Multicenter Study of Presentation, Management, and Postoperative and Long-Term Outcomes of Septegenerians and Octogenerians Undergoing Gastrectomy for Gastric Cancer

Background: The optimal treatment strategy for elderly patients with gastric cancer is still controversial. This study aimed to assess the impact of age on short- and long-term outcomes after treatment for primary gastric cancer. Methods: From January 2004 to December 2014, a total of 507 patients underwent gastrectomy for gastric adenocarcinoma at two high-volume upper gastrointestinal (GI) centers. The patients were classified into three groups as follows: group A (patients ≤ 69 years old, n = 266), group B (patients 70–79 years old, n = 166), and group C (patients ≥ 80 years old, n = 75). Clinicopathologic characteristics as well as, short- and long-term outcomes were compared between the groups. Results: The patients in groups B and C had more comorbidities, whereas the younger subjects (group A) had more advanced tumor stages. Less extensive surgery was performed in the groups B and C. Older patients (age ≥ 70 years) had more postoperative medical complications. Moreover, group C had a higher postoperative mortality rate (8.1%) than group A (1.8%) or group B (1.9%). In the multivariable analysis, age older than 80 years (group C) was a negative independent factor for overall survival (OS) (hazard ratio [HR], 2.36) compared with group A, whereas group B seemed to have a comparable risk (HR, 1.37). Notably, the three groups did not show significant differences in disease-related survival (DRS). Conclusion: The data suggest that patients 70–79 years of age show a risk of postoperative death comparable with that of younger subjects. However, patients older than 80 years should be carefully selected for surgical treatment due to the increased risk of postoperative mortality

The epidemiology of motor neuron disease in Northern Ireland using capture-recapture methodology

Capture-recapture analysis allows an investigator to estimate the number of unobserved cases in an epidemiological survey, although it has not been employed widely in published research to date. This study examines the usefulness of capture-recapture analysis in measuring the incidence and prevalence of motor neuron disease (MND) in Northern Ireland (NI). Cases were ascertained from the NI MND register to measure incidence and prevalence. The authors then employed capture-recapture analysis to estimate the number of missing cases. Less than one case was estimated to be missing from the prevalence study, providing a completeness of ascertainment of 99%. Prevalence was 3.3 per 100,000 population adjusted to the European standard population and was unchanged when adjusted for missing cases. Incidence was 1.4 per 100,000 person-years adjusted to the European standard population. Due to the lack of overlapping sources it was inferred that there were no missing cases and completeness of ascertainment was estimated at 100%. In conclusion, capture-recapture analysis is relatively simple to perform and provides an objective measure of case ascertainment in epidemiological studies. The authors feel that future investigators should consider employing capture-recapture methods, where possible, to validate their estimations of disease frequency in MND.<br/

Reflecting to conform? Exploring Irish student teachers' discourses in reflective practice

A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections

Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education

This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative 'critical incidents'. The study posits that reflections on critical incidents are often not 'critical' in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one's initial beliefs. To explore this issue, the study examined a collection of school placement reflections (n=180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers' reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The study discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this

Conceptualisations of care: the understanding of ‘care’ across Irish educational legislation, policies, circulars and curriculum

Set against a context where care for the person, others, and  the world in which we live receives increasing attention in  the policy and practice nexus, this paper sets out to explore  how ‘care’ is understood and reflected in Irish educational  legislation, policies, circulars and curricula. The importance of  focusing on care has been further accentuated during the  COVID-19 pandemic. Each source was searched systematically and following application of inclusion criteria, 616 documents were included in the sample, legislation (n = 39),  policies (n = 49), active circulars (n = 179), archived circulars  (n = 249) and curriculum specifications (n = 100). Thirteen  per cent of the documents included in the review reflected  some discussion of care. Thematic analysis of these documents identified that ‘care’ tended to be understood and  reflected in five main interrelated ways: (1) care for the  individual child and the related duty of care schools/teachers  have for children; (2) supporting students to care for them-selves and for others; (3) care presented in terms of ‘pastoral  care’ or intertwined with ‘well-being’; (4) care presented from  the perspective of care for the environment and finally; and  (5) care presented from a structural perspective regarding  care supports within the school. Some considerations and  challenges are presented in terms of supporting schools to  navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for  implementation of care in education. </p

'Moving away from the caring': exploring the views of in-service and pre-service male teachers about the concept of the male teacher as role model at an early entry childhood and post-primary level

International calls have frequently been made by policy makers and professional/public discourse for more male teachers to enter the education profession under the assumption that they will act as role models for boys. The role of these male teachers as role models is an attempt to not only raise boys’ academic achievements but to help improve standards of behaviour and attitudes towards learning. Their presence also is designed to offer those boys who are living in single-parent families with a father figure. However, a level of ambiguity surrounds the male role model argument and this paper is written to critically explore this. The paper examines the views of English and Irish male teachers at early childhood (0-8) and post-primary (12-18) in relation to the concept of the male teacher as a role model, considering if and how male role models differ depending on the age of the child, and whether female teachers serve as role models for boys. Based on the findings gathered through the use of questionnaires, interviews and focus groups, the authors raise a number of questions and concerns regarding the continued practice of ‘blanket calls’ for male role models in early years and primary school settings

Peer-supported collaborative inquiry in teacher education: exploring the influence of peer discussions on pre-service teachers' levels of critical reflection

Scaffolding pre-service teachers to critically reflect on their practice remains a challenging goal. Exploring the extent to which peer discussion facilitates this critical reflection is the focus of this paper. Using a series of three linked tasks, pre-service teachers 1) reflected on a classroom incident from a vignette of practice, 2) shared and discussed their initial reflections with peers and 3) revisited their initial reflection in an attempt to unearth any assumptions they may have had. The study found that peer discussion broadened pre-service teachers’ perspectives beyond the initial ego-centric reflections, which were dominated by issues of pupil management, control and discipline. The peer discussion process supported pre-service teachers in identifying and questioning some of their preconceived assumptions. However, findings indicate that the process supported pre-service teachers in acquiring greater breadth rather than greater depth in reflective thinking. We would argue that rather than seeing peer engagement opportunities as a panacea, it should be viewed as a valuable scoping exercise to unearth alternative perspectives and to begin the process of ‘hunting assumptions

Underneath the veneer of techno-positivity – exploring teachers’ perspectives on technology use in further education and training

This qualitative study explores the views of nine teachers working in the Further Education and Training in Ireland regarding the use of technology. Drawing on in-depth interviews, thematic analysis exposed a techno-positive perspective and a hierarchy of technologies with newer technologies being valued more. A sort of ‘intangible’ quality is ascribed to technology, which we labelled ‘techno-magic’. The study uncovered a phenomenon of ‘techno-guilt’ where teachers blamed themselves for not using new technologies. The study concludes that there needs to be a new dialogue that moves beyond pro/anti-technology and empowers teachers to approach technology with a more critical perspective

Exploring the position of curriculum studies across the continuum of teacher education in Ireland

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented

Exploring the enablers, tensions, and sectoral responses to embedding core values within publicly managed schools in Ireland

The role of schools in developing values is internationally recognised, with many systems grappling to identify and embed values in  schools. Within an Irish context, the Education Act (1998) frames  values from the perspective of ‘characteristic spirit’, giving responsibility to boards of management to uphold the characteristic spirit  as established by the school’s patron. This was the first time this  concept applied to publicly managed schools. Recently, the largest  publicly managed sector, Education and Training Boards, has  grappled with the question of which values should underpin the  characteristic spirit of their schools. Following a national consultative process, the sector has identified values (excellence in education, care, equality, community, respect) and is now tasked with  embedding these within its schools. The change literature high-lights the complexity of this task. Following a review of the corpus  of relevant research, this paper explores the enablers that support  publicly managed schools to embed the core values in schools, as  well as potential tensions that need to be considered to support  enactment. The paper provides a critique of the sectoral response  to these enablers and tensions. This paper contributes to international debates on values in education by considering these enablers  and tensions to support change. </p