EVALUATION OF THE NATIONAL YOUTHREACH PROGRAMME. ESRI RESEARCH SERIES NUMBER 82 MAY 2019

This report provides a comprehensive evaluation of the National Youthreach Programme. Commissioned by SOLAS, the study is part of an agreed schedule of independent evaluations of key Further Education and Training (FET) provision under the Department of Education and Skills-led FET Strategy 2014-2019 Implementation Plan. Established in 1989, the Youthreach programme continues to be the government’s primary response to early school leaving by providing second-chance education for young people who leave mainstream second-level school before Leaving Certificate level. Youthreach is provided in 112 Youthreach centres and 35 Community Training Centres (CTCs) nationally, with 11,104 learners taking part in the programme in 2017 and with a total cost of €98.7 million (SOLAS, 2018). Reflecting the multiple challenges (including socio-economic disadvantage and special educational needs) faced by many Youthreach learners and the necessity to capture a broader range of outcomes in assessing programme effectiveness, this study adopts a mixed methods approach combining survey data on centres as well as in-depth interviews with staff and learners. This report therefore draws on a range of data sources, including a survey of senior managers at Education and Training Board (ETB) level, a survey of Youthreach co-ordinators and CTC managers, in-depth qualitative data collected as part of case studies in ten centres and two consultative workshops with key national stakeholders in the areas of education and social inclusion. The case studies are a significant feature of the report in that they utilise the multiple perspectives of learners, staff and coordinators/ managers. The report emphasises the voice of young people who have disengaged from school by capturing their views about the Youthreach programme. Using this broad range of data, this report examines all aspects of Youthreach provision including: the profile of learners; referral to the programme; governance and reporting structures; programme funding; curriculum and approaches to teaching and learning; and the learner experience and outcomes

Vestibular heading discrimination and sensitivity to linear acceleration in head and world coordinates

Effective navigation and locomotion depend critically on an observer\u27s ability to judge direction of linear self-motion, i.e., heading. The vestibular cue to heading is the direction of inertial acceleration that accompanies transient linear movements. This cue is transduced by the otolith organs. The otoliths also respond to gravitational acceleration, so vestibular heading discrimination could depend on (1) the direction of movement in head coordinates (i.e., relative to the otoliths), (2) the direction of movement in world coordinates (i.e., relative to gravity), or (3) body orientation (i.e., the direction of gravity relative to the otoliths). To quantify these effects, we measured vestibular and visual discrimination of heading along azimuth and elevation dimensions with observers oriented both upright and side-down relative to gravity. We compared vestibular heading thresholds with corresponding measurements of sensitivity to linear motion along lateral and vertical axes of the head (coarse direction discrimination and amplitude discrimination). Neither heading nor coarse direction thresholds depended on movement direction in world coordinates, demonstrating that the nervous system compensates for gravity. Instead, they depended similarly on movement direction in head coordinates (better performance in the horizontal plane) and on body orientation (better performance in the upright orientation). Heading thresholds were correlated with, but significantly larger than, predictions based on sensitivity in the coarse discrimination task. Simulations of a neuron/anti-neuron pair with idealized cosine-tuning properties show that heading thresholds larger than those predicted from coarse direction discrimination could be accounted for by an amplitude-response nonlinearity in the neural representation of inertial motion

Testing use of mitochondrial COI sequences for the identification and phylogenetic analysis of New Zealand caddisflies (Trichoptera)

We tested the hypothesis that cytochrome c oxidase subunit 1 (COI) sequences would successfully discriminate recognised species of New Zealand caddisflies. We further examined whether phylogenetic analyses, based on the COI locus, could recover currently recognised superfamilies and suborders. COI sequences were obtained from 105 individuals representing 61 species and all 16 families of Trichoptera known from New Zealand. No sequence sharing was observed between members of different species, and congeneric species showed from 2.3 to 19.5% divergence. Sequence divergence among members of a species was typically low (mean = 0.7%; range 0.0–8.5%), but two species showed intraspecific divergences in excess of 2%. Phylogenetic reconstructions based on COI were largely congruent with previous conclusions based on morphology, although the sequence data did not support placement of the purse-cased caddisflies (Hydroptilidae) within the uncased caddisflies, and, in particular, the Rhyacophiloidea. We conclude that sequence variation in the COI gene locus is an effective tool for the identification of New Zealand caddisfly species, and can provide preliminary phylogenetic inferences. Further research is needed to ascertain the significance of the few instances of high intra-specific divergence and to determine if any instances of sequence sharing will be detected with larger sample sizes

Evaluation of Toxicity Analysis for Foundry Sand Specifications

Byproducts from many industries have the potential to be used as construction materials, but some means is required to determine if the material is environmentally benign. Foundry sands are produced in many states and can be useful as in transportation projects. However, INDOT currently requires the use of the MICROTOX test to assess the potential toxicity of the sands, and this requirement is viewed as an unnecessary impediment by the producers of foundry sands and is a requirement not encountered in other states. Therefore, the goal of this project was to review current requirements for testing of recycled materials, determine the availability of MICROTOX testing, and to make recommendations concerning the continued use of MICROTOX as an assessment tool. Strictly from viewpoint of environmental protection, the inclusion of Microtox makes sense. The test has the sensitivity to detect potentially toxic agents in recycled sand that might escape chemical analysis. The test, therefore, provides a layer of assurance that otherwise would be absent. From the perspective of the foundry industry, the Microtox test is an unneeded hurdle that could potentially block the beneficial use of spent foundry sand. Cost is one consideration, but the lack of local analytical facilities for the Microtox is particularly troublesome. Our recommendation is that the Microtox test be retained by INDOT, but we suggest the following: a) Minimize the number of samples of foundry sand that must be tested possibly by reducing the frequency of sampling and testing. b) A consistent, readily available laboratory needs to be established to ensure rapid turn around of analyses and reduced costs. Currently, the demand is low and some dedicated equipment is needed to perform the test. One of the potential outcomes of this project discussed during the negotiations for this project was a possible follow-up project in which we would investigate the modifications to the bioassay. This might include exploring alternatives to Microtox or simplifications of the Microtox test. We remain open to this possibility, but from the scientific point of view, such a follow-up may not be necessary. Of all the bioassays we reviewed, Microtox seemed to be the most widely used (though not for foundry sands), and we found no evidence that other bioassays were being offered routinely at commercial labs

Paying the Bills Is Not Just Theory: Service Learning about a Living Wage

This article discusses how to combine service learning, and spccifica!Iy a living wage research project, with radical political economy-based undergraduate economics courses to promote critical thinking, civic engagement, and active learning in students. The authors explore how instructors can integrate service learning into the teaching of political economy. In addition, the article describes the authors\u27 experiences with living wage projects that they have implemented. The article makes the argument that the combination of experiential learning and political economics enriches the course experience for students significantly, leaving a much more lasting impression on students than a standard economics class