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Publication Open Access Justifying self determination: The persistent alienation principle(Sage, 2026-02-20)This paper describes and defends a novel principle for allocating self-determination powers: the persistent alienation principle. This holds that there are pro tanto grounds for extending greater powers of self-determination to persistently alienated internal minorities who seek such powers, if doing so will alleviate their alienation without alienating or threatening the basic interests of others. For this principle, alienation should be understood in structural rather than subjective terms, as something experienced by people as members of groups that are negatively defined or politically positioned in such a way as to injure their members’ civic standing.Publication Open Access Ireland and the euro – from boom to bust and beyond*(2025-12-19)Ireland’s experience as an enthusiastic founder member of the euro area in 1999 has been characterised by several distinct phases. The initial years of membership saw a continuation of the unprecedented Celtic Tiger “boom” of the 1990s, largely driven by direct investment inflows of US multinationals. However, as the decade wore on, Irish policy makers permitted the emergence of a property bubble along with a massive surge in government expenditures. With the onset of worldwide financial turbulence in 2008, Ireland was plunged into the worst economic and financial crisis in its history, requiring an emergency bail out from the EU, the IMF, and the European Central Bank (ECB). However, following the successful implementation of the associated adjustment programme, Ireland has experienced a highly impressive economic and financial recovery. This paper reviews events leading up to and during and after the 2008/2009 crisis, with particular reference to the impact of Ireland’s euro zone membership and lessons that might be drawn from this experience.Publication Open Access ‘Let us wear our own Goddamn clothes’: Students’ perceptions of school uniform as a barrier to physical activity and physical education participation in schools(Sage, 2026)The aim of this study was to examine students’ views on the extent to which uniforms are a barrier to physical activity (PA) and physical education (PE) participation in Irish secondary schools. Students (N=1439; age = 14.7, SD =1.5; 58.2% female) from a purposive sample of 18 secondary schools completed an online survey. A hierarchical loglinear analysis was used to examine the relationship between gender, age, and perception of uniform as a barrier. A qualitative content analysis of open-ended survey items was used to capture deeper insights and contextual understanding. Uniforms were perceived to be a barrier for over half of students in PE lessons (54.5%) and outside of PE lessons (58.1%). Approximately half (52.2%) were allowed to wear a PE kit to school on days with a timetabled PE lesson, and this was more evident in mixed-gender schools (65.4%) than in boys’ (28.7%) or girls’ (29.6%) schools (p < .001). Statistically significant three-way interactions were found between gender, school stage, and permission to wear PE kit (p < .001). A significant two-way effect was found between uniform as a barrier in PE lessons and school stage (p < .001). Notably, 30% of students’ recommendations for improving their general experience of PE referenced school uniform design and being allowed to wear PE kit all day, eliminating the need to use changing rooms. Modifying uniform policies to allow for more comfortable and practical attire could enhance PA levels and improve students’ overall PE experiencePublication Open Access Recovery-oriented mental health training interventions: An integrative review(Elsevier, 2026-06-01)Background: Whilst the concept of personal recovery in the mental health field, supporting people with mental illness in finding purpose and meaning in their lives, is gaining international recognition, many healthcare providers remain more familiar with clinical recovery, which focuses on medication and symptom management. In this review, we focused on personal recovery oriented training interventions designed to improve recovery-related knowledge, attitudes, and competency among healthcare professionals and peer support workers caring for people with mental illness within mental health and substance misuse services. We have conceptualised key components and evaluated the effects of personal recovery-oriented training interventions to build a solid foundation of knowledge about these interventions, providing insight for enhancing recovery-oriented research and practices. Aims: To categorise recovery-oriented training interventions for healthcare professionals and peer support workers; to evaluate their effects on staff, service users, organisations; and to identify barriers and enablers influencing the implementation of recovery-oriented training programmes. Study design: An integrative review, registered to PROSPERO (CRD42023493803). Methods: We utilised eight databases (ASSIA, CINAHL, Medline, PsycINFO, Web of Science, Eric, TCI, and ThaiJo). The Template for Intervention Description and Replication (TIDieR) checklist and Kirkpatrick’s four level of training evaluation model were used in data extraction, then a narrative synthesis was used for the data synthesis review stages. Results: We analysed 33 studies and identified seven categories of recovery-oriented training interventions, based on their core attributes and underlying theories. Key components of the training included understanding recovery concepts, addressing staff and team attitudes, fostering supportive and collaborative relationships, and promoting patients' autonomy, hope, and motivation. Most interventions showed a positive impact on healthcare professionals' knowledge and attitudes towards recovery, as well as on patient recovery outcomes. However, a failure to establish effectiveness of recovery-oriented training interventions can also be attributed to inadequate implementation, rather than to the content of training. Barriers to effective implementation included organisational structure changes, workload, professional constraints (such as time limitations and philosophical opposition), and service users’ conditions. Conclusions: We suggest that recovery-oriented training interventions have the potential to improve recovery knowledge and attitudes among healthcare professionals and thus improve patients’ recovery outcomes. To address implementation challenges, the content and format ofPublication Open Access The continuous testing practice: A two-year action research study to streamline software quality in scrum teams(Elsevier, 2026-06-01)Context: Over the past two decades, software companies have increasingly shifted from plan-driven methods to Agile development. This transition has brought a paradigm shift in software testing. In this evolving context, Continuous Testing has emerged as a key practice to embed quality early and continuously throughout the lifecycle. Objectives: The primary objective of this two-year study was to investigate how the adoption of Continuous Testing influences software quality, efficiency, and overall team performance in a Scrum-based development context. Methods: Action Research methodology that consists of iterative and collaborative approach was applied for adopting Continuous Testing as a practice. Three Action Research cycles were executed iteratively to improve the overall software quality of the deliverables. Results: During the two years of this study, research outcomes were evaluated using metrics like defects within Sprints, integration defects, regression defects and production defects. The percentage of in-sprint automation also increased substantially after the adoption of Continuous Testing. These results indicate that Continuous Testing contributed directly to sustained improvements in the teams’ delivery quality and operational efficiency. Conclusion: At the end of this study, the empirical findings show that the adoption of Continuous Testing within a Scrum framework was associated with consistent improvements in overall quality of the deliverables. Additionally, Continuous Testing as a practice reinforced testing as a shared and team-wide responsibility within Agile development.
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