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fit for IT

Expert Training for Irish Teachers of Chinese at UCD Asian Studies at University College Cork l NDC Milk It Awards College of Computer Training l Irish Aid l Reviews

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Volume 26, Issue 3

4 Cover: Fastrack to IT 9 News: Do you have One Good Idea for the SEAI? Editor Niall Gormley

Publishers Ard Education Ltd. Tel: 01-8329246 Email: education@clubi.ie www.educationmagazine.ie Layout Real Issues, Drumhaldry, Moyne, Co. Longford 086-8986827

At the time of press information in Education is believed to be accurate and authoritative. However, some information may change due to circumstances beyond our control. Acceptance of advertisements, does not constitute an endorsement of products or services by the publishers. ©2013. All rights reserved. Reproduction in whole or in part without permission is prohibited. ISSN 0791-6161

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14 Asian Studies thriving at UCC 17 Master of Arts In Teaching and Learning at Hibernia College 20 National Dairy Council Secondary School Advertising Awards 2014

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23 News: Science Gallery anniversary funding award 27 Tourism - a fast moving, vibrant and ever changing sector - DIT 29 National Wax Museum 33 Living A Foreign Language 35 Bring the world into your classroom... by bringing your class into the Irish Aid Centre! 36 For careers in the growing ICT sector - College of Computer Training

The Educational Company of Ireland is Ireland’s leading publisher of postprimary textbooks, e-books, exam papers and revision books To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie

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Fit for IT

10 Expert Training for Irish Teachers of Chinese at UCD

Production Michael Farrell

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fit for IT

Getting in - how the universities would change the points system Education at Hibernia College ● Smart Futures for science GMIT Digital Media ● College of Computer Training ● Arts at UCC

Foreword by Minister Ruairí Quinn ■ Briefings ■ Listings ■ Calendars

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42 Vocations News 45 School visits at the Castlecomer Discovery Park 46 Reviews

FIT (Fastrack to IT) has seen over 9,000 people who went through its courses secure jobs because they gained the IT skills needed in the workplace. FIT has gained a few insights over the years and wants to share its perspective on what it takes to be ‘fit for IT’. Pages 4-6

Features:

Looking East The new academic year sees new staff in post and new courses on offer in the School of Asian Studies at UCC. Page 14

Exporting Newman and Importing Confucius: Exploring the Idea of a University. UCD Confucius Institute for Ireland. Page 13

Education 3

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Information Technology Education

FIT for IT? W

hat does it take to embark on a career in IT? Do you have to be a mathematical genius or have a scientific mind? What kind of study should you undertake and is a third level qualification the best way to get into the field? FIT (Fastrack to IT) has seen over 9,000 people who went through its courses secure jobs because they gained the IT skills needed in the workplace. FIT has gained a few insights over the years and wants to share its perspective on what it takes to be ‘fit for IT’. More and more jobs require people to have some IT skills and this trend is growing. This is not surprising when you consider how dependent we have become on our digital devices in everyday life and how many of us use our mobiles for a lot more than phone calls.

If we are used to keeping up to date on what is going on and saving our notes, images and all kinds of stuff in the ‘cloud’ then we would be surprised if our workplaces were any different. And workplaces

n Fidelma Furey, FIT Career Coach and Employer Liaison Officer

nowadays are adopting more and more of the digital experience that we take for granted in our personal lives. So we advise all young people to sharpen up their IT skills even if they do not plan to become ‘IT practitioners’ as they will virtually all have to be ‘IT users’ in the workplace of today. So what is involved in becoming an ‘IT practitioner’, which is someone who develops, sells, maintains or supports IT systems? As you might guess from the above description there are a variety of ways to make a good living based on a knowledge, understanding and skillset in IT. We asked our colleague Fidelma Furey, FIT Career Coach & Employer Liaison Officer, to pass on some tips based on her recent experience of helping over 200 students from the FIT ICT Technologies Programme to get selected by employers for internships in the IT sector.

4 Education

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n Peter Davitt CEO FIT, Cathriona Hallahan MD of Microsoft Ireland, Taoiseach Enda Kenny T.D. and Bernard Dunne, WBA Super Bantamweight World Champion and Youth2Work champion at the launch of Youth2Work on the 21st February 2013.

What kinds of students participated in the FIT ICT Technologies Programme? All of the students we worked with on this Programme had experienced recent unemployment of at least twelve months as this was a requirement to qualify under the rules of the government Momentum programme which provided funding for these FIT courses. They ranged in age from twenty to sixty and whereas younger students had little experience of working the older students had already accumulated a wealth of valuable work and life experience. What are the most common things that employers look for? Employers obviously want some IT skills and the more practical these are the better. For example, if they need a web developer then the ability to use some of the common web tools and software programmes are advantageous. Whilst it is essential to have the requisite IT skills, employers also look

for other key competencies and sometimes candidates tend to overlook these. For example, employers want to see people who can demonstrate that they are good team players and will look favourably on candidates who can show their contribution to the team through hobbies, i.e. football, athletics or through voluntary work projects. Employers also value good communication skills and want to hire candidates who can demonstrate enthusiasm and a passion for the role they are applying for. What tips have you got for students going to an interview? Don’t forget to research the company and the role on offer. Consider what skills and qualities you can bring to the company and provide evidence from your school work/ projects/work experience/interests to support this. Present yourself well. Choose a suitable outfit (suit) for the interview and pay atten-

tion to personal grooming. Maintain good eye contact throughout the interview from the time you shake the interviewer’s hand to the time you leave the interview and finally ensure that you convey your interest, passion and suitability for the role. So based on your experience what kind of young person should consider a career in IT? So who should consider a role in IT? If you have a strong interest in IT, are technically minded, enjoy ‘tinkering about’ with PCs, phones and gadgets. Do you enjoy or have an interest in developing apps to make mundane tasks easier? You might like the idea of being part of a product development cycle and work on developing or testing products? You may prefer to analyse data and consider a role as a business analyst within the IT sector or you might be a great planner and organiser and have the perfect skillset to become an IT project manager.

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Consider your skills, strengths and passions. If any of the above resonates then maybe a career in IT is for you….the world is your oyster! not a mathematical genius Thanks Fidelma, so it appears you do not necessarily have to be a mathematical genius or have a scientific mind. Now back to the question of what kind of study you should undertake to embark on an IT career. The traditional route is to apply for a third level course in a university, institute of technology or private third level college. But these are not the only ways to get started. Colleges of Further Education offer PLC courses and other types of courses that provide a pathway that suits many students. What about opportunities to study and learn at the same time? Do they exist in the Irish system like for example in Germany? This is a question that FIT has been asking over the last few years and it has been supported in its efforts through its partnership with Microsoft in the Youth2Work project. Youth2Work was launched by Taoiseach Enda Kenny earlier this year and aims to help 10,000 young people strengthen their opportunities to enter careers in the IT sector.

the ICT/technology workforce. The industry is calling for this new approach and ICT Ireland has advocated that it be prioritised by government. FIT would like to hear from teachers, guidance counsellors and principals who are in support of this approach so please email info@fit.ie if you feel this new approach could be of value. The FIT ICT Associate Professional pathway is shown in the graphic above. It involves combining periods of study and work over a two year period to gain formal qualifications along with real work experience. So what is it actually like to undertake an ICT Associate pathway? We have to look to the experience of other countries to answer that and one person who has written passionately about his personal experience is Tobi Lütke, CEO of Shopify, see http://tobi.lutke.com/the-apprenticeprogrammer for his compelling story of which we have given readers a brief flavour below. "I dropped out of school when I was 16 years old. School was not for me. To me, computers were so much more interesting. Right or wrong, I felt like I wasted my time there and my real education was starting when I came home. "I lost respect for the institution and of course this meant that I no longer bothered to put any effort into it. They diagnosed me

broad group of stakeholders FIT is working with a broad group of stakeholders in education, industry, government and agencies who see the benefits of an ICT Associate Professional pathway as a new approach that Ireland should adopt to help more young people fulfill their potential to become valued ICT practitioners. The Board of FIT, which is a not-for profit company is comprised of major multi-nationals Accenture, AOL, ATOS, Cisco, Dell, E i r c o m , E M C 2 , I B M , ICT I r e l a n d , Lionbridge, Maxim, Microsoft, NTR, Oracle, Origin Enterprises, PayPal/eBay, SAP, Skillsoft, Siemens, Sisk Healthcare, Symantec, Version 1, welocalise and Xcelerator.ie. Find OUT MORE

new pathways FIT believes that we must urgently create new pathways for young people to fully exploit growing skills IT shortages which were identified by the FIT ICT Skills Audit published in May of this year. One of the recommendations of this report was that Ireland should initiate a Dual Education system to foster a new ICT Associate Professional stream of talent for

with all sorts of learning disabilities and started to medicate me. I wanted to leave it all behind." Tobi explains how his life changed as an apprentice programmer: "It turned out those learning disabilities were not real disabilities; I was simply a kinesthetic learner." And in conclusion: "I learned a lot, and I am eternally thankful to have chosen that path. If only more countries struggling with dropout rates and job creation would give their students a similar choice."

FIT Head Office, Dublin 7A Bellevue Industrial Estate, Glasnevin, Dublin 11 Tel: +353 1 8825570 Email: info@fit.ie

n Tobi Lütke, CEO of Shopify

Cork Office NSC, Mahon, Cork Tel: +353 21 2307088

6 Education

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...........................................................................................................................News Scan

Do you have one good idea? The doors open for post-primary students to start working on their One Good Idea project to inspire people to make small lifestyle changes that will use energy more efficiently and help tackle climate change. Organised by the Sustainable Energy Authority of Ireland (SEAI) and supported by the Better Energy programme, the aim of the project is to increase students’ understanding of energy efficiency and climate change by encouraging them to take individual and collective responsibility for tackling these important issues, as well as highlighting how one good idea can make a big difference to our pockets, ourselves and our planet. Post primary schools are invited to follow in the footsteps of last year’s winners; team “Tree of a Kind” from Loreto Secondary School, Balbriggan, Co. Dublin who developed an education programme for primary school pupils about energy efficiency and climate change. The national final will include a Dragons’ Den style adjudication process for the teams who progress to this stage. The winning teams will be awarded with thousands of euros worth of fantastic

n Picture shows Megan Freeman,16, from Loreto Secondary School, Balbriggan at the launch of SEAI’s nationwide search for ONE GOOD IDEA. Pic:Naoise Culhane Photography - no fee

prizes to both the students and the schools at a national final to be held in the Mansion House in Dublin in May 2014. The One Good Idea project allows groups of students to work in teams to research, design and implement a campaign to promote energy efficiency and improve climate

change awareness to one of three target audiences: their peers, adults and the wider community or primary school children. For more information on the One Good Idea project log onto www.seai.ie/onegoodidea, email onegoodidea@realevents.ie or call 01 5224830.

A CAREER IN HORTICULTURE Teagasc College of Amenity Horticulture offers the following courses in the unique setting of the National Botanic Gardens, Glasnevin. Certificates in Horticulture, Honours Degree in partnership with Dublin City University (DC 170) Ordinary Degree in partnership with Waterford Institute of Technology (WD 097) Careers in Landscape Design and Construction

Careers in Garden Centres

Research Advisory Education

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Parks and Botanic Gardens

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Application procedure: Degree Courses CAO application process www.cao.ie Certificate Course application forms and further information from: Teagasc, College Administration Office, National Botanic Gardens, Dublin 9. /ii«…œ˜i\Êä£Ênä{äÓä£ÊUÊ “>ˆ\ÊLœÌ>˜ˆV°Vœi}iJÌi>}>ÃV°ˆi 7iL\ÊÜÜÜ°Ìi>}>ÃV°ˆiÉLœÌ>˜ˆV}>À`i˜ÃÊUÊÜÜܰ܈̰ˆiÊUÊÜÜÜ°`VÕ°ˆi Education 9

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UCD Confucius Institute for Ireland

Expert Training for Irish Teachers of Chinese New Junior Cycle Chinese Short Course coming on stream in September 2014 Saturday 7th September saw the most recent chapter in teacher up-skilling in Ireland – a large number of Irish secondary and primary school teachers came together in UCD to broaden their skill base by adding Chinese to the list of subjects they teach. The Teacher Training Day was held by the UCD Confucius Institute and saw teachers coming from all over Ireland to take part in the one day training, meet other teachers teaching the subject, engage in culture workshops and learn how best to bring Chinese language and culture to their students.

great progress “We are greatly encouraged by the numbers taking part in these training programmes to date, and the feedback was excellent from the teachers who have just returned from the latest training in Shanghai” said the Director of the UCD Confucius Institute, Prof. Liming Wang.

Launch of the Chinese Teachers’ Association of Ireland Saturday 7th September also saw the official launch of the Chinese Teachers’ Association of Ireland (CTAI). The CTAI has risen out of a common desire to advance the teaching of Chinese language and culture in Ireland at all educational levels. The association will support Chinese language and culture teachers through opportunities for professional development, providing platforms for the sharing of knowledge and experience, teacher training, certification, standardisation and stronger channels of communication. You can visit the website at www.ctai. ie to learn more about the CTAI and join us.

“We are also delighted to support the launch today of the CTAI which will see greater involvement in Chinese teaching in Ireland from both Irish teachers and long term resident Chinese teachers. Taking into account the Chinese Language and Culture Short Course coming on stream next September and further training and certification being introduced next year, we are seeing great progress nationwide.”

compatibility and sustainability The UCD Confucius Institute first established training projects for Irish teachers in 2010 and by the end of the 2012-13 school year there were 56 teachers delivering the Chinese culture and language courses in their schools independently. The figures show that among the schools that have been running Chinese culture and language courses, over 50% are relying on Irish teachers, as opposed to teachers from China. The compatibility and sustainability of these projects is making Irish teachers teaching Chinese a reality.

Shanghai Training Following the success of the first Irish local teacher training group which travelled to China last year, 43 Irish teachers made the trip to China on the 4th August this

year, making the group the biggest Irish teacher training group to travel to China to date. This was an intensive 2-week Chinese language and culture course in East China Normal University, Shanghai, one of the top teacher training universities in China. During their 2 week stay in China, the teachers were given immersion Chinese classes and practical workshops including calligraphy, paper-cutting and Tai Chi, as well as experiencing first-hand the abundance of culture and sights Shanghai has to offer.

impetus There is added impetus behind the training now as the Chinese Language and Culture Short Course in the revised Junior C y c l e w i l l b e c o m i n g o n s t re a m i n September 2014, and a significant number of schools have already brought Chinese courses in to their 1st and 2nd year classes in preparation. If your school is interested in starting Chinese language and/or culture classes, or interested in the training or any other service we provide, check out our website at www.ucdcii.ie, call us on (01) 7163000 / 087 2856147 or email at china@ucd.ie / james.kenny@ucd.ie. We look forward to hearing from you!

n The 2013 Irish teacher training group in Shanghai, China.

>>>

10 Education

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UCD Confucius Institute for Ireland

Considering China's possibilities

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hina has become the second largest economy in the world, and learning more about this enormous country and its huge market has never been more relevant. So how can you tap into this market, and explore the myriad possibilities that are opening up between Ireland and China? The first step is to learn about their language and culture. The Chinese are far more disposed to doing business with foreigners who have made the effort to learn about their language and culture, and that is the first step to making connections, or ‘guanxi’, the cornerstone of Chinese business affairs. Not in business? The same principle applies to students, teachers and tourists alike - putting in the effort reaps huge rewards. Even a simple ‘Ni Hao’ (Hello) will elicit broad smiles and open doors in the Orient. Why choose UCD’s evening courses? 1. You will benefit from the teaching experience and resources of Ireland’s premier university - UCD. 2. Two excellent locations: UCD and City Centre. 3. Highly qualified teachers: Our teachers are native Chinese speakers who understand Irish culture and have excellent English, and as such are ideally suited to pass on their knowledge to you in easy to grasp modules. 4. Our courses are specifically tailored to meet the needs of Irish learners,

n A Confucius Institute teacher explains the basics of Chinese painting and calligraphy to Irish teachers during Irish teacher training at UCD

drawing on the experience of our teachers and returning students to make the courses as interactive, relevant and engaging as possible. 5. UCD CI’s courses are fully supported by free on-line materials and handouts, ensuring that you can work your learning around your schedule. 6. At just €150, our course price is extremely competitive. 7. Free Chinese Corner! Practice your Chinese in a relaxed atmosphere outside class. Take your first step to unlocking the secrets of the Orient - you won’t look back! Here’s some feedback from our past students: “Excellent background of lecturers and their

knowledge; very useful practical language teaching” “Focus on pronunciation, dynamic and participative atmosphere is very good.” “The teacher is very clear in her expectations, the class is well paced.” “Interactive format to class encouraged us to participate through forming sentences, talking amongst each other, pronouncing words etc; the lecture is informal teaching style, friendly and helpful” Find OUT MORE UCD Confucius Institute for Ireland www.cii.ie Email: china@ucd.ie

The UCD Confucius Institute Mission The mission of the UCD Confucius Institute for Ireland is to work with the Irish government, businesses and academia to develop stronger educational, cultural and commercial links between Ireland and China. The Institute is a joint venture between the Office of Chinese Language Council International (Hanban), Renmin University of China and UCD. The Institute was established in 2006 and was officially opened by Mr Zeng Peiyan, then Vice Premier of the People's Republic of China. The Institute offices are located within the UCD Belfield campus.

Both China and Ireland have a long history and profound cultural connections, and in recent years bilateral relations have made remarkable progress. A Chinese proverb sums it up very succinctly: “When planning for a year, plant corn, when planning for a decade, plant trees, when planning for life, train and educate people”. I’m confident, with this mutual recognition in mind, that the UCD Confucius Institute will serve as a bridge in Chinese and Irish cultural, economic and educational development for many years to come.

n Institute Director, Dr Liming Wang

Education 11

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UCD Confucius Institute for Ireland

Experience China First Hand Study Chinese, Experience Chinese Culture ★ What will the participant students learn and gain?

★ Project Features ➢ Visit the Chinese Culture Experience Center in Hanban (Confucius Institute Headquarters); ➢ Chinese Courses: experience Chinese courses taught by our outstanding teachers; ➢ Visit the famous scenic spots and historic resorts in Beijing; ➢ Experience traditional Chinese culture; ➢ Exchange with peer Chinese students from local high schools; ➢ Itinerary is flexible and can be tailor made for each school ➢ Great value: low prices for a rich experience

➢ Improvement in Chinese Language: We encourage the students to use Chinese in a variety of situations and authentic language environments, in combination with flexible language teaching and exchanges with peer Chinese students. ➢ Cultural Experience: Students will explore the glorious Chinese history and culture, and experience the unique charm of ancient China and modern China. ➢ Fun: Students will gain a unique insight into Chinese culture throughout their trip through sightseeing, museum visits and first hand experiences. This is strengthened further by hands-on cultural workshops on paper-cutting, Chinese knots, Chinese music, calligraphy, martial arts and more.

★ We provide three basic itinerary options ➢ 01. One week in Beijing for Chinese classes and sightseeing €600-700 ➢ 02. One week in Beijing for sightseeing only €650-750 ➢ 03. Two weeks in Beijing & Xi’an for Chinese classes and sightseeing €1200-1300 Prices are best estimates and are subject to change

★ Contact Information Ms. Xiaodong Li • Tel: 01 7163000 Email: xiaodong.li@ucd.ie • china@ucd.ie Address: UCD Confucius Institute for Ireland, University College Dublin, Roebuck Annexe, Belfield, Dublin 4

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UCD Confucius Institute for Ireland

Exporting Newman and Importing Confucius Exploring the Idea of a University

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riginally delivered by the great 19th century educationalist and founder of University College D u b l i n ( UCD ) J o h n H e n r y Newman in 1852, The Idea of a University, published in 1873, is today a world classic. In the book, Newman said he wanted UCD to provide an ‘education which gives a man a clear, conscious view of their own opinions and judgements, a truth in developing them, an eloquence in expressing them, and a force in urging them’. Although translated into Chinese in 1996, this work on his philosophy of education has still not had the influence that could be expected on the Chinese education system. The values of questioning, challenging and coming up with creative solutions, which are recognised as important and practical concepts in Irish education, are in short supply in the current Chinese school system. starting this change Chinese middle school students have grown up in a society where they are taught from a young age to unquestioningly accept the way things are in class – but this needs to be changed. We can start this change through building new world-class cooperative education institutions such as the Beijing-Dublin International College (officially opened by Minister Ruairi Quinn, TD in Beijing on March 15, 2013). UCD has also been in discussion with China Agricultural University to establish a new international university (UCD Yantai) in the beautiful coastal city of Yantai, China. At least 5,000 Chinese students are currently studying in Irish universities like these in China, and it is through these institutions that we can introduce a new conceptual framework for modules and courses imbued with the aforementioned Irish values. world-class partners This is part of UCD’s vision to create world-class partner universities around the world which have a unique attraction. This uniqueness is manifested in the concept of 3 As and 3 Cs, which, to the best of my knowledge, have been combined here for the first time. The 3 As have sprung from my experience working in a high tech society like Ireland, where a bewildering array of information is readily available on your iPhone, tablet or laptop at the click of a mouse or the swipe of a hand. This information explosion in our new digital world, especially in the IT and ICT sectors, is influencing education systems.

By Prof Liming Wang Now the emphasis is not on how much knowledge you can absorb but rather how you develop your skills to best utilise said knowledge. And so we need to teach these young learners the 3 As: Analyse; Assess; Apply. These skills are even more relevant for Chinese learners who have to compete in an international marketplace where these skills are generally more prevalent, and thus pose a significant challenge for young Chinese professionals. The 3 Cs have their roots in my reflection of the traditional Chinese values stemming from Confucianism, which promote a nonconfrontational approach to situations and senior figures, a deep rooted respect for authority and an automatic acceptance of conventional thinking. In the appropriate circumstances the importance of these values cannot be denied, but on the international stage a more proactive challenging approach is needed. Hence the 3 Cs: Critical; Creative; Challenging. If a Chinese student can grasp these new modes of thinking they can not only start to think outside the box, but question what the box is, who made it and why. differences Working through these concepts led me to examine the differences between the eastern and western education systems. I was able to do this from my own experience and also through the differences in my son’s schooling here in Ireland compared to what he had experienced back home in Beijing. When my son first went to school here, he came home after the first day and was really excited to tell me how it went – and the biggest news he had was that he was allowed to go to the toilet during class time. This is not generally accepted in Beijing, or anywhere in China. This is a very simple example, and may seem strange to Irish and western readers. But it does hint at the respect for general freedom enjoyed here. Another example is that practical skills are encouraged and trained, and this is even evident from an early stage when kids are given the opportunity to do various projects in class and in their own time as homework, again absent from Chinese schooling. This has now led me to follow up with another trinity of concepts, the 3 Hs, from traditional Chinese values. Holistic. Chinese are better at seeing the big picture, taking the holistic view. Going back in history, we can see that early Chinese

astrologists believed that there was an inclusiveness about the galaxy, and that continues to this day. The same is true about Chinese medicine. In traditional Chinese medicine, the entire body and its different functions are linked and interfering with one element will influence many others. This is one of the core teachings of acupuncture, where a specific point in, say, the sole of your foot can be stimulated to help heal another area, for example the lungs. We often feel that in the west it is all about the details and quick solutions, sometimes without considering the bigger picture or the project as a whole. Harmonious. The concept of ‘he’ comes from the home, the clan system, and this has developed over time into today’s society. This can also be traced back to Confucianism. The general concept in Chinese society is to work for the collective – for other students, the school, the family, the workplace, society and so on. In the west, kids are encouraged from a young age to be individuals and develop the ability to be independent in many disciplines. In China, however, you should compromise yourself for the larger unit. History. China’s 5,000 year history has had a profound effect on its people. Considerably more so than in the west, the Chinese look to the past for answers to present problems, and there is a wealth of knowledge to draw on. To quote Aldous Huxley: That men do not learn very much from the lessons of history is the most important of all the lessons of history. Newman and Confucius I often wonder if Newman and Confucius had a conversation today, what would be the result? One thing can be certain: it would be quite unique and the concepts they would produce would be truly innovative, as we must be now. There should be options and open classes for innovation available to all students, regardless of their major. Only then can you say you are really being unique and encouraging innovation. We could unite what’s best in the above teachings from east and west and bring about recognition and understanding of those differences. Only then can the students of today paint with a full palette and create innovative masterpieces for tomorrow. Prof Liming Wang has lived and worked in Ireland for over 20 years, is the director of the UCD Confucius Institute and is the preeminent consultant on all things Chinese, especially in the realms of education and economics.

Education 13

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Asian Studies at University College Cork

Asian Studies thriving at UCC The new academic year sees new staff in post and new courses on offer in the School of Asian Studies at UCC

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rofessor Brian Bocking has been appointed Head of UCC’s School of Asian Studies on the departure of the School’s founding professor, Fan Hong, to Australia. Professor Bocking came to UCC from London University’s prestigious School of Oriental and African Studies. The School has also been joined by Professor Jackie Sheehan, formerly of the School of Contemporary Chinese Studies at Nottingham University. One of the newest centres for Chinese Studies in the UK,

Nottingham had grown within a decade to one of biggest and most successful units of its kind, and Professor Sheehan now hopes to help UCC to build on its established reputation in Asian Studies as it develops new courses and new links with external stakeholders to support future academic appointments. employability With the continuing impact in Ireland and across Europe of the post-2008 recession, it has never been more important for uni-

versities to equip their graduates for career success, and Asian Studies at UCC is building employability into its courses, particularly at postgraduate level. Work placements in local organizations doing business with Asia and in Asia itself give UCC’s graduates the kind of international, hands-on experience that global recruiters are looking for. This September has also seen the first recruits to Asian Studies’ new free, oneyear part-time postgraduate ‘Springboard’ programmes in Chinese and East Asian

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culture, language and business designed to get unemployed Irish graduates back into careers involving Asia. The School also continues to work closely with Irish business to provide training and orientation for local companies doing business in or with Asia, as well as for areas hoping to attract inward investment from the region. language skills By the time they leave UCC, students have not only been equipped with the language skills they need to succeed in the still fast-growing Asian economy (the School of Asian Studies offers classes in Arabic and Hebrew as well as Chinese, Korean, and Japanese), but perhaps more importantly, their understanding of Asian culture and society means they know how to operate in Asia – how to make contact with a possible business partner, how to cultivate a network of personal contacts, how to behave in a meeting, and even how to make a gracious toast at dinner. Tr i v i a l a s i t m a y s o u n d t o m a n y Europeans, striking the wrong note in social interaction can still be a deal-breaker in Asia. new teaching materials Asian Studies at UCC, through the university’s Confucius Institute and the Irish Institute of Chinese Studies within the School, is also helping to prepare for the possibility of Chinese language joining Japanese as an option in secondary schools by developing new teaching materials, including Chinese-language textbooks for Irish speakers. Chinese Studies and the Chinese language remain popular with students at UCC, but the School of Asian Studies is also experiencing growing demand for Korean and Japanese language and area-studies courses. Some of this demand now comes from international students wanting to gain language competence and cultural insights into other countries in their home region, e.g. Chinese students wishing to learn Korean. The cosmopolitan mix of local and international students at UCC provides the ideal environment in which to prepare students for careers in globalized institutions. expand its offerings With the launch this academic year of the new BA in Asian Studies, and drawing on expertise in the Study of Religions Department within the School, the next step for UCC will be to expand its offerings beyond East Asia to include Central and South Asia and the Middle East. Growth in these areas will give Asian Studies at UCC a highly distinctive profile, ensuring a growing reputation for Ireland in Asian Studies across Europe and beyond. Education 15

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UCC School of Asian Studies

Undergraduate courses for 2014-15 BA Chinese Studies This course aims to develop students’ understanding of the history, culture, economy, politics, religion and philosophy of China. Chinese Studies can be taken over three years or as a four-year Chinese Studies Pathway, with the third year spent at a partner university in China

Taught-postgraduate courses for 2014-15:

MA or Higher Diploma Contemporary Chinese Culture and Business These courses are designed to equip students with knowledge of the Chinese language (Mandarin) and provide them with the expertise to work in a China-facing multi-cultural and BA Commerce International with international business environment in the future. Chinese Studies This is a broadly based degree that combines Based at UCC for the first half year, students a range of business modules, the study of then go to China for further language training and a work placement with a Chinese organizaMandarin Chinese and courses on contemporary Chinese tion, before returning to UCC to complete their society, popular culture and media, politics and course. modern history to provide students with the necessary tools to work effectively in an inter- MA Asian Studies This one-year full-time course offers graduates national environment from the arts, humanities, social sciences, business, science and engineering an understanding BA Asian Studies This three-year course focuses on contemporary of Asian societies including culture, education, Asia. It begins with an overview of the entire social systems, politics, business and manageregion from the Middle East to the Far East, ment, as well as the opportunity to develop the including Asian diasporas worldwide. In subse- linguistic and intercultural skills necessary to quent years students choose modules from a work in or relate to Asia and Asian countries. variety of disciplines focusing on Asia and lan- It includes opportunities to experience living and working in Asian countries. guage options Contact Details: School of Asian Studies, O’Rahilly Building, UCC Tel: 021-4902825 Fax: 021-4903825 www.ucc.ie/calendar/arts/art025.html

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Hibernia College

Master of Arts In Teaching and Learning Dr. Teresa Whitaker, Programme Director Masters in Teaching and Learning (MATL) at Hibernia College Dublin course talks to Education Magazine about the course.

Can you give a brief description of the Master of Arts in Teaching and Learning? The Master of Arts in Teaching & Learning was designed to enhance teachers’ knowledge, and to raise standards of teaching so that teachers could become excellent classroom practitioners and bring innovation and best practice into the classroom. T h e M AT L c o m p r i s e s 9 m o d u l e s : Sociology of Education & Development education; Incorporating digital tools into 21st century learning environments; Promoting social inclusion; Ethics in professional practice; Current perspectives on educational testing; behaviour and relationship challenges in schools; Leadership in education; Research methods; Minor dissertation (15,000 words). Who is the MATL programme for? The MATL was initially designed for primary school teachers however teachers involved in early years education and secondary school teachers have also successfully taken the programme. As a form of continuing professional development for teachers the MATL is grounded in the most current and contemporary research promoting good practice in teacher education. How long does the course take to complete? The programme takes two years to complete. Can you explain how the course is structured? The MATL is an on-line programme. One module is rolled out at a time; learners will engage in an asynchronous learning session, where they will be required to do certain tasks such as readings and listening to a didactic lecture. There is one online

synchronous tutorial per week where students will engage with the tutor and other students. Students are also expected to take an active part in the discussion forums where module related issues will be debated. What is the balance between online and face-to-face aspects of the course? There are two opportunities for participants to meet face-to-face, at induction and also prior to commencing the minor dissertation. On-line sessions will be arranged for students who are living abroad and are not able to attend the on-site meetings. Can you explain the advantages of the Hibernia College model against some traditional courses? As with other online programmes in Hibernia College an underlying aim is to provide a programme that is flexible and accessible to teachers and can be undertaken in addition to their daily teaching commitments. The mode of delivery for the MATL is via a part-time blended programme mostly delivered online via the internet using advanced web-enabled technology. As such students can study at home, their place of employment or any other convenient location where they have access to the internet. What are the career benefits or opportunities that might arise from the course? Graduates have reported that the MATL has enhanced their careers in terms of giving them a deeper understanding and a set of enhanced tools for teaching practices. Some graduates have been promoted to principals, assistant principals, and acting principals. Here is the testimony of one graduate:

"The new School Self-Evaluation (SSE) process demands a lot of evidence-based practice. Gathering data and collating information is new territory for some of my Principal colleagues, who have not had the experience of a Masters programme. The research process has been valuable in this area, particularly for evaluating current practice and planning for improvement." Can you outline some of the learning outcomes of the course? 1. Teach and act as ethical professionals in an education environment 2. Be critically reflective and reflexive practitioners using current research and policy based evidence to improve the effectiveness of their practice through continuous reflection on that practice 3. Synthesise and critically analyse a broad range of contemporary educational theories, policies and practices on a wide range of topics, including but not limited to: social inclusion, diversity in education, societal and global inequalities, leadership in education, professional ethics, the promotion of ICT in the classroom, standardised testing, behavioural and relationship challenges, research methodologies and methods. Knowledge breadth will be expanded by undertaking independent research on their chosen topic. 4. Actively promote social inclusion and diversity and have developed skills to challenge bias of all kinds (especially those targeted in the equality legislation -- sexism, heterosexism and homophobia, racism including anti-Traveller racism, sectarianism, ableism, classism, and ageism), and dynamically promote equality and social justice in the learning environment and hidden curriculum. Find OUT MORE www.hiberniacollege.com Education 17

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20 Education

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Education 21

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...........................................................................................................................News Scan

Science Gallery anniversary funding award Science Gallery at Trinity College Dublin celebrating its fifth anniversary today announced a e1.8m funding award from Wellcome Trust to support a partnership with the Trinity Biomedical Sciences Institute (TBSI). Pictured in Science Gallery, Trinity College Dublin today were Founding Director, Michael John Gorman, and Jessie Doyle, Science Gallery Student Mediator. The gallery celebrates five years of revolutionary and thought-provoking exhibitions through arts, education and innovation, and announced a further gift of e250,000 over 5 years from ICON Plc. Science Gallery Dublin aims to become the world's leading organisation for "involving, inspiring and transforming curious minds through science". It is making waves internationally as a new model for innovation and today also confirmed that King's College London will develop a Science Gallery, with a projected opening date in 2015, the first of 8 Science Galleries to be developed around the world. Photo: Mark Stedman/Photocall Ireland.

AONTAS MUINTEOIRI EIREANN

TEACHERS’ UNION OF IRELAND

Head Office: 73 Orwell Road, Rathgar, Dublin 6 Telephone: 01-4922588 Fax: 01-4922953 e-mail: tui@.tui.ie Website: www.tui.ie

The progressive professional Teachers’ Union, which stands for an education system which is: ✔ ✔ ✔ ✔ ✔

Free Non-Selective Multi-Denominational Co-Educational Publicly Accountable

TUI represents teachers employed in: UÊÊ6œV>̈œ˜>Ê-V…œœÃÊ UÊÊ œ““Õ˜ˆÌÞÊ œi}ià UÊÊ œ““Õ˜ˆÌÞÊ-V…œœÃ UÊÊ œ“«Ài…i˜ÃˆÛiÊ-V…œœÃÊ UÊʘÃ̈ÌÕÌiÃʜvÊ/iV…˜œœ}Þ UÊÊ œi}iÃʜvÊ `ÕV>̈œ˜ UÊÊ9œÕ̅Ài>V…Ê

TUI - PROMOTING INNOVATION IN EDUCATION Education 23

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School of Hospitality Management and Tourism, DIT Cathal Brugha Street

Tourism - a fast moving, vibrant and ever changing sector

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ourism is one of the world’s fastest growing sectors and here in Ireland it’s the country’s largest indigenous industry, with over 14.8 million passengers travelling through Dublin Airport this year. Contrary to stories of job losses, the hospitality, leisure and tourism industry is holding its own. DIT graduates are gaining full-time employment in this fast moving, vibrant and ever changing sector, with a huge abundance of career paths open to school-leavers who choose this field. T h e DIT S c h o o l o f H o s p i t a l i t y Management and Tourism, Cathal Brugha Street, is the leading centre for teaching hospitality, tourism, event and leisure management. It has been designated as a World Tourism Organisation (WTO) Centre for Tourism Education and Research. According to Tourism Ireland’s Outlook Report 2012, ‘tourism and hospitality sectors have forecasted continued growth’. In recent months, several of the country’s top hospitality industry leaders have spoken of the skills shortages they experience and the challenges in recruiting qualified staff. One person who’s a good litmus test for the health of the market is the school’s placement officer, Oonagh Birchall. "We’re certainly seeing a pick-up in demand for our students – while hotels may not be achieving the rates they were a few years ago, the demand levels are certainly on an upward curve," claims Birchall.

The School prides itself on a very strong commitment to students and a good example of this is an innovative programme for first year students to help them integrate into third level. Teamwork is strongly encouraged and students find this extremely beneficial as they get to know their fellow students in a relaxed environment. All students are encouraged to join the many incredible clubs and societies available at the school. What are the career opportunities? Career opportunities, both here in Ireland and aboard, are almost limitless in this sector. These range from managing hotel resorts, working for on-line travel agencies, organising worldwide events, running a marketing department, through to hotel management, working with semi-state agencies and tourist boards to name but a few. One of the school’s recent graduates, Jonathan Sargeant, who completed a B.Sc. in Tourism Marketing, is currently working for Tourism Ireland in Canada. Jonathan explains that the best parts of his degree was "the six month work placement, working on group projects and meeting with successful business figures – which was a

fantastic opportunity to network with people in the industry". Jonathan goes on to explain how the work placement greatly benefited him: "One of the main reasons I chose this course was because it incorporates a six month work placement and this is a wonderful opportunity for students to gain invaluable work experience, either in Ireland or abroad. I undertook my placement in Cape Cod, USA working in a large hotel and golf resort where I gained fantastic skills and international experience". Since graduating from The School of Hospitality Management and Tourism, Jonathan has been promoting Ireland in the Canadian market. "I graduated in May 2011 and I am working for Tourism Ireland in Toronto on a two year graduate program. My job entails working with journalists and media, running marketing campaigns and travelling around Canada to trade shows". This sector offers a mixture of exciting careers and a qualification from The School of Hospitality Management and Tourism is highly sought after, opening up exciting opportunities both home and abroad to graduates. While academic achievement is important in the school, the courses offered are also very orientated towards the practical element with students encouraged to undertake projects in various sectors. The school has exceptional links to industry leaders, who partner with the school to employ students in permanent roles and work placement programmes. The School of Hospitality Management and Tourism are very happy to facilitate visits to schools and welcome class visits to their campus.

Find OUT MORE For further information please contact Mary Dineen, DIT School of Hospitality on 01 402 4352 or email mary.dineen@dit.ie. Education 27

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National Wax Museum

Science and Discovery is a Big Plus The National Wax Museum PLUS puts the fun and exploration back in to science and invention as it celebrates Ireland's Pioneers of science and innovation.

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HE National Wax Museum PLUS encourages school groups to engage with Science and invention by visiting the Science Gallery and Discovery Zone, a hidden gem house on the 1st floor of the attraction celebrating Irish inventors, scientists and engineers, many of whom have developed some of the world’s most revolutionary inventions. This element is delivered in an interactive and informative way using wall charts, touch screen technology and online databases, giving visitors a chance to explore and discover for themselves. This area is perfect for both primary and post primary school groups as it is in keeping with the school curriculum. It gives pupils a chance to get real hands on experience through interaction with the exhibits showing the work of our great Irish inventors in a practical way. The tour will also take you on a Journey through Irish History and Cultural Heritage, an enchanting children’s zone of wonder, a green screen video room, a recording studio and a all the exceptional life like stars of Rock n’ Roll, Film, Theatre, TV and Sport that you would expect to see at the National Wax Museum. FIND OUT MORE Open 7 Days, 10am – 7pm (last admission 6.15pm) School Groups `6.50 per pupil, teachers are free www.waxmuseumplus.ie For group bookings call 01 6718373 or email groups@waxmuseumplus.ie

SUPPORT

ST LUKE’S RADIATION ONCOLOGY NETWORK St Luke’s Hospital, Rathgar and St Luke’s Radiation Centres at Beaumont and St James’s Hospitals

www.friendsofstlukes.ie Education 29

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Open Day:

Wednesday January 22nd 2014 12 noon - 6.30pm

E: info@whitehallcfe.cdetb.ie

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Irish public: People not money must be at the heart of development Research carried out by IPSOS MRBI for development organisation, VSO Ireland has confirmed that the Irish population overwhelmingly believe that ‘people and not money must be at the heart of development. The survey which was carried out in July found that 85% of respondents felt that in order to make a lasting difference to communities in the developing world people not money was the most important factor. Furthermore, a large majority (87%) felt that when volunteers are sent to developing countries their skill sets must be matched to the issues affecting the communities in those countries. VSO Ireland Executive Director, Malcolm Quigley said: ‘What is clear from this survey is that the Irish public believe that volunteering is the most sustainable way of making a long lasting difference in the developing world. People and not money is the solution’ ‘What’s more is that, like VSO; they believe that sending volunteers without a properly constructed job description that matches local needs is not the solution. The skills of the particular volunteer must be matched to a specific role to achieve the greatest impact’   ‘Since its foundation 55 years ago, VSO has been a consistent advocate for volunteering that matches skills

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with issues and puts people at the heart of the process. It’s why each and every VSO volunteer has a local counterpart to work with and share their skills with’ Next week, VSO Ireland will launch a major awareness campaign to highlight its urgent need for experienced volunteers in the developing world and the impact that these volunteers are having in eliminating global poverty. Returned volunteers Dr Mary McCauley, an obstetrician and gynaecologist from Co. Down, Jim Ferguson, a retired education manager and VSO supporters Tig Denga-Salabanna from Ethiopia and Patrick Kalisa from Rwanda will feature in a series of TV, radio and online advertisements. VSO is an international development organisation that works through volunteers to fight poverty. VSO recruits skilled professionals to share their skills and experience with local counterparts in over 30 countries in Africa, Asia and the Pacific. Doctors, nurses, teachers, principals, management and IT specialists are urgently needed for departure in 2014. For more information on volunteering opportunities with VSO, please visit www. vso.ie The research was carried out by IPSOS MRBI between the 5th and 18th July 2013. 1005 respondents took part in phone interviews. The margin of error is plus / minus 3%.

09/10/2013 13:43:59


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Dear Diane, I managed to work at the texts. Therefore, if it is not too late, the following are the advert for a ! page (@ "300), accompanied with an editorial, as you suggested. The following ad is attached as a Word document, and as a PDF document if more practical.

Living Language

Living A Foreign Language EXCERP, by Sheila Wayman, journalist

M

ICHAEL John Murphy admits that on his first day alone aged 15 in a French boarding school in Le Mans, “I was in the toilet crying, calling my parents” on a mobile phone he had smuggled in. Like his two sisters before him, he was spending transition year in France because their mother, Barbara Murphy, believed it was beneficial not only for their language skills but also for their personal development. He enrolled as a weekly boarder and spent the weekends in Paris with the family of another boy at the school. The daily regime involved lessons – all through French – from 8.30am to 5pm and then at least two hours of evening study before going to the dorms at 9pm and lights out at 10.30pm. Director Jean-Marc Bourguignon stressed that preparation is key for success. There is an enrolment test to determine abilities, briefing of parents and child, and then a language crash course before leaving Ireland. On arrival, there is a four-day preparatory course for the small group of teenagers who have travelled with Bourguignon from Ireland before they are placed individually in different, usually private schools, where they either board or live with a family vetted by the school.

TRANSITION YEAR: School Term(s) in FRANCE /SPAIN /GERMANY Tailor made individual academic Placement: ! Private Boarding /at the home of a student ! Full Assessment, Briefing and Preparation ! Private Tuition & Consistent Support 5th YEAR: 2-week Intensive Course - June FRANCE /SPAIN

! Immersion in French Private Boarding schools

! 70 hrs French tuition & 20 hrs assisted study ! Classes of max. 10 students [streamlined] ! Mock Leaving Cert oral and written exams ! Sporting and cultural activities Also DUBLIN [D16 /D4 /D15] 3rd - 4th YEAR 2-week French & Sports FRANCE /DUBLIN [D16 /D4 /D15] - July Oral French classes in the morning Sports shared with French students (zip-lining, sailing, tennis, GAA etc.)

LIVING LANGUAGE CONTACT LTD. Reg Dublin Castle Nov 1979 ! +353-1. 660.4911/660.4704 " 660.4714 � info@livinglanguage.ie

See next page

Match amical de football gaëlique, June 2010

« De prochains bacheliers irlandais en séjour linguistique dans des institutions privées de Laval et Mayenne, sous la responsabilité de Jean-Marc Bourguignon et Patrick Deprez de Living Language de Dublin ont été heureux de pratiquer leur sport favori face a l’équipe liffréenne. La rencontre arbitrée par Philippe Cornilleau a tourné a l’avantage de celle-ci: les visiteurs n’ayant pas de chaussures a crampons… »

Early Bird Closes 30 October 2013 European Conference on Brain Injury and Sport Friday 13 December 2013, Aviva Stadium, Lansdowne Road Tackling the concussion crisis Acquired Brain Injury Ireland, in association with EBIS (European Brain Injury Society) will host a ‘Brain Injury and Sport’ conference at the Aviva Stadium, Lansdowne Road, Dublin on Friday 13th December 2013 from 8:30am-4:30pm Educating players, coaches and clinicians about concussion management and return to play guidelines; ABI Ireland and EBIS are bringing together a panel of expert speakers to discuss the growing concern surrounding the head injury. Chaired by Newstalk broadcasters Ger Gilroy and George Hook, the conference will feature the following sports personalities and medics:

ß Chris Nowinski - Co-Founder and Executive Director of the Sports Legacy Institute; solving the sports concussion crisis through education, policy, and research, Boston University School of Medicine ß Dr Barry O’ Driscoll – Former Rugby International ß GAA Footballers Michael Darragh Macauley, Rory O’Carroll and Mark McHugh ß Mark McGovern – GAA player who suffered a head injury playing football in San Francisco ß Dr Michael O Brien – Associate Director of the Sports Concussion Clinic, Boston Children’s Hospital ß Brian Kerr – Former Ireland Football Manager ß Professor John Ryan – Accident and Emergency Consultant, St Vincent’s Hospital, Dublin ß Dessie Farrell, GPA and Simon Keogh, IRUPA (Other speakers to be announced) Dublin Footballer and ABI Ireland

EARLY BIRD OFFER: Before 30 October 2013 – Book your ticket for `149 (EBIS Members pay `120). After 30 October 2013 – book your ticket for `199

Ambassador Michael Darragh Macauley, Sean O'Connell, his brother James O'Connell and Mark Bailey. Pic David Maher / SPORTSFILE

For more information and to register see www.braininjuryandsport.ie Education 33

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Interactive drumming workshops We’ll bring the drums and they’ll play the beats! We are a team of drumming performers/tutors that offers educational and entertaining interactive drumming workshops to schools all over Ireland. A typical workshop is totally inclusive and interactive and caters for all ages and abilities. The workshop will also include a demonstration and a brief journey around the world of drums, from Africa to Ireland. Everyone will receive an instrument and we will learn to play a piece of highenergy Samba music from Brazil. Most Samba-Drumming workshops tend to be 1 to 2 hours in duration and cater for up to 30 participants per session. What are the benefits? Helps develop a sense of pulse, rhythm, dynamics and tempo. Gives the opportunity for the children to make music as a group. Covers the three areas of the music curriculum: Listening and Responding Performing Composing We also offer a wide range of workshop in Dance, Drama and Crafts. For more information call Stephanie on 0876935513 or email: info@itchyfeet.ie itchyfeet • Area 4 Studios • Lower Quay Street • Sligo

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Irish Aid Centre

Bring the world into your classroom... ...by bringing your class into the Irish Aid Centre!

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rish Aid invites second-level classes and their teachers to visit the Centre in Dublin and take part in free workshops on global development and human rights. Irish Aid is Ireland’s official aid programme, managed by the Department of Foreign Affairs and Trade. It  has been rated internationally as one of the most effective aid programmes in the world. The Irish Aid Centre in O’Connell St, Dublin was set up in 2008 to raise awareness among the public of Irish Aid's work in fighting poverty and hunger in some of the poorest countries in the world. The Centre hosts exhibitions, events, seminars and training courses related to the work of Irish Aid and development issues generally. Since 2008 almost 20,000 stud e n t s h a v e v i s i t e d t h e  C e n t re a n d participated in workshops. Through our multimedia exhibition and workshops students explore, in a very realistic way, the day-to-day realities of life for poor rural communities in developing countries. They learn about new approaches to aid by international donors, such as Ireland, which aim to bring about lasting improvements in the lives of over 1.4 billion people living in absolute poverty. Workshops are of 90 minutes duration and explore issues such as  poverty and hunger,  aid, trade, gender, human rights, s u s t a i n a b l e d e v e l o p m e n t , t h e UN Millennium Development Goals. They are facilitated by experienced development education trainers. These multimedia workshops use highly participative methodologies, and are particularly relevant for Transition Year, CSPE, Religious Education and Senior Cycle Geography.

However, all second-level groups are welcomed. The current programme, set in the context of an actual village in Malawi, focuses on hunger and food security and enables students to experience the challenges faced by poor farming communities in Africa, and to discuss the part Ireland plays in the addressing these global issues.   Students: • view film footage and are guided through an exhibition of artefacts and graphics based on everyday life in an African village • take part in role play activities which

allow them to consider the issues and the development options from the point of view of the villagers • learn about the work of Irish Aid and have an opportunity to ask questions   Teachers are provided with optional previsit lesson plans and receive a teaching pack on departure. Groups of up to 35 students at a time are facilitated in workshops at 10.00 and 12.00 Monday to Friday. While workshops are free of charge, advance booking is essential. To book contact: Ruth Powell 01-8546932   ruth.powell@dfa.ie

Some comments by teachers in 2012: “I come every year and the students always enjoy it and it's very beneficial for the unequal world studies in geography.” “Far beyond our expectations. It was informative, interactive and engaging.  Pitched at a perfect level for the girls and the perfect length.” “Once again I was thrilled to bring my students to the Centre, it has an enormous impact on them when they return to the classroom.” Education 35

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College of Computer Training

For careers in the growing ICT sector T

here is a 14th Century proverb that claims “Great Oaks from little acorns grow” and whilst this thought was furthest from Neil Gallagher’s mind when he set out his vision for a specialist IT higher education college in Dublin, nevertheless when one enters CCT ’s s t a t e o f t h e a r t c a m p u s i n Westmoreland Street, Dublin 2, one cannot help believe that indeed in a short space of time, a mighty Oak has risen from very humble beginnings. Identifying a significant niche in the market whose needs were not being catered for by the traditional college and university structure, CCT has specialised in offering industry led specialised courses to those who were interested in pursuing careers in the growing ICT sector. This policy has paid dividends with the college having an excellent reputation within industry and graduates being successfully placed in the top companies. From that first day with 10 students in one classroom, CCT today has an extensive range of full and part time programs accredited by HETAC, FETAC, University of

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Hertfordshire UK, NCC Education and City & Guilds. The college also runs industry certified programs such as Microsoft certified, Cisco Networking, .net and Java programming. It also partakes in a range of government funded programs including Springboard, Momentum and FAS. This year sees another milestone in CCT’s history with the college entering the CAO process for the first time. The courses offered on CAO will be the Higher Certificate in Science in Computing in IT Level 6 programme, and the BSc in Information Technology Level 7 programme In reflecting the college ethos of keeping close to industry, monitoring current education trends and being adaptable to changing circumstances, last year CCT launched a secondary school initiative called Bridge to College. This is an unique program specifically aimed at 4th,5th and 6th year students who wish to get a “taste” of computer programming, web development and design, networking. It is designed to make students aware of the opportunities in the

sector and to encourage them to actively think of a career in ICT. This initiative is strongly supported by leading multinational companies and is provided Free to all students. However that is enough general information, what about college specifics such as facilities, student life, course details, enrolment procedures College & Facilities Housed in an ideally located city centre state of the art premises, CCT has contributed to the complete renovation and restoration of a historical building, situated at 30-34 Westmoreland St., Dublin 2. The building which is a very recognisable landmark was previously the head office of EBS, Recently renovated the new CCT premises avails of all city-centre amenities, and is situated on all public transport routes servicing all areas of the city and greater Dublin, including bus, train and tram. Below is a list of just some of the facilities and resources present at the CCT campus on Westmoreland St.: • Accessible city centre campus building • 26,000 square feet of learning space • Extensive Library space actual and online resources • Canteen area • Starbucks Coffee House on campus • Series of practical and educational computer laboratories • Lecture auditoriums • Technology and Automation Engineering Lab • Creative spaces • 2,800 square feet of Recreational area with access to pool tables, table-tennis, table football, eating area, student kitchen, student lounge, and cinema room • Internet Lobby Bar • Reception Atrium • Disabled Access Certification • Corporate Training Suites • State of the art learning and teaching resources >>> Education 37

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Student Life As one might expect from a college specialising in leading edge technology the student population has a truly international outlook with the 800 students representing 27 different nationalities. This not only allows students gain an international perspective but also means that local students can avail of the excellent support services that has being developed to manage the International student. Being away from home and facing third level is one of the most difficult transitions in a student life. Having a relatively small student population has enabled CCT to take direct interest in student development and provide the help and extra support that a close knit college community can provide. Course Details CCT provides full and part time, ICT and Business programmes from Levels 5 to 9. The College also offers Business and Computer Science programmes at Postgraduate and Masters level. Further education and training programmes are mainly awarded at CCT by FETAC or City & Guilds, with higher education and training programmes awarded by HETAC or University of Hertfordshire, UK. The current offerings on the CAO listing are the Higher Certificate in Science in Computing in IT Level 6 programme, and the BSc in Information Technology Level 7 programme. They also provide corporate training programmes, many of which are customised to clients such as Ulster Bank, Irish Aviation Authority, Failte Ireland, and Bank of Ireland, and delivered at all levels from basic to specialised. Typical programmes provided over the last year to organisations ranged from ECDL Applications based training to .NET Programming, to Information Security, and Project Management. CCT is one of the few independent colleges in Ireland currently providing courses under Irish government funded Springboard

and Momentum schemes. They offer industry-aligned and well developed programmes which enhance and increase the opportunities to job-seekers in Ireland today. As previously mentioned one of the most successful recent initiatives was the free Bridge to College or Taster course that targeted at the Irish secondary school market. CCT ran a pilot programme in 2012 delivering FETAC Level 5 component certificate programmes to a large number of 5th and 6th year secondary school students around the Dublin area, in the fields of Computer Programming, Computer Networking, and Web Design. This initiative seeks to give more information to college and ICT course seeking students, who perhaps did not have access to structured learning of Computing based subjects through school, and who have an interest in pursuing college careers and further in ICT. Knowing more or developing a taste of these subjects can only serve to further focus the minds in this area It is expected that once again this year that these course s will be oversubscribed. Information on booking places on this program will be forwarded to all secondary schools in early April. Enrolment Procedures The enrolment procedure for all programs is quite straight forward with the students being able to apply direct to the college admissions office, info@cct.ie , or alterna-

Taster Courses for Secondary Schoolers CCT is delighted to be partnered with Microsoft and Fastrack to IT (FIT) for the provision of this year’s ICT taster course series. The programmes will be delivered at CCT, w h i c h i s l o c a t e d a t 3 0 - 3 4 Westmoreland St., Dublin 2, in the very heart of Dublin city centre. The ICT Taster Course Initiative is targeted at 4th, 5th and 6th year secondary school students in Ireland, during the coming summer holidays over July and August 2013, and for subsequent holidays

periods. Some of the courses have been booked out so check the CCT website for the latest availability. Microsoft, FIT and CCT have teamed up to provide these Taster Courses for Secondary Schoolers free of charge! This is part of our investment into your future, and the future of ICT in Ireland. We look forward to hearing from you, and to providing you with this “Boot Camp” of Computing knowledge and skills, with state of the art facilities, excellent lecturers, and lots of fun!

tively through the CAO for the two courses which are on their listing. As a private college you are liable for course fees however there is no registration fee which has become quite significant in recent years. Also there are a number of scholarships and fees concessions available for which students may apply. When these are taken into account, there is very little difference in terms of cost. Once again it is best to contact CCT admissions in order to get more information on the schemes available. Future In finishing, it is hard to get away from the fact that ICT has a very strong future in Ireland and offers fantastic potential and opportunity in terms of employment and career development. At present depending on which government or European agency you listen to there are over 4,500 current vacancies in the ICT sector in Ireland alone at present and this at a time of 400,000 unemployed. Also it is expected for demand in Europe to rise significantly over the next ten years with a recent European study highlighting the fact that by 2020 there will be a need for 900,000 ICT professionals in Europe. I started with an English quotation and I would like to finish up with one as Gaelige, “Is tús maith leath na hoibre”, a good start is half the work. CCT have definitely made a great start and when one chats with the management team, one can easily understand how they have progressed so far so quickly. Taking this into account, given CCT’s management focus and knowledge, considering the employment opportunities available and allowing for the unique position that CCT has developed within the higher education ICT sector, I would think that the future is looking very positive for CCT and Irish education. Find OUT MORE College of Computer Training (CCT), 30 - 34 Westmoreland St., Dublin 2 Tel: 01 6333444 • Email: info@cct.ie Web: www.cct.ie

38 Education

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CIVIL DEFENCE SERVING THE NEEDS OF THE LOCAL COMMUNITY

Are you up to the challenge? Students interested in becoming Volunteer members of Civil Defence should contact their local Civil Defence Officer Volunteers are multi-skilled and the main programmes of activity undertaken by the organisation are: UÊÊ >ÃÕ>ÌÞ\Ê*ÀœÛˆÃˆœ˜ÊœvÊ>ÊwÀÃ̇>ˆ`Ê>˜`Ê>“LՏ>˜ViÊÃiÀۈVi UÊÊ,iÃVÕi\Ê1ÀL>˜ÊÀiÃVÕi]ʜ«i˜ÊVœÕ˜ÌÀÞÊÃi>ÀV…ÊvœÀʓˆÃȘ}Ê«iÀܘÃÊ>˜`ÊÜ>ÌiÀÊL>Ãi`ÊÃi>ÀV…Ê>˜`ÊÀiVœÛiÀÞ UÊÊÕ݈ˆ>ÀÞʈÀiÊ-iÀۈVi\Ê*Փ«Ê>˜`ʏ>``iÀÊ`ÀˆÃ]ʫՓ«ˆ˜}Êyœœ`Ü>ÌiÀÃÊ>˜`ÊÃÕ««Þˆ˜}ÊÜ>ÌiÀÊ̜Ê̅iÊ œ““Õ˜ˆÌÞ UÊÊ7>À`i˜Ê-iÀۈViÊEÊ,>`ˆ>̈œ˜Êœ˜ˆÌœÀˆ˜}\Ê,>`ˆ>̈œ˜Ê`iÌiV̈˜}Ê>˜`ʓœ˜ˆÌœÀˆ˜} UÊÊ7iv>Ài\Ê*ÀœÛˆÃˆœ˜ÊœvʅœÌʓi>Ã]Ê`Àˆ˜ŽÃÊ>˜`Ê«ÃÞV…œÃœVˆ>ÊÃÕ««œÀÌ UÊÊ œ““Õ˜ˆV>̈œ˜Ã\Ê"«iÀ>̈œ˜ÊœvÊÌܜʈ˜`i«i˜`i˜ÌÊÀ>`ˆœÊÃÞÃÌi“Ã

To learn more about Civil Defence you can log on to our website at www.civildefence.ie

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Marist Fathers

A wide range of ministries and missions around the world

T

HE Fathers, Lay Marists, Marist Sisters and Marist Missionary Sisters, founded in France in the early part of the 19th century. Marists Fathers are also known as the Society of Mary and as such we see Mary as a woman of faith, as the first disciple of Jesus and as the model of discipleship for us to follow. Marists seek to be ‘instruments of mercy’ as Mary was and to have an approach to our work that puts the other person and the mission of Christ first, which we describe as being ‘hidden and as it were unknown in the world’. Picture Mary at Nazareth and at

Pentecost and you get an idea of how Marists are to model their lives on her. In Ireland Marists are involved in a wide range of ministries, schools, parish work, 3rd level education, spiritual direction, therapy, retreats, community work, counselling, chaplaincy, etc. Marists also go on mission to places like Marists also go on mission to places like Brazil, Philippines, Peru, Senegal, Cameroon and the South Pacific islands of

Fiji, Tonga, Samoa and South Solomon Islands. ‘The Marian Church does not know the answers before the questions are posed. Her path is not traced out in advance. She knows doubt and unease, night and loneliness. That is the price of trust. She takes her part in the conversation, but makes no claim to know everything. She accepts that she must search’. A quote from: The Marian Church by Francois Marc.sm.

Are you called to share with others in a spirit of peace and reconciliation in a broken and divided world? IT INVOLVES: UÊʈۈ˜}ʈ˜Ê>˜Ê˜ÌiÀ˜>̈œ˜>Ê œ““Õ˜ˆÌÞ UÊÊ-…>Àˆ˜}Ê«À>ÞiÀ UÊÊ ÕV…>ÀˆÃ̈VÊ`œÀ>̈œ˜° UÊÊ `ÕV>̈œ˜Êˆ˜Ê>ˆÌ… UÊÊ7œÀŽˆ˜}ÊvœÀÊ«i>ViÊ>˜`ÊÀiVœ˜Vˆˆ>̈œ˜Êˆ˜Ê̅iÊÀi>ˆÌÞʜvʜÕÀÊ`>ˆÞʏˆvi°

7iL\ÊÜÜÜ°>Vˆœ˜`œ˜°œÀ}°ÕŽÊÊUÊÊ “>ˆÊÌÀˆÃ…>VˆJÞ>…œœ°Vœ“ Education 41

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Vocations News

Three New Novices for Irish Franciscans In September three new novices were received into the Franciscan novitiate in Ennis friary by Minister Provinical, Hugh McKenna, OFM. Ronan Sharpley and Damian Casey for the Irish Province and Richard Cutting for the English Province begin their year as novices after completing the postulancy programme in Killarney friary. The year will be primarily devoted to prayer, a deepening of their understanding of the Franciscan life, charism and spirituality, and a continuing discernment of their vocation. In all this we pray that they may be well supported by their Franciscan brothers and guided by the Spirit of the Lord.

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Vocations News Excerpts from Pope's Homily at World Youth Day on Vocation Dear Brothers and Sisters in Christ, I wish to reflect with you on three aspects of our vocation: we are called by God, called to proclaim the Gospel, and called to promote the culture of encounter. 1. Called by God: It is important to rekindle an awareness of our divine vocation, which we often take for granted in the midst of our many daily responsibilities: as Jesus says, "You did not choose me, but I chose you" (Jn 15:16). This means returning to the source of our calling. At the beginning of our vocational journey, there is a divine election. We were called by God and we were called to be with Jesus (cf. Mk 3:14), united with him in a way so profound that we are able to say with Saint Paul: "It is no longer I who live, but Christ who lives in me" (Gal 2:20). This living in Christ, in fact, marks all that we are and all that we do. And this "life in Christ" is precisely what ensures the effectiveness of our apostolate, that our service is fruitful: "I appointed you that you should go and bear fruit and that your fruit should abide" (Jn 15:16). It is not pastoral creativity, or meetings or planning that ensure our fruitfulness, but

our being faithful to Jesus, who says insistently: "Abide in me and I in you" (Jn 15:4). 2. Called to proclaim the Gospel: dear Bishops and priests, many of you, if not all, have accompanied your young people to World Youth Day. They too have heard the mandate of Jesus: "Go and make disciples of all nations" (cf. Mt 28:19). It is our responsibility to help kindle within their hearts the desire to be missionary disciples of Jesus. Certainly, this invitation could cause many to feel somewhat afraid, thinking that to be missionaries requires leaving their own homes and countries, family and friends. Let us spare no effort in the formation of our young people! Saint Paul uses a beautiful expression that he embodied in his own life, when he addressed the Christian community: "My little children, with whom I am again in travail until Christ be formed in you" (Gal 4:19). Let us embody this also in our own ministry! Let us help our young people to discover the courage and joy of faith, the joy of being loved personally by God, who gave his Son Jesus for our salvation. Let us form them in mission, in going

out and going forth. Jesus did this with his own disciples, he sent them o u t ! We c a n n o t keep ourselves shut up in parishes, in our communities, when so many people are waiting for the Gospel! 3. Called to promote the culture of encounter: Unfortunately, in many places, the culture of exclusion, of rejection, is spreading. There is no place for the elderly or for the unwanted child; there is no time for that poor person on the edge of the street. At times, it seems that for some people, human relations are regulated by two modern "dogmas": efficiency and pragmatism. Dear Bishops, priests, religious and you, seminarians who are preparing for ministry: have the courage to go against the tide. Let us not reject this gift of God which is the one family of his children. Encountering and welcoming everyone, solidarity and fraternity: these are what make our society truly human.

Education 43

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Additional Learning

School visits at the Castlecomer Discovery Park

L

ess than 20 km form Kilkenny city a n d a t e n m i n u t e d r i v e f ro m Dunmore caves, Castlecomer Discovery Parks offers a range of programmes suitable for secondary school students. Learning takes place in the great outdoors of our extensive 80 acres woodland, by the lakes and streams, and through our interactive coal mining exhibition and purpose built indoor education programme. Secondary School programmes are designed to reflect the school curriculum with a particular focus on geography, science and history. Classes can also combine educational and recreational activities with our NEW Tree Top Walk course to create the perfect school tour day for team building or start/ end of term activity!

studios/workshops), and short guided walk of the park. This exposes students to the opportunities that exist in learning a skill and in cultivating an understanding of enterprise and among students. Transition Year Students Activity day: Modules are based on practical and group

based activities with an emphasis on teamwork i.e. Map Reading skills & Coal Mining exhibition: â‚Ź10 To discuss your school visit and for information on COMPETITIVE TRANSPORT COSTS call Mary: 056 4440707. For more information see www.discoverypark.ie

Coal Mining exhibition: Our interactive multimedia Coal Mining Exhibition charts the formation of coal over 300 million years ago. The exhibition is an educational aid because of the many linkages and connections with topics covered in both Junior and Leaving Cert subjects: Geography, History and Biology. Ecology Field Studies & Leaving Cert Ecology programme: Learn about some of the first plants and earliest animals to inhabit the earth. Small Mammal Capture & Release: Examination of physical /behavioural adaptations of a small mammal. Quadrat Survey: Carry out a qualitative and quantitative study of woodland organisms. Line Transect: Measure the effect of abiotic factors on plant growth. Junior Cert Ecology Programme: learn about some of the first plants and earliest animals to inhabit the earth in our interactive coal mining museum; Quadrat Survey: Carry out a qualitative and quantitative study of woodland organisms; Line transect: Measure the effect of light and shade on plant growth. Leaving Cert Vocational programme (LCVP): Programme includes overview of management, development and structure of the park – as a community project, visits to micro creative enterprises (design craft Education 45

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Just Published.....................................................................................................................

Titanic: Icon of an Age An Illustrated Chronicle from Design to Disaster by Michael McCaughan

Titanic is the most famous ship in history and the extraordinary story of her construction and loss continues to capture the human imagination. Even before she sailed in 1912 Titanic was making headlines as the world's largest ship, symbolising the confidence and certainties of her era. Built at Harland & Wolff's massive shipyard in Belfast, Titanic took four years, and the expertise of thousands of skilled men, to complete. This new edition of Michael McCaughan's acclaimed book, The Birth of the Titanic (1998), is a visual chronicle of that superhuman achievement set against the backdrop of an age of industry, entrepreneurship and political tensions. Written and compiled by internationally recognised Titanic expert Michael McCaughan, it captures the spirit and vision of the people who built the vast leviathan and the stories of those who sailed on her, describing in detail the construction and launch of the ship as well as the disaster and its aftermath and giving fresh insights into why Titanic continues to fascinate and inspire. Using stunning contemporary photographs from the official Harland & Wolff photographic archive as well as sources such as diaries, postcards, letters and White Star publicity this definitive book from Titanic's homeland is an exciting, moving and richly illustrated account of Titanic's remarkable story. A fitting tribute to this iconic lost ship... Blackstaff • Around €20

Secrets of the Irish Landscape By Matthew Jebb with Colm Crowley This book examines many little understood aspects of the Irish Landscape from the last Ice Age until now. Historians, archaeologists, biologists and earth scientists each bring their unique take on how the landscape and the life it supports have been crafted by natural and human events. Some of the great enigmas of the past are now being unravelled, and this book gives a fascinating and fresh glimpse of how Ireland’s unique and stunning ecosystem has evolved. The latest scientific theories, techniques and methods are used to bring readers up-to-date on each of these remarkable stories. Unravelling this history, as revealed through the chapters of this book, uses a wide array of evidence and clues, some ingenious; to build an amazing history that is part of all our pasts. The endeavours of humans whether in politics, art or territorial ambition are every bit as important as great ice-sheets, climatic catastrophes and even microscopic plant diseases in shaping and understanding this landscape of ours. The book also celebrates the pioneering work of Robert Lloyd Praeger. In 1895 Praeger began a pilgrimage across Ireland that was to last five years. His aim was to chart the distribution of all plants across the country. His observations of the landscape and its people became a classic of Irish travel writing in The Way That I Went. Praeger pondered the question of where the flora of Ireland come from, and conducted some of the greatest investigations into these matters with the Clare Island survey which was completed in 1913 – this being its centenary year. Inspired by Praeger, modern experts are unravelling these stories using new techniques and methods, and bring together their recent findings to unravel the remarkable secrets of the Irish landscape). Cork University Press • Around €25

Seek the Frozen Lands Irish Polar Explorers 1740-1922 By Frank Nugent In extreme sports and survival challenges, rescue is a phone call away. Polar explorers played for real: extraordinary men entering the unknown for years at a time. High on a list of such explorers are Crozier, McClintock, McClure and Shackleton, all Irish. The saga began when Arthur Dobbs advocated the existence of the Northwest Passage. Later, Bransfield made the first sighting of the Antarctic in 1820. It continued with the discovery of the Antarctic Ice Shelf and the charting of the Ross Sea in 1841 by Ross and Crozier. The pace quickens with considerable Irish involvement in the search for Franklin, Crozier and their men. The story ends with the heroic age of Antarctic exploration and the burial of Shackleton in 1922 in South Georgia. Many of these names, including Sabine, Keohane, Crean, Forde and McCarthy, dot maps of the frozen lands. Some left a trail of cairns and bones as they perished, others were promoted, acclaimed for bravery or achieved scientific recognition. This is truly a story of heroism, drama and tragedy.). Collins Press • Around €12

Towards Commemoration By John Horne & Edward Madigan (eds) How should we commemorate the past? What are the potential benefits and dangers? How does commemoration relate to history? Contemporary Ireland, north and south, was founded in the decade 1912-1923. From the signing of the Ulster Unionists’ Solemn League and Covenant to the partitioning of the country and subsequent Civil War in the Irish Free State, a series of events shaped Ireland for the century to come. Towards Commemoration arises from a project led by the Centre for War Studies, Trinity College Dublin, in association with the Princess Grace Irish Library, Monaco. It features essays by leading historians, journalists and civic activists debating how to make the most, and avoid the worst, of the centenary decade. Contributors include: Ian Adamson, Tom Hartley, Paul Bew, Fintan O'Toole, Tom Burke, Anne Dolan, David Fitzpatrick, Paul Clark, John Horne, Keith Jeffery, Pierre Joannon, William Mulligan, Brian Hanley, Edward Madigan, Catriona Pennell, Stuart Ward, Jay Winter, Fearghal McGarry, Heather Jones. Royal Irish Academy • Around €15

46 Education

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National Maritime Museum 26-3.indd 1

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Education Magazine 26 3