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This discussion paper considers the identification and definition of the 'characteristic spirit' of publicly managed schools in the Republic of Ireland. Some international approaches to values in publicly funded schools are introduced along with relevant contextual aspects of Irish education including the cultural diversity and secularisation of modern Irish society. The Irish Education Act (1998) gives ultimate responsibility for school values and 'characteristic spirit' to the school 'patron', a role legally separate from that of school ownership and school management. The underlying values of privately managed faith-based schools are well established. However, the 'characteristic spirit' of publicly managed Education and Training Board schools remains largely undeveloped. Appropriate responses to this challenge are identified and discussed.

The dissonance between the socialisation experiences of student teachers during their own schooling and practicums and university-based teacher education programmes is indicative of the broader theory/practice dichotomy in education. While this dichotomy is of considerable interest to all teacher educators, studies of students' pre- and post-placement professional beliefs are rare. The authors availed of the publication of alternative curriculum pathways for Ireland to investigate the curriculum beliefs of student teachers immediately before and after their final school placement. Important contextual aspects of the study including school and teacher culture and the proposed curriculum pathways are introduced. The stark contrast between student teachers' preferences and their views regarding the feasibility of the various pathways and their commitment to pupil-centred learning are among the main findings of the current study. A positive relationship emerged between respondents' curriculum preferences and their grades in curriculum studies. These emerging themes are considered from the perspectives of student teachers' beliefs about pupil learning, the theory/practice dichotomy and the importance of developing school--university partnerships.

This paper reports a longitudinal study of levels of moral reasoning in a convenience sample of Irish undergraduate university students, using the Defining Issues Test 2 (DIT2). The study was timely, as higher education institutions are becoming increasingly interested in the promotion of social capital and the development of the whole person. A total of 259 students completed the DIT2 at the beginning, mid-point and conclusion of their degree course. As with similar international studies, increases in levels of moral reasoning over time were statistically significant. However, Irish students' DIT2 scores were markedly lower than their international peers with 62% of graduating students at the pre-conventional and conventional stages. The paper suggests some context-related explanations for the under-performance of Irish students including the instrumentalist nature of Irish post-primary education, the prevailing culture of consensualism, authoritarianism and anti-intellectualism, the conflation of religious and moral education and the emphasis on economic outputs and contractual accountability.

This discussion paper considers the identification and definition of the ‘characteristic spirit’ of publicly managed schools in the Republic of Ireland. Some international approaches to values in publicly funded schools are introduced along with relevant contextual aspects of Irish education including the cultural diversity and secularisation of modern Irish society. The Irish Education Act (1998) gives ultimate responsibility for school values and ‘characteristic spirit’ to the school ‘patron’, a role legally separate from that of school ownership and school management. The underlying values of privately managed faith-based schools are well established. However, the ‘characteristic spirit’ of publicly managed Education and Training Board schools remains largely undeveloped. Appropriate responses to this challenge are identified and discussed. [ABSTRACT FROM AUTHOR]

The dissonance between the socialisation experiences of student teachers during their own schooling and practicums and university-based teacher education programmes is indicative of the broader theory/practice dichotomy in education. While this dichotomy is of considerable interest to all teacher educators, studies of students’ pre- and post-placement professional beliefs are rare. The authors availed of the publication of alternative curriculum pathways for Ireland to investigate the curriculum beliefs of student teachers immediately before and after their final school placement. Important contextual aspects of the study including school and teacher culture and the proposed curriculum pathways are introduced. The stark contrast between student teachers’ preferences and their views regarding the feasibility of the various pathways and their commitment to pupil-centred learning are among the main findings of the current study. A positive relationship emerged between respondents’ curriculum preferences and their grades in curriculum studies. These emerging themes are considered from the perspectives of student teachers’ beliefs about pupil learning, the theory/practice dichotomy and the importance of developing school–university partnerships. [ABSTRACT FROM PUBLISHER]

This paper reports a longitudinal study of levels of moral reasoning in a convenience sample of Irish undergraduate university students, using the Defining Issues Test 2 (DIT2). The study was timely, as higher education institutions are becoming increasingly interested in the promotion of social capital and the development of the whole person. A total of 259 students completed the DIT2 at the beginning, mid-point and conclusion of their degree course. As with similar international studies, increases in levels of moral reasoning over time were statistically significant. However, Irish students' DIT2 scores were markedly lower than their international peers with 62% of graduating students at the pre-conventional and conventional stages. The paper suggests some context-related explanations for the under-performance of Irish students including the instrumentalist nature of Irish post-primary education, the prevailing culture of consensualism, authoritarianism and anti-intellectualism, the conflation of religious and moral education and the emphasis on economic outputs and contractual accountability. [ABSTRACT FROM AUTHOR]

Purpose: Pregnancy-associated breast cancer (PABC) is defined as breast cancer diagnosed during the gestational period (gp-PABC) or in the first postpartum year (pp-PABC). Despite its infrequent occurrence, the incidence of PABC appears to be rising due to the increasing propensity for women to delay childbirth. We have established the first retrospective registry study of PABC in Ireland to examine specific clinicopathological characteristics, treatments, and maternal and foetal outcomes., Methods: This was a national, multi-site, retrospective observational study, including PABC patients treated in 12 oncology institutions from August 2001 to January 2020. Data extracted included information on patient demographics, tumour biology, staging, treatments, and maternal/foetal outcomes. Survival data for an age-matched breast cancer population over a similar time period was obtained from the National Cancer Registry of Ireland (NCRI). Standard biostatistical methods were used for analyses., Results: We identified 155 patients-71 (46%) were gp-PABC and 84 (54%) were pp-PABC. The median age was 36 years. Forty-four patients (28%) presented with Stage III disease and 25 (16%) had metastatic disease at diagnosis. High rates of triple-negative (25%) and HER2+ (30%) breast cancer were observed. We observed an inferior 5-year overall survival (OS) rate in our PABC cohort compared to an age-matched breast cancer population in both Stage I-III (77.6% vs 90.9%) and Stage IV disease (18% vs 38.3%). There was a low rate (3%) of foetal complications., Conclusion: PABC patients may have poorer survival outcomes. Further prospective data are needed to optimise management of these patients., (© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Like most countries worldwide, the coronavirus disease (COVID-19) has adversely affected Ireland. The aim of this study was to (i) investigate the spatio-temporal trend of COVID-19 incidence; (ii) describe mobility trends as measured by aggregated mobile phone records; and (iii) investigate the association between deprivation index, population density and COVID-19 cases while accounting for spatial and temporal correlation. Standardised incidence ratios of cases were calculated and mapped at a high spatial resolution (electoral division level) over time. Trends in the percentage change in mobility compared to a pre-COVID-19 period were plotted to investigate the impact of lockdown restrictions. We implemented a hierarchical Bayesian spatio-temporal model (Besag, York and Mollié (BYM)), commonly used for disease mapping, to investigate the association between covariates and the number of cases. There have been three distinct "waves" of COVID-19 cases in Ireland to date. Lockdown restrictions led to a substantial reduction in human movement, particularly during the 1st and 3rd wave. Despite adjustment for population density (incidence ratio (IR) = 1.985 (1.915-2.058)) and the average number of persons per room (IR = 10.411 (5.264-22.533)), we found an association between deprivation index and COVID-19 incidence (IR = 1.210 (CI: 1.077-1.357) for the most deprived quintile compared to the least deprived). There is a large range of spatial heterogeneity in COVID-19 cases in Ireland. The methods presented can be used to explore locally intensive surveillance with the possibility of localised lockdown measures to curb the transmission of infection, while keeping other, low-incidence areas open. Our results suggest that prioritising densely populated deprived areas (that are at increased risk of comorbidities) during vaccination rollout may capture people that are at risk of infection and, potentially, also those at increased risk of hospitalisation.

Aims: This study aimed to (i) describe methadone dosing before, during and after pregnancy, (ii) to compare the incidence of neonatal abstinence syndrome (NAS) between those with dose decreases and those with steady or increasing doses and (iii) to describe prescribed medication use among opioid-dependent pregnant women., Design: Prospective cohort study., Setting: Two Irish tertiary care maternity hospitals., Participants: A total of 117 pregnant women on methadone maintenance treatment (MMT) recruited between July 2009 and July 2010., Measurements: Electronic dispensing records from addiction clinics and the Primary Care Reimbursement Service were used to determine methadone doses and dispensed medications in the year preceding and the month following delivery. The Finnegan score was used to determine need for medical treatment of NAS., Findings: Of the 117 participants, sufficient dosing data were available for 89 women treated with MMT throughout pregnancy; 36 (40.4%) had their dose decreased from a mean pre-pregnancy dose of 73.3 mg [standard deviation (SD) 25.5] to a third-trimester dose of 58.0 mg (SD 26.0). The corresponding figures for those with increased doses (n = 31, 34.8%) were 70.7 mg (SD 25.3) and 89.7 mg (SD 21.0), respectively. The incidence of medically treated NAS did not differ between dosage groups. Antidepressants were dispensed for 29 women (25.7%) during pregnancy, with the rate decreasing from pre-pregnancy to postpartum. Benzodiazepines were prescribed for 43 women (38.0%)., Conclusion: In the Irish health service, opioid-dependent women frequently have their methadone dose decreased during pregnancy but this does not appear to affect the incidence of the neonatal abstinence syndrome in their babies., (© 2012 The Authors, Addiction © 2012 Society for the Study of Addiction.)