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Author(s): S Cawley [sup.1] , L Mullaney [sup.1] , A McKeating [sup.2] , M Farren [sup.2] , D McCartney [sup.1] , M J Turner [sup.2] Author Affiliations: (1) School of [...], Strong evidence that folic acid (FA) prevents the majority of cases of neural tube defects (NTDs) has led to national organisations developing guidelines for women concerning periconceptional supplementation. In Europe, there is evidence of national variations in the incidence of NTDs, with a recent Irish study reporting an increase in the rate. This review compares the periconceptional FA supplementation guidelines between the different countries in Europe. An online search of country-specific guidelines produced before 2015 concerning periconceptional FA supplementation was conducted. If an English version was not available directly, the EUROCAT register was searched for the English version of the recommendations. We identified national guidelines from 20 European countries. Over half recommended that FA supplements be taken by women planning a pregnancy, but three recommended that they should be taken by all women of child-bearing age. Four guidelines recommended starting FA at least 4 weeks preconceptionally, but no country recommended starting FA at least 12 weeks preconceptionally as suggested by recently published studies. There is a need for further consideration of the duration of preconceptional FA supplementation specifically. The latest scientific evidence in this area should inform the development of European guidelines on FA, as there is wide variation in current recommendations. Overall, the wide variation in national guidelines concerning periconceptional FA supplementation may in part explain the differences in national rates of NTDs reported by EUROCAT. National guidelines on FA supplementation should be standardised across European countries.

Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.

The Erasmus + Play4Guidance (P4G) project introduces an online business game, designed to help teach entrepreneurial, transversal and mathematical skills using a real-world business environment. This paper explains how the Business Model Canvas (BMC) strategy tool facilitated student understanding of real life business development prior to playing the game. An initial mapping exercise was conducted to find out if the Business Model Canvas could transform the experience of playing the game by providing an overview of real life business strategy, and explain the crucial role that markets and customers play in business growth. As a result of the mapping exercise a workshop session was developed to ensure that students could enact the real life business scenarios presented in the game. Three different types of videos were produced and integrated into the workshop to demonstrate key entrepreneurial competencies and graphically illustrate the nine key building blocks of the BMC. Survey responses from a student cohort evidenced that the workshop was central in helping them to understand real life business strategy prior to playing the game.

In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the ‘field trip’, is predominantly considered a pedagogic tool of the sciences. It involves a physical movement from the school-based location to a place of interest, for example, a geography field trip to an ecological landscape or science visit to a local museum. This paper considers the use of virtual world field trips (VWFTs) within the context of a pre-service Teacher Education programme. The paper presents data from one undergraduate module offered on a programme of initial teacher education. The paper identifies three significant elements of virtual world field trips: place, people and content. First, the virtual world can provide access to places not possible in the offline context as a result of geographic, economic or religious factors. Second, exposure to and dialogue with a variety of world views can challenge students’ assumptions, facilitate reflection and provide an opportunity for oneto-one teaching encounters. Third, from a teacher educator perspective, engagement in virtual world field trips can provide a space for teachers to model teaching methodologies and model creative learning techniques, thus providing student teachers with an insight into different approaches to teaching.

This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008) advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001) urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2) practice in collaboration and validation with others.

In this paper, we explain how our individual PhD enquiries (Farren, 2006; Crotty, 2012) have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education (ISE) and the African based Global e-Schools and Communities Initiative (GeSCI) project Leadership Development in ICT and the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value.

Background: The application of a biochar in agronomical soil offers a dual benefit of improving soil quality and sustainable waste recycling. However, utilizing new organic waste sources requires exploring the biochar's production conditions and application parameters. Woodchips (W) and bone-meat residues (BM) after mechanical deboning from a poultry slaughterhouse were subjected to pyrolysis at 300 °C and 500 °C and applied to cambisol and luvisol soils at ratios of 2% and 5% (w/w)., Results: Initially, the impact of these biochar amendments on soil prokaryotes was studied over the course of one year. The influence of biochar variants was further studied on prokaryotes and fungi living in the soil, rhizosphere, and roots of Triticum aestivum L., as well as on soil enzymatic activity. Feedstock type, pyrolysis temperature, application dose, and soil type all played significant roles in shaping both soil and endophytic microbial communities. BM treated at a lower pyrolysis temperature of 300 °C increased the relative abundance of Pseudomonadota while causing a substantial decrease in soil microbial diversity. Conversely, BM prepared at 500 °C favored the growth of microbes known for their involvement in various nutrient cycles. The W biochar, especially when pyrolysed at 500 °C, notably affected microbial communities, particularly in acidic cambisol compared to luvisol. In cambisol, biochar treatments had a significant impact on prokaryotic root endophytes of T. aestivum L. Additionally, variations in prokaryotic community structure of the rhizosphere depended on the increasing distance from the root system (2, 4, and 6 mm). The BM biochar enhanced the activity of acid phosphatase, whereas the W biochar increased the activity of enzymes involved in the carbon cycle (β-glucosidase, β-xylosidase, and β-N-acetylglucosaminidase)., Conclusions: These results collectively suggest, that under appropriate production conditions, biochar can exert a positive influence on soil microorganisms, with their response closely tied to the biochar feedstock composition. Such insights are crucial for optimizing biochar application in agricultural practices to enhance soil health., (© 2024. The Author(s).)

Finding solutions for the remediation and restoration of abandoned mining areas is of great environmental importance as they pose a risk to ecosystem health. In this study, our aim was to determine how remediation strategies with (i) compost amendment, (ii) planting a metal-tolerant grass Bouteloua curtipendula, and (iii) its inoculation with beneficial endophytes influenced the microbiome of metal-contaminated tailings originating from the abandoned Blue Nose Mine, SE Arizona, near Patagonia (USA). We conducted an indoor microcosm experiment followed by a metataxonomic analysis of the mine tailings, compost, and root samples. Our results showed that each remediation strategy promoted a distinct pattern of microbial community structure in the mine tailings, which correlated with changes in their chemical properties. The combination of compost amendment and endophyte inoculation led to the highest prokaryotic diversity and total nitrogen and organic carbon, but also induced shifts in microbial community structure that significantly correlated with an enhanced potential for mobilization of Cu and Sb. Our findings show that soil health metrics (total nitrogen, organic carbon and pH) improved, and microbial community changed, due to organic matter input and endophyte inoculation, which enhanced metal leaching from the mine waste and potentially increased environmental risks posed by Cu and Sb. We further emphasize that because the initial choice of remediation strategy can significantly impact trace element mobility via modulation of both soil chemistry and microbial communities, site specific, bench-scale preliminary tests, as reported here, can help determine the potential risk of a chosen strategy., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Background: The induction of reactive oxygen species (ROS) represents a viable strategy for enhancing the activity of radiotherapy. The authors hypothesized that napabucasin would increase ROS via its ability to inhibit NAD(P)H:quinone oxidoreductase 1 and potentiate the response to chemoradiotherapy in rectal cancer via distinct mechanisms., Method: Proliferation studies, colony formation assays, and ROS levels were measured in HCT116 and HT29 cell lines treated with napabucasin, chemoradiation, or their combination. DNA damage (pγH2AX), activation of STAT, and downstream angiogenesis were evaluated in both untreated and treated cell lines. Finally, the effects of napabucasin, chemoradiotherapy, and their combination were assessed in vivo with subcutaneous mouse xenograft models., Results: Napabucasin significantly potentiated the growth inhibition of chemoradiation in both cell lines. Napabucasin increased ROS generation. Inhibition of ROS by N-acetylcysteine decreased the growth inhibitory effect of napabucasin alone and in combination with chemoradiotherapy. Napabucasin significantly increased pγH2AX in comparison with chemoradiotherapy alone. Napabucasin reduced the levels of pSTAT3 and VEGF and inhibited angiogenesis through an ROS-mediated effect. Napabucasin significantly potentiated the inhibition of growth and blood vessel formation by chemoradiotherapy in mouse xenografts., Conclusion: Napabucasin is a radiosensitizer with a novel mechanism of action: increasing ROS production and inhibiting angiogenesis. Clinical trials testing the addition of napabucasin to chemoradiotherapy in rectal cancer are needed., (© 2020 American Cancer Society.)