Post-primary admissions: exceptional circumstances

Information about the exceptional circumstances process and how to make an application to the Exceptional Circumstances Body (ECB), which is "... a Body established by the Department of Education to process, from 1 June 2010, applications from parents which relate to admissions to post-primary school (Years 8 to 12 only). The exceptional circumstances process will: Consider parents’ claims that their child has exceptional circumstances which mean that he/she must attend a specific post-primary school; Decide for each application whether exceptional circumstances exist; and Direct the necessary admission if an application is successful." - page 1

Geometry in the Transition from Primary to Post-Primary

This article is intended as a kind of precursor to the document Geometry for Post-primary School Mathematics, part of the Mathematics Syllabus for Junior Certicate issued by the Irish National Council for Curriculum and Assessment in the context of Project Maths. Our purpose is to place that document in the context of an overview of plane geometry, touching on several important pedagogical and historical aspects, in the hope that this will prove useful for teachers.Comment: 19 page

Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence

Effective, evidence-based policies on post-primary education are of vital importance as many developing countries start to the see a bulge in secondary and postsecondary enrollment, the product of the achievement of near-universal access to primary school. Finding ways to deliver and promote access to high-quality post-primary education, and to ensure that education is relevant to labor market needs, is one of the great challenges of our times. This must be accomplished in countries where governments face severe budget constraints and many, of not most, parents are too poor to cover the costs out of pocket.International reports such as "A Global Compact on Learning", by the Center for Universal Education at the Brookings Institution, emphasize providing opportunities for post-primary education as a first-tier policy challenge. In addition, there has been considerably less progress in gender parity at the secondary level. Meeting these challenges will require a combination of using existing resources more effectively -- which requires both understanding which inputs are key and which are not -- and a range of innovations that may fundamentally alter the current methods of instruction. To that end, the Abdul Latif Jameel Poverty Action Lab (J-PAL) has launched a Post-Primary Education Initiative intended to promote policy-relevant research on secondary and post-secondary education in developing countries, which together will be referred to as post-primary education. This paper is a first step in that process. It reviews the evidence to date on post-primary education and highlight the gaps in the literature, with a focus on identifying policies that should be given the highest priority for future researchDifferent countries define primary and secondary schooling differently, and in many countries students attend middle schools, upper primary schools, or junior secondary schools before attending secondary school. For the purpose of this review, "post-primary education" includes everything from upper primary, middle, or junior secondary school through tertiary education, as defined by the local context in different countries, including vocational school and other alternative tracks for this age group. In practice, this means that in the research reviewed, the majority of children are in 5th grade (i.e. 10-11 years old) and older.The review is organized as follows. Section II provides some background on postprimary education in the developing world. Section III explains how papers were selected for this review. Section IV presents a conceptual framework for thinking about postprimary education (PPE), including a brief discussion of measuring outcomes. Section V reviews the evidence pertaining to the demand for schooling (the impact of policies that attempt to increase the willingness of households to send their children to school), and Section VI reviews the evidence on the supply of schooling (the impact of policies that change school and teacher characteristics, and more generally how schools are organized). A final section summarizes the findings, highlighting several research gaps that should receive high priority in future research

Can adenine nucleotides predict primary nonfunction of the human liver homograft?

Sixty-eight primary liver grafts were analyzed to see whether adenine nucleotides (AN: ATP, ADP, and AMP) or purine catabolites (PC: adenosine, inosine, hypoxanthine, and xanthine) of tissue or effluent can predict primary graft nonfunction. AN, PC, and nicotinamide adenine dinucleotide, oxidized form (NAD+) of the tissue before (pretransplant) and after graft reperfusion (post-transplant) and of the effluent were analyzed. The graft outcome was classified into two groups (group A: successful, n = 64; group B: primary nonfunctioning, n = 4). No significant differences were observed in pretransplant measurements between groups A and B, whereas ATP, ADP, total AN, total AN + total PC (T) and NAD+, in post-transplant tissues, were significantly higher in group A. Xanthine in the effluent was significantly higher in group B than in group A. ATP, ADP, total AN, T, and NAD+ in post-transplant tissue were significantly associated with primary graft nonfunction by logistic regression analysis