Family Law Clinic at UCC

Shulman extols the benefits of ‘empirical propositions’  emphasising the value of interrogating teaching approaches with a view to establishing evidence as to how students learn, and in turn crafting effective ways to teach. This article critically explores the design and assessment approaches adopted in the delivery of the Family Law Clinic Module at the Law School, University College Cork and interrogates the impact of these approaches on student learning. In carrying out this action research, the decision to utilise Universal Design for Learning as the underlying Scholarship of Teaching and Learning framework allows the pedagogical approach adopted to be deconstructed and critically examined. The capacity for student involvement in the teaching journey which is premised upon the ideology of learning and teaching as community property will be explored, both from a theoretical perspective and also from a socio-legal viewpoint. It will be shown that empowering the students to direct the module and assessment content serves to awaken their social awareness and their understanding of their role as pro-social contributors. Following an exploration of these aspects of SOTL thinking, the student learning experience will be explored through a number of qualitative research methods, namely individual student interviews post completion of the module, individual student reflective journals and the testimonial experience of external parties who utilise the Family Law Clinic research services. These approaches to understanding the student experience will serve to demonstrate the unique approach adopted in the Family Law Clinic that gives rise to a unique student learning environment and holistic student development

Ecological Politics and Practices in Introduced Species Management

The surveillance and control of introduced species has become an increasingly important, yet often controversial, form of environmental management. I investigate why and how introduced species management is initiated; whether, why and how it is contested; and what relations and outcomes emerge ‘in practice’. I examine how introduced species management is being done in the United Kingdom through detailed social scientific analyses of the processes, practices, and disputes involved in a series of management case studies. First, I demonstrate how some established approaches to the design and delivery of management initiatives can render them conflict-prone, ineffective and potentially unjust. Then, examining a disputesurrounding a state-initiated eradication of monk parakeets (Myiopsitta monachus), I show why and how ‘parakeet protectors’ opposed the initiative. I identify the significance of divergent evaluations of the risks posed by introduced wildlife; personal and community attachments between people and parakeets; and campaigners’ dissatisfaction with central government’s approach to the issue. By following the story of an unauthorised (re)introduction of Eurasian beavers (Castor fiber) to England, I show how adiverse collective has, at least temporarily, been united and empowered by a shared understanding of beavers as ‘belonging’ in the UK. I consider how nonhuman citizenship is socio-politically negotiated, and how the beavers have become enrolled in a ‘wild experiment’. Finally, through a multi- sited study of grey squirrel (Sciuruscarolinensis) control initiatives, I find important variations in management practitioners’ approaches to killing squirrels, and identify several ‘modes of killing’ that comprise different primary motivations, moral principles, ultimate aims, and practical methods. I identify multiple ways in which people respond and relate to introduced wildlife, and demonstrate how this multiplicity produces both socio-political tensions and accords. Furthermore, throughout this thesis I make a series of propositions for re-configuring the management of introduced species in ways that explicitly incorporate inclusive, constructive, and context-appropriate socio-political deliberations into its design and implementation.University of Exete

Impact of collaborative planning for mathematics and anticipating student responses to problems on teacher beliefs, knowledge and practice : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand

Six teachers engaged in collaborative planning for mathematics lessons that allowed for studentgenerated responses to problems. As part of their planning they anticipated a range of possible strategies students could use to solve problems and possible student misconceptions. This study explored how the teachers perceived these practices affected their beliefs and the teaching approaches they enacted in their lessons. The study also examined the affordances and barriers of collaborative planning and anticipating on teacher learning. Mathematics education literature recommends a move toward student inquiry approaches in order to improve outcomes for all learners. Relevant literature was reviewed, illustrating the importance of providing the conditions required to enable teacher learning and change. Evidence was provided of the role of dissonance, teacher confidence and knowledge of both mathematics content and pedagogy, and effective leadership and systems of support. Teacher collaboration was identified as a potential catalyst for change. A qualitative case study method was chosen as most appropriate for this study. A range of data was collected and analysed, including semi-structured interviews with all of the participants. Researcher field notes and documentary data allowed for triangulation. Ethical principals were strictly adhered to. The study revealed some resistance to change and the constraints of teachers’ prior learning and existing beliefs and practices on the outcomes of the collaborative planning intervention. The study demonstrated teachers’ experimental approach to enacting new practices in mathematics lessons and their adherence to their current teaching practices and beliefs about grouping students for learning. Noteworthy benefits of anticipating and collaborative planning were increased teacher confidence to allow student-generated solutions to problems and increased teacher knowledge of mathematics strategies. These benefits were attributed to teachers learning from each other while collaboratively planning. The results revealed teacher collaboration was perceived as an affordance to change and highlighted a number of factors which acted as barriers to teacher change. Identified barriers included either too much or too little dissonance experienced by teachers, attitudes towards risk and the desire to conform, and gaps in teacher knowledge of mathematics. The results offered insights into the effects of school culture and the design of professional learning experiences for teachers

Sourcing and Supplier Management - A digital perspective

Digital transformation is increasingly critical to an organization’s competitiveness [1]. It affects many IT management activities and requires organizations to adapt their business models, rethink their strategy, and collaborate with the business ecosystem to provide more innovative products and services. The way that the organization manages and engages with its suppliers is becoming an increasingly important strategic driver in digital transformation initiatives

Collaborative law: the future cornerstone of the resolution process?

Collaborative law was developed originally in the United States, (1) and more recently has received significant support from Irish family law practitioners. In essence its ultimate aim is not particularly novel – it seeks to encourage and facilitate the resolution of family law disputes without recourse to the adversarial courts system. (2) Recent court-based research has confirmed the long-held view that it is the exception rather than the rule that a family law dispute will reach the courtroom. (3) What is different about the practice of collaborative law is that the resolution of the dispute becomes the primary, if not the sole aim, of both parties who sign up to an “agreement to agree” the details of the dissolution. Perhaps just as importantly, collaborative lawyers are parties to this non-adversarial approach to the dispute, and commit to relinquish their involvement in the case in the event that the parties eventually proceed to court hearing. In terms of approach and effect, the practice of collaborative law sits somewhere in the middle of the family law dispute-resolution continuum, with mediation at one extreme end and court-based judicial adjudication at the other. Undoubtedly, the practice of collaborative law incorporates aspects of both approaches; in essence it can be regarded as the organised and focussed practice of dissolution-negotiation in the shadow of the law. This commentary seeks to identify the role of collaborative law within the context of family law dispute resolution, and in this regard will consider the related issues of state intervention in the family sphere, and the role and importance of the governing laws which serve as a backdrop to the collaborative law process

Financial provision and property allocation on divorce: A critical comparative analysis of the Irish decision-making policy and process

The aim of this thesis is to assess the Irish regulatory approach to asset and wealth distribution upon marital breakdown, and to highlight the implications arising from the failure to articulate the social policy aims of such regulation. Whilst the main body of the thesis considers the regulatory approach of four distinct jurisdictions, it commences with a critical overview of the rules versus discretion debate in order to illustrate the nature and impact of different approaches to law-making. Thus chapter one incorporates both a theoretical examination of rule-based and discretion-based regulation and an examination of the significance of such regulatory approaches in the context of asset distribution on divorce. Chapter two provides a historical account of the elevated status of the marital family under Irish law and the implications for the manner in which the remedy of divorce was eventually enacted. Chapter three provides a critical analysis of the content and workings of the Family Law (Divorce) Act 1996, which in granting extensive and infinite judicial powers to secure justice and proper provision, has evaded the responsibility for identifying the objectives of such state intervention, creating a legal and social policy vacuum and a system which lacks legitimacy, predictability and fairness. In order to fully illuminate these shortcomings and ultimately inform the Irish lawmakers as to the need for, and nature of reform, a detailed and comparative analysis of the governing regimes of three distinct jurisdictions, California, Scotland and New Zealand is presented in chapters four to six respectively. Particular attention will be focused upon the willingness of these law-makers to enunciate the social and legal policy objectives of their governing laws. Ultimately it will be argued that effective governance demands that regulatory processes, howsoever structured, exist within a considered and articulated legal and social policy context

497. Safety and tolerability of 2000mg intravenous sotrovimab dose in immunocompromised participants uninfected with SARS-CoV-2 in the PROTECT-V trial

Background: There remains a need for pre-exposure prophylaxis against SARS-CoV-2 infection in vulnerable patients in whom response to vaccination is often sub-optimal. The PROTECT-V platform trial is testing pre-exposure prophylactic interventions for COVID-19 in vulnerable patient populations: transplant recipients, individuals with oncological/haematological diagnoses, immune deficiency, autoimmune diseases requiring immunosuppression, and individuals receiving dialysis. Methods: Sotrovimab is a dual-action monoclonal antibody and the second agent to be added to the PROTECT-V platform (Clinicaltrials.gov: NCT04870333; EudraCT: 2020-004144-28). Although a single sotrovimab 500mg intravenous (IV) dose has been widely used for early treatment, data on a 2000mg IV dose are limited. Tolerability data in the first 143 participants randomized to this arm of the trial are presently available. Patients are randomized 1:1 sotrovimab to placebo. Data remain blinded. Results: Median age was 66 years (range 21 – 86) and 82 (57%) patients were female. 132 (96%) had received ≥3 doses of SARS-CoV-2 vaccine. Patient populations were: 82 (57%) autoimmune disease; 26 (18%) haematological/oncological diseases; 21 (15%) transplant recipients; 12 (8%) immunodeficiency; 2 (1%) on dialysis. Two (1%) participants experienced a mild infusion related reaction (IRR). The infusion was briefly interrupted, but completed. Thirty (21%) participants experienced at least one symptom in the 24 hours post-infusion, but none were severe or required hospital admission. The most common symptoms were dizziness (7 [5%]), headache (7 [5%]), rigors (5 [4%]) and fever (4 [3%]). No severe adverse events were reported within 72 hours of IMP infusion at the time of writing. The first 55 patients underwent routine hematological and biochemical blood test evaluation 72 hours post-infusion. Ten events from 9 participants exhibited worsening of laboratory parameters, meeting at least grade two DAIDS criteria or worse. None of these were clinically significant. Conclusion: A 2000mg IV dose of sotrovimab was tolerated well in this blinded analysis of immunocompromised participants, with no severe IRRs or significant change in haematological or biochemical markers up to 72 hours post infusion. Disclosures: Davinder Dosanjh, n/a, Astrazeneca: Honoraria|Astrazeneca: Employee|Boehringer Ingelheim: Advisor/Consultant|Boehringer Ingelheim: Honoraria|Gilead: Advisor/Consultant|GSK: Grant/Research Support|Synairgen: Advisor/Consultant Louise Crowley, n/a, GSK: Grant/Research Support Michael Chen-Xu, n/a, GSK: Grant/Research Support Rona M. Smith, MD MRCP, GSK: Grant/Research Support|Union Therapeutics: Grant/Research Suppor