The CIT Extended Campus Model

In 2006 the Higher Education Authority (HEA) in Ireland released a call for proposals under its Strategic Innovation Fund (SIF). The OECD (2004) review of higher education in Ireland had made a compelling case for reform of third and fourth level education in Ireland. In the context of increasingly difficult economic circumstances the SIF became an important driver for investment and reform of higher education. One projects funded under the SIF was the Education in Employment project focused on ensuring that higher education can serve the learning needs of those in the workplace, in a partnership model which recognises the role of the workplace itself as a valuable and valid centre for learning. Following from the Education in Employment project and in consideration of a broader range of potential engagement with external enterprises the Roadmap for Employment Academic Partnerships (REAP) project was proposed to the HEA with the intention of developing a blueprint to support a broad range of different interactions between Higher Education Institutions and employers. In recognising the breadth of engagement possibilities the project consortium developed a partnership continuum which saw the possibility of academic – enterprise relationships ranging from one of mutual awareness to one of strategic partnership similar to the ‘Stairway Model to Strategic Partnership’ described by Baaken and Schröder (2008). The National Strategy for Higher Education to 2030 (Department of Education and Skills 2011) stressed the potential for higher education to play a pivotal role in enhancing Ireland’s economic competitiveness. It also stated that greater engagement with wider communities has the potential to enhance equality in access to education and social cohesion. While the ‘engagement’ part of a HEI mission, encompassing the full range of external interactions with enterprises, individuals and communities, is often presented as distinct from the first two missions of Teaching and Research, it is only really effective if it is closely interlinked with them. Vorley and Nelles (2008) describe this third mission as a ‘thread that has the capacity to weave together teaching and research, while assuming a more economic and societal focus’. Adapting the learning derived from the SIF-funded projects the CIT Extended Campus was developed as a novel and unique response to embedding engagement within the entire mission of a HE institution and acting to support and professionalise the interface for all engagement activities. Cork Institute of Technology’s Extended Campus is a new facility designed to support the two-way interactions of individuals and organisations with the HEI (Higher Education Institution) for knowledge exchange, lifelong learning and responsive engagement. There is a wealth of world-class research, learning and facilities available within Higher Education Institutions but it is not always clear to companies, enterprises, individuals or communities how to access, interface, or contribute to this knowledge. The aim of the CIT Extended Campus is to support and give recognition to these contributions by facilitating and providing a platform for the sharing of knowledge in both directions and enhancing opportunities for engagement with private, public and not-for-profit organisations

Facilitating External Engagement and Developing Industry-Focused Programmes in Cork Institute of Technology

As organisations focus on economic indicators and return on investment their approaches to learning and development opportunities are transformed. In a challenging, competitive climate there is a need to ensure that long and short term benefits are maximised. While engagement is often presented as a third mission of universities, encompassing the full range of external interactions with enterprises, individuals and communities, separate and distinct from the first two missions of teaching and research, is only effective if it is closely interlinked with them. Vorley and Nelles (2008) describe the third mission as a ‘thread that has the capacity to weave together teaching and research, while assuming a more economic and societal focus’. As described by Goddard ‘Insofar as external engagement is taking place, the academic heartland is protected by specialist units dealing with technology transfer and continuing education. However the external engagement agenda… requires institutional responses, co-ordination and transversal mechanisms.’ (Goddard 2005: 30). This case study describes the experience and issues raised for Cork Institute of Technology, a Higher Education Institution (HEI) in Ireland in responding to the challenges. The institute has created a dedicated unit to facilitate effective engagement with industry and to ensure that engagement is integrated and at the core of strategy and practice. This case study explores experiences in bridging the gap between the institution and industry and in implementing industry focused programmes developed in partnership, which are mutually beneficial and maintain academic standards. It also addresses the enablers, challenges and barriers in customised course development

The Case of VPL and Industry Focused Programmes in Cork Institute of Technology

As organisations focus on economic indicators and return on investment their approaches to learning and development opportunities are transformed. In a challenging, competitive climate there is a need to ensure that the long and short term benefits are maximised. This masterclass describes the experience and issues raised for Cork Institute of Technology, a Higher Education Institution (HEI) in Ireland in implementing programmes developed in partnership with industry which are mutually beneficial and maintain academic standards. It also addresses the enablers, challenges and barriers in customised course development

Revisiting task orientated care: Oral histories of former student nurses in Ireland (1960–2001)

The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; worker with task allocation and learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960–2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. These findings can inform current debate on supernumerary status and task allocation for the student nurse within their clinical learning environment, but also on the history of nurse education in Ireland in the twentieth century

Skin microbiome prior to development of atopic dermatitis:early colonization with commensal staphylococci at 2 months is associated with a lower risk of atopic dermatitis at 1 year

Background: Disease flares of established atopic dermatitis (AD) are generally associated with a low-diversity skin microbiota and Staphylococcus aureus dominance. The temporal transition of the skin microbiome between early infancy and the dysbiosis of established AD is unknown. Methods: We randomly selected 50 children from the Cork Babies After SCOPE: Evaluating the Longitudinal Impact Using Neurological and Nutritional Endpoints (BASELINE) longitudinal birth cohort for microbiome sampling at 3 points in the first 6 months of life at 4 skin sites relevant to AD: the antecubital and popliteal fossae, nasal tip, and cheek. We identified 10 infants with AD and compared them with 10 randomly selected control infants with no AD. We performed bacterial 16S ribosomal RNA sequencing and analysis directly from clinical samples. Results: Bacterial community structures and diversity shifted over time, suggesting that age strongly affects the skin microbiome in infants. Unlike established AD, these patients with infantile AD did not have noticeably dysbiotic communities before or with disease and were not colonized by S aureus. In comparing patients and control subjects, infants who had affected skin at month 12 had statistically significant differences in bacterial communities on the antecubital fossa at month 2 compared with infants who were unaffected at month 12. In particular, commensal staphylococci were significantly less abundant in infants affected at month 12, suggesting that this genus might protect against the later development of AD. Conclusions: This study suggests that 12-month-old infants with AD were not colonized with S aureus before having AD. Additional studies are needed to confirm whether colonization with commensal staphylococci modulates skin immunity and attenuates development of AD

BA in Photographic Media Graduate Show 2016

The work seen in this book relates to the students’ major final photographic project of 20 Credits, consisting of: Book/Folio, Written Visual Diary to support the project + Exhibition. Contributors: Alexksandra Isats, Charlotte Herron, Claudia Verdecchia, David Fogarty, Declan Kelly, Deirdre Fallon, Giselle Sanguino Romero, Hannah Tiernan, Joseph Chatham, John Carroll, Jozsef Kukola, Justina Brazauskalte, Lauren Gaynor, Pablo Jean, Paul Quigley, Simon Walsh, Sunniva Lervik, Tetyana Voloshyn

Pellino3 ubiquitinates RIP2 and mediates NOD2-induced signaling and protective effects in colitis

Mutations that result in loss of function of Nod2, an intracellular receptor for bacterial peptidoglycan, are associated with Crohn\u27s disease. Here we found that the E3 ubiquitin ligase Pellino3 was an important mediator in the Nod2 signaling pathway. Pellino3-deficient mice had less induction of cytokines after engagement of Nod2 and had exacerbated disease in various experimental models of colitis. Furthermore, expression of Pellino3 was lower in the colons of patients with Crohn\u27s disease. Pellino3 directly bound to the kinase RIP2 and catalyzed its ubiquitination. Loss of Pellino3 led to attenuation of Nod2-induced ubiquitination of RIP2 and less activation of the transcription factor NF-?B and mitogen-activated protein kinases (MAPKs). Our findings identify RIP2 as a substrate for Pellino3 and Pellino3 as an important mediator in the Nod2 pathway and regulator of intestinal inflammation

Pellino3 ubiquitinates RIP2 and mediates Nod2-induced signaling and protective effects in colitis

Mutations that result in loss of function of Nod2, an intracellular receptor for bacterial peptidoglycan, are associated with Crohn’s disease. Here we found that the E3 ubiquitin ligase Pellino3 was an important mediator in the Nod2 signaling pathway. Pellino3-deficient mice had less induction of cytokines after engagement of Nod2 and had exacerbated disease in various experimental models of colitis. Furthermore, expression of Pellino3 was lower in the colons of patients with Crohn’s disease. Pellino3 directly bound to the kinase RIP2 and catalyzed its ubiquitination. Loss of Pellino3 led to attenuation of Nod2-induced ubiquitination of RIP2 and less activation of the transcription factor NF-kB and mitogen-activated protein kinases (MAPKs). Our findings identify RIP2 as a substrate for Pellino3 and Pellino3 as an important mediator in the Nod2 pathway and regulator of intestinal inflammation