Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities

Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants’ beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a ‘safe space’ which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice

Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with ten teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore (how) can teachers sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice

Supporting the enactment of inclusive pedagogy in a primary school

While inclusion has generally been accepted as orthodoxy, a knowledge– practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of effective professional development (PD) arising from the literature, which informed the development of a professional learning community (PLC) for inclusive practice in a primary school. The impact of the PD on teachers’ professional practice was explored using an evidence-based evaluation framework. Analysis of interview and observation data evidenced that engagement with inclusive pedagogy in a PLC, underpinned by critical dialogue and public sharing of work, positively impacted teacher attitudes, beliefs, efficacy and inclusive practice. This research offers a model of support for enacting inclusive pedagogy

Teacher professional learning in the Republic of Ireland policy development to policy enactment

This book presents critical perspectives on the professional learning and professional development of educators as interpreted in 14 countries across Europe. Bringing together the comments of European education experts, the book fulfils a need for a better understanding of the changing nature of teacher professional learning in national policy contexts and of the cultural differences existing between various systems. It discusses the new thinking that has emerged in the field of teacher education alongside new models that reflect the changing patterns and policies relating to the ways educational professionals maintain and enhance professional practice. The book highlights that new models of teacher leadership and practitioner inquiry have a strong focus on pedagogy and social justice but are not in place in all countries. It also examines briefly the challenges brought about by the COVID pandemic and the ways in which new approaches to professional learning, specifically the use of new technologies, have begun to transform practice in some countries in Europe. The book gives insights into the ways in which professional learning policy is interpreted and applied in practice. It will be highly relevant for researchers and post-graduate students in the fields of teacher professional learning and development, school leadership, comparative education, and educational policy and planning

Blockchain-based governance models for COVID-19 digital health certificates: a legal, technical, ethical and security requirements analysis

This paper analyses the requirements of a blockchain-based data governance model for COVID-19 digital health certificates. Recognizing a gap in the existing literature, this paper aims to answer the research question “To what extent does a blockchain-based governance model for COVID-19 digital health certificates in the EU meet the relevant legal, technical, ethical and security requirements?” This paper identifies the required standards and develops a novel framework to determine the viability of blockchain as a governance model. The results of our evaluation indicate that while a private permissioned blockchain can meet the requirements to some degree, the governance element is key to legal compliance; legal risks and ethical implications remain unresolved with the use of blockchain. The paper also found that this model comes with the loss of the main advantages of blockchain – decentralization and anonymity. This evaluation framework may be used in other contexts and for assessing other technologies

Rapid development of interprofessional in situ simulation-based training in response to the COVID-19 outbreak in a tertiary-level hospital in Ireland:Initial response and lessons for future disaster preparation.

INTRODUCTION: The first case of COVID-19 in Ireland was diagnosed on 29 February 2020. Within the same week, our Department of Anaesthesia and Critical Care at University Hospital Galway began to tackle the educational challenge by developing an  in situ interprofessional simulation programme to prepare staff for the impending outbreak. PRINCIPLES AND APPROACHES USED FOR SIMULATION-BASED TRAINING: We describe principles applied to identify core educational and system engineering objectives to prepare healthcare workers (HCWs) for infection control, personal and psychological safety, technical and crisis resource management skills. We discuss application of educational theories, rationale for simulation modes and debriefing techniques. DEVELOPMENT OF THE SIMULATION PROGRAMME: 3 anaesthesia (general, obstetric, paediatric) and 1 critical care silo were created. 13 simulated scenarios were developed for teaching as well as for testing workflows specific to the outbreak. To support HCWs and ensure safety, management guidelines, cognitive aids and checklists were developed using simulation. The cumulative number of HCWs trained in simulation was 750 over a 4-week period. CHALLENGES AND FUTURE DIRECTIONS: Due to the protracted nature of the pandemic, simulation educators should address questions related to sustainability, infection control while delivering simulation, establishment of hybrid programmes and support for psychological preparedness

Phobic Anxiety is Associated with Higher Serum Concentrations of Adipokines and Cytokines in Women with Diabetes

OBJECTIVE: Phobic anxiety has been associated with increased risk of cardiovascular disease (CVD), but the underlying mechanisms are poorly understood. We aimed to determine whether associations of phobic anxiety with several known markers of CVD might be contributors. RESEARCH DESIGN AND METHODS: We used a 16-point validated index (Crown-Crisp) measured in 1988 to categorize 984 women with type 2 diabetes from the Nurses' Health Study as having low, moderate, or high phobic anxiety. Groups were then compared for differences in adipokines (adiponectin and leptin), inflammatory markers (C-reactive protein and tumor necrosis factor [TNF]-α receptor II), and markers of endothelial function (sE-selectin, soluble intercellular adhesion molecule [sICAM]-1) measured on blood samples provided between 1989 and 1990. RESULTS: Higher levels of phobic anxiety were associated with higher BMI and lower education. Higher levels of phobic anxiety were also associated with higher leptin and soluble TNF-α receptor II in both crude analyses and after adjustment for potential confounders. sICAM and sE-selectin were higher in the highest tertile compared with the middle tertile, but there was no significant trend across tertiles. We found no association between phobic anxiety and adiponectin. CONCLUSIONS: High levels of phobic anxiety are associated with increased levels of leptin and inflammatory markers, which may in part explain the previously observed relationship between anxiety and other psychosocial disorders with CVD

Visceral Adipose Tissue Modulates Radiosensitivity in Oesophageal Adenocarcinoma

Oesophageal adenocarcinoma (OAC) is an exemplar model of obesity-associated cancer. Response to neoadjuvant chemoradiotherapy (NA CRT) is a clinical challenge. We examined if visceral adipose tissue and obesity status alter radiosensitivity in OAC. The radioresistant (OE33R) and radioresponsive (OE33P) OAC isogenic model was cultured with adipose tissue conditioned media from three patient cohorts: non-cancer patients, surgery only OAC patients and NA CRT OAC patients. Cell survival was characterised by clonogenic assay, metabolomic profiling by nuclear magnetic resonance spectroscopy and adipokine receptor gene expression by qPCR. A retrospective in vivo study compared tumour response to NA CRT in normal weight (n=53) versus overweight/obese patients (n=148). Adipose conditioned media (ACM) from all patient cohorts significantly increased radiosensitivity in radioresistant OE33R cells. ACM from the NA CRT OAC cohort increased radiosensitivity in OE33P cells. Metabolomic profiling demonstrated separation of the non-cancer and surgery only OAC cohorts and between the non-cancer and NA CRT OAC cohorts. Gene expression profiling of OE33P versus OE33R cells demonstrated differential expression of the adiponectin receptor-1 (AR1), adiponectin receptor-2 (AR2), leptin receptor (LepR) and neuropilin receptor-1 (NRP1) genes. In vivo overweight/obese OAC patients achieved an enhanced tumour response following NA CRT compared to normal weight patients. This study demonstrates that visceral adipose tissue modulates the cellular response to radiation in OA

Prevalence of Low Bone Mass and Osteoporosis in Ireland: the Dual‐Energy X‐Ray Absorptiometry (DXA) Health Informatics Prediction (HIP) Project

Osteoporosis is a common disease that has a significant impact on patients, healthcare systems, and society. World Health Organization (WHO) diagnostic criteria for postmenopausal women were established in 1994 to diagnose low bone mass (osteopenia) and osteoporosis using dual‐energy X‐ray absorptiometry (DXA)‐measured bone mineral density (BMD) to help understand the epidemiology of osteoporosis, and identify those at risk for fracture. These criteria may also apply to men ≥50 years, perimenopausal women, and people of different ethnicity. The DXA Health Informatics Prediction (HIP) project is an established convenience cohort of more than 36,000 patients who had a DXA scan to explore the epidemiology of osteoporosis and its management in the Republic of Ireland where the prevalence of osteoporosis remains unknown. In this article we compare the prevalence of a DXA classification low bone mass (T‐score < −1.0) and of osteoporosis (T‐score ≤ −2.5) among adults aged ≥40 years without major risk factors or fractures, with one or more major risk factors, and with one or more major osteoporotic fractures. A total of 33,344 subjects met our study inclusion criteria, including 28,933 (86.8%) women; 9362 had no fractures or major risk factors, 14,932 had one or more major clinical risk factors, and 9050 had one or more major osteoporotic fractures. The prevalence of low bone mass and osteoporosis increased significantly with age overall. The prevalence of low bone mass and osteoporosis was significantly greater among men and women with major osteoporotic fractures than healthy controls or those with clinical risk factors. Applying our results to the national population census figure of 5,123,536 in 2022 we estimate between 1,039,348 and 1,240,807 men and women aged ≥50 years have low bone mass, whereas between 308,474 and 498,104 have osteoporosis. These data are important for the diagnosis of osteoporosis in clinical practice, and national policy to reduce the illness burden of osteoporosis. © 2023 The Authors. JBMR Plus published by Wiley Periodicals LLC on behalf of American Society for Bone and Mineral Research. Abstract Osteoporosis prevalence in Republic of Irelan

Spatiotemporal progression of ubiquitin-proteasome system inhibition after status epilepticus suggests protective adaptation against hippocampal injury.

BACKGROUND: The ubiquitin-proteasome-system (UPS) is the major intracellular pathway leading to the degradation of unwanted and/or misfolded soluble proteins. This includes proteins regulating cellular survival, synaptic plasticity and neurotransmitter signaling; processes controlling excitability thresholds that are altered by epileptogenic insults. Dysfunction of the UPS has been reported to occur in a brain region- and cell-specific manner and contribute to disease progression in acute and chronic brain diseases. Prolonged seizures, status epilepticus, may alter UPS function but there has been no systematic attempt to map when and where this occurs in vivo or to determine the consequences of proteasome inhibition on seizure-induced brain injury. METHOD: To determine whether seizures lead to an impairment of the UPS, we used a mouse model of status epilepticus whereby seizures are triggered by an intra-amygdala injection of kainic acid. Status epilepticus in this model causes cell death in selected brain areas, in particular the ipsilateral CA3 subfield of the hippocampus, and the development of epilepsy after a short latent period. To monitor seizure-induced dysfunction of the UPS we used a UPS inhibition reporter mouse expressing the ubiquitin fusion degradation substrate ubiquitin(G76V)-green fluorescent protein. Treatment with the specific proteasome inhibitor epoxomicin was used to establish the impact of proteasome inhibition on seizure-induced pathology. RESULTS AND CONCLUSIONS: Our studies show that status epilepticus induced by intra-amygdala kainic acid causes select spatio-temporal UPS inhibition which is most evident in damage-resistant regions of the hippocampus, including CA1 pyramidal and dentate granule neurons then appears later in astrocytes. In support of this exerting a beneficial effect, injection of mice with the proteasome inhibitor epoxomicin protected the normally vulnerable hippocampal CA3 subfield from seizure-induced neuronal death in the model. These studies reveal brain region- and cell-specific UPS impairment occurs after seizures and suggest UPS inhibition can protect against seizure-induced brain damage. Identifying networks or pathways regulated through the proteasome after seizures may yield novel target genes for the treatment of seizure-induced cell death and possibly epilepsy