NUI Maynooth Eprint Archive
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Arborealities, or Making Trees Matter in Elif Shafak’s The Island of Missing Trees
No full textShafak’s Island of Missing Trees (2021) is a vital contribution to the imaginative work the Anthropocene demands. Focalising its narrative through a talking fig tree that witnesses nature’s suffering and the trauma of a partitioned Cyprus, the novel unfolds a deeply ethical arboreal aesthetic, or arborealities, in which a literary text generates a language of trees such that we come to regard the tree as a subject with agency and sentience. Attending to the novel form’s world-making capacities, and its arboreal intertexts including Ovid, I argue that it releases new epistemologies and ontologies that help us recognise trees as kinfolk
Variations within the Glycan Shield of SARS-CoV-2 Impact Viral Spike Dynamics
No full textThe emergence of SARS-CoV-2 variants alters the efficacy of existing immunity, whether arisen naturally
or through vaccination. Understanding the structure of the viral spike assists in determining the impact of
mutations on the antigenic surface. One class of mutation impacts glycosylation attachment sites, which
have the capacity to influence the antigenic structure beyond the immediate site of attachment. Here, we
compare the site-specific glycosylation of recombinant viral spike mimetics of B.1.351 (Beta), P.1
(Gamma), B.1.617.2 (Delta), B.1.1.529 (Omicron). The P.1 strain exhibits two additional N-linked glycan
sites compared to the other variants analyzed and we investigate the impact of these glycans by molec-
ular dynamics. The acquired N188 site is shown to exhibit very limited glycan maturation, consistent with
limited enzyme accessibility. Structural modeling and molecular dynamics reveal that N188 is located
within a cavity by the receptor binding domain, which influences the dynamics of these attachment
domains. These observations suggest a mechanism whereby mutations affecting viral glycosylation sites
have a structural impact across the protein surface
Understanding Sporting Social Media Brand Communities, Place and Social Capital: A Netnography of Football Fans
No full textThe emergence of social media and digital channels have expanded communication
practices and also created new, virtual spaces where sports fans can interact and
communicate directly with each other and with clubs. This article examines the
potential for social media brand communities to develop a sense of both community
and place amongst sports fans. It explores their influence in placemaking initiatives
through the bonding and bridging social capital of a football club’s supporters.
A netnographic study of a football club’s supporter networks (five channels) and
their interactions with social media brand communities was performed. Data
gathered from online sources was underpinned by interviews with 25 members of
the community. Findings were analysed via NVivo using bridging and bonding social
capital as a theoretical lens. The paper makes two primary contributions to
knowledge. It enhances our understanding of the impact of SMBCs and their use in a
sporting context—an area that has become increasingly significant during the
COVID-19 pandemic enforced lockdowns that have kept fans out of venues. It also contributes to our understanding of the influence of placemaking strategies upon the
social capital of supporter communities
“Not all things in the real world can be done by the book”: A self-study examination of teaching practice in sport science.
No full textThis thesis considers the incorporation of practice knowledge and competencies into practical class teaching through a self-study of sport science pedagogy. The growth of sport science and related education programmes continues apace despite continued criticisms of sport science practice, a dominant biomedical epistemology in academia and didactic instructional methods. Examining my teaching practice through a ‘pracademic’ lens (Posner, 2009) of sport science pedagogy, I focus on my interactions with my site of practice (Schatzki, 2002) to address these criticisms. This then leads me to consider how practical classes can influence the development of sport science students towards theoretically informed expertise (Benner, 1984). My self-study methodology explores an Active Blended Learning (ABL) (Armellini & Padilla Rodriguez, 2021) approach to promoting student engagement in dialogue and reflection (Freire, 1970; Mezirow, 1997) for the development of practice knowledge and competencies. A qualitative approach incorporating self-study (Samaras, 2011) and action research (McNiff, 2002) is used to interrogate this process with feedback from students and utilised fellow pracademics as critical friends to focus my reflections.
Findings on the impact of an ABL approach are in keeping with active learning approaches in other disciplines. An ABL approach encourages reflection-on and in-action (Schön, 1983) among students which demonstrates that practitioner competencies can be developed through practical classes. Lecturers that use a pracademic lens in their teaching are uniquely placed to assist students in developing the breadth of knowledge necessary in sport science practice.
In gaining insight into my pedagogy, my research argues that a pracademic-focused pedagogy emphasises the development of applied practice knowledge. This can be achieved by incorporating elements of ABL, creating constructive learning experiences for students that go beyond didactic teaching and scaffolding the development of practice-focused competencies alongside traditional forms of theoretical knowledge. A framing of higher education as a foundation for developing future expertise may assist educators in developing programmes that improve the effectiveness of sport science practitioners at later stages of their careers
Cultivating cultural capital and transforming cultural fields: A study with arts and disability organisations in Europe
No full textThis article critically discusses participation by people with disabilities in the arts, drawing on Pierre Bourdieu’s concept of cultural capital. It is informed by a qualitative study with representatives of organisations working on arts and disability in 22 European countries. The article highlights that experiences of inequality at various levels, including within education systems, and medicalised understandings of what disability is, continue to hamper arts participation and development of cultural capital by people with disabilities. A Bourdieusian analysis unveils how organisations working on arts and disability consciously engage in ‘high’ arts practices as an expression of distinction and in a way that is designed to reframe what is culturally valued within their fields. It also demonstrates the continued relevance of Bourdieu’s theorising of cultural capital and of arts practices as distinction for potentially marginalised groups. Furthermore, participants often linked arts participation involving high artistic standards to potential change in how societies understand and relate to disability, connecting cultural practices and political struggles
Education needs and upskilling opportunities in the renewable energy sector. Deliverable 3.4
No full textThis document outlines deliverable 3.4 ‘Education needs and upskilling opportunities in the renewable
energy sector’ which is developed under task 3.4 ´ Co-design of user-centred educational programme’
in M12 (September 2023) of the RES4CITY project. The document is the first version of the deliverable
that will be updated in M24.
RES4CITY – Renewable Energies System for Cities1 was launched in October 2022 as a 36-month
project funded by the European Commission under the Horizon Europe programme. This project aims
to develop an innovative educational framework to support the mass deployment of renewable
energy systems and fill the educational gap for the creation of specialised human capital able to
contribute to the green transition.
The RES4CITY network aims to increase societal resilience by supporting energy transition through
the development and wider deployment of renewable energy sources (RES) and fuel technologies (FT),
allowing public and private stakeholders to find ways to acquire new competencies and to selfpromote new practices to their working environments and society. The network will co-create and
promote an innovative educational framework based on 44 micro credentials mapped into 8 microprogrammes launched on BoostMySkills2 platform, and develop policy scenarios to ensure stronger
uptake, while highlighting mapped best practices and lessons learned, and facilitating open innovation
among 160 or more relevant stakeholders and end-users.
This deliverable starts with an introduction that establishes the context and relation to other work
packages (WPs). The methodology section outlines the approach taken in the study. Chapter 4 delves
into the exploration of barriers to renewable energy adoption in urban areas, with subsections
focusing on technical, social, and economic barriers, each accompanied by learning outcomes. Chapter
5 introduces a user-centred educational framework, explaining the rationale, objectives, and
stakeholders involved. Chapter 6 describes the co-design process, detailing the methodology, public
survey, interviews with various groups, and stakeholder engagement through hubs. The report
describes key findings gathered through qualitative research and stakeholder engagement at local,
regional and international levels. For such purposes, participatory methods such as 14 interviews, 8
stakeholder meetings and 2 ideation workshops, as well as 3 surveys and desktop research, were
implemented. The findings indicate educational and skill gaps considering the technical, social and
economic barriers in the RES4CITY countries and urban areas and the ones covered through global
reach. In addition, the findings also showcase that stakeholders' needs, ideas and opinions obtained
through participatory methods match with the identified gaps collected through desktop research.
Both the content and format of the educational framework are evaluated positively by all consulted
stakeholders. The deliverable 3.4 was concluded and submitted in September 2023 by 3OC with the
support of partners and UNISS, DTU and NUIM as the reviewers
Self-assessment tool. Deliverable D4.1.
No full textThe combination of rapid urbanization, escalating energy demands, and the urgent necessity to reduce
carbon footprints has amplified the priority for cities to implement renewable energy solutions.
To build a sustainable and successful urban economy, it is crucial to develop learning and upskilling
programmes for recently graduates and experienced professionals in order to provide the necessary
skills to participate effectively in the renewable energy transition. By doing so, cities can rely on
professionals prepared to address the challenges and opportunities presented by renewable energy
adoption.
As the educational landscape evolves, learners increasingly seek knowledge that is personalized,
flexible, and directly applicable to their needs. In response, micro-programmes based on microcredentials have emerged as a powerful educational tool, capable of delivering specific knowledge
efficiently. These bite-sized learning modules offer a unique and tailored approach to education,
catering to the demands of modern learners and the dynamic requirements of diverse industries.
The rise of micro-based learning represents a transformative shift in the educational and training
sphere. Its ability to accommodate various learning styles and preferences, coupled with its alignment
with rapidly changing industries and the ever-evolving job market, marks it as a game-changer in the
field of education. Embracing micro-programmes and micro-credentials empowers learners to remain
relevant and competitive in an ever-changing world
Acute and longer-term psychological distress associated with testing positive for COVID-19: longitudinal evidence from a population-based study of US adults
No full textBackground. The novel coronavirus (SARS-CoV-2) has produced a considerable public health
burden but the impact that contracting the disease has on mental health is unclear. In this
observational population-based cohort study, we examined longitudinal changes in psychological distress associated with testing positive for coronavirus disease 2019 (COVID-19).
Methods. Participants (N = 8002; observations = 139 035) were drawn from 23 waves of the
Understanding America Study, a nationally representative probability-based online panel of
American adults followed-up every 2 weeks from 1 April 2020 to 15 February 2021.
Psychological distress was assessed using the standardized total score on the Patient Health
Questionnaire-4.
Results. Over the course of the study, 576 participants reported testing positive for
COVID-19. Using regression analysis including individual and time-fixed effects we found
that psychological distress increased by 0.29 standard deviations ( p < 0.001) during the
2-week period when participants first tested positive for COVID-19. Distress levels remained
significantly elevated (d = 0.16, p < 0.01) for a further 2 weeks, before returning to baseline
levels. Coronavirus symptom severity explained changes in distress attributable to
COVID-19, whereby distress was more pronounced among those whose symptoms were
more severe and were slower to subside.
Conclusions. This study indicates that testing positive for COVID-19 is associated with an
initial increase in psychological distress that diminishes quickly as symptoms subside.
Although COVID-19 may not produce lasting psychological distress among the majority of
the general population it remains possible that a minority may suffer longer-term mental
health consequences
Ageing and the Transportal Home
No full textTaking a comparative approach to two field sites – Shanghai in China and Dublin in Ireland – this paper explores the relationship between ageing, home, and the impact of the smartphone on domestic space. Although Shanghai and Dublin are extremely diverse contexts, both have seen rapid social shifts in recent decades, and domestic life seems to reflect these changes. Here, we outline how older people reconfigure their lives through the manipulation of their homes, variously upsizing, downsizing, and rightsizing – but also through sifting through their possessions, decluttering, and adopting or adapting to new domestic spaces in different ways. However, whereas these material practices may be found in cities worldwide, we examine the smartphone in domestic environments and consider how the digital expands, create, blurs, or traverses conventional views of the home in each field site. A central concept here is the ‘transportal home’ (Miller et al. 2021). Weaving perspectives from material and digital approaches in anthropology, we explore and expand the notion of the transportal home, as outlined in the comparative book, The Global Smartphone (Miller et al., 2021) and reiterated in brief here. We adopt this concept but take it further by asking how the transportal home differs in both fieldwork sites. This leads us to question the role of the transportal home in Shanghai and Dublin in terms of mediating, blurring, or traversing domestic boundaries, or expanding or shrinking social and architectural environments. Through these practices, conventional notions of home itself are challenged
#MoreThanASelfie: Developing and Evaluating a School-Based Intervention to Promote Positive Body Image and Social Media Literacy in Young Adolescents
No full textBackground: Body image issues are prevalent among adolescents and associated with negative physical and mental health outcomes. Despite a growing body of literature to indicate social media as an appearance pressure, at the time of commencing the current research (2017) there was no evidence worldwide of an intervention to promote positive body image and social media literacy. Since then, while a few interventions have been piloted and evaluated, many aspects of the current intervention remain novel, particularly with respect to the use of a co-design development approach and inclusion of a qualitative component to evaluate programme acceptability.
Research Objectives: The primary objectives of this mixed method, multi-stage research were to: (1) explore the narratives and experiences related to body image in a sample of Irish adolescents; (2) co-design, in collaboration with adolescents, teachers, and decision makers, a school-based intervention to promote positive body image and social media literacy in adolescents (#More Than A Selfie (#MTAS)); and (3) pilot test the #MTAS intervention in a sample of young male and female adolescents (aged 11-14 years) to assess its initial effectiveness to improve body image, social media literacy and promote a supportive peer environment. A secondary objective of the study was to develop resources as a means of increasing awareness of body image issues more broadly, both in schools and in the wider community.
Method: Stage One involved the use of co-creation/participatory approaches in the development of the #MTAS intervention including focus groups, interviews, and co-creation workshops. Stage Two entailed two phases including: (1) a non-randomised pilot evaluation of the intervention involving 161 adolescents (84 males, 77 females), teachers (3) from three schools; and (2) a mixed methods assessment of adolescent
and teacher participants’ experiences and views of the #MTAS (via; feedback questionnaires with open-ended questions; focus group). Stage Three focused on the collaborative development of a suite of resources aimed at translating the findings into practice, whilst also promoting awareness of body image issues more generally.
Results: A four-week intervention (#MTAS) was successfully developed through an extensive co-creation process. The pilot evaluation demonstrated statistically significant improvements (p < 0.05) in the intervention versus control group on attitudes to body image, time spent on social media and perceived social support in males, as well as improved social media literacy and reduction in perceived appearance pressure from family in females. The experiences and views of the intervention (including delivery) were very positive. The programme was considered highly acceptable by teachers and students with 91% of students stating, ‘it was good for their class’ and 88% indicating that they would ‘recommend the #MTAS to a friend’. Conclusion: This study is the first to utilise an iterative process of active and meaningful co-creation (with numerous stakeholder groups) in the development of a body image and social media literacy intervention. The inclusion of adolescent stakeholders across the research life cycle represents an important addition to the very limited literature in this area. The collective findings, despite some study limitations, provide promising initial evidence on the effectiveness and feasibility of the new co-designed, teacher-delivered, #MTAS programme for use in Irish schools as part of the SPHE curriculum. Following careful consideration and detailed discussion (with stakeholders and the research team) a new website was developed to disseminate the programme and support its delivery and translation into practice. Several avenues for future research are indicated