NUI Maynooth Eprint Archive
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Sharing the world without losing oneself: education in a pluralistic universe
No full textOne of the challenges contemporary societies faces is resistance to
sharing the world. Investments in ‘extremist’ or ‘identitarian’
identity positions that desire purity and are intolerant of
pluralism and difference undermine education. I explain why it is
important to explore ‘how ideas feel’, understanding the affective
investments in these positions and imaginaries, and the fear of
loss of identity that can drive such closed positions. In the second
part, I turn to the writings of Édouard Glissant in order to deepen
this analysis, paying particular attention to unpacking the desire
for purity and the fear of métissage or mixing that are
commonplace in racism, xenophobia, and ultra-nationalism.
Glissant offers another way of understanding identity-in-relation
whereby sharing the world does not mean losing oneself. Finally,
I draw on his poetic language of archipelagic pedagogies to
suggest some ways in which education can invite students to
deepen a sense of world-oriented particularity
Skills-based volunteering: A systematic literature review of the intersection of skills and employee volunteering
No full textSkills-based volunteering programs sit at the intersection of corporate philanthropy and human
resources (HR). These programs enable employees to volunteer their specialized skills to support
non-profit organizations, while developing new skills along the way. While these programs are
the fastest growing way that firms deliver on their corporate social responsibility strategy, the
academic literature has all but ignored them. However, there is ample opportunity to build an
understanding of skills-based volunteering from existing research that crosses the realms of
employee volunteering and skills. This systematic literature review of 36 peer-reviewed articles
forms the basis of this paper, where we provide a definition of skills-based volunteering, and offer
a theoretical model to guide future HR research and practice on skills-based volunteering
Faster YOLO-LITE: Faster Object Detection on Robot and Edge Devices
No full textMobile robots and many edge AI devices have a need to trade off computational power against power consumption, battery size, and time between charges. Consequently, it is common for such devices to have significantly less computational power than the powerful GPU-based systems typically used to train and evaluate deep neural networks. Object detection is a key aspect of visual perception for robots and edge devices but popular object detection architectures that run fastest on GPU based systems or that are designed to maximize mAP with large input image sizes may not scale well to edge devices. In this work we evaluate the latency and mAP of several model architectures from the YOLO and SSD families on a range of devices representative of robot and edge device capabilities. We also evaluate the effect of runtime framework and show that some unexpected large differences can be found. Based on our evaluations we propose new variations of the YOLO-LITE architecture which we show can provide increased mAP at reduced latency
The challenges of assessing sample representativeness within community‐based evaluations of parenting programmes delivered in England and Ireland
No full textThe findings from evaluations of parenting programmes can help inform policy and practice decisions, including
how best to allocate scarce resources designed to support families. However, studies often fail to consider the
extent to which the findings can be generalised to other settings or populations. One, yet unexplored solution, is
to compare study findings and large-scale datasets including publicly available population data. The aims of this
study were to assess the feasibility of assessing sample representativeness using publicly available data and to
identify the challenges involved in considering the generalisability of study findings. Sociodemographic data from two community-based evaluations of parenting programmes conducted in England and Ireland between 2015-2018
were used in the study (N =395 parent-infant dyads). The results indicated some differences between the trial
samples and the wider population. However, it is difficult to reach definitive conclusions about these findings due
to the limitations associated with using the comparative datasets. Our study revealed three key challenges,
including: (1) how best to define and conceptualise representativeness; (2) the availability of comparative datasets; and (3) the quality of the available data. Our study suggests that there is a need for up-to-date, good quality comparative datasets to allow for the assessment of representativeness. Further work is required to identify
parameters for making claims about representativeness, specifically regarding the acceptable level of difference
between the target population and the study sample. This is the first study to explore the feasibility of using publicly
available population data in two jurisdictions, for the purpose of making judgements about the representativeness
of the findings from parent programmes. It is hoped that our results will encourage further investigation around
the reporting of trial external validity to enable effective decision making at policy and practice level
Enabling Student Participation in Course Review and Redesign: Piloting Restorative Practices and Design Thinking in an Undergraduate Criminology Programme
No full textQuestions remain as to the utility of the data obtained through student feedback, and the extent to which students experience feedback processes as meaningful, and academics revise their teaching accordingly. This project piloted restorative practices and design thinking to enable active student participation (n ¼ 25) in reviewing and redesigning a victimology course within an under-graduate criminology programme. It utilized restorative and design workshops to gather data and facilitate student-lecturer dialogue, and collaborative reflection and ideation. Aligning with
the research on dialogue-based student feedback processes, students valued this process, articulated their learning experiences and the course’s strengths and weaknesses in sophisticated ways, and co-created many practical, transferrable ideas to meet future students’ needs. The project humanized participants, and aided the course leader’s efforts to empathize with students, develop
their courses, and reflect on their broader teaching and student support practices. This project is easily replicable in criminal just�ice and criminology programmes globally
Using restorative practices to enhance the teaching of social-emotional learning
No full textThe COVID‑19 pandemic has negatively impacted the social and emotional well-being and health of children worldwide. In the ‘Social Impact of COVID-19 Survey August 2020: The Reopening of Schools’, 42.2% of parents reported that school closures had a negative impact on their child’s social-emotional development. Social distancing and lockdown measures increased children’s anxiety and impeded their social-emotional development. The impact of the pandemic on children's social-emotional wellbeing has called upon an urgent need for more effective and innovative approaches to expand students’ social-emotional learning support in schools. Schools provide a structured social setting in which children can learn and practice social-emotional competencies such as self-awareness, self-regulation, and empathy. In response to the above findings, the key aim of this research was to explore and create innovative, pedagogical practices that can develop and support the teaching of and learning of these social-emotional competencies in school.
A social-emotional learning intervention comprising of restorative practices was implemented. This included the use of daily restorative circles, the creation of a social-emotional language framework and the delivery of a restorative practice programme for students. Action research was chosen as the methodology and qualitative data was collected using reflective journals, surveys, observation and feedback from critical friends. Findings that emerged from the study were in relation to the importance of teacher modelling, the power of restorative circles and relationship building. A key finding was the importance of teacher vulnerability and seeing it as a strength for teachers developing students’ social-emotional learning. This finding inspired a significant change in my teacher identity and how I will foster social-emotional learning in my classroom for years to come
Phonemic Awareness: The missing ingredient in the reading process?
No full textThis thesis outlines a self-study action research journey which investigated: How can I improve the teaching of phonemic awareness using the Heggerty Phonemic Awareness Curriculum (2020) and station teaching in my Junior Infant class? Reading gives children access to nearly all areas of the school curriculum throughout their education and this is why such emphasis is put on literacy in Junior and Senior Infants. Phonemic awareness became a personal area of interest to me from my experience working as a Special Education Teacher. In this role, I was often in search of alternative literacy interventions that could benefit the children I teach. I began researching factors influencing reading development and found that there are numerous studies outlining the importance of having a solid foundation in phonemic awareness and the potential impact it could have on future reading success. This was where my interest in phonemic awareness began.
From my experience on the Special Educational Needs team, I became passionate about providing for individual needs and ensuring that all children have the skills required for future reading success. As my core values are care and inclusion, literacy seemed like a perfect starting point to try and live more closely to my values. By explicitly teaching phonemic awareness skills to my class, I hoped to develop their reading skills, identify any reading difficulties from the outset and put early interventions in place to help these children reach their potential.
I decided upon two different interventions: a whole class approach using a phonemic awareness program called the Heggerty Phonemic Awareness Curriculum (2020) and employing my own strategies in station teaching of phonemic awareness skills. Professional development is something I feel passionate about and this influenced my choice of research method. Self-study action research enabled me to examine my own practice and search for ways to improve it.
Three main findings emerged from my research:
• The combination approach of teaching of phonemic awareness using the Heggerty Phonemic Awareness Curriculum (2020) and station teaching have promoted pupil agency.
• Pupil engagement increased (during station teaching) when concrete materials and movement were involved.
• Individual needs can be identified and supported in a more inclusive way in a small group setting than in the whole class setting.
My engagement with the reflective process has enabled me to generate a living theory. This living theory has allowed me to reflect on my practice and identify ways to align my practice with my values of care and inclusion
Teaching with Inclusion: A Self-Study Enquiry Orientated Towards Moving my Special Education Practice Beyond Deficit-Teaching
No full textThe purpose of my self-study action research project was to enhance my practice as a special education teacher beyond deficit-teaching. I previously felt like my teaching did not celebrate the strengths of my students and instead focused on the academic areas which needed improving. I was not showing care to my students as I planned my teaching around deficits, rather than empowering my pupils by building on their skills, talents, and interests. My values of inclusion, care, relationality, and voice were not being represented sufficiently in my practice. I wanted to complete a self-study to improve my teaching to live by my values, but also to provide further insight into deficit-focused approaches existing in primary education and how challenge them in my own practice.
This research project outlines the journey of teaching with inclusion, with students in my care who receive additional support, in an urban primary school in Drogheda, Co. Louth. I designed and implemented three classroom-based interventions, ‘Circle Time Discussion’, ‘Two Stars and a Wish’, and ‘Must-Do, Can-Do’ with the aim of tackling deficit-focused teaching within my own practice. Evolving thoughts surrounding my practice and its development, were recorded in my reflective journal. My values acted as standards of judgement as I questioned my practice and my pedagogical thinking in my reflective writing. My teacher identity was constantly scrutinized, and its growth was influenced through Kelchtermans (2009, 2018) literature. Through the progress of my personal and professional identity and their mergence, my reflective practice blossomed and correspondingly improved my practice as the project unfolded.
The research unveiled the significance of the provision of student choice and voice, the influence of practicing care, the importance of communication in relationships, and the fact that a one-size-fits-all approach is not acceptable in a special educational environment. My claims to knowledge and the findings from this research have enlightened new ways of thinking. As a self-study process, this research has had a profound effect on my own practice and led to a transformation in my teaching, which has guided me towards using my values of inclusion, care, relationality, and voice as morals to live by in the planning of my future teaching and on my reflective practice going forward
Comparative genomics and pangenomics of vancomycin-resistant and susceptible Enterococcus faecium from Irish hospitals
No full textIntroduction. Enterococcus faecium has emerged as an important nosocomial pathogen, which is increasingly difficult to treat due to the genetic acquisition of vancomycin resistance. Ireland has a recalcitrant vancomycin-resistant bloodstream infection rate compared to other developed countries.
Hypothesis/Gap statement. Vancomycin resistance rates persist amongst E. faecium isolates from Irish hospitals. The evolutionary genomics governing these trends have not been fully elucidated.
Methodology. A set of 28 vancomycin-resistant isolates was sequenced to construct a dataset alongside 61 other publicly available Irish genomes. This dataset was extensively analysed using in silico methodologies (comparative genomics, pangenomics, phylogenetics, genotypics and comparative functional analyses) to uncover distinct evolutionary, coevolutionary and clinically relevant population trends.
Results. These results suggest that a stable (in terms of genome size, GC% and number of genes), yet genetically diverse population (in terms of gene content) of E. faecium persists in Ireland with acquired resistance arising via plasmid acquisition (vanA) or, to a lesser extent, chromosomal recombination (vanB). Population analysis revealed five clusters with one cluster partitioned into four clades which transcend isolation dates. Pangenomic and recombination analyses revealed an open (whole genome and chromosomal specific) pangenome illustrating a rampant evolutionary pattern. Comparative resistomics and virulomics uncovered distinct chromosomal and mobilomal propensity for multidrug resistance, widespread chromosomal point-mutation-mediated resistance and chromosomally harboured arsenals of virulence factors. Interestingly, a potential difference in biofilm formation strategies was highlighted by coevolutionary analysis, suggesting differential biofilm genotypes between vanA and vanB isolates.
Conclusions. These results highlight the evolutionary history of Irish E. faecium isolates and may provide insight into underlying infection dynamics in a clinical setting. Due to the apparent ease of vancomycin resistance acquisition over time, susceptible E. faecium should be concurrently reduced in Irish hospitals to mitigate potential resistant infection
Development of a core outcome set for therapeutic studies in eosinophilic esophagitis (COREOS)
No full textEnd points used to determine treatment efficacy in eosinophilic esophagitis (EoE) have evolved over time. With multiple novel therapies in development for EoE, harmonization of outcomes measures will facilitate evidence synthesis and appraisal when comparing different treatments.
Objective
We sought to develop a core outcome set (COS) for controlled and observational studies of pharmacologic and diet interventions in adult and pediatric patients with EoE.
Methods
Candidate outcomes were generated from systematic literature reviews and patient engagement interviews and surveys. Consensus was established using an iterative Delphi process, with items voted on using a 9-point Likert scale and with feedback from other participants to allow score refinement. Consensus meetings were held to ratify the outcome domains of importance and the core outcome measures. Stakeholders were recruited internationally and included adult and pediatric gastroenterologists, allergists, dieticians, pathologists, psychologists, researchers, and methodologists.
Results
The COS consists of 4 outcome domains for controlled and observational studies: histopathology, endoscopy, patient-reported symptoms, and EoE-specific quality of life. A total of 69 stakeholders (response rate 95.8%) prioritized 42 outcomes in a 2-round Delphi process, and the final ratification meeting generated consensus on 33 outcome measures. These included measurement of the peak eosinophil count, Eosinophilic Esophagitis Histology Scoring System, Eosinophilic Esophagitis Endoscopic Reference Score, and patient-reported measures of dysphagia and quality of life.
Conclusions
This interdisciplinary collaboration involving global stakeholders has produced a COS that can be applied to adult and pediatric studies of pharmacologic and diet therapies for EoE and will facilitate meaningful treatment comparisons and improve the quality of data synthesis