A History of Maynooth College Chapel: 1845 to 1905

The principal aim of this administrative study is to contextualise the history of Maynooth College Chapel. The objective is to elucidate the facts and circumstances which form it's history. As the present study had not been researched to any great degree the investigation is conducted through interpretation and observation of primary source material. Three main perspectives are adopted in order to highlight the national character of the chapel. The first perspective is political in it's nature. It is developed essentially throughout the first chapter. Early legislation for the college and it's consequences for the chapel are assessed. The decisions taken to initiate and to proceed with the chapel project are reviewed. Effectively chapter one sets the scene for the following chapters. The socio-economic perspect is the second perspective employed in the study. It sets up the background framework for the second chapter. This chapter deals primarily with the funding of the great edifice. The erection of a chapel worthy of the national college was a large undertaking. This chapel was the first college building erected by means of public subscription. This chapter reviews the appeals and the collections made towards the chapel fund. The relationship between Catholic Ireland and the college is thereby appraised. The key personalities associated with the fund-raising drive are evaluated. Essentially, this chapter examines the interests and investments of all this involved in the chapel project. The last perspective adopted is that of a physiographical kind. This is highlighted throughout chapter three. The chapter sets out to outline the distinctive features of the college chapel, which have set it apart from contemporary chapels. The architectural style of J.J. McCarthy (architect of the chapel) is appraised. Each stage of actual construction from the chapel's inception to it's completion is assessed. This chapter also examines the arduous task of completing the tower and the spire. It concludes on a note of a satisfying accomplishment

Choosing a screening tool to assess disordered eating in adolescents with type 1 diabetes mellitus

[Extract] Disturbed eating behaviours and insulin omission in adolescents with type 1 diabetes mellitus have concerned diabetes clinicians for decades, yet screening and management protocols using validated tools for this high risk group are lacking. Clinical eating disorders and milder forms of disordered eating can impact negatively on glycaemic control and are associated with serious health consequences (Rydall et al., 1997). Early detection and treatment of disturbed eating thoughts and behaviours is important (Goebel-Fabbri, 2009)

A Rapid Scoping Review on Academic Integrity and Algorithmic Writing Technologies

This presentation provides insight into the development and findings of a rapid scoping review centred on the intersections of academic integrity and artificial intelligence, with particular attention to algorithmic writing technologies (e.g., ChatGPT) involving faculty, students, teaching assistants, academic student support staff, and educational developers in higher education contexts. This rapid scoping review was developed by a transdisciplinary team including Communication studies, Education, Engineering, and English, and followed Joanna Brigg Institute’s (JBI) updated manual for scoping reviews and the Preferred Reporting Items for Systematic reviews Meta-Analysis (PRISMA) reporting standards. JBI provides a high-quality, trusted framework for conducting these kinds of studies. This inquiry’s study design includes qualitative, quantitative, mixed methods, theoretical and opinion studies; additionally, this inquiry did not restrict studies by geographic location and focused on sources written in English. This review’s studies involved faculty, students, teaching assistants, academic support staff, and educational developers in higher education. It also included studies about artificial intelligence in the context of academic integrity, focusing on artificial intelligence tools that assist text generation and writing developed in Tertiary type A and B postsecondary education. Studies excluded from this review were related to primary and secondary education contexts, did not address the ethical implications of artificial intelligence, and focused on text plagiarism software. The protocol of this rapid review was published in the Canadian Perspectives on Academic Integrity Journal. Its implementation helped this team identify various ethical implications signalled by scholars between 2007 and 2022. Considering the expansive emergence of these technologies and the multiple positionings derived from these new and unprecedented encounters with such technology, we believe that the implications identified in this rapid scoping review are particularly relevant to inform academic staff, administration, students, and academic integrity researchers’ ethical decision-making and practices when teaching, learning, designing, and implementing assessments, and doing research. The findings of this rapid scoping review encompass nuanced perspectives concerning the ethical and unethical uses of these emerging technologies and insights into equity, diversity, and inclusion issues

Guidance for research on social isolation, loneliness, and participation among older people: Lessons from a mixed methods study

This article provides methodological guidance to researchers wishing to develop collaborative research projects with local governments and other agencies, by describing the process adopted in a mixed methods study conducted in the City of Wanneroo (the City), a local government area in Perth, Western Australia. The study explored factors related to older people’s (60+ years) participation in community-based activities and links between their participation and levels of social isolation, loneliness, and social connectedness. The research incorporated four interrelated stages: (1) an audit of existing programs in the City and program participant characteristics; (2) focus groups with program participants and interviews with nonparticipants; (3) a cross-sectional survey to assess factors associated with participation and links to social isolation, loneliness, and social connectedness; (4) face-to-face interviews with survey respondents screened at risk for loneliness. Methodological recommendations are provided to guide future collaborative research with local authorities, program developers, and administrators, aimed at minimizing social isolation and loneliness among older people. These include the need for clear communication and documentation of mutually agreed research objectives and responsibilities from project initiation to completion, identifying and working with local agencies to maximize recruitment among “hard to reach” groups, understanding the dimensions of loneliness addressed in the selected instrument used to screen for loneliness, and integrating innovative data collection techniques when working with vulnerable groups such as socially isolated older people

Academic Integrity and Artificial Intelligence in Higher Education Contexts: A Rapid Scoping Review Protocol

This paper presents a protocol with methodological considerations for a rapid scoping review on academic integrity and artificial intelligence in higher education. This protocol follows Joanna Brigg Institute’s (JBI) updated manual for scoping reviews and the Preferred Reporting Items for Systematic reviews Meta-Analysis (PRISMA) reporting standards. This rapid scoping review aims to identify the breadth of the literature reflecting the intersection of academic integrity and artificial intelligence in higher education institutions. The included studies in the review will be analyzed for insight concerning this emerging area, particularly its ethical implications. Our findings will be relevant for academic staff, administration, and leadership in higher education and academic integrity researchers

Exercise instructors are not consistently implementing the strength component of the UK chief medical officers’ physical activity guidelines in their exercise prescription for older adults

Strength training recommendations have been embedded within the UK’s Chief Medical Officers’ physical activity guidelines since 2011. There is limited evidence that these recommendations are used by exercise instructors in the community to underpin strength training prescription in the older adult population. This study aimed to explore exercise instructors’ awareness and utilisation of the guidelines when prescribing strength training to older adults. Fifteen exercise instructors working with older adults in the UK participated in one online interview. A general inductive approach was conducted and thematic analysis allowed for major themes to be identified from the raw data. We found that most exercise instructors (n = 9), but not all (n = 6), were aware of the guidelines. Only one instructor (n = 1) had reportedly implemented the guidelines into their practice; other instructors reported that the guidelines were irrelevant. Instead, each of the instructors had their preferred sources of information that they relied on to underpin their exercise prescription, and each had their own interpretation of ‘evidence-based strength training.’ This individualised interpretation resulted in exceptionally varied prescription in the community and does not necessarily align with the progressive, evidence-based prescription known to build muscular strength. We suggest that (i) more detail on how to build muscular strength be embedded within the guidelines, (ii) a handbook on how to implement the guidelines be made available, (iii) theoretical and practical teaching materials and courses be updated, and/or (iv) a re-(education) of exercise instructors already in the field may be necessary to bring about a consistent, evidence-based strength prescription necessary for the best possible health and longevity outcomes for our ageing population