This multivariate model enables us to rule out musculoskeletal infection with 99% certainty in limping children with none of these three presenting variables.

Over the past 30 years, higher education institutions (HEIs) worldwide have been grappling with the difficulties experienced by many students entering higher education due to their poor pre-entry core mathematical skills. In the Republic of Ireland and the UK, the provision of mathematics learning support (MLS) is the approach most commonly adopted by HEIs to deal with this problem, providing free one-to-one mathematical support and/or workshops for students. However, despite the availability of such supports and research that suggests that engagement with these supports can have a positive impact on student retention and progression, ensuring high levels of student engagement with these supports remains a significant challenge. In more recent years, some institutions have started to provide online MLS which takes many different forms but mainly provide links to websites, revision notes, past exam papers, etc. In light of the COVID-19 pandemic and the need for many to resort to remote teaching, it would appear the successful provision of online mathematics support is set to become increasingly important over the coming years. This paper will examine student interaction data with one such online MLS provision, hosted within a virtual learning environment. The interaction data will be analysed in order to gain a better understanding of the level of student engagement with this resource and the content most frequently accessed. This analysis will be used to inform the future development and enhancement of the resource so as to encourage student engagement.

The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagogical practices designed to contextualise learning in locally relevant meaning, and providing children with the skills of learning how to learn. Additionally it is examined in the context of teacher professional development and creating peer support structures within the teaching community enabling teachers to be at the forefront of initiatives introducing mobile educational technology in low resource learning environments in Sub Saharan Africa. This paper sets the context for the use of the School in a Box tool in the classroom and in teacher professional development against the theoretical framework of Vygotsky's zone of proximal development. The study aims to furthermore examine how teachers can be enabled to appropriate use of the technology to the local environment and curriculum needs.

The new Sustainable Development Goals call for quality education for all. This study aims to examine the role of mobile educational technology, through the School in a Box intervention, particularly in supporting teachers skills in achieving quality education, in the context of a public primary school in Mozambique. Quality education is examined specifically in relation to participative pedagogical practices designed to contextualise learning in locally relevant meaning, and providing children with the skills of learning how to learn. Additionally it is examined in the context of teacher professional development and creating peer support structures within the teaching community enabling teachers to be at the forefront of initiatives introducing mobile educational technology in low resource learning environments in Sub Saharan Africa. This paper sets the context for the use of the School in a Box tool in the classroom and in teacher professional development against the theoretical framework of Vygotsky's zone of proximal development. The study aims to furthermore examine how teachers can be enabled to appropriate use of the technology to the local environment and curriculum needs.