Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013–18) sought to determine the extent to which a social justice mentality was evident among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance

3PLY - Exploring the potential for transformative workplace learning for and by teachers

In the context of changes to the educational settlement (Vickers 2008) and an increasing overlap of education and work, this research project concerns the learning that happens on the part of teachers and students ‘around’ workplace learning initiatives associated with the senior years of second level schooling across the island of Ireland. The field research was undertaken in two schools in the Republic of Ireland and four schools in Northern Ireland during the period between September and November 2013. Further data was generated by way of desktop research of policy documents and extant research, and through the circulation of online surveys with the support of the Institute of Guidance Counsellors in the Republic of Ireland and the Northern Ireland Schools’ Careers Association. The researchers make a number of recommendations around resourcing, timetabling and management; professional development; collaboration; communication and assessment

Planejando para a diferenciação: a experiência de professores de escolas primárias da Irlanda do Norte

This paper describes how a group of primary schools in Northern Ireland planned a differentiated curriculum, and the extent to which subject co-ordinators offer guidance to teacher colleagues in planning for English, mathematics and science. The views of headteachers, subject co-ordinators and teachers on the ways in which plans are translated into classroom practice for higher and lower attaining pupils in both classwork and homework were obtained. The curriculum support staff described how far they consider teachers are applying the principles of differentiation, including progression and continuity. The results showed that, although most teachers were said to understand the meaning of differentiation moderately well, help was needed in drawing up schemes of work and providing for the extremes of pupil attainment

Working parents home-schooling children with special educational needs during a pandemic: How best can mainstream schools help through digital technologies?

The competing demands of home-schooling and work commitments during the Covid-19 pandemic left working parents of primary school children with Special Educational Needs (SEN) exhausted, anxious about their ability to cope, and concerned for their children’s learning and their future. This case study explored how mainstream primary schools could best facilitate the numerous challenges of home education using digital technology. Using a qualitative approach, four interviews were conducted with two parents of SEN children, one each before the first lockdown and following the second lockdown. Transcription, facilitating data analysis, was done through Otter Artificial Intelligence software. Research questions focused on the nature and extent of digital communication from schools, adjustments during the second lockdown, inclusive practices, differentiated provision, and guidance to nurture the children’s emotional well-being. The results showed that online school contact with parents and children varied markedly in quality and frequency between different teachers, with more differentiated provision during the second lockdown particularly from the Special Educational Needs Coordinators (SENCOs) and Classroom Assistants (CAs). The value of these paraprofessionals establishing and maintaining online home-school links, namely, the SENCOs’ online engagement with parents to identify and manage new problems, and the CAs’ rapport and direct contact with the children offering practical help and coping strategies, was underlined. For future remote education, parents sought direction from mainstream schools about learning objectives, practical ways for children with special needs to understand abstract concepts, and weekly online activities with peers to work together in small groups and for social interaction. Appropriate levels of challenge were essential for SEN children linked to their developmental, physical and emotional needs, with consistent communication between parents, teachers and SENCOs, and the maintaining of records for subsequent assessment. Once schools re-opened fully, teachers needed to consider pastoral issues including coping strategies for pupils following extended periods of absence

Jowett’s Thucydides: A corpus-based analysis of translation as political intervention

Thucydides’ History of the Peloponnesian War is a key text in the classical Greek canon and an important source of insights into the structures and tensions at the heart of ancient Athenian democracy. Consequently, modern interpretations of his analysis have repeatedly played a major role in shaping debates on the viability and desirability of democratic rule. This paper aims to build on previous discussion of Benjamin Jowett's 1881 translation of Thucydides by applying a comparative corpus-based methodology to explore how this translator's own personal politics shaped his re-presentation of this text. The analysis reveals a striking emphasis on the position and activity of democratic leaders throughout Jowett’s version, strongly consistent with the ideology of leadership that he developed during his career as Master of Balliol College, Oxford

Impact of nonoptimal intakes of saturated, polyunsaturated, and trans fat on global burdens of coronary heart disease

Background: Saturated fat (SFA), ω‐6 (n‐6) polyunsaturated fat (PUFA), and trans fat (TFA) influence risk of coronary heart disease (CHD), but attributable CHD mortalities by country, age, sex, and time are unclear. Methods and Results: National intakes of SFA, n‐6 PUFA, and TFA were estimated using a Bayesian hierarchical model based on country‐specific dietary surveys; food availability data; and, for TFA, industry reports on fats/oils and packaged foods. Etiologic effects of dietary fats on CHD mortality were derived from meta‐analyses of prospective cohorts and CHD mortality rates from the 2010 Global Burden of Diseases study. Absolute and proportional attributable CHD mortality were computed using a comparative risk assessment framework. In 2010, nonoptimal intakes of n‐6 PUFA, SFA, and TFA were estimated to result in 711 800 (95% uncertainty interval [UI] 680 700–745 000), 250 900 (95% UI 236 900–265 800), and 537 200 (95% UI 517 600–557 000) CHD deaths per year worldwide, accounting for 10.3% (95% UI 9.9%–10.6%), 3.6%, (95% UI 3.5%–3.6%) and 7.7% (95% UI 7.6%–7.9%) of global CHD mortality. Tropical oil–consuming countries were estimated to have the highest proportional n‐6 PUFA– and SFA‐attributable CHD mortality, whereas Egypt, Pakistan, and Canada were estimated to have the highest proportional TFA‐attributable CHD mortality. From 1990 to 2010 globally, the estimated proportional CHD mortality decreased by 9% for insufficient n‐6 PUFA and by 21% for higher SFA, whereas it increased by 4% for higher TFA, with the latter driven by increases in low‐ and middle‐income countries. Conclusions: Nonoptimal intakes of n‐6 PUFA, TFA, and SFA each contribute to significant estimated CHD mortality, with important heterogeneity across countries that informs nation‐specific clinical, public health, and policy priorities.peer-reviewe