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An approach which promotes a rapid return to spontaneous respiration after tracheobronchial stent (TBS) insertion is considered the optimal one and is a belief shared by anaesthetists, respiratory physicians, and surgeons alike (Calvey and William (2008)). The value of the laryngeal mask airway (LMA), followed by use of the Monsoon 111 Acutronic jet ventilator pressure limiting system of ventilation, for the deployment of stents in the three individual cases that of tracheoesophageal fistula, a bronchoesophageal fistula, and tracheal compression from an invading oesophageal malignant tumour are reported. The roles of target controlled anaesthesia, high-frequency jet ventilation (HFJV), and the laryngeal mask airway in optimising the surgical field and reducing the risk of bronchospasm at emergence are advantages of this technique.

21 November 1920 began with the killing of fourteen men in their flats, boarding houses, and hotel rooms in Dublin. The Irish Republican Army (IRA) alleged that they were British spies. That afternoon British forces retaliated by firing on a crowd of supporters at a Gaelic football match in Croke Park, killing twelve and injuring sixty. The day quickly became known as Bloody Sunday. Much has been made of the afternoon's events. The shootings in Croke Park have acquired legendary status. Concern with the morning's killing has been largely limited to whether or not the dead men were the spies the IRA said they were. There has been little or no consideration of the men who did the killing. This article is based on largely unused interviews and statements made by the IRA men involved in this and many of the other days that came to constitute the guerrilla war fought against the British forces in Ireland from January 1919 until July 1921. This morning's killings are a chilling example of much of what passed for combat during this struggle. Bloody Sunday morning is used here as a means to explore how generally young and untrained IRA men killed and how this type of killing affected their lives.

In comparison to many parts of post-war Europe, Ireland's wars between 1919 and 1923 were not as lethal as they might have been. This article addresses some of the possible reasons why, reasons that were quite specific to the immediate Anglo-Irish context but reasons that may also have been due to broader transnational understandings of what it was to be a soldier, what it was to fight at that time. But while comparative fatality rates may leave Ireland somewhat overshadowed, this article considers what Ireland's wars still share with other conflicts and looks at some of the dimensions of Irish violence that were, irrespective of numbers killed, still fundamentally the same as violence experienced in other periods and places. Tackling some of the challenges of contemporary comparisons, the article suggests other possible comparisons ranging far beyond the inter-war period that may prove more fruitful, and asks whether the nature of violence shapes our perceptions of a conflict far more than fatality rates do.

The Covid-19 pandemic is an unanticipated event that has exposed human fragility in an interconnected and interdependent world. While impacts are of a global magnitude, they have been felt at the most local of levels. Across the world pupils' daily lives and experiences have been directly impacted by government-imposed measures and restrictions taken to address the pandemic. Existing research on the teaching of primary geography in Ireland, although both dated and limited, indicates the prevalence of didactic, textbook-based methods involving rote-learning. This points to a policy-practice gap whereby teaching methods are not aligned with those advocated by the curriculum. Primary teachers and student primary teachers have been found to hold knowledge-based encyclopaedic images of geography, failing to recognise the subject's relevance to the real-world lived experiences of pupils. This paper frames the Covid-19 as an authentic learning experience that can form the foundation for effective geography education. Pupils learn best and are more motivated to engage in a problem or issue that affects them or that they are connected to. By investigating Covid-19 through geography in the primary classroom, this paper argues that both pupils and teachers can recognise the relevance of geography to their lives and the wider world.

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