Growing up in Ireland. Key findings: 13-year-olds. No. 2. Physical activity and obesity among 13-year-olds.

This Key Finding reports on data from the second wave of interviews with Growing Up in Ireland's Child Cohort. The 8,568 children and their families were first interviewed when the children were 9 years old, and then at age 13 years, when 7,400 were reinterviewed between August 2011 and February 2012.The findings show that boys and young people from more socially advantaged backgrounds were more likely to exercise, and that 13-year-olds who took more exercise (whether hard or light exercise) were less likely to be overweight or obese.While most of the young people in Growing Up in Ireland maintained a healthy weight over time, one in four was either overweight or obese, a finding similar to that at 9 years. Girls were also more likely to be classified as overweight or obese than boys. The majority of 13-year-olds were quite positive about their physical appearance, although a quarter rated themselves as below average in this respect, and girls tended to be less positive about their body image than boys. Dieting behaviours had also become evident at 13.To understand more fully the origins and course of overweight and obesity, the descriptive data in this Key Finding can be used in more complex analyses drawing on the rich data available on the child, family and other important contextual variables.This resource was contributed by the National Documentation Centre on Drug Use.

Aplicativo web para la corrección de modelos UML/OCL

Introducció d'un entorn virtual d' autoaprenentatge que permeti als estudiants millorar les seves habilitats de modelització, una peça clau en la seva capacitació com a professionals de la informàtica adaptats a les demandes de la societat actual.

Biochemical analysis of female mice urine with reference to endocrine function: a key tool for estrus detection.

Species-specific chemical signals released through urine, sweat, saliva and feces are involved in communication between animals. Urinary biochemical constituents along with pheromones may contribute to variation across reproductive cycles and facilitate to estrus detection. Hence, the present study was designed to analyze such biochemical profiles, such as proteins, carbohydrates, lipids, fatty acids, in response with steroid hormones such as estradiol and progesterone. The experimental groups were normal, prepubertal, ovariectomized, and ovariectomized with estrogentreated female mice. In normal mice, the protein and lipid concentrations in urine were significantly higher in proestrus and estrus phases and the quantity of fatty acids was also comparatively higher in estrus. Furthermore, certain fatty acids, namely tridecanoic, palmitic and oleic acids, were present during proestrus and estrus phases, but were exclusively absent in ovariectomized mice. However, the carbohydrate level was equally maintained throughout the four phases of estrous cycle. For successful communication, higher concentrations of protein and specific fatty acids in estrus are directly involved. The significant increase in estradiol at estrus and progesterone at metestrus seems to be of greater importance in the expression pattern of biochemical constituents and may play a notable role in estrous cycle regulation. Thus, we conclude that the variations observed in the concentration of the biochemical constituents depend on the phase of the reproductive cycle as well as hormonal status of animals. The appearance of protein and specific fatty acids during estrus phase raises the possibility to use these as a urinary indicators for estrus detection.

Learning collaboration in General Internal Medicine: a pilot project for undergraduate students in nursing, physiotherapy and medicine

Background: A form of education called Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other. The purpose of IPE is to improve collaboration and the quality of care. Today, IPE is considered as a key educational approach for students in the health professions. IPE is highly effective when delivered in active patient care, such as in clinical placements. General internal medicine (GIM) is a core discipline where hospital-based clinical placements are mandatory for students in many health professions. However, few interprofessional (IP) clinical placements in GIM have been implemented. We designed such a placement. Placement design: The placement took place in the Department of Internal Medicine at the CHUV. It involved students from nursing, physiotherapy and medicine. The students were in their last year before graduation. Students formed teams consisting of one student from each profession. Each team worked in the same unit and had to take care of the same patient. The placement lasted three weeks. It included formal IP sessions, the most important being facilitated discussions or "briefings" (3x/w) during which the students discussed patient care and management. Four teams of students eventually took part in this project. Method: We performed a type of evaluation research called formative evaluation. This aimed at (1) understanding the educational experience and (2) assessing the impact of the placement on student learning. We collected quantitative data with pre-post clerkship questionnaires. We also collected qualitative data with two Focus Groups (FG) discussions at the end of the placement. The FG were audiotaped and transcribed. A thematic analysis was then performed. Results: We focused on the qualitative data, since the quantitative data lacked of statistical power due to the small numbers of students (N = 11). Five themes emerged from the FG analysis: (1) Learning of others' roles, (2) Learning collaborative competences, (3) Striking a balance between acquiring one's own professional competences and interprofessional competences, (4) Barriers to apply learnt IP competences in the future and (5) Advantages and disadvantages of IP briefings. Conclusions: Our IP clinical placement in GIM appeared to help students learn other professionals' roles and collaborative skills. Some challenges (e.g. finding the same patient for each team) were identified and will require adjustments.

Census 2011 Ireland and Northern Ireland: Key findings

Following publication of the individual Census 2011 results from the Republic of Ireland (ROI) and Northern Ireland (NI), the Central Statistics Office and Northern Ireland Statistics and Research Agency have teamed up to produce a comparative report, Census 2011 Ireland and Northern Ireland. The report presents comparative analysis in a��range of areas including demographics, households, place of birth, religion, health, housing and��travel. Some key findings relevant to ageing and older people across the island of Ireland are summarised in this document:��Census 2011 Ireland and Northern Ireland: Key findings

The Mental Health Bill 2006: Briefing sheets on key policy areas

Includes: supervised community treatment, professional roles, nearest relatives, definition of mental disorder, cirteria for detention, mental health review tribuneral, general information, implementing government policy, Bournewood safteguards

Health inequalities - Vulnerable groups - National key resources

Is part of Health inequalities - Vulnerable groups Has part Vulnerable adults (DH)

Health inequalities - Vulnerable groups - Regional key resources

Has part Understanding the health needs of migrants in the South East region Assault Prevention Data Sharing Toolkit

Development of a National English Language Policy and Framework for Legally Resident Adult Immigrants - Horwath Report

The Office of the Minister for Integration (OMI), in conjunction with the Department of Education and Science (DES), commissioned an independent review to assist in the development of a national English Language policy and framework for legally-resident adult immigrants. Horwath Consulting Ireland, in association with Rambll Management and Matrix Knowledge Group, were awarded the contract to undertake this assignment. The terms of reference for the assignment state that: “proposed future developments will be governed by a clear strategy which reflects the importance of English language tuition in overall integration objectives and which addresses key coordination, technical, funding and service-delivery issues."

Digital Strategy for Schools 2015 - 2020

Among the key points of the Digital Strategy are: Dedicated multi-annual funding to schools to invest in technology Build on the successful roll-out of high-speed broadband to every second-level school by investing in high-speed wifi networks in every school Integration of digital skills in the curriculum and in assessment Develop opportunities for students to take an in-depth ICT course at Leaving Cert, as well as embedding digital skills within other subjects Promotion of the use of e-portfolios at primary and post-primary level Provide enhanced digital content to schools, including working with cultural institutions, sporting bodies and other to expand this range of resources Embed ICT skills as part of initial teacher education and ongoing training for teachers

Framework for Junior Cycle 2015

This document, the Framework for Junior Cycle (2015), outlines the key educational changes that the Department of Education and Skills (DES) is putting in place for young people in the first three years of their post-primary education. It builds on and advances the vision for junior cycle reform that was outlined in the Framework for Junior Cycle (2012). The Framework for Junior Cycle (2015) incorporates a shared understanding of how teaching, learning and assessment practices should evolve to support the delivery of a quality, inclusive and relevant education that will meet the needs of junior cycle students, both now and in the future. This shared understanding is informed by engagement with stakeholders and by national and international research.

HEA Report to the Minister for Education and Skills on Irish higher education

This report to the Minister for Education and Skills from the Higher Education Authority is the culmination of a series of consultations and reports aimed at addressing the challenges and recommendations outlined in the National Strategy for Higher Education(the National Strategy), in particular as these relate to the structure or configuration of the Irish higher education system. This advice builds on other major changes announced since the publication of the strategy, including the agreement of the Process and Criteria for Designation as a Technological University setting out how institutions can become designated as technological universities and the significant role these new institutions can play in Irish higher education. At the same time it must be recognised that other elements of the implementation of the strategy (for example, those relating to sustainability) are still under way. This report to the Minister is concerned with the structure and institutional disposition of the system.

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter)

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter). Provided by the Department of Education and Skills, Ireland.

Horwath Report Survey

The Office of the Minister for Integration (OMI), in collaboration with the Department of Education and Science have commissioned consultants, Horwath Consulting Ire-land and their partners, to carry out an independent review to assist in the develop-ment of a National English Language Policy and Framework for legally–resident Adult Immigrants. This is inclusive of asylum seekers. This review aims to identify the strengths and weakness of current provision, to sug-gest ways in which the strengths can be optimised and the weaknesses can be mini-mised. The review will assist in identifying barriers to participation, taking into ac-count Ireland’s rapidly changing demographics, and will suggest ways of overcoming these barriers. To achieve as broad a view as possible the consultants are engaging in a multi-pronged consultative approach. Key stakeholders have been interviewed, focus group meetings have been arranged and to expand the process it is proposed to carry out this survey. This survey seeks to obtain the views of providers of English Language to adult immigrants and interest groups. The views received will be analysed and will be used to inform the process.

ICT Action Plan Meeting the high-level skills needs of enterprise in Ireland

The technology sector in Ireland is thriving. Employment, through indigenous and multinational technology firms continues to grow strongly year on year. All of the top 10 multinational technology companies have a significant presence in Ireland and the indigenous software sector’s exports are worth well in excess of €1 billion annually. Five of the top 10 exporters in Ireland are technology companies, and the sector is responsible for approximately one-third of Ireland’s total turnover. Since January 2011, over 80 jobs a week have been announced in the sector. This is on foot of 6% employment growth in 2009 and 4% in 2010. A recent global competitiveness report ranks Ireland as the top destination in the world by quality and value of investments. With a growing multinational technology presence in Ireland and a vibrant and innovative indigenous software sector, the future prospects for Ireland’s technology sector are bright.