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Is privatisation of health care compatible with international human rights law? User fees, economic accessibility, and maternal health care
No full textNew perspectives on Ireland's great war
No full textIreland participated in the First World War as a part of the United Kingdom, but its wartime experience was markedly different to that of England, Scotland and Wales. Political tensions prevented the imposition of conscription on Ireland, and the end of the war ushered in a period of intense political violence that resulted in the partition of Ireland, independence for the south and devolved government for the newly created Northern Ireland. This divergent wartime experience was subsequently reflected in the memory and commemoration of the war in Ireland over the century which followed, from being largely ignored in the south to being politicised by northern unionism. Attitudes to the memory of the war were further impacted by the Northern Ireland Troubles, and it was not until the peace process of the late 1990s that nationalist Ireland engaged more fully with Ireland’s Great War, coinciding with renewed academic interest in understudied social and cultural aspects of the war. This chapter will explore four themes which reflect these changes, including the memory and commemoration of the war, gender and war, Irish war poets and the experience of Irish ex-servicemen returning to a country that had “changed utterly” between 1914 and 1918.</p
Confinement, resistance and reclaiming space in JustUs’s Just a Prisoner’s Wife
No full textLate twentieth century Belfast theatre played an important role in developing a working-class feminist response to the “Troubles”. While Bill McDonnell identifies the emergence of a hyper-local “Theatre of the Oppressed” in the city during the 1970s and 1980s, however, this feminist response “from below” is less explored. As the Peace Process emerged in the 1990s, companies like DubbelJoint and JustUs developed community plays that strove to unearth complex perspectives on women's experiences of colonial conflict. This chapter will discuss JustUs's seminal play, Just a Prisoner's Wife (1996), exploring how its sophisticated drama challenged both the criminalisation and androcentrism of republicanism.<br/
Postdigital epistemology of ignorance
No full textContrary to common assumptions, ignorance is not simply a state of not knowing or yet-to-be-known. Ignorance can involve substantive epistemic practices that are deliberately induced, cultivated, sustained, or purposefully designed, and which wilfully bring about forgetting, not knowing, or wanting to know what ought to be known. States of ignorance are often closely aligned with oppression, subordination, and exclusion, are socially situated, and arise from unequal and unfair differentials in power. Postdigital epistemic ignorance is concerned with how these practices manifest in the online environment along with digital devices and technologies
A century on from the Chorzów factory: reparations, national wars of liberation and the limits of wiping out the consequences of armed conflicts
No full textReparations have been used, for nearly as long as war, to secure the peace. This chapter considers the place of reparations and the Chorzów Factory case in settling claims after armed conflict, in particular those emerging from colonialism and occupation, discussing the challenges of redressing the harm caused to civilians and other victims. In particular, it examines the limits of international law in the form of international humanitarian law and human rights law in providing a legal basis and often forum for victims’ claims to be brought. From this survey it is apparent that in the past century, reparations for violations have been inadequate and in many cases absent. This has been particularly acute in wiping out the consequences in the majority of wars of national liberation that marked the mid-twentieth century and recent neo-colonial conflicts in the Middle East by Western powers. This raises fundamental questions about the extent of the obligation to wipe out the consequences of armed conflict in terms of whose harm is worth repairing and the flexibility with which the obligation is applied in practice
Digital interventions for palliative care education for nursing students: a systematic review
No full textBackground/Objectives: Palliative care education is a core component of undergraduate nursing preparation; however, many nursing students report limited exposure and confidence in providing end-of-life care. Digital and web-based educational approaches have increasingly been adopted to address gaps in palliative care training and to provide flexible, scalable learning opportunities. This mixed-methods systematic review examined the use of digital and web-based approaches in palliative care education for pre-registration nursing students. The aim was to synthesize existing evidence on educational outcomes, confidence development, practice preparation, and acceptability to guide future design and implementation of technology-enhanced learning in this field. Methods: The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The search was conducted across Medline (Ovid), Embase, CINAHL, Scopus and PsycINFO in October 2025. Studies employing qualitative, quantitative, or mixed-methods designs were eligible if they evaluated fully digital or web-based palliative care educational interventions for nursing students. Screening, quality appraisal, and data extraction were undertaken independently by multiple reviewers. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Extracted data were synthesized narratively to integrate qualitative and quantitative findings. Results: The search yielded 1826 records; after removing duplicates and applying eligibility criteria, 12 studies were included in the final synthesis. Considerable heterogeneity in design and outcomes was observed. Most included studies reported improvements in students’ knowledge, self-efficacy, and reflective capacity, alongside high levels of acceptability. Conclusions: Digital and technology-enhanced learning appears feasible and acceptable for palliative care education; however, the current evidence base is limited by methodological heterogeneity, reliance on self-reported outcomes, and predominantly short-term evaluations. Further rigorous, large-scale studies with objective outcome measures are required to determine sustained educational and practice impact
Guidelines for producing integrated <sup>210</sup>Pb and <sup>14</sup>C age-models
No full textAccurate reconstructions of past environmental changes are crucial in paleoecological research and require reliable chronologies of sedimentary archives. Establishing robust age-models and obtaining the most appropriate proxies for analysis is a complex scientific endeavor, requiring extensive resources and collaboration among specialists, including radiochronologists. Radiometric dating methods, such as 210Pb and radiocarbon (14C), are frequently employed to establish chronologies in aquatic sedimentary deposits and peat bogs. In this study, we review key aspects of sampling, analysis, and the principles underlying 210Pb and 14C age-models, focusing on methods for developing robust joint chronologies for paleoenvironmental research. Drawing largely from the authors' experiences and group discussions during and after a scientific workshop in 2022, we discuss important considerations for site selection, sampling strategies, and radiometric dating to construct integrated 210Pb −14C age-models. Using expert consensus, this group – called Paleostats – aims to provide a set of best practices for other geochronologists with this methods paper. Among our conclusions, we emphasize the importance of accounting for site-specific factors such as prior information on sedimentation rates to establish appropriate sampling and analytical strategies. The use of appropriate coring devices can minimize disturbance to sediments and ensure the core surface remains intact and preserved until sectioning. Where excess 210Pb (210Pbex) is expected, sectioning at intervals of ≤1 cm provides an adequate sampling resolution for 210Pb dating. Exceptions are possible, allowing for ∼2–3 cm sections in areas with confirmed high sedimentation rates (e.g., > 1 cm yr−1). Recovering deeper core sections for 14C dating with sufficient overlap allows for accounting errors in depth estimates made in the field. Special attention is advised during time intervals where validation proxies, such as the human-made radionuclides 137Cs or post-bomb 14C, are expected, and to determine the depth of secular equilibrium between 210Pb and 226Ra. Radiocarbon analyses are commonly performed by accelerator mass spectrometry, and age models are constructed mainly using Bayesian statistics with Markov Chain Monte Carlo techniques (e.g., Bacon). A Bayesian approach (Plum) is now available for producing 210Pb age-models, which infers the 210Pbex flux, eliminates the need for selecting an equilibrium depth, and allows dating cores with incomplete 210Pbex inventory. Plum offers improved chronologies by integrating raw 210Pb and 14C data, and these age-models can be enriched with other dating methodologies, such as identifying tephras and other well-recorded historical events. Harmonized reporting would contribute to making radiometric age-models reproducible, which would benefit from an international effort. Using 210Pb and 14C to produce integrated age-models may yield better insights into the interplay between natural and recent anthropogenic forcings on ecosystems. This can enhance our understanding of environmental processes and their impacts on climate change, ultimately supporting science-based assessments and decisions.</p
A systematic review of second language (L2) student writers’ metacognitive experiences
No full textThis systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom-based L2 learning contexts in peer-reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and Web of Science Core Collection), supplemented by a hand search through a university online library identified seven primary studies conducted in China and Türkiye that examined (a) conceptualisations, (b) measurements, (c) outcomes and (d) moderators of L2 student writers' MEs. The synthesised evidence indicates that self-report questionnaires are reliable and commonly used tools for assessing writing MEs. MEs pervade and facilitate student writers' self-regulation before, during and after the writing process. Post-writing MEs exhibit a weak but significant positive correlation with writing performance, writing enjoyment, and both psychological and behavioural engagement with writing. The intensity of post-writing MEs was reported to be moderated by both interpersonal and intrapersonal factors, including time, latent profiles among individual students, intrinsic motivation, external feedback and individual linguistic competence. The review highlights the interplay among L2 learners' MEs, metacognitive knowledge and metacognitive regulation strategies, illustrating how their real-time non-analytical affective and analytical cognitive processes work together to facilitate self-regulation in L2 writing. Several recommendations are provided for language instructors and curriculum designers to enhance L2 students' self-regulation by enriching their post-writing MEs.<br/