and indeed local industry staff) for employment within a multicultural workforce. The main themes analysed include: training requirements; educators' requirements; programme content and learning outcomes; assessment methods; and methods of programme delivery. (Contains 4 tables.)

The impact of parental child-rearing practices on child outcomes has been the subject of much research and debate for many years. Studies carried out within a variety of disciplines and across a number of different countries in the world have indicated that parents tend to use a different pattern of rearing their sons than their daughters, and that child-rearing practices are related to the gender of the parent, as well as to the age and developmental stage of the child. However, there has been little research in Northern Ireland on child-rearing behaviours. In order to address this shortfall, this paper presents an analysis of parents' perceptions of their interactions with their children. Data from Wave 3 of the Northern Ireland Household Panel Survey were analysed to explore aspects of "negative" parenting practices (arguing, yelling and use of physical punishment) as well as "positive" parenting practices (talking, praising and hugging). The participants were all parents (aged 16 years and over) with children under the age of 16 years living in the same household. Each parent reported his/her interaction with each child (up to a maximum of six children), and in total 1,629 responses were recorded. The results of the research supported previous findings from the United Kingdom and elsewhere, and indicated that the parenting styles of respondents in Northern Ireland were indeed related to the gender and age of the children and to the gender of the parents. The survey found that parents in Northern Ireland tend to have a harsher, more negative style of parenting boys than girls and that children in their teenage years have fewer positive interactions with their parents than younger children. The same parents and children will be followed up in 2007 in order to provide a longitudinal analysis of parent/child relationships in Northern Ireland. (Contains 5 tables.)

Given the changing patterns of immigration in the Republic of Ireland in the past 10 years, this article considers how factors related to ethnic and gender identity mediate children's interaction with one another in a newly multi-ethnic Irish primary school. Central to the analysis is the exercise of power between children and how the experience of inclusion and exclusion in peer relations is underpinned by concepts of sameness/difference that draw upon wider discourses of ethnic and gender identity. Recommendations in relation to classroom and school practice are made with reference to the need for teachers to take account of the complexity of children's social worlds and the dynamics of power and control that operate within it.

Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still "mainly white", are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as "other", with direct implications for both teacher perception and practice with immigrant students in schools. (Contains 2 tables and 7 notes.)

Explores level of participation experienced by Irish primary school students aged 7 to 11 years over decisions related to control of their school time, space, and interaction. Argues that education for and into citizenship must consider the dynamics of power and control between adults and children and impact on children's construction of themselves as citizens with a voice to be both heard and expressed at school. (Author/KB)

This paper addresses the contribution of tourism's workforce to destination image and branding and considers the role that employees play in visitors' interpretation of their experience of place. The focus of this paper is on the contribution of working people to the image of place and the potential for contradiction in imagery as the people who inhabit and work within a place change over time. At the same time, those consuming the place as visitors may well have expectations that are fixed in traditional and outdated imagery. The location of this paper is Ireland where the traditional marketing of the tourism brand has given core roles to images of people and the friendliness of Irish hospitality, represented by traditional and homogeneous images. Interpretation of Ireland as a destination, in the tourist literature, by tour guides and within the cultural heritage sector generally, has widely perpetuated these, traditional and, arguably, clichéd images. Recent growth in the "Celtic tiger" economy has induced unprecedented and large scale migration from countries across the globe to Ireland, particularly into the tourism sector. This paper raises questions with regard to interpretation and branding of a country as a tourist destination in the light of major changes within the demography and ethnicity of its tourism workforce. [ABSTRACT FROM AUTHOR]

Background: In the EU, salmonellosis is the second most commonly reported zoonosis. This pattern is reflected in Northern Ireland. Historically, foodborne salmonellosis has largely been attributed to the consumption of poultry products, and as such a number of legislative measures have been introduced by the EC. These policies focus mainly on five target Salmonella serovars., Methods: Here the authors present a descriptive analysis of 20 years of data from the Northern Ireland National Reference Laboratory for Salmonella ., Results: The study's results show, for poultry submissions, a large decrease in the detection of four of the five targeted Salmonella serovars over the study period, with the fifth serovar undetected throughout the study. Additionally, there was an increase in the detection of a number of other non-regulated serovars. In pigs, S Typhimurium, which is among the most common causes of human salmonellosis, was the most commonly isolated serovar. When comparing levels of antimicrobial resistance in S Typhimurium between livestock groups, the authors found a decrease over time in poultry, but an increase in pigs, highlighting the potential significance of pigs in addressing public health concerns., Conclusion: The authors conclude that continued surveillance is important in the assessment of control measures at a national and transnational scale., Competing Interests: Competing interests: None declared., (© British Veterinary Association 2019. No commercial re-use. See rights and permissions. Published by BMJ.)