Journal articles on the topic 'Irish second level'
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1
Cawley, Mary. "Geography Under Threat in Irish Second-level Education." International Research in Geographical and Environmental Education 7, no. 1 (January 1998): 5–13. http://dx.doi.org/10.1080/10382049808667554.
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Grádaigh, Seán Ó. "Who are qualified to teach in second-level Irish-medium schools?" Irish Educational Studies 34, no. 2 (April 3, 2015): 165–82. http://dx.doi.org/10.1080/03323315.2015.1025533.
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Prendergast, Mark, and Niamh O’Meara. "A profile of mathematics instruction time in Irish second level schools." Irish Educational Studies 36, no. 2 (September 9, 2016): 133–50. http://dx.doi.org/10.1080/03323315.2016.1229209.
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Rosney, B. "Integration of Visually Impaired Students in an Irish Second–Level School." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 46–47. http://dx.doi.org/10.1177/0145482x8908300115.
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At Rosmini Community School in Dublin, about 10 percent of the students, aged 12–18, are registered blind, and many have multiple handicaps. These students have been as fully integrated into regular classrooms as their abilities allow. Their successful social and academic integration is attributed to the flexibility of the staff and parents and the provision of appropriate resources to meet the students’ needs.
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Canniffe, Anthony. "The changing role of the principal in Irish second level schools." Irish Educational Studies 12, no. 1 (March 1993): 251–61. http://dx.doi.org/10.1080/0332331930120123.
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Garavan, Thomas N. "In‐career professional development: the case of Irish second‐level teachers." Journal of European Industrial Training 22, no. 9 (December 1998): 375–87. http://dx.doi.org/10.1108/03090599810241027.
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Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.
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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.
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Halton, Michael J. "Benchmarking: another attempt to introduce market-oriented policies into Irish second-level education?" Pedagogy, Culture & Society 11, no. 3 (October 2003): 331–51. http://dx.doi.org/10.1080/14681360300200178.
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Tishunin, Evgenii. "Representation of Authority Over Ireland in the John Lynch’s “Cambrensis Eversus” (1662)." ISTORIYA 13, no. 1 (111) (2022): 0. http://dx.doi.org/10.18254/s207987840019001-0.
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The paper analyzes the forms of representation of authority over Ireland in John Lynch’s “Cambrensis Eversus” (1662). In polemic with Gerald of Wales and the English/British tradition of representation of Ireland, Lynch constructed his own view on history of Ireland and authority over this land. The first level of representation is the authority of ancient Irish kings. In this sense Lynch emphasized the contract between Irish kings and people. Moreover, Lynch modernized the image of power of ancient Irish kings, using the terms and concepts of early modern intellectual discourse. The second level is the papal authority and in this case Lynch denied any claims of Rome. The third level are the issues of legitimacy and values of authority of Anglo-Norman and Old English. In Lynch’s view, English kings before Stuarts haven’t had enough loyalty from Irish people. And the last level is Stuart’s authority over Ireland. On this level Lynch synthesized the discourse practices of other levels to construct the legitimacy of restored dynasty and to prove loyalty of whole Irish people without ethnic and confessional divisions.
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Murphy, Brian. "Foreign language learning in Irish second level schools: gender very much on the agenda!" Irish Educational Studies 29, no. 1 (March 2010): 81–95. http://dx.doi.org/10.1080/03323310902884367.
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O'Rian, Sean. "La politica del multilinguismo e l'apprendimento della lingua." FUTURIBILI, no. 2 (September 2009): 134–38. http://dx.doi.org/10.3280/fu2008-002014.
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- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.
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Kelleher, Sean, and Caroline Dalton O'Connor. "Strategies in the Promotion of Nursing as a Career among Second Level Students: An Irish Perspective." International Journal of Nursing Education 5, no. 1 (2013): 184. http://dx.doi.org/10.5958/j.0974-9357.5.1.045.
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Dowling, Teresa. "Inequalities in Preparation for University Entrance: An Examination of the Educational Histories of Entrants to University College, Cork." Irish Journal of Sociology 1, no. 1 (May 1991): 18–30. http://dx.doi.org/10.1177/079160359100100102.
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Because of differences between and within second-level schools in the length of the curriculum offered to pupils, and because of the differing usage of extra tutoring outside of schools by pupils themselves, entrants to universities show considerable diversity in the quantity of second-level schooling they have received. This paper analyses first-year students in University College, Cork, in 1989 to examine this diversity and its links with social class and with patterns of faculty enrolment within the university. It concludes that inequalities in the quantity of second-level schooling received parallel other inequalities in the Irish education system and so intensify the inegalitarian nature of that system.
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Ó Duibhir, Pádraig. "Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 56–69. http://dx.doi.org/10.35903/teanga.v24i0.43.
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Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.
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Campbell, Malcolm. "Emigrant responses to war and revolution, 1914–21: Irish opinion in the United States and Australia." Irish Historical Studies 32, no. 125 (May 2000): 75–92. http://dx.doi.org/10.1017/s0021121400014668.
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Throughout the course of the nineteenth century North America and Australasia were profoundly affected by the large-scale emigration of Irish men and women. However, by the eve of the First World War that great torrent of nineteenth-century emigration had slowed. The returns of the registrar general, though deeply and systematically flawed, suggest that in the period 1901–10 the level of decennial emigration from Ireland fell below half a million for only the second time since 1840. According to these figures, the United States continued to be the preferred destination for the new century’s Irish emigrants — 86 per cent of those who left between 1901 and 1910 journeyed to America. In contrast, Australia now attracted few Irish-born, with only 2 per cent of emigrants in this decade choosing to settle in Australasia. As the number of Irish emigrants declined from the peaks of the mid-nineteenth century, so the proportion of Irish-born in the populations of the United States and Australia also fell. By 1910 less than 1.5 per cent of the United States population were of Irish birth; in Australia in 1911 only 3 per cent of the nation’s population were Irish-born men or women. But, although the influence of the Irish-born was diminished, there remained in both societies large numbers of native-born men and women of Irish descent, New World citizens who retained strong bonds of affection for Ireland and maintained a keen level of interest in its affairs.Concern with Irish affairs reached new levels of intensity in the United States and Australia between 1914 and 1921. In particular, from the Easter Rising of 1916 until the signing of the Anglo-Irish treaty of 1921 Irish immigrants and their descendants in both New World societies observed Ireland’s moves towards self-rule with keen anticipation. They publicly asserted the need for an immediate and just resolution to Ireland’s grievances and sought to obtain the support of their own governments for the attainment of that goal. However, this vocal support for Ireland was not without its own cost.
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Trobitsch, Julie. "Culture in the French Foreign Language Classroom." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.
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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.
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Bruen, Jennifer. "Learning to speak German: an investigation of the language learning strategies associated with the achievement of higher levels of oral proficiency in German among second year university students." TEANGA, the Journal of the Irish Association for Applied Linguistics 20 (October 8, 2020): 15–28. http://dx.doi.org/10.35903/teanga.v20i.502.
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This paper presents a study designed to identify the language learning strategies associated with the achievement of higher levels of oral proficiency in German for one hundred Irish, third level students. The study also investigates the way in which learners achieving higher levels of proficiency use these strategies.
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Flood, Margaret, and Joanne Banks. "Universal Design for Learning: Is It Gaining Momentum in Irish Education?" Education Sciences 11, no. 7 (July 12, 2021): 341. http://dx.doi.org/10.3390/educsci11070341.
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Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda.
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Freeney, Yseult, and Michael O'Connell. "The predictors of the intention to leave school early among a representative sample of Irish second-level students." British Educational Research Journal 38, no. 4 (August 2012): 557–74. http://dx.doi.org/10.1080/01411926.2011.563838.
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O'Connell, Noel. "Case for Sign Bilingualism in Irish Deaf Education." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 202–22. http://dx.doi.org/10.35903/teanga.v28i.1275.
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Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign bilingual education has been on the rise over the last twenty years to the extent that researchers can no longer ignore its importance in an Irish context. The aim of this article is to establish whether or not a case should be made for sign bilingual education in Ireland. Based on a review of international literature, the article begins by discussing the historical development of sign bilingualism. It then discusses each of the key objectives for such a programme outlined in Marschark et al. (2014): (1) the promotion of first (sign) language acquisition to support literacy and numeracy skills in the second (spoken) language; (2) to use an accessible, visual language as a way to unlock the curriculum for deaf students; (3) to improve proficiency in the written and spoken language of the majority population; (4) to enhance deaf children’s social, emotional and positive identity development and their academic achievement. The study concludes with the argument that, although empirical evidence is limited, there are sufficient grounds for promoting a debate on sign bilingual education at policy level in Ireland.
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Pogson, Fiona. "Strafford's ‘spirit’ at the royalist court: Sir George Radcliffe and Irish affairs, 1643–5." Irish Historical Studies 43, no. 164 (November 2019): 175–93. http://dx.doi.org/10.1017/ihs.2019.49.
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AbstractThis article examines how the handling of Irish affairs at the civil-war court was observed, commented upon, and probably influenced, by a man who had been at the heart of Irish government during the previous decade. It argues that the presence of Sir George Radcliffe, arguably Thomas Wentworth, earl of Strafford's closest advisor, at the royalist court in Oxford was significant in a number of respects. His surviving correspondence reveals the extent to which he was able to advise and support the newly-appointed lord lieutenant of Ireland, the marquis of Ormond. His letters also cast light on the politics of the civil-war court, in particular on how he, as an essentially second-level figure, worked flexibly with both secretaries of state. This article argues that Radcliffe's discussions with secretary of state, George Lord Digby, provided an important means by which Strafford's influence could make itself felt at the Oxford court, particularly during the 1644 negotiations with the Confederate commissioners. The pursuit of forceful, contentious policies by the former Irish administration and its contemptuous attitude towards critics, however, ensured that Radcliffe's presence at Oxford was probably unwelcome to many at court and failed to advance his career.
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Ogunrin, Oluwatobiloba Stephanie, Inna Vorushylo, Oghenovo Okpako, and Neil Hewitt. "Domestic Energy Efficiency Scenarios for Northern Ireland." Energies 15, no. 9 (April 19, 2022): 2985. http://dx.doi.org/10.3390/en15092985.
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Building fabric retrofitting is an important first step in improving building energy efficiency. The United Kingdom’s (UK) housing stock is one of the most inefficient in Europe, and Northern Ireland has the second-highest level of fuel poverty in the UK. This Northern Irish case study developed three fabric retrofit scenarios that estimate potential demand reductions, CO2 emissions removals and retrofit costs. The first scenario reduces domestic demand by 10% and removes 6% of domestic emissions. The second scenario is more ambitious than the first, and results in an 18% reduction in demand and 12% of emissions removed. The third scenario proposes fabric retrofitting to PassivHaus standard and results in a 42% reduction in demand and 27% of emissions removed. Furthermore, retrofit schemes can provide up to approximately 350,000 jobs annually between 2022 and 2050 for the Northern Irish population. This study demonstrates how fabric retrofit scenarios can be streamlined to the unique features of a housing stock. It shows that fabric retrofit research is important for the formulation of energy efficiency policy and emphasises that domestic sector retrofitting will yield socioeconomic and environmental benefits locally and internationally.
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Machale, E., and J. Newell. "Sexual behaviour and sex education in Irish school-going teenagers." International Journal of STD & AIDS 8, no. 3 (March 1, 1997): 196–200. http://dx.doi.org/10.1258/0956462971919714.
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Summary: The sexual behaviour and factors which affect such behaviour, source of knowledge and education about sex was assessed by means of an anonymous selfadministered questionnaire among 2754 pupils (15-18 years) attending 40 (85%) second level schools in Galway City and County. The purpose of the study was to make recommendations in relation to a school sexual health education programme. Overall 21% of pupils had had sexual intercourse, with boys more than twice as likely as girls to have experienced this. The mean age of first sexual intercourse was 15.5 years, 72% reported having used a condom at first intercourse but of 475 pupils who had sexual intercourse regularly only 67% used condoms all the time with 33% using them sometimes or never. Over half reported that first intercourse was with a 'casual' partner and 35% and 9% respectively claimed that alcohol and nonprescribed drugs were a contributory factor. In relation to sexual risk beliefs, 72% believed that condoms used properly reduced the risk of sexually transmitted diseases (STDs) and 78% knew that the contraceptive pill is not protective against human immunodeficiency virus (HIV) infections. While the level of knowledge regarding sex education was generally high over one-third of sexually active respondents had been involved in high-risk behaviour. A need for health education programmes which focus on behaviour change and assertiveness has been identified.
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Leahy, Keelin, and William Gaughran. "Acknowledging and Developing a Design and Creative Ability of Students within the Various Social Settings of Irish Second Level Education System." Design Principles and Practices: An International Journal—Annual Review 3, no. 3 (2009): 43–68. http://dx.doi.org/10.18848/1833-1874/cgp/v03i03/37677.
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Medvedeva, Nataliya. "British Political Cartoon about Irish Border Issue under Brexit." ISTORIYA 13, no. 2 (112) (2022): 0. http://dx.doi.org/10.18254/s207987840019607-6.
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The article examines the features of the reflection of the problem of the Irish border in the British political caricature. The issue of the border between the United Kingdom and the Republic of Ireland became one of the defining ones in the discussion of the Brexit process. The second aspect of the border problem emerged when a transparent Irish border mechanism was proposed, which in turn threatens to create a semblance of a border between Northern Ireland and the rest of the Kingdom. The positions of the negotiating parties and political parties within the Kingdom were divided. The British political cartoon reflected the complexity and, at the same time, the comic and paradoxical nature of this situation. At the political level, all participants in the negotiation process emphasized their commitment to maintaining peace in Northern Ireland and preventing the emergence of a “hard” border that would divide the island. The creation of barriers within the Kingdom was all the more denied. Despite its seriousness, the topic displayed characteristic satirical assessments, which became part of political discourse and markers of the unsuccessful activities of political leaders, primarily Prime Minister Theresa May, and later Boris Johnson. British cartoonists from left-liberal and conservative publications differed in critical assessments of their activities. The former showed a more pro-European position and expressed concern about the interests of the Irish, exaggerated the fear of a real border on the island of Ireland. Conservative cartoonists criticized the EU's stance, defended British fears of customs barriers within the Kingdom, and downplayed the prospect of a “hard” Irish border.
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Langan, Camilla. "Psychiatric illness and driving: Irish psychiatrists' documentation practices." Irish Journal of Psychological Medicine 26, no. 1 (March 2009): 16–19. http://dx.doi.org/10.1017/s0790966700000069.
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AbstractObjective: Psychiatric illness and the use of psychotropic medication are recognised as factors that may impair driving ability. Clinicians in the UK have a legal duty to advise patients on the effects of illness and prescribed medication on driving ability. Although clinicians in Ireland have no equivalent legal obligations, good medical practice suggests that doctors should be aware of whether patients are active drivers, and issue appropriate advice, supported by adequate documentation in clinical notes.Method: The initial phase of the study analysed 44 outpatient records and 48 discharge records to ascertain the level of documentation regarding driving status, and advice given to patients regarding the effect of illness or medication on driving ability. The second phase involved distribution of an anonymous questionnaire to 18 psychiatrists employed in the acute psychiatric unit setting.Results: Although there was minimal documentation regarding the potential effect of illness on driving ability, more than 50% of case notes revealed documented advice to patients regarding side-effects of medication and driving ability. Over 50% of case notes contained advice about medication compliance, but none contained cautionary advice about operating machinery. All psychiatrists admitted not being aware of the driving status of every patient they reviewed. Over 50% admitted to advising patients of the effect of illness or medication on driving ability, but fewer reported documenting this advice on every occasion. All psychiatrists reported that they would benefit from training in this area.Conclusion: This study suggests that there is underdocumentation of advice given to patients regarding the effect of their symptoms or medication on driving ability. Clinicians need to improve their awareness of patients' driving status, in addition to receiving training on what their responsibilities are in this regard.
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Deshors, Sandra C., and Sandra Götz. "Common ground across globalized English varieties: A multivariate exploration of mental predicates in World Englishes." Corpus Linguistics and Linguistic Theory 16, no. 1 (May 27, 2020): 1–28. http://dx.doi.org/10.1515/cllt-2016-0052.
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AbstractThis study tests for similarities and differences in the uses of near-synonymous mental predicates by speakers of different ENL and ESL speech communities to capture whether, and if so to what degree, speakers of different first and second language English varieties use the four near-synonymous predicates semantically differently. Specifically, we focus on I believe, I think, I suppose and I guess in eight native and second-language varieties of English (i.e. American, British, Canadian, Irish, Hong Kong, Indian, Singapore and New Zealand). We adopt a multivariate modeling approach to analyze mental predicates annotated for six semantic variables (verifiability, epistemic mode, epistemic class, epistemic type, evaluation and negotiability) as well as genre. Our findings show the usefulness of exploring Englishes through the lens of semantic structure. Although, on the surface, two groups of English varieties emerge with different preferential patterns of predicates (British, Indian, Irish and Singapore vs. Canadian, Hong Kong and American), at a more abstract level, those predicates share similar semantic combinatory patterns common to all varieties in focus. It emerges that modeling the development of Englishes based on theoretical frameworks that account for simultaneous development of generic (i.e. common to all Englishes) and specialized (i.e. specific to individual Englishes) linguistic patterns may be beneficial. At a time when English has become a worldwide language shaped by globalization, the present study adds to the discussion on the developmental pathways that characterize the evolution of non-native Englishes in the twenty-first century.
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Lezhnina, Elena. "The Republic of Ireland in the Context of the Pandemic: Seeking a Way out of the National Crisis." Contemporary Europe 106, no. 6 (December 1, 2021): 86–96. http://dx.doi.org/10.15211/soveurope620218696.
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The article outlines the Government of the Republic of Ireland response to the COVID-19 pandemic and explores implemented measures to overcome the negative changes caused by the coronacrises in economic, political, and social life. The study examines the period from March 2020 to June 2021, when the country experienced three waves of pandemic. It required the adoption of unique rapid measures. The problems caused by the increase in the incidences of coronavirus are considered in the context of the global crisis along with the realities of the EU and the specifics of the development of Ireland. There is no doubt that the strategy chosen by the Government of the Irish State has reduced the damage from the first wave of the pandemic as much as possible, stopped the rapid growth of the disease during the second round and continues to contain the infection and carry out recovery measures at the present stage. Transparency, a commitment to an open data policy, the use of media to inform the population have led to a high level of compliance among the general public with the various medical and non-medical measures introduced by the Irish Government.
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Viana, Mafalda, Norman Graham, James G. Wilson, and Andrew L. Jackson. "Fishery discards in the Irish Sea exhibit temporal oscillations and trends reflecting underlying processes at an annual scale." ICES Journal of Marine Science 68, no. 1 (November 17, 2010): 221–27. http://dx.doi.org/10.1093/icesjms/fsq160.
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Abstract Viana, M., Graham, N., Wilson, J. G., and Jackson, A. L. 2011. Fishery discards in the Irish Sea exhibit temporal oscillations and trends reflecting underlying processes at an annual scale. – ICES Journal of Marine Science, 68: 221–227. Non-inclusion of discard data in stock assessment can lead to underestimation of biomass and fishing mortality; this is of particular concern if there have been changes in discard practices over time. Although variability in space and time is a well-documented feature of discards, the temporal dynamics of the practice has received little detailed attention. The aim here is to characterize the temporal patterns of discarding practices in the Irish Sea (ICES Division VIIa) from 1994 to 2008. Trend and seasonality were explored in discards per unit effort (dpue) of haddock (Melanogrammus aeglefinus), whiting (Merlangius merlangus), and cod (Gadus morhua) through Bayesian harmonic regression (HREG) models. The HREG models reveal discarding of all three species in annual cycles, with a peak in the second quarter, perhaps reflecting species biology or fisher behaviour, or both. The dpue of cod cycled around a constant level throughout the observation period, but whiting and haddock dpue increased.
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Harrison, Kathy, Alison Taysum, Gerry McNamara, and Joe O'Hara. "The degree to which students and teachers are involved in second-level school processes and participation in decision-making: an Irish Case Study." Irish Educational Studies 35, no. 2 (March 2, 2016): 155–73. http://dx.doi.org/10.1080/03323315.2016.1146156.
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Rothon, Catherine, Anthony Heath, and Laurence Lessard-Phillips. "The Educational Attainments of the “Second Generation”: A Comparative Study of Britain, Canada, and the United States." Teachers College Record: The Voice of Scholarship in Education 111, no. 6 (June 2009): 1404–43. http://dx.doi.org/10.1177/016146810911100607.
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Background This analysis compares the educational attainments of the “new” second generation in Britain, Canada, and the United States using three nationally representative datasets. Objective To assess how the second generation has fared within Western educational systems. The study examines the achievements of seven minority ethnic groups: Africans, Caribbeans, Chinese, Filipinos, Indians, Irish, and Pakistanis. Setting Britain, Canada, and the United States. Research Design Secondary data analysis Conclusions The study suggests that there is a strong association between the educational level of the parental generation and that of the second generation. There is substantial inter-generational progress (measured relative to the majority population in the country of destination), especially among women. Most groups perform as well as or better than members of the majority population of the same age and similar parental background. Chinese of both sexes are notable for their high performance. Indians also tend to make strong intergenerational progress; for Caribbeans, Africans, and Filipinos, this is more muted. The performance of the second generation in Britain is slightly poorer than that in the other countries. This is probably explained by the lower selectivity of the first generation in Britain rather than by institutional features.
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Cawley and Finnegan. "Transmission Channels of Central Bank Asset Purchases in the Irish Economy." Economies 7, no. 4 (September 23, 2019): 98. http://dx.doi.org/10.3390/economies7040098.
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The European Central Bank (ECB) engaged in an expanded asset purchase programme (APP) from 2014 to 2018 to help achieve their primary objective of price stability. Total assets purchased over this period was over €2.5 trillion and new net purchases ended in December 2018. This paper identifies whether the ECB’s APP in Ireland operated through the portfolio rebalancing channel, the signalling channel or the lending channel. It presents a quantitative descriptive analysis of some key Irish data sets in the 2014–2018 period and uses time-series visualisation and trend analysis to identify trends and correlations. There are a number of preliminary findings. First, much downward pressure on sovereign debt yields and spreads had occurred before the APP began due to previous accommodative monetary policy and the signalling channel. Second, the corporate-sector purchase programme (CSPP) did impact on targeted bonds and may have had spill overs to non-targeted bonds. Third, the APP did not lead to much increased lending to the SME sector. Fourth, while households did engage in traditional portfolio rebalancing, Irish banks did not and were perhaps more motivated to meet their capital requirements and manage their level of reserves. This is a first step towards understanding the transmission channels of ECB policy in Ireland and more work needs to be done to detangle the transmission of the most recent APP from other factors and consider these findings in the context of theoretical models. Such work is important to help inform policy makers on enhancing the transmission mechanism to the Irish economy of the recently launched new ECB asset purchase programme from November 2019.
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Dix, I., A. M. Burnell, C. T. Griffin, S. A. Joyce, M. J. Nugent, and M. J. Downes. "The identification of biological species in the genus Heterorhabditis (Nematoda: Heterorhabditidae) by cross-breeding second-generation amphimictic adults." Parasitology 104, no. 3 (June 1992): 509–18. http://dx.doi.org/10.1017/s0031182000063770.
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Entomopathogenic nematodes of the genus Heterorhabditis are morphologically conservative, consequently the majority of isolates remain unassigned at the species level. When a Heterorhabditis infective juvenile infects an insect host, it develops into a protandrous hermaphrodite female. These first-generation females give rise to a second generation which contains both males and females. Because of this complex life-cycle and also because of uncertainty as to whether second-generation females are amphimictic, cross-breeding studies to facilitate species determination have not been carried out previously. We demonstrate here that second-generation Heterorhabditis females are amphimictic. Because of this finding, we have been able to develop a successful cross-breeding technique for the purposes of species determination in Heterorhabditis. Interstrain crosses using second-generation males and females from the appropriate strains have been successfully set up in Xenorhabdus luminescens-treated G. mellonella cadavers and also on agar plates. Using the techniques described here we confirm that H. bacteriophora (Brecon strain), H. megidis and H. zealandica are distinct biological species, we note that the H. bacteriophora group contains at least 2 species and we provide evidence for the existence of a new Irish species of Heterorhabditis.
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Ging, Debbie, and James O’Higgins Norman. "Cyberbullying, conflict management or just messing? Teenage girls’ understandings and experiences of gender, friendship, and conflict on Facebook in an Irish second-level school." Feminist Media Studies 16, no. 5 (February 17, 2016): 805–21. http://dx.doi.org/10.1080/14680777.2015.1137959.
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Connolly, Eileen. "Durability and Change in State Gender Systems." European Journal of Women's Studies 10, no. 1 (February 2003): 65–86. http://dx.doi.org/10.1177/1350506803010001797.
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This study of Ireland's gender contract at the end of the 1950s is a country-specific analysis of gender regime change at the level of the state. It is based primarily on Irish parliamentary debates for the years 1957 and 1958, the point at which Ireland embarked on a process of economic modernization. In describing the detail of this gender system, it provides a benchmark against which the reforms of the late 1960s and 1970s can be measured. It also points to two salient features of a state's gender regime that may be applicable in other situations: first, the comparative `stickiness' of the gender contract once it has been established and second the episodic or crisis-based nature of gender regime negotiation.
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KELLY, E., L. SHALLOO, U. GEARY, A. KINSELLA, F. THORNE, and M. WALLACE. "The associations of management and demographic factors with technical, allocative and economic efficiency of Irish dairy farms." Journal of Agricultural Science 150, no. 6 (April 4, 2012): 738–54. http://dx.doi.org/10.1017/s0021859612000287.
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SUMMARYThe phasing out of the European Union (EU) milk quota will create opportunities for producers to expand without the constraint of quota which has limited expansion since 1984. Therefore, it will be necessary for Irish dairy producers to become more competitive by increasing performance using the least amount of inputs per unit of output and maximizing the level of technical and economic efficiency. The objectives of the current study were to measure technical, allocative and economic efficiency, and to investigate the associations of key management, qualitative and demographic characteristics on efficiency. Efficiency scores were calculated using the non-parametric methodology data envelopment analysis (DEA). The DEA results showed that on average the sample of Irish dairy producers were not fully efficient in 2008 with technical, allocative and economic efficiency results under variable returns to scale (VRS) of 0·771, 0·740 and 0·571, respectively. In a second stage analysis, Tobit regressions were used to determine the associations of key variables with the technical, allocative and economic efficiency scores. The efficiency scores were included as dependent variables and the key independent variables were a variety of management and demographic variables. Mean calving date, number of grazing days, breeding season length, milk quality, discussion group membership and soil quality were all associated with technical and economic efficiency. Milk recording, use of artificial insemination (AI) and level of dairy specialization were associated with allocative and economic efficiency only. Age and age squared were the only significant demographic associations with the efficiency scores.
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Mahmutefendic, Tahir. "The Eu Enlargement. How to be Like the Irish and not the Greek?" ECONOMICS 7, no. 2 (December 1, 2019): 49–58. http://dx.doi.org/10.2478/eoik-2019-0021.
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Abstract Apart from the former EFTA members (Iceland, Lichtenstein, Norway and Switzerland) and a few former republics of the Soviet Union (Bjelorussia, Moldova and Ukraina) the countries of the Western Balkans are the only European states outside of the European Union. They are very keen to join the Union. The Balkans have always been the poorest part of Europe. The appeal of the wealthy European Union is apparent. Access to the largest market in the world, investment, modern technologies and generous regional funds give a hope that by joining the EU the Western Balkans countries will join the rich club. At the moment performance of the Western Balkan countries does not guarantee that they will become rich by joining the European Union. Their current production and trade structure makes it likely that the Western Balkan countries will be locked in inter-industry trade in which they will export products of low and medium technological and developmental level and import products of high technological and developmental level. This might lead to divergence rather than convergence between them and the European Union. In other to overcome this problem the Western Balkan countries need to conduct radical reforms in the public sector, fiscal policy, industrial trade and investment policy. They also need to tackle corruption, simplify administrative procedure, strenghten property rights and the lawful state. All this with the aim to change economic structure and shift from achievements of the second and third to fourth technological revolution. Only if these reforms are successfuly implemented the Western Balkan countries can hope to avoid the Greek scenario and possibly experience the Irish scenario.
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Burke, Niamh, and Catherine C. Adley. "Prevalence of intramammary antibiotic usage in dairy farming." Journal of Dairy Research 88, no. 2 (May 2021): 176–78. http://dx.doi.org/10.1017/s0022029921000431.
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AbstractThis research communication describes the lactating intramammary (IMM) antibiotic formulation most used by Irish dairy farmers at farm level through interviewing 202 dairy farmers. The IMM antibiotic usage data is not easily available to the researcher and farming community. This study determined that three commercial formulations (Synulox ™, Tetra Delta™ and Terrexine) made up 81% of the products used at farm level. The formulation Synulox™ was the most used at 34% first preference and 32% second preference and contains amoxicillin/clavulanic, a standard broad spectrum antibiotic, for which mastitis pathogen resistance remains low. The aminoglycosides were used in four of the IMM formulations analysed, including Tetra Delta™ and Terrexine. Of the 12 antibiotics identified in the IMM formulations studied, three including cefalexin, benzylpenicillin and penethamate are classified as highly important antibiotics (HIA) by the World Health Organisation (WHO) whilst the other 8 (dihydrostreptomycin, streptomycin, neomycin, framycetin, kanamycin, amoxicillin/clavulanic acid, and cefquinome), are considered critically important (CIA) for use in human health. This study has generated knowledge of the preferences of lactating IMM formulations used at farm level.
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Paris, Marie-Luce, and Lawrence Donnelly. "Legal Education in Ireland: A Paradigm Shift to the Practical?" German Law Journal 11, no. 9 (September 2010): 1067–92. http://dx.doi.org/10.1017/s2071832200020101.
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AbstractIrish legal education is under increasing pressure to reform and reinvent itself in the face of various challenges, especially those implied by the Bologna process. In line with two of the main priorities of the process, namely employability and student-centred learning, a growing number of Irish law faculties have incorporated, or are planning to incorporate, more practice-related components into the law curriculum and, in some cases, a fully fledged Clinical Legal Education programme. This is an important shift in the paradigm of legal education in Ireland which should be welcomed and encouraged by all stakeholders – students, academics, practitioners, judges and those involved in myriad capacities in the administration of justice.In the first part, a comprehensive presentation is given about the general structure of legal education in Ireland dealing with the main legal education providers, academic and professional requirements for legal training, as well as figures on the legal population and the approximate cost of legal education. The second part goes on to consider three views about the role of practice in Irish legal education, namely the ‘traditional’ view, the ‘holistic’ view and the ‘clinical’ view. These schematically presented views reflect different perspectives on the nature and purpose of legal education. They do not necessarily compete with each other, especially the last two which could arguably complement one another in the general renewal that Irish legal education is facing at the moment. The traditional view is that the status quo, i.e., in which practical elements are not a big feature of legal education at third level, has worked well and should, more or less, be preserved. The holistic view encourages the teaching of some element of practical preparation, but that this can best be provided to students by third level institutions through interdisciplinary courses that put law in context. The view which favours clinical legal education is that more can, and indeed should, be done to enhance the preparation of students for law practice, although it has to be pondered in light of economic realities, competing views about pedagogy and the Bologna context.
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Dooley, B., A. Fitzgerald, and N. M. Giollabhui. "The risk and protective factors associated with depression and anxiety in a national sample of Irish adolescents." Irish Journal of Psychological Medicine 32, no. 1 (January 9, 2015): 93–105. http://dx.doi.org/10.1017/ipm.2014.83.
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ObjectivesThe aim of this study is to examine the risk and protective factors associated with anxiety and depression in a representative sample of Irish adolescents.MethodsData used in this study were drawn from a subset of the My World Survey (MWS). The MWS-Second Level (MWS-SL) subset consists of a randomised sample of 72 schools, with a final sample of 6085 students. Outcome measures were depression and anxiety. Risk and protective factors included measures within the socio-demographic, psychosocial and risk-taking domains.ResultsOne in three adolescents experienced elevated levels of depression and anxiety. Age, gender, maternal education, family composition, parental mental health as well as the experience of racism and bereavement were associated with elevated distress. Psychosocial factors associated with depression and anxiety included optimism, personal competence, life-satisfaction, self-esteem, anger, body dissatisfaction, family competence, maternal and paternal criticism, experiencing the break-up of a romantic relationship, school and peer connectedness as well as the availability of one good adult. Finally, engaging in substance misuse was found to increase the likelihood of anxiety and depression.ConclusionSince factors protecting and putting adolescents at risk of anxiety and depression exist at every level of the adolescent’s ecological system, the study supports a community-based approach to youth mental health.
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Ford, Paul R., and A. Mark Williams. "The Effect of Participation in Gaelic Football on the Development of Irish Professional Soccer Players." Journal of Sport and Exercise Psychology 30, no. 6 (December 2008): 709–22. http://dx.doi.org/10.1123/jsep.30.6.709.
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The developmental model of sport participation (DMSP) was proposed by Côté (1999). First, we examined whether the participation profiles of two groups of professional soccer players in Ireland who either had or had not played Gaelic football to an elite level in adolescence provided support for this model. Both groups commenced participation in soccer around 6 years of age and on average participated in two other sports between 6 and 18 years of age, excluding soccer and Gaelic football. A reduction in the number of other sports and an increase in hours devoted to the primary sport were observed between 6 and 18 years of age, as per the predictions of the DMSP. Second, we examined whether players who demonstrated early diversification required fewer soccer-specific hours to achieve expert performance in that sport compared with players who demonstrated less diversification or did not participate in Gaelic football. No significant relationships or differences were reported, which did not provide support for the DMSP, possibly due to the low sample size employed in this study.
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Kenny, Mairin, and Michael Shevlin. "Normality and Power: Desire and Reality for Students with Disabilities in Mainstream Schools." Irish Journal of Sociology 10, no. 2 (November 2001): 105–19. http://dx.doi.org/10.1177/079160350101000207.
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The move to integrated schooling for students with disabilities, begun in the 1960s, initially focused on meeting ‘special needs’ within the mainstream, without consideration of overall system change. Recent policy documents promote respect for diversity but integration remains weighted towards ‘accommodating’ minority needs within an increasingly strained old discourse of normality that serves the interests of the dominant majority and informs school policy and practice in Ireland. An exploratory research project called ‘Hidden Voices’ aimed to register for the first time how young Irish people with disabilities read their experience of mainstream second level schooling. This paper presents findings on two interrelated aspects of their experience – mobility and peer relations. It will emerge that constructs of normality that inform schools’ built environment profoundly distort the school experience, social and academic, of students with disabilities. A new paradigm of normality is called for.
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Ng, Kwok W., Fiona McHale, Karen Cotter, Donal O’Shea, and Catherine Woods. "Feasibility study of the secondary level Active School Flag programme: Study Protocol." Journal of Functional Morphology and Kinesiology 4, no. 1 (March 26, 2019): 16. http://dx.doi.org/10.3390/jfmk4010016.
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Taking part in regular physical activity (PA) is important for young adolescents to maintain physical, social and mental health. Schools are vibrant settings for health promotion and the complexity of driving a whole-school approach to PA has not been tested in the Irish school context. The feasibility of the pilot programme of the Department of Education and Skills second level Active School Flag (SLASF) is needed. SLASF is a two year process that consists of the Active School Flag (ASF) certificate programme (year 1) and the ASF flag programme (year 2). This protocol paper is specific to the first year certificate process. Three schools around Ireland were recruited as pilot schools to carry out the year-long SLASF programme with 17 planned actions involving the entire school. Students in the transition year programme have a particular role in the promotion of PA in SLASF. Data collection consists of physical measures, accelerometers, survey data and interviews at the beginning and the end of the academic year. The primary focus on the feasibility of the programme is through process evaluation tools and fidelity checks consisting of implementation of the SLASF programme through whole-school surveys, focus group discussions of key stakeholder groups, as well as one-to-one interviews with a member of management at each school and the SLASF coordinator of the school. Secondary outcomes include PA levels and its social cognitive theories based correlates through physical health measures, surveys carried out pre- and post-intervention, as well as focus group discussions of the students. The results of this study are needed to improve the development of the SLASF through a predetermined stopping criteria and inclusion into systems thinking approaches such as the Healthy Ireland Demonstration Project. Trial Registration: https://osf.io/keubz/register/5771ca429ad5a1020de2872e; Registered 24th September 2018; Clinical Trial Registration: NCT03847831.
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Mohamad, Shafi, Mary Hendrick, Conor O’Leary, and Peter Best. "Developing a model to evaluate the information technology competence of boards of directors." Corporate Ownership and Control 12, no. 1 (2014): 63–74. http://dx.doi.org/10.22495/cocv12i1p4.
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IT governance is critical in the current business environment. Boards of directors are ultimately responsible for ensuring the entities they control have appropriate IT facilities. This study develops a model of IT competences boards should have, to achieve appropriate IT governance. The model is then pilot tested, using Ireland as a case study, to evaluate two issues. Firstly, whether these are the appropriate competences current boards need and second, whether boards appear to have those competences. A survey was completed by Chief Information Officers (CIOs) of Irish listed companies. Results indicate the model is an appropriate method with which to evaluate board IT competence, and companies in Ireland appear to be at a satisfactory competence level. The significance of the research is that the model can now be used to evaluate board IT competence in other jurisdictions. Furthermore comparisons of managements’ evaluations and boards’ evaluations can be assessed
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Britton, Una, Johann Issartel, Jennifer Symonds, and Sarahjane Belton. "What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School." International Journal of Environmental Research and Public Health 17, no. 8 (April 21, 2020): 2874. http://dx.doi.org/10.3390/ijerph17082874.
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Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.
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Cannon, Aoife, Fiona Nally, Anne Collins, Ronnie Fay, and Suzi Lyons. "Trends in addiction treatment in Irish prisons using national surveillance data, 2009–2014." International Journal of Prisoner Health 15, no. 2 (June 10, 2019): 105–13. http://dx.doi.org/10.1108/ijph-02-2018-0006.
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Purpose Many studies show that incarcerated populations have higher rates of problem drug use than the general population. The purpose of this paper is to analyse trends in addiction treatment demand in prisons in Ireland from 2009 to 2014 using available national surveillance data in order to identify any implications for practice and policy. Design/methodology/approach National surveillance data on treatment episodes for problem drug and alcohol use from 2009 to 2014, collected annually by the National Drug Treatment Reporting System (NDTRS), were analysed. Findings In total, 6 per cent of all treatment episodes recorded by the NDTRS between 2009 and 2014 were from prison services. The number of prison service treatment episodes increased from 964 in 2009 to 1,063 in 2014. Opiates were the main reason for treatment, followed by alcohol, cocaine and cannabis. The majority (94–98 per cent) of treatment episodes involved males (median age of 29 years) and low educational attainment, with 79.5–85.1 per cent leaving school before completion of second level. The percentage of treatment episodes with a history of ever injecting drugs increased from 20.9 per cent in 2009 to 31.0 per cent in 2014. Practical implications This study can help policy development and service planning in addiction treatment in prison as it provides an insight into the potential needs of incarcerated populations. It also provides a baseline from which to measure any changes in provision of treatment in prison over time. Originality/value This is the first study to analyse treatment episodes in prison using routine surveillance data in Ireland. Analysis of these data can provide useful information, not currently available elsewhere.
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Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (May 2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.
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The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are consequently left in almost complete neglect, a prey to all the evils which follow profound ignorance and the want of early discipline.’ With the establishment of the lay dominated Catholic Institute of Great Britain in 1838 numbers rose to 236 in the following five years, although the number of children without Catholic schooling was still estimated to be 101,930. Lay control of Catholic schools diminished in the 1840s. In 1844, for example, Bishop George Brown of the Lancashire District in a Pastoral letter abolished all existing fund-raising for churches and schools and created his own district board which did not have a single lay member. The Catholic Poor School Committee was founded in 1847, with two laymen and eight clerics and the bishops requested that the Catholic Institute hand over all its educational monies to this new body and called for all future collections at parish level to be sent to it. Government grants were secured for Catholic schools for the first time in 1847. The great influx of Irish immigrants during the years of the potato famine (1845–8) increased the Catholic population and church leaders soon noted the great leakage among the poor. The only way to counteract this leakage was to educate the young under the care of the Church.
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Cahill, Kevin. "What CLASS are you in? A study of social class, school choice and identity." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 26–30. http://dx.doi.org/10.33178/boolean.2011.6.
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My PhD investigates schools and communities as places constructed by ideas of social class, school choice, identity and comparisons between people as worthy and unworthy, deserving and undeserving. This thesis contributes to the social justice genre of social science research where equal educational opportunities are seen as an essential ingredient in a just society. I explore the tension between what may be termed here, for the purposes of clarity, the middle-class and the working-class in the context of an Irish urban second level school with DEIS status. DEIS stands for Delivering Equality of Opportunity in Schools and it is the designation given to schools where a significant proportion of students are from working-class backgrounds. One adult participant in this study informed me that “social class didn’t exist in Ireland, that it was an English thing”. You may make your own mind up but not before you ask some important questions:
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Pender, Jenny, Carolyn Read, John Egan, and Theo De Waal. "Evaluation of emerging waterborne contaminants in Ireland." Water Supply 15, no. 6 (June 24, 2015): 1228–35. http://dx.doi.org/10.2166/ws.2015.089.
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A group of potential emerging contaminants in two Irish drinking water supplies were investigated. The aim was to investigate the presence of emerging contaminants which are not currently routinely monitored or regulated as part of the European Communities Drinking Water Regulations SI 278 of 2007 but are known or anticipated to occur in drinking water supplies. A monthly sampling and analysis programme was carried out to examine the presence of seven groups of potential emerging contaminants in two Irish drinking water supplies. The seven groups selected were: herbicides, molluscides, endocrine disrupters, perfluorinated chemicals, disinfection by-products, personal care products, and heavy metals. The investigation showed that the majority of the seven selected groups of contaminants were not detected at either drinking water site. Results from the first site (water treatment plant (WTP) 1) showed elevated levels of musk xylenes, a member of the personal care products suite of tests. The specific compound detected was galaxolide, a polycyclic musk found in perfumes, soaps, cosmetics and detergents. Results from the second site (WTP 2) showed elevated levels of oestrone, a member of endocrine disrupter steroid suite of tests. Oestrone is one of three types of oestrogen made by the body and is produced by the ovaries as well as by adipose tissue and the adrenal glands. Results from both sites showed that of the seven groups of contaminants chosen for examination most were not detected. The musk xylene compound galaxolide was detected on one occasion at a level just above the guideline limit and oestrone a component of the endocrine disrupting chemicals steroid suite of tests was found on two occasions throughout the study.
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Ostrenko, Konstantin, Roman Nekrasov, Anastasiya Ovcharova, Viktar Lemiasheuski, and Ivan Kutin. "The Effect of Lithium Salt with Ascorbic Acid on the Antioxidant Status and Productivity of Gestating Sows." Animals 12, no. 7 (April 2, 2022): 915. http://dx.doi.org/10.3390/ani12070915.
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This research is aimed at the influence of different doses of lithium ascorbate on pigs’ diet estimation, at farrowing sows’ antioxidant status increase, and at lipid peroxidation product level decrease. The research was conducted in farrowing sows of the Irish landrace breed during the second farrow. Three groups of animals were formed, with ten livestock units in each. Thirty days after successful insemination, the sows of the E10, E5 and E2 experimental groups started receiving lithium ascorbate powder together with feed stuff in dosages of 10, 5 and 2 mg/kg of body weight, respectively. Their weighing and biochemical examinations were performed before the substance introduction as well as on the 60th and 110th days of pregnancy. The following were detected in sows’ blood plasma: malondialdehyde, reduced glutathione, oxidized glutathione, SH/SS ratio, superoxide dismutase and glutathione peroxidase activity. Lithium ascorbate usage during sows’ breeding cycle caused a significant increase in SH (reduced glutathione) level by 21% (p < 0.05), SS (oxidized glutathione) level decrease by 17% (p < 0.05), and malondialdehyde level decrease by 60% (p < 0.05). These data outline antioxidant defense system activization, reducing the risk of oxidative stress under the influence of feeding with lithium ascorbate. Lithium ascorbate in dosages of 10 mg/kg per body weight given together with feed stuff shows prominent adaptogene and stress protective features in the most effective way. The research conducted regarding lithium ascorbate usage for farrowing sows can reduce the negative consequences of oxidative stress, increase sows’ health preservation level, and contribute to fertility boost.