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Ireland’s ageing population has resulted in an increasing number of older adults living with frailty. Despite growing attention towards older adults’ and health professionals’ perspectives of frailty, occupational therapy research is limited. This study aims to explore occupational therapists’ perceptions of frailty and how their perceptions impact their approach to the assessment and management of frailty.

Using qualitative descriptive design, 19 occupational therapists working with older adults participated in online focus groups. Data were analysed using thematic analysis.

Perceptions of occupational therapists were constructed into three main themes: conceptualising frailty; management of frailty; and advancing frailty practice. Findings indicate that occupational therapists perceived frailty as a multidimensional concept but highlight a reluctance to use frailty terminology with patients. Findings also suggest that although occupational therapists are involved in provision of care for older adults living with frailty, the profession’s scope is not optimised in the assessment and management of frailty.

Findings provide insight into occupational therapists’ perceptions of frailty. Development of a shared understanding of frailty between clinicians and patients and enhancement of undergraduate frailty education are recommended to progress occupational therapy’s role in frailty management.

Due to the increasing incidence of dementia in Ireland, there is a need to prepare occupational therapy students for future careers in dementia-focused health care. The purpose of this study are to measure the knowledge and attitudes of Irish undergraduate occupational therapy students towards older people with dementia and examine related variables including year of study, personal and placement dementia experiences and future career choice.

Data was gathered using a cross-sectional online survey, incorporating the Alzheimer’s Disease Knowledge Scale and the Dementia Attitudes Scale, which was analysed using descriptive and inferential statistics.

Seventy-five responses were gathered and analysed, indicating more advanced occupational therapy students demonstrate higher levels of dementia knowledge, but dementia attitudes remain similar across different year groups. Students with clinical dementia experiences displayed comparable levels of dementia knowledge and attitudes to those without. However, students with familial dementia experiences displayed significantly more positive attitudes. The likelihood of selecting a future career with older adults with dementia significantly related to students’ positive dementia attitudes but not dementia knowledge.

To the best of the authors’ knowledge, this is the first Irish study that focuses on undergraduate occupational therapy students’ dementia knowledge and attitudes. The results could be used to inform and develop Irish undergraduate occupational therapy programmes.

In Ireland, the Assisted Decision Making (Capacity) Act 2015 provides a statutory framework to adults who are experiencing difficulties with decision-making. This legislation has significant implications for all who work in health and social care. Increasing age and life expectancy, alongside the rising incidence of chronic health conditions and dementia-related diseases, indicates that more individuals are likely to experience challenges regarding decision-making capacity. Therefore, the need for more consistent, best-practice processes to assess decision-making capacity is likely to increase. To ensure occupational therapists are responsible in their contributions, and to ensure those with disabilities are supported, clinicians must be well-informed of the principles underscoring the Act. The purpose of this paper is to provide an overview of this multidisciplinary issue, including recent legislation, and consider how occupational therapy can contribute.

The authors reviewed current literature and considered occupational therapy’s role in decision-making capacity assessment.

Occupational therapists have potential to play a key role in multi-disciplinary assessments of decision-making capacity for clients. Further research is required to explore professional issues, identify clinical best practices and determine training and resource needs.

This paper seeks to provoke consideration of how occupational therapists can contribute to capacity assessment from a client-centred, occupation-based perspective that is mindful of ethical and legislative considerations.

The purpose of this paper is to provide an exposition of the concepts relevant to measuring the economic effect of premature mortality and the conception of how the social loss from premature mortality can be incorporated into social welfare measurement. None of the conventional welfare measures currently pick up this welfare signal.

Various concepts are examined in the conventional and “new” literatures of welfare measurement. Six Venn diagrams show how various concepts “fit together”.

This paper outlines a framework for measuring the economic effect of premature mortality in a conceptually appropriate way. Thus the paper shows how the welfare loss associated with premature mortality can be incorporated into social welfare measurement.

Accurate premature mortality measurement is difficult but this data problem hardly limits this exercise. Sensitivity analyses can alleviate this measurement problem.

The main practical implication is that empirical applications are feasible. Time series data can be analysed from this conceptual framework to determine whether the problem of the social loss from premature mortality is improving through time, or worsening.

Knowing the size of the welfare impact of premature mortality is useful not only on policy fronts concerning premature mortality prevention.

“New welfare measurement” has not yet been applied to the notion of the social loss from premature mortality.

This chapter reviews different ontological positions and uses modernism, postmodernism, structuralism, and poststructuralism to illustrate how each changes the nature of research when attempting to decolonize the research method.

This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics.

An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice.

The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action.

This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

This paper aims to explore the potential of Bioeconomy as a pathway for sustainable transformation of economies of East Africa. Although East Africa region has shown good growth, this has been accompanied by rising concerns about sustainability, as population growth is putting significant strain on biodiversity undermining capacity for future growth. The search for a new growth pathways points to leveraging bioeconomy. To get insights on the viability of this pathway, this study simulated several scenarios to help inform a regional bioeconomy strategy.

To get insights into the viability of this pathway, a conceptual model to capture demand and supply drivers was constructed and simulations were conducted by using the International Futures (IFs) modelling platform.

The analysis points to the potential of a bioeconomy-driven economic strategy to drive transformation. However, the simulation points to the fact that if not well thought out, it can also be costly in terms of environment, and indeed such a strategy can lead to a disaster in the long run. It is also clear that having a strong Bioeconomy does not necessarily mean being self-sufficient in agricultural production. If saving the forests or increasing forest cover means agricultural imports rise this should be fine. Also, a strong Bioeconomy does not necessarily mean development objectives are fully met.

The IFs platform is a general platform and thus cannot capture the specific enablers for a Bioeconomy. So strategy development should use the result as starting point.

Also, a strong bioeconomy does not necessarily mean that development objectives are fully met. A bioeconomy strategy should be part of package of strategy to ensure sustainable and inclusive growth.

While Bioeconomy is increasingly gaining attention, many countries have proposed strategies the analysis tends to be qualitative. No quantitative simulation of this new economic pathways has yet been conducted in East Africa. The IFs platform is a general simulation platform; therefore, the parameters available in the model cannot fully capture what Bioeconomy is. This analysis needs to be supplemented by a qualitative scenarios analysis.

Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment.

Semi-structured interviews were conducted with established undergraduate bloggers to investigate which skills and attributes were developed through blogging.

When evaluated against the Prospects UK list of graduate attributes (the Government career’s service) blogging allows the development of the vast majority of transferable skills, abilities and behaviours expected of graduates. It is necessary to structure the curriculum to ensure that blogging is taught, and blogging activity monitored and evaluated, so that journalism undergraduates maximise the opportunities offered by blogging and fully reflect on their experiences.

This paper argues that these online environments, with their associated communities, offer journalism students opportunities for work-integrated learning. It argues that blog environments have the potential to enable students to develop journalism-specific skills, and enhance transferable graduate attributes including creativity, sophisticated communication competencies, initiative and problem solving. It suggests that blogging offers a platform for accessing experiential learning, and as such should be considered within a curriculum for work-integrated learning in the journalism and media subject area.