Thinking outside the Box
Cork Institute of Technology DIT's Grangegorman Campus l Vocal health for educators Preparing for the mock exams l Green News l Fitness qualifications
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Volume 26, Issue 4 4 Cover: Thinking outside the Box - Cork Institute of Technology 11 DIT is on the move to new Grangegorman campus
Editor Niall Gormley
13 National Council for Exercise and Fitness - a professional qualification in fitness education
Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: firstname.lastname@example.org www.educationmagazine.ie
19 DCU Business School quality business education courses
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Thinking outside the Box
RCSI DEVELOPING HEALTHCARE LEADERS WHO MAKE A DIFFERENCE WORLDWIDE
23 Institute of Beauty & Holistic Training 25 National Wax Museum
29 National Learning Network: Help for students where and when they need it
31 All Hallows College: Hands on in Enhancing Graduate Employability 33 Castlecomer Discovery Park
To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie
The RCSI Aim High Medicine Scholarship
20 Interview: Poll Moussoulides coaches professionals on how to get the best out of their voices
27 Green News Scan
Cork Institute of Technology
17 Shape a future with Saint Nicholas Montessori College Ireland
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Thinking Outside the Box
15 How to prepare successfully for your 'mock' exams!
Layout Real Issues, Drumhaldry, Moyne, Co. Longford 086-8986827
Read the current edition
Cork Institute of Technology Asian Studies at University College Cork ● NDC Milk It Awards College of Computer Training ● Irish Aid ● Reviews
34 Feature: The Achievements of 15-year-olds on Maths, Reading Literacy and Science in PISA 2012
Foreword by Minister Ruairí Quinn ■ Brieﬁngs ■ Listings ■ Calendars
37 Green News Scan 38 Reviews
Nicola O'Mahony, Team Leader, Cork Institute of Technology Multidisciplinary Group Mastech™, First Place and Student Entrepreneur of the Year 2013, Enterprise Ireland/ Invest Northern Ireland Think Outside the Box Finals Galway with Gillian Slattery, Regional Development Executive, Enterprise Ireland, Organiser Student Entrepreneur of the Year Competition. Pic: Darragh Kane. Pages 4-9
Learning for Life The achievements of 15-year-olds on Maths, Reading Literacy and Science in PISA 2012. Page 34 Education 3
Cork Institute of Technology
2013 Think Outside the Box Finals Galway
Three Major Award Winners for Cork Institute of Technology
CIT Award Winning Teams in Quad NUI Galway with Dr. Breda Kenny, Head, Hincks Centre for Entrepreneurship Excellence and Senior Lecturer Sean F. O'Leary CIT From over 400 Entries and following three gruelling days at the Enterprise Ireland / Invest Northern Ireland Think Outside the Box Student Entrepreneur Finals in Galway, Three Major Awards Winners were announced for Cork Institute of Technology by Minister John Perry: Enterprise Ireland / Invest Northern Ireland First Place and Student Entrepreneur of the Year 2013 - €10,000 Cruickshank Intellectual Property Attorneys Most Technologically Innovative Product 2013 - €5,000 Enterprise Ireland / Invest Northern Ireland Think Outside the Box Award of Merit 2013 - €1,500 4 Education
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Cork Institute of Technology Enterprise Ireland / Invest Northern Ireland 2013 Think Outside the Box Finals Galway
First Place and Student Entrepreneur of the Year 2013 - €10,000 MasTech™ - an in-line automatic detection system for mastitis in cows Company AH Technology Product Mastech Cork Institute of Technology Animal Healthcare Device Design and Development CIT Multi-Discipline Start-Up Innovation Team: Nicola O’Mahony, Donal Carey, Kenneth Barry, Damien McAuliffe, Ciaran Malone, Owen McDonagh, James Cahill
Mastitis has a significant adverse economic effect on dairy farmers throughout the world. Currently, most detection methods available are for the bulk milk tank. These methods do not facilitate rapid isolation of the infected cow. The developing MasTech™ product is designed to enable early identification of the infected cow during the milking process. The MasTech™ product, developed by multi-disciplinary student team, AH TechnologyTM, is unique in that it is an automated device which can be retrofit to any existing milking parlour and will test the milk sample during the milking process causing minimal disruption to the farmer. Currently the farmer has to test the cows manually by obtaining milk samples from each cow and then test them. This can be time consuming and is rarely done - so early detection of infected cows is rare. The early identification and isolation of the infected cow by MasTech™ has major animal welfare and husbandry benefits for the cow and herd, and also has significant and on-going financial benefits for the farmer, creamery, and milk processor. The product is currently in the prototype stage. Initial proof of concept testing has been undertaken and has proven very promising. Further product consistency testing on the developing prototype is planned to ensure the product works in all conditions that may arise in the milking parlour environment.
n Gillian Slattery Enterprise Ireland with Mastech Think Outside The Box Entrepreneurs of the Year 2013
n Mastech with Minister John Perry, Mayor of Galway Terry O'Flaherty and Mr. Richard Murphy, Enterprise Ireland
n Minister John Perry and Mastech
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Cork Institute of Technology
2013 Think Outside the Box Finals Galway Cruickshank Intellectual Property Attorneys Most Technologically Innovative Product 2013 - â‚Ź5,000 Company Sweet Sounding Electrics Product Hush Hush Hairdryers Cork Institute of Technology Electronic Device Development CIT Multi-Discipline Start-Up Innovation Team John Kelleher, Mariah Reidy, Marco Quatrana, Kieran Minehane, Colm Kearney, Shane Oâ€™Driscoll, Niamh Ryan
n Hush Hush Hairdryers with Donal O'Connor, Cruickshanks and Barry Egan, Enterprise Ireland
n Hush Hush Hairdryers with Minister John Perry, Mayor of Galway Terry O'Flaherty and Mr. Richard Murphy, Enterprise Ireland
In the home, excessively noisy hairdryers can wake sleeping children, make it difficult to converse and cause annoyance when watching TV. In the hair salon multiple dryer environment - with noise levels for individual hairdryers measured by the Sweet Sounding Electrics TM team as exceeding 90dB - there are serious concerns for hearing impairment of hair dressers. Exposure to constant and excessive noise can also cause other health problems including: stress, tinnitus, potential permanent hearing loss, headache, elevated blood pressure, fatigue, Irritability, digestive disorders and increased susceptibility to colds and infections. Under Irish Law, ear protection must not only be provided - but must be worn in the event of workplace noise levels exceeding 90dB daily. Ear protection however is impractical for both hair salon and home environments. The Hush Hush HairdyersTM device, product of multidisciplinary student team Sweet Sounding Electrics TM, provides a novel, effective and unobtrusive method of hair dryer noise reduction within both the home and salon environment.
n Hush Hush Hairdryers with Minister John Perry
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Cork Institute of Technology 2013 Think Outside the Box Finals Galway National Award of Merit 2013 - €1,500
n Robobox with Frankie McCourt Invest Northern Ireland
Company 123 Fitness Product Robobox Cork Institute of Technology Sports Training Device Development CIT Multi-Discipline Start-Up Innovation Team Donagh Good, Eoghan McEnery, Brian Hand, Aidan O Sullivan, David Linehan, James Fogarty, David Waterman
Boxing is in the public eye at the moment due to Ireland’s recent success in the Olympic Games. Katie Taylor and John Joe Nevin took home gold and silver medals from the London Olympics 2012. These wins coupled with the bronze medal wins of Paddy Byrnes and Michael Conlon help solidify the idea of “the fighting Irish”. 123 FitnessTM is an Irish based company - the brainchild of a multidisciplinary student team -developing the RoboboxTM product - a novel boxing pad trainer. Not limited to just boxing, Robobox
TM also provides a great cardio workout. Robobox TM, in fact, provides a mixture between cardio and strength training, which gives the product great flexibility. The product can also be combined with toning or Boxercise classes, making Robobox TM an all-encompassing product - suitable for men and women of different sports, backgrounds and fitness levels.
Business and engineering in harmony Significantly, the three major award winning teams in Galway all came from the CIT Innovative Product Development Laboratories (IPD) and New Product Development (NPD) parallel structured multidisciplinary engineering and business modules. Business and engineering students are brought together through an action learning project in which multidisciplinary teams collaborate in conception, research, design, development, experimentation, validation, prototype production, proof of concept of an innovative product, estimate its commercial potential and plan for its exploitation. Multi-discipline student teams are formed to devise and progress self-initiated product innovation and development projects, assessing and implementing safety, sustainability and engineering ethical considerations as primary driving design imperatives. Employing educational and research tools, methodologies and skills acquired, developed and honed over many years’ experience of board face lecturing and industrial cooperative applied research, the laboratory and workshop based modules centre on the practical development and inculcation of engineering systematic product research, design, development and production skills, experimental and modelling techniques, commercial investigation/assessment, marketing, communication and interdisciplinary teamwork management. Environmental impact, lifecycle, safety and hazard analysis techniques are introduced and implemented in the innovative product design, production, validation, optimisation, utilisation and disposal. Product development learning outcomes are achieved through the application of innovative teaching techniques - hands-on student exposure to state of the art product development technologies and methodologies, formal laboratories and workshops, self-initiated and self-directed learning, formal report writing, informal multi-disciplinary staff/ student round table fora, progressive presentation development, brain storming, team and meeting management. The implementation of innovative product development, market research and management in the business/work environment including intellectual property right protection and demonstration of collaboration and conflict Cont. >>>
n Robobox with Minister John Perry
n WSATM - Weightlifting Safety Device Multidisciplinary Innovative Product Development Team. Niall Keohane, Danny Stone, Michael Murphy, Eugene O’ Connor, Philip Stranger, David O’Donovan CIT 2013
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Cork Institute of Technology
n SolaSolTM - Novel Headphones Design Multidisciplinary Innovative Product Development Team. Aisling O’Shea, Operations Manager, Sean McArthur, Accountant and Financial Advisor, Sean Geary, Production Manager, Sam O’Driscoll, Safety Officer and Quality Director, Andre Falzon, Research Manager and Electronics Director, Aidan Davies, Head of Design, Mark Ryan, Managing Director, Sales and Marketing Director - CIT 2013
management, team communication and team leadership and decision making skills is undertaken. The student learning process is enhanced by academic, industrial, peer and public review through formal demonstration and exhibition of the developing solutions. Industrial professional expertise is harnessed through the incorporation of formal consultations and day/ evening lectures by leaders of industry and research, project managers, entrepreneurs, patent lawyers, marketing analysts, innovation centre managers and international / national innovation award winners. Other awards Further major national awards achieved by CIT
n R AidTM - Rugby Training Aid Multidisciplinary Innovative Product Development Team. Natasha Curry - Marketing, Management, Johnathan O’Connell - Design, Testing, Niall Stenning Project Management, Mark Carroll - Design, Research, Aidan Barrett - Design, CAD, Shane Crowley - Design, Research, David Kinnear Design, Manufacturing - CIT 2013.
Engineering Students in 2013 also include: • Engineers Ireland Innovative Student Engineer of the Year 2013 sponsored by Siemens. First Place Patrick Byrnes, Mechanical Engineering, Cork Institute of Technology • Speak Out for Engineering 2013 First Place National Award - John Roberts, Mechanical Engineering, Cork Institute of Technology • MEETA Asset Managers Association National Student Overall Award 2013 sponsored by ESS First Place - Shane Fogarty, Mechanical Engineering, Cork Institute of Technology
n Siobhan Hickey, Bachelor of Engineering First Class Honours Biomedical Engineering Graduate CIT, whose research, design, development and testing capstone project on boccia paralympics ball characterisation and manipulation was carried out in conjunction with Jack Cronin, Paralympic Boccia Gold Medalist.
Engineers Ireland Innovative Student Engineer of the Year 2013
First Place €1,500 National Award Winner: Patrick Byrnes Mechanical Engineering Cork Institute of Technology “Automation of Ultrasonic Cleaning and Blast Processes at Zimmer Orthopaedics” Implementation of automation technology into any modern manufacturing process poses many serious challenges and opportunities. Key factors such as timing and scheduling, financial planning, technical support acquisition and provision, quality control and cost saving all illuminate themselves as a threat to project success. These factors are never more critical to success than in the medical device industry – additional challenges include strict medical body regulation and the highest quality standards. Medical device companies, who do take the plunge into the automation world, often face enormous corporate investments and suffer large lead times of implementation, all in the interest of stream lining production and lowering product cost. The achievement of a yellow belt in SixSigma and the valuable experience gained on work placement at Zimmer Orthopaedics, Ireland, enabled the author, through independent scrutinisation and analysis of existing manufacturing practices and the development of streamlined ergonomic techniques, to identify, formulate and progress this real world manufacturing project.
Initial analyses identified existing ultrasonic cleaning and blast processing lead times as severe and sustained ‘bottle neck’ locations. Rigorous time studies, capability studies and gauge repeatability and reproducibility studies are carried out in order to fully characterise and simulate the current process. Various modes of systematic and experimental process design are undertaken by the author to raise the project classification / approval to that of ‘budget venture’. Breaking the manual mould, while simultaneously incorporating technology at minimal cost, is key to project feasibility and recognition. Design concept development, assessment, progression and optimisation are undertaken. Prototype manufacture, commissioning, testing and optimisation is achieved. The critical integration of FDA and ISO quality standards into final design is central to the project ethic and success. The student developed solution dramatically reduces the sub-process cycle time, providing efficiency savings of over €120,000 annually with a payback period of less than 4 months and frees up four personnel from repetitive tasks. The developed process solution is to be integrated into Zimmer’s current manufacturing process. Ireland hosts over 250 medical device technology companies - many of which contribute to
n Margie McCarthy, Membership Director, Engineers Ireland and Liam Mulligan, Siemens Sustainability Manager with Patrick Byrnes, Engineers Ireland Student Engineer of the Year 2013
the orthopaedic implant manufacturing industry. The innovation incorporated into this developing budget product has already attracted significant third party interest. The application to smaller outsource manufacturing companies is under progression. The devised process solution significantly demonstrates further applications in the manufacture of other medical device products. The expertise gained led to the author forming and registering his own start-up company BYNCO Labs, specialising in providing innovative solutions in budget automation projects for the medical device manufacturing environment - first purchase order received in June 2013.
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Cork Institute of Technology Speak Out for Engineering 2013
First Place National Award Winner: John Roberts Mechanical Engineering Cork Institute of Technology “Design and Development of a Wheelchair Enablement Device” With 3 million users in the US and 5 million users in Europe, a staggering 1% of the total population of the Western World are estimated to gain mobility and freedom though the daily use of wheelchairs. Unfortunately, this mobility can be severely restricted by every day barriers such as mounting single steps or kerbs. The design, development and testing of Pyra-AidTM, a retro fitted, user friendly, momentum powered mechanical device to aid in mounting of single steps or kerbs, is undertaken. A systematic design approach, informed by wheelchair user and support group liaison, is adopted in the iterative development of the enablement device. Critical design criteria of the innovative 3 wheeled pyramid configuration include operation, efficiency, stability, safety, ease of attachment/detachment, versatility, wheelchair brand universality, manufacturability, aesthetics and cost. Advanced analytical, CAD and experimental techniques are utilised. State of the art material selection and manufacturing methodologies have been employed to achieve
material optimisation. Three iteratively developed prototypes of Pyra-Aid are manufactured and laboratory/field tested. Design for safety is central and includes a novel pendulum design anti-tipping device. Operational efficiency testing has led to further innovations including quick application universal prototype attachment / detachment mechanism, step structure support system (wheel rotation restriction) and low cost functional castor alignment system. A significant mass reduction of 80% is achieved for the child friendly Mark 3 prototype. Sustainability is centrally addressed - long life, recyclable/optimum use of existing materials, retrofit, wheelchair upgrade transferable, no external power. PyraAid Mark 3 optimised alloy material is high strength, lightweight, good machinability, corrosion free and bacterial growth retardant – very important for hospital environments. Field performance step/kerb mount tests of mark 1/2/3 prototypes are very promising. Castor alignment device optimisation shows significant potential for operational improvement. Future work includes further extensive testing with a broader range of subjects. Market research indicates a worldwide market opportunity for the low cost, retrofit, momentum powered, universal, kerb mounting wheelchair enablement device Pyra-Aid.
n John Roberts Speak Out National Winner with Robert Simpson, Chairman Institution of Mechanical Engineers
MEETA - Asset Managers Association
National Student Awards 2013 MEETA Overall Student Award First Place 2013 Electrostatic analysis of capsule flow through a thermoforming machine in a pharmaceutical environment was undertaken and theoretical basis of electrostatic generation in an industrial setting formulated. Validation was achieved through the development and implementation of a standardised electrostatic measurement procedure, leading to identification and quantification of major areas of electrostatic generation on the thermoformer. A systematic design approach was devised and applied to develop a novel capsule feeding tube section with particular design focus on electrostatic generation reduction. Product quality assurance and regulatory compliance were central to the devised and undertaken validation testing. The root cause of electrostatic generation was identified and eliminated - resulting in an increase in efficiency of 3%. The redesigned process resulted in the thermoformer operating at a four year high of 92.5% efficiency - representing a saving of €51,000 per year for the company and a significant reduction in waste and quality issues.
n Winner: Shane Fogarty Mechanical Engineering CIT “Process Improvement and Electrostatic Analysis of Thermoforming Machine”
n Shane Fogarty MEETA Awards Winner 2013 with Jerry Larkin of GE Healthcare and MEETA and Ray O'Neill of ESS and MEETA
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Open Day: Wednesday January 27th 2014
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National Council for Exercise and Fitness (NCEF)
A professional qualification in fitness education
o you have an interest in health, fitness and physical activity? Are you energetic, motivated and eager to learn ? Would you like to help others lead healthy and active lifestyles? If yes, then becoming a fitness instructor will give you the opportunity to work at what you love. Fitness instructors work in a variety of settings such as fitness centres, leisure clubs, gyms, community centres, hotels and cruise ships. Many fitness instructors set up their own businesses while others work part time or on a freelance basis. The Certificate in Exercise & Health Fitness (CEHF) offers a quality professional university accredited qualification. It is the only university accredited fitness instructor qualification in Ireland and it is placed at Level 6 on the National Qualification Framework and Level 5 on the European Qualification Framework. The Certificate is the primary course offered by the National Council for Exercise and Fitness (NCEF). The NCEF is an academic affiliate of the University of Limerick (UL) and it offers courses from Certificate to Degree level.
training and circuit training. Qualified fitness instructors can design individual fitness programmes and teach a variety of classes. The NCEF Head Office is based in UL and operates the CEHF on campus. The NCEF also operates the CEHF in Cork and Waterford and through its two industry based Certified Providers (Maltings Training and Motions Health & Fitness Training) in Galway, Kilkenny and Dublin. Maltings and Motions are education and training organisations that have been part of the NCEF for over 20 years. The Certificate course can be taken as a full time or part time course. For more information on the courses offered in each area contact the relevant details below. On successful completion of the CEHF, NCEF/UL graduates can begin working and they can also avail of an exciting range of further qualifications on the NCEF pathway. This flexible learning pathway offers graduates the opportunity to progress at their own pace to a Higher Certificate, followed by a the Diploma in Exercise & Health Fitness (DEHF) culminating in the Bachelor of Science in Exercise & Health Fitness.
Find OUT MORE For more information on the NCEF Flexible Learning Pathway go to www.ncefinfo.com Phone: 061 202829
Become a fitness instructor - Qualify with the Best
A variety of classes The Certificate course provides education and training in such areas as fitness assessment, designing fitness programmes, step aerobics, body conditioning, resistance
Certificate in Exercise & Health Fitness Find us on FACEBOOK
Accredited by the University of Limerick
Full and Part-Time Course Options
For details on the courses in Limerick, Cork and Waterford Contact: www.ncefinfo.com or phone 061202829
For details on the courses in Galway and Kilkenny Contact: www.maltingstraining.ie or phone 0578621216
For details on the courses in Dublin Contact: www.motions.ie or phone 087 2445205
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How to prepare successfully for your 'mock' exams! Student Enrichment Services Ltd. has been involved in the research of study techniques and learning strategies for students since 1985. In this article, Rory Mulvey, director of Student Enrichment, offers some guidelines to assist students in achieving to their full potential: How we learn: The whole key to learning is to make mistakes. Some students spend hours just reading or copying out textbooks. If you always work with the book open in front of you, you cannot get anything wrong, and therefore you will learn very little! The Principle of Learning is to “have a go - make a mistake – and correct it”. Test yourself with the book closed and never be afraid to make mistakes! By studying like this, you will learn the information required to answer the questions in the exam; but remember, that is only half the battle! You must also practise putting this information back on the page, in a coherent fashion, within a specified time limit. It is being able to work against the clock that will improve your exam performance. A study session: Before you begin, you should give yourself about three minutes to jot down everything you already know about the topic you are going to cover (no matter how little). Don’t be afraid to be wrong, just try your best! Next, look through the book to see how you did. Then begin taking your notes and practising the diagrams. When you are finished the session, (about 20-25 minutes), you should close your book and notes, and test yourself again. This is your study time. It is only when everything is closed and you are testing yourself that you are studying – most students never study! This test will only take about two minutes – just jot down on a rough piece of paper the key points you
have learnt (don’t write sentences). Once again, check your notes to see how much you remembered. When you wish to revise this topic at a later date, you need only give yourself a few minutes to jot down the key words (without looking at the notes or textbook), then check your notes once more to see how much you remembered. The importance of the clock: It is vital to remember the need to work within set time limits. Imagine I was to give my class an English essay to do on the weekend – and one student spends three hours working on it and gets an ‘A’. He believes he is going really well at English but is he? What could he be able to do in the time limit in the exam? Does he even know what the time limit is? It is important that you keep in mind that you are preparing for a closed book exam, against the clock. You must learn to practise under the conditions you will be examined under! Too many good students come out of exams saying, “I couldn’t finish the paper. I ran out of time.” Often very good students end up getting C’s simply because they panic in exams - their exam techniques are very poor. The most important thing to remember in all exams is to stick to the time allocated to each question (and answer the question that was asked, not the one you hoped would be asked!). Become familiar with your exam: Regularly visit www.examination.ie. Check the marking schemes and examiners’ reports. You will be amazed at how much valuable information they contain! Become familiar with the choices and timing of your exam paper. Give yourself one or two exam questions to be completed each week under exam conditions. If you are in Sixth or Third Year, a very productive use of the holidays would be to set yourself a "mock" exam of your own, in each subject (make sure the format and timing is exactly as it will be in the real exam). It will be quite time consuming, but well worth the effort! The purpose of setting and sitting your
own "mocks" is for you to get a relaxed idea of the exact timing of certain questions; to show you how long it takes you to read the paper, to make choices, to prepare answers, etc. (Keep your watch handy and note the timing!). As you complete the papers, note small things that will help you in the real exam - silly mistakes you may have made; too long spent planning an essay, etc. Write down your observations as you will be amazed how quickly you can forget this important information. One such test, in each subject, does appear to improve results significantly. Research tends to show that continual practice runs do not seem to be necessary. Improving your concentration: 4 Have a clear idea of specifically what you want to achieve in a study session. 4 Do not waste time with things you don't understand - get help. 4 Be active when studying - take notes, practise diagrams, test yourself. 4 Stop working when you’re tired, take a break - come back to it later. 4 Change the subject when your mind begins to wander. 4 Introduce a simple reward system (“if I finish this by 7.00pm, I’ll get a .....”). 4 Do not study late at night. Find OUT MORE For more information on study skills and courses offered, visit our website www.studentenrichment.ie Education 15
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Shape a Future Go to www.snmci.ie Courses: Call 01-2806064 BA in Montessori Education (Level 7) / 01-2300080 BA (Honours) in email: firstname.lastname@example.org Montessori Education (Level 8) or visit us at Higher Diploma in 16 Adelaide Street, Dun Laoghaire, Co Dublin Montessori Education (Level 8)
Saint Nicholas College
Shape a future with Saint Nicholas Montessori College Ireland
mong the many colleges in Ireland offering teacher education, St. Nicholas Montessori College Ireland (SNMCI) in Dún Laoghaire has been providing degree programmes in this discipline since 1984. From Pestalozzi to Dewey’s progressive education, the Montessori Method has stood the test of time and is being used today in schools all over the world. Dr. Maria Montessori, at the beginning of the twentieth century, based her child centred approach on careful observation of what children revealed about their developmental needs. Montessori education in Ireland is synonymous with the preschool sector and while this is important, it is not the full story. There are a number of Montessori schools providing education up to the age of 12, with pupils then successfully transitioning into the post-primary schools. Indeed, there is one such school o n t h e C o l l e g e ’s c a m p u s i n D ú n Laoghaire. Becoming a role model Montessori Education shows that the child is best supported in a learning environment which meets all his/her needs in order to become a valued member of his/ her society. By placing children in multiaged groupings, each child is surrounded by role models a little more developed than him/her or becomes a role model for younger peers. Encouraged by this supportive environment, co-operation replaces competition as the driving force. SNMCI's Programmes SNMCI has three programmes of higher education in place, which are provided in its main Campus in Dún Laoghaire, as well as its out centres in Cork and Limerick. Details are available on the college’s website at www.snmci.ie.
Accredited by the Quality and Qualifications Ireland (QQI), they are designed to meet the needs of the modern learner and are also provided on a part-time and full-time basis. In 2013, there were some 200 students enrolled on these programmes, continuing SNMCI’s strong tradition of developing educators of the highest quality, who will serve and support children within all sectors of Irish Early Childhood Care and Education (ECCE) settings. Career Opportunities Graduates are also eligible for the higher incentivised ECCE scheme with the Department of Children and Youth Affairs (DCYA); as teachers in Montessori preschools; as Special Needs Assistants. A number opt to continue with their study and progress to level 9 programmes in education, special education or other care, therapy, or education related programmes. They may also progress to Higher Diplomas in Primary Education in Ireland, or to a Post-graduate Certificate in
Education in the UK. Recent Government publications such as ‘Right from the Start’ point towards the need for a graduate-led workforce in ECCE settings. While this may take some time to achieve, a Saint Nicholas Montessori College qualification will be a distinct advantage as this sector strives towards professionalisation. strong pedagogical basis But at the core of this, research has indicated that exposure to a programme with a strong pedagogical basis such as Montessori education is highly advantageous in the first five years in the life of a child. At the end of the day, that is what SNMCI is about – it is seeking to produce graduates who are confident, professional and ethical, but above all else, are equipped to positively shape the future of those children in their care. Find OUT MORE The College welcomes requests for further information - e: email@example.com. Education 17
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GRADUATE STUDIES IN EDUCATION On-line applications are now invited for the following courses
Masters in Education (2 year part-time)
Masters in Education in Special Educational Needs (2 year part-time)
Masters of Arts in Education (1 year full-time)
Professional Diploma in Education Studies (1 year part-time)
Professional Diploma in Education Studies Online (Leadership) (1 year part-time)
MLitt in Education
(1 year full time or 2 year part-time)
Graduate Diploma in Special Educational Needs* PhD in Educational Psychology* Structured PhD in Education
(full-time and part time options available)
MSc in Children and Youth Studies (full and part-time)
PhD in Children and Youth Studies (full and part-time)
Closing date for applications for most programmes is Friday 2nd May 2014
For further information on our programmes, please visit our website www.ucd.ie/education
Contact the School Office at:
School of Education, Roebuck Offices, University College Dublin, Belfield, Dublin 4 Tel: +353 1 716-7965/7967/7968 *Please see website for closing date for applications for this course
DCU Business School
Quality business education courses
CU Business School is amongst the leading Business Schools in Ireland, recognised nationally and internationally for the outstanding quality of its business education programmes. DCU is the only Irish university to be ranked in the top 50 of the Worldâ€™s Top Young Universities for the past two years We offer a wide range of innovative and unique undergraduate courses. Not only do students who choose our programmes study a fascinating and fast-moving subject; they also enjoy unrivalled flexibility in terms of possible career paths.
The Bachelor of Business Studies degree is a first-class all-round business degree with exciting options in HR management, marketing, economics, eBusiness management, and finance specialism streams in final year. It is the essential toolkit for the world of business. Students also have the option to undertake INTRA in their third year, DCUâ€™s pioneering paid work placement programme. The BA in Accounting and Finance degree is Ireland's premier degree for those wishing to pursue careers as accountants and financial services professionals. This is an extremely popular course, the first of its kind in the Republic of Ireland and highly regarded by the accounting and financial services professions. This three-year course offers generous exemptions from the leading professional accounting bodies. The BA in Global Business degree is a unique course, combining a broad understanding of business with both intercultural experience and paid work placements. As such, students will gain knowledge and skills to work in the challenging and diverse world of international business, while graduating with two qualifications, one from DCU and the other from their partner institution. Students have the option to choose from the leading International Partnership of Business Schools network in France, Germany, Spain and the USA. Our Business Studies International degree offers a truly international new option for ambitious students who wish to combine business and cultural studies with the study of a foreign language. Students will spend their third year at a top partner university in Europe, Central America, Japan or China. Upon completion of the programme, students will have gained real proficiency in a modern language (one of French, German, Spanish, Chinese or Japanese), along with a chosen business specialism. The Marketing Innovation and Technology (MInT) degree is a truly cross-disciplinary programme. It is the only course of its kind in Ireland, offering a solid foundation in marketing while incorporating cutting edge technology and design in answer to the growing demand for expertise in all these areas. Students will also undertake a years paid work placement in their third year, giving them a real competitive edge upon completion of the programme.
Realise career goals with DCU Business School. tel:: +353 (0) 1 700 5265 email: firstname.lastname@example.org www.dcu.ie
The BSc in Aviation Management (with Pilot Studies) degree offers a distinct choice for those wishing to train as commercial pilots or to pursue fast-paced management careers in the dynamic world of aviation. This exciting new course addresses gaps in the education of those entering the aviation industry: for those who wish to become commercial pilots, it offers a route to a professional qualification as a commercial pilot combined with a strong background in business education. Whichever course students choose, they can be assured that they will gain a leading qualification, learning from top practitioners and academics, practical work experience, the opportunity to work and study abroad, and the skills and competencies needed to be an entrepreneur of the future. Education 19
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Your voice matters in the classroom Poll Moussoulides coaches professionals on how to get the best out of their voices, particularly important for the teaching profession.
eachers have more tools than ever before to help them engage their students. Interactive whiteboards are all the rage, students and teachers are sometimes equipped with computers or tablets, and the Internet is firmly established as the greatest ever library of knowledge. But however technology adapts and improves, teaching is still the art of communication. The teacher’s voice is still the primary means by which the majority of communication with students will occur over the course of a career in education. Whereas all the other tools can be repaired and replaced and come with new operating systems or upgrades, the voice is irreplaceable and depends solely on its users' care to keep it healthy and operational. Why is it then that the voice features so scarcely in the training of teachers for the classroom? This is a question that voice coach and founder of the Irish Voice Association Poll Moussoulides has asked for over a decade. He believes that a new emphasis on the use and care of the voice is required within the education firmament. vocal health "Teachers in general get little or no training for their voice and vocal health. Teachers use their voice more than any other profession, particularly primary school teachers who have the highest incidence of vocal damage amongst professional voice-users. That's not their fault - they just haven't received the training. Teachers are expected to inspire, motivate and enthuse the young people in front of them and they are expected to do this without any extra support and skills. This is ridiculous,” he says. “Teachers are being bombarded with
larger classrooms, diminishing budgets and less resources, it’s essential that they have support to ensure their vocal health.” Poll was born in Ireland several years after his parents immigrated from Cyprus in the late 1950’s and has been coaching a vast array of professionals on the optimum use of their voices for over 20 years in Ireland and internationally. His clients have included several Oscar winning Actors, Television Presenters, Legal Teams, Champion Athletes, Sales Teams, CEOs, National Sports Team Coaches, Teachers and Community Groups. He is an in-demand conference speaker and also delivers executive communication and leadership modules at Business Schools in Dublin, Edinburgh and Lausanne. He says that teachers face very similar communication issues as other professions, but the prevalence of sore throats, hoarseness, lost voices and even career threatening nodules and polyps are viewed as an occupational hazard, when in most cases all of these can be prevented with good voice coaching. “I have a huge interest in the area of education and for many years I have been running workshops in schools and in education centres around the country. Recent research has shown that 58% of Teachers will have a serious vocal issue in their career, but in my experience this could even be greater as many Teachers have told me they ignore their symptoms and hope that their voice will somehow magically recover on its own. Sometimes it will, but often it doesn’t and eventually it will break down and collapse.” effective communication The work Poll carries out with schools doesn't just focus on vocal health. He also addresses other issues such as self-confi-
dence, speaking in public, effective communication and marketing. He says that most people want the ability to feel comfortable and engaging when speaking to others, and often schools will approach him with different challenges around these skills. "Sometimes I'll spend a day with a school and start with a practical vocal warm-up session with the teachers and then a couple of classes with students to increasing their awareness and flexibility around interactive communications skills.”
broader vision Poll founded the Young Gaiety School of Acting in the late 1980’s and this broader vision of communication is something that he sees as having particular importance to help both teachers and children put forward ideas in a way that makes people listen, and display their enthusiasm for their subject matter. “Later in the day I might then work with the principal and administrators of schools to construct and deliver congruent messages that promote the ethos and values of the school to the parents, teachers and students. This multi-layered day tends to be very cost effective as the staff and pupils are learning valuable skills, and the administrators are getting the performance and neuroscience techniques that many contemporary companies are successfully using to promote their brands. Why should schools get left behind? We all need to be kept up to date,” he says. So what are the specific issues that teachers face with regard to the use of their voices? "The voice is not a very complex mechanism but the strains that are put on it are quite complex. Even being physically tired can affect the way that you stand or the
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way that you breathe," he says. "Emotional challenges also directly affect the voice. We all know when we talk to a friend on the phone who says "I'm OK", and you can tell things are not 'OK' just by the sound of their voice. Emotions create stresses that directly affect the voice. Good voice work is about giving people back the control of their body and being able to manage their ability to speak and communicate without falling victim to the demands of their busy lives. You’d be amazed how quickly a breathing, resonance or projection exercise can calm and rejuvenate an exhausted body.” Teachers then are facing the equivalent of a marathon each day without having done any training. And this lack of support for the voice of teachers is something Poll sees as a failure to recognise the importance of the work that teachers do. weakness in the system He is troubled by the failure of educational authorities to identify this weakness in the system. It could incorrectly be ascribed to an unwillingness to fund additional training but Poll says that even on simple economic terms the lack of training can't be explained. Some years ago he carried out research in collaboration with the INTO which showed that a high number of teachers will miss a couple of days work every year
About Poll Moussoulides Poll is one of Europe’s most sought after Voice Coaches with over 25 years experience teaching all over the world. He has coached multiple Oscar winning Actors, TV Presenters for the world’s most viewed entertainment show, CEOs and Sales Teams from large Global Corporations, Community & Youth Groups, Schools and several hund re d s o f Te a c h e r s t o b e c o m e m o re comfortable, confident and creative when expressing themselves. Poll's "Vocal Fitness For Life"© programme is a comprehensive and complete training for all who want to have healthy and vibrant voices throughout their lives. He has been Head of Voice at the Gaiety School of Acting and the Samuel Beckett Centre in Trinity College Dublin, and for 15 years he delivered communication modules at the Irish Management Institute. Since 2010 he has been a regular Speaker at Smurfit Business School, the Edinburgh
because of a voice related issue. That, of course, has a financial cost if a large chunk of our 55,000 teachers are unable to teach because their voices have broken down. He says that with a handful of regular exercises teachers will not only dramatically improve their vocal health, but can strengthen the quality and vibrancy of their
Institute of Leadership & Management Practice and IMD in Lausanne, Switzerland. Every 6 - 8 weeks Poll's free e-Newsletter is read by many thousands in over 23 countries and contains articles, tips and advice about vocal health and communication strategies to help you get better results whenever you speak.
voices. In a world where perception is everything Poll’s aim to help students, teachers and principals reach the optimum use of their voices and consequently become better communicators is certain to strike the right note with many schools and colleges around the country. Trust
Voice Coaching combined with NeuroScience, Emotional Intelligence and Performance Techniques to help you get results whenever you speak. l Vocal Fitness l Public Speaking l Confidence and Creativity l Communicating Your Brand Memorably To discuss your School’s specific requirement, why not give us a call or email to enquire about the many options we can provide your Staff, your Pupils, your Administrators and Principal.
One Brain, one body, one voice That’s all we get to last a lifetime. Make them work together and together they will work for you.
www.voicematters.com Phone: 045 45 68 66 • email@example.com
www.facebook.com/VoiceMatters2u Education 21
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History at the University of Limerick
If you are thinking of undertaking further study in history, then the Department of History has the course for you. The Department offers the following taught programmes: MA Local History (part-time); MA History of Family (full-time, part-time, online); MA History (full-time) A Doctoral Programme, and CertiďŹ cate Programmes (UL campus and outreach locations). For further details contact Anne.Marie.ODonnell@ul.ie or apply on-line at www.ul.ie/graduateschool
PEOPLEâ€™S COLLEGE For Adult Education 31 Parnell Square, Dublin 1
The People's College is celebrating 65 years of providing LifeLong Learning for trade unionists, their families and the general public.
New Courses in Janaury 2014:
Understanding New Technology American Literature Irish Wildlife Series of Lecturers: Trades Unions in a Time of Change
There are places available in the following continuing courses in January 2014:
Creative Writing, Current Affairs & Politics, Public Speaking; Languages: French, Irish, Italian and Spanish; Music Appreciation; Guitar (classical); Tin Whistle; History/Dublin Local; Painting; Pilates, Yoga. ENROLMENTS December 2013: Monday 9th to Monday 16th weekday evenings (except Friday) - 5.30 to 7.30pm January 2014: Tuesday 7th to Thursday 9th: 2pm to 5pm POSTAL ENROLMENTS WELCOMED. Classes recommence from Monday 13th January For further Information:
5FMt&NBJMJOGP!QFPQMFTDPMMFHFJF www.peoplescollege.ie 22 Education People's College 26-4.indd 1 22.indd 1 26-4.indd 1 UL History
12/12/2013 14:29:58 12/12/2013 14:29:16 14:32:57 12/12/2013
Institute of Beauty & Holistic Training (IBHT)
O you want to work in the Hair, Beauty or Healthcare industry? If you would like a rewarding career with many creative and diverse opportunities along the way then the Institute of Beauty & Holistic Training (IBHT) has something for you! Courses available include: Hairdressing, Beauty Therapy, Massage, Sports Massage, Diet & Nutrition, Aromatherapy and much more too. For students at IBHT, it’s all about having passion for what you want to study and who you want to be – and not so much about point systems! IBHT teach students to become well-rounded professionals with excellent skills and knowledge. Employment opportunities arise in Salons, Spas, Cruise Ships, self employed and also great for those of you who wish to travel and work all around the world! Reflecting the highest standards in their business and approach to education, IBHT are accredited by esteemed International Awarding Bodies such as: ITEC, VTCT, FHT, City & Guilds. The teaching style at IBHT is learner centered - very professional & supportive with hands-on approach. A max of 12 students per class & realalistic work experience means quality education for each student. IBHT continuously refresh their approach to training and education incorporating social media, blogs and access to information online. All inclusive prices and payment plans, are available at no extra cost. Most diploma courses are run over an academic year of 9 months (Sept – June). It’s so easy to get your career off to the right start! Just visit www.ibht.ie or email firstname.lastname@example.org.
Full-time & Part-time Diploma Courses: • Beauty Therapy • Hairdressing • Sports Massage • Diet & Nutrition • Body Massage • Reﬂexology • Aromatherapy • Teacher Training • Anatomy, Physiology & Pathology LEARN A SKILL AND BE WHO YOU WANT TO BE! 30 Main St, Newbridge, Co Kildare.
We are proud and happy to be
Faithful Companions of Jesus (FCJ)
Marie Madeleine d'Houet Foundress Faithful Companions of Jesus
The FCJ Society is an International Congregation of women religious founded by Marie Madeleine d’Houet, in 1820, in France. Like the holy women of the Gospel, they accompany Jesus and the people they meet in the world of today. Ignatian Spirituality is at the root of the FCJ way of life.. FCJ sisters are contemplatives in action. Through discernment and reﬂection they try to ﬁnd God in all and are messengers of God’s saving Word. FCJ’s long to share the gift of this spirituality so that it may reach the lives of many more people. In their work and prayer FCJ Sisters are called to be… ✥ Companions of Jesus and companions to all whom they meet ✥ Involved in education of people at all stages of life ✥ Chaplains and counsellors ✥ Actively involved in the pastoral life of the Church ✥ Spiritual Directors ✥ Advocates of social justice, especially committed to the needs of people who are poor and disadvantaged ✥ Are committed to gender equality in church and society. For further information contact: Sr. Geraldine Lennon, FCJ Residence, Bruff, Co. Limerick. (061) 382106 / 086 3423692 email: geraldinefcj@ yahoo.ie
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13/12/2013 14:35:42 14:30:39 12/12/2013
MIDAS Electronic Project Competition The Microelectronics Industry Design Association of Ireland (MIDAS) wishes to foster excellence in electronic and microelectronic design and development. The MIDAS Electronic Project Competition is open to all students studying electrical, electronic or microelectronic engineering in 3rd level colleges.
€1,000 gift token for Winning Project €250 gift token for runners up How to enter: Fill out a brief Application Form and submit a poster on the project which contains: (1) Title; (2) Targeted Objective; (3) Work Done & Results See MIDAS Ireland website www.midasireland.ie for details Deadline for submissions - 11th April 2014.
MIDAS Ireland (Microelectronics Industry Design Association) is an industry-led partnership consisting of microelectronics companies, educational / research institutions and government agencies working together to address common challenges and assist the development of the microelectronics sector in Ireland. Total employment is over 8,000 and the sector contributes around `9 Billion annually to Irish exports. 25%, or 2,000, of these jobs are in high value-added knowledge-intensive Research and Development positions. There are over 60 companies in the sector, which include most of the world’s leading microelectronics multi-nationals, as well as a growing number of indigenous Irish start-ups.
Bespoke Ski Programmes for your School
At the INDOOR SKI CENTRE we cater for school groups of all ages and sizes. > School Tours / Outings; > TY Programmes; > Work Experience opportunities; > School Camps (integrated); > Pre-Ski Trip Courses; > Staff night out - why should students have all the fun!
Special rates for schools - includes Fully qualified Instructors & allski equipment
Indoor Ski Centre Sandyford Dublin
“SKI CENTRE is a fantastic resource for students.
NO ski experience required - Healthy, Safe, Fun!
Skiing is a demanding sport that requires a combination of core fitness and making the right decisions. The ski centre provides the students with the opportunity to train hard for the snow, away from the snow. The instructors are incredibly professional and knowledgeable, I was amazed to see the progress our group made in a very short time. Ski Centre caters for all levels, from tentative first steps to basic parallel to high end carving. The students all loved it and we are looking forward to taking another group ”
SKI for €15 All skis, boots and Instructor included Standard ski lesson €49 Adult / €39 Child
SUITABLE FOR ALL LEVELS - ALL SKIS, BOOTS & EQUIPMENT SUPPLIED - FULLY QUALIFIED INSTRUCTORS
SKI LONGER & STRONGER www.skicentre.ie
CALL (01) 293 0588 Advanced booking essential
One trial lesson per person Valid 31st May 2014 T&C apply
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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.
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 email@example.com
Read the latest digital edition of Education Magazine Read the current edition
Click on the cover ARD EDUCATION LTD
Email: firstname.lastname@example.org SPONSORED BY:
The Educational Company of Ireland is Ireland’s leading publisher of postprimary textbooks, e-books, exam papers and revision books
Hands on in
Thinking outside the Box
To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie
Education Reference Guide
The RCSI Aim High Medicine Scholarship
RCSI DEVELOPING HEALTHCARE LEADERS WHO MAKE A DIFFERENCE WORLDWIDE
Cork Institute of Technology Asian Studies at University College Cork ● NDC Milk It Awards College of Computer Training ● Irish Aid ● Reviews
The Qualiﬁcations Framework ■ Financial Support ■ Education Statistics Taking Off - International Education in Ireland ■ Travelling with an Irish Qualiﬁcation
Foreword by Minister Ruairí Quinn ■ Brieﬁngs ■ Listings ■ Calendars
www.educationmagazine.ie Education 25
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..................................................................................................................Green News Scan
€13m for over 80 community energy projects The Government will spend €13 million by the end of this year on over 80 community energy projects around the country, under Better Energy schemes administered by SEAI. The projects include energy efficiency upgrades to over 3,500 homes, 80% of which are classed as energy poor, and more than 290 public and community buildings. Delivering the projects will involve the equivalent of over 300 full time jobs and will achieve almost €7 million annual energy savings. Minister Pat Rabitte marked the announcement at one of the flagship projects, a partnership between Musgrave, its retail partners in SuperValu and Centra, and the GAA. The real innovation is that Musgrave and its retailers, as part of the overall Better Energy investment, will in turn part fund energy upgrades in the local community. The project will see energy efficiency upgrades completed in 24 retail stores, including insulation and heating and lighting upgrades. Musgrave has selected 22 local GAA clubs as partners whom they will part fund to get similar upgrades, saving them in the region of €47,000 a year, which can be redirected into club development. Total grant support to this project is €520,000. Speaking at the announcement, Minister Pat Rabbitte said: “This collaboration between Musgrave and the GAA shows how local efforts can combine to deliver significant results in energy efficiency. The €13 million funding announced today is focussed on similar initiatives at community level supporting practical energy
efficiency upgrades, making the properties warmer, more comfortable, and less costly to run. We see this as a key component of the future for retrofitting in Ireland.” €750m saved in a decade of Sustainable Energy Awards Energy savings of €750 million have been made by the 600 organisations that have participated in the Sustainable Energy Awards over the last decade. “These organisations have made massive savings. Given that between them they employ 400,000 people, it is impossible to underestimate the importance of this achievement.”said Dr Brian Motherway, Chief Executive of the Sustainable Energy Authority of Ireland (SEAI), speaking at the final Awards ceremony in Dublin. Kerry Local Authorities wedeemed inaugural Legacy Winner. One of the projects that captures the essence of what Kerry has achieved is the Tralee biomass district heating system. The project which started as a means of delivering income to the local forestry sector, soon widened to see hundreds of homes made more comfortable and cheaper to run, while providing renewable heat to many community buildings. Kerry Local Authorities made energy savings of €1m through their 185 projects implemented to date. Further information on the 2013 Sustainable Energy Awards and the winners can be found on SEAI’s website www.seai.ie/energyawards.
Dundalk's wind turbine 2012 performance Jan: Feb: Mar: Apr: May: Jun: Jul: Aug: Sep: Oct: Nov: Dec:
180,442 kWh 121,982 kWh 116,658 kWh 128,282 kWh 106,182 kWh 109,582 kWh 69,712 kWh 117,037 kWh 129,020 kWh 80,964 kWh 119,735 kWh 160,810 kWh
Total: 1,440,406 kWh
The output for Dundalk IT's wind turbine demonstrates the annual and seasonal variations available from wind power in Ireland from its 850kw unit. The figures show a typical change from summer to winter but also show a dip in October which would be due to a localized weather situation over Ireland. The research centre CREDIT based at Dundalk are carrying out research aiming at ameliorating the impact of intermittency on the general network.
DCU's e1.2m water project The NAPES project (Next Generation Analytical Platforms for Environmental Sensing), starting in December 2013, Coordinated by Dublin City University, has secured 3.3 million euro (1.2 million euro to DCU) for research in water monitoring over the next 42 months. The European Commission FP7 funded project will be lead by Prof Dermot Diamond and aims to develop next generation systems using smart materials for biological and chemical sensing. The project will target water for human consumption, monitoring levels of chemical contaminants and bacterial pathogens, such as e-coli, which contribute to public health problems such as the cryptosporidium outbreak in Galway in 2007. NAPES aims to tackle these issues with fully automated devices that will be deployed for long periods of time with increased sampling compared to current monitoring practices. The resulting data can then be placed on cloud databases that can be remotely accessed by specialists and the community, as will increasingly become the norm under the emerging EU ‘Citizen Scientist’ philosophy. Additionally, NAPES intends to reduce the high costs of implementing environmental monitoring leading to large-scale, multiple location deployments and the creation of sensor networks of key water quality parameters over wide geographical areas. Education 27
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Help for students where and when they need it
ational Learning Network offers a range of specialist supports to students in their education and training. With over 50 centres around the country offering a range of courses, there are options for everyone, no matter what their interest is in or what supports they need. Help is given to students where they need it and each person learns at a pace that suits them. Many students use National Learning Network as a stepping stone between secondary school and further education, where they can gain qualifications in a learning environment that suits their own needs. Robert’s Story National Learning Network also provides outreach services to students who need support in accessing further education without doing a full course and to give them the extra push to move them to the next level of their careers. Robert Moran from Waterford used National Learning Network’s Cara Outreach Service in Waterford when he needed help going on to college. Robert had sat his Leaving Cert exams twice and failed both times. He dropped out of school and spent three years at home doing nothing. His Aspergers Syndrome was dominating his life and he was depressed. It wasn’t that Robbie couldn’t learn things, in fact in his time at home he taught himself Hungarian so that he could meet and speak with his idol, Hungarian football legend Ferenc Puskás. It was the social interaction that caused problems for Robbie. In June 2011 John, an instructor with National Learning Network began working with Robbie on how to act in social situations, how the world around him worked and how he could navigate his way through it. “I was in a bad place at that time. I was bad around strangers, I had poor nonverbal skills and I found it hard to communicate with others. I had poor motor co-ordination, and had difficulty with some textures and lighting. At the start he used to come to my house twice a week and
"Two years ago I would have said there is no way I’d be in college.” he’d teach me through different exercises. He helped with my self-awareness, how to understand facial expressions and how to overcome my sensory issues.” College Dream “I spoke to John about my desire to go to college, which was a real ambition of mine but after two failed attempts at my Leaving Cert and having dropped out of a FÁS (now known as SOLAS) course because of the pressure I felt and the atmosphere there, I really didn’t hold out much hope of going to third level. John supported me through the whole process and as I was 23, I was able to apply as a mature student. I’m now studying Journalism in Waterford College of Further Education. I’m a New Person “I felt prepared when I started because of all the training John had done with me. I still meet him once a week and he helps me with self-advocacy and doing things for myself. He helps me to understand empathy and emotion because having Aspergers,
I lack that. "I feel like a new person. Sometimes I have problems in college with assignments and John helps me. For instance group work challenges me as I’m not great around my peers. I wanted to opt out of group work but John helped me overcome that. I met it head on. I have to face fears. "Two years ago I would have said there is no way I’d be in college. I couldn’t even talk to a stranger on the phone then, but now I can! I used to have intense emotions which would mean negative thoughts, but now I think more positively. I still have meltdowns occasionally but I am able to control them now. Thanks to National Learning Network, and John’s confidence and belief in me, my life has changed.” personalised supports If you know someone who wants to go on to further education and training and needs personalised supports, then contact your nearest National Learning Network centre to find the course that best suits their needs. It’s just the first step in helping them to achieve their goals. Find OUT MORE T: 1890 283 000 W: www.nln.ie Facebook /NLNIreland Education 29
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All Hallows College
Enhancing Graduate Employability
ll Hallows College, a college of DCU, has a range of exciting new options and opportunities for students coming to third level studies in 2014. We have extended our undergraduate offers to include ANY combination of our core undergraduate subjects of Psychology, English Literature, Philosophy and Theology. Plus we hope to roll out a brand new degree in Community Psychology, subject to accreditation, for September 2014. To this end, the college has invested significantly in the psychology department, establishing a psychology laboratory, tripling the size of the faculty with new appointments and is in the final stages of the process of application to the Psychological Society of Ireland. community partner As well as all this, the college has introduced Community-based Service Learning as a core module in our Psychology and Theology degree programme - ie, relevant and meaningful service with a community partner, whereby the student integrates their academic learning with real-life experience so that they develop the skills, attitudes and attributes for global citizenship, and future employment. Students experience valuable practical application of their theoretical learning in
“This degree in Psychology and Theology offers an array of options from career opportunities in teaching, hospital or prison chaplaincy, counselling, journalism and other forms of media, to various professions in administration and in the public service. All Hallows College is a place where I am inspired to explore and develop my thinking and ideas, and hence, to grow as an individual throughout my education and experience here.” 1st year BA student 2012-13, All Hallows College these placements – a particularly valuable dimension to a Psychology degree where many students progress to work in human and social support services. Our vision is to educate its students so they may become a new generation of leaders committed to human service and justice.
Set in Drumcondra, All Hallows is a relatively small, intimate and very friendly college. Smaller class sizes allow for an atmosphere of relaxed interaction between students and staff. Career Opportunities Our degrees in Psychology and Theology offer an array of options from opportunities in teaching, hospital or prison chaplaincy, counselling, journalism and other forms of media, to various professions in administration and in the public service. Graduates from All Hallows College have developed careers in a wide range of areas: secondary school teaching, social work, the caring professions, community development, business, journalism and the community and voluntary sector. Find OUT MORE ASU@allhallows.ie • T: 01 852 0756 www.allhallows.ie Education 31
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Castlecomer Discovery Park
New education and recreation activities L
ess than 20 km from Kilkenny city and 80 minutes from New Lands Cross, Castlecomer Discovery Parks offers a range of programmes suitable for secondary (and primary) school students. Learning takes place on field trips and with work sheets on our extensive 80 acre natural woodland. New activities reflecting the school curriculum have a particular focus on geography, science, history and tourism. These are also suitable for Transition Year and Leaving Cert Applied students. Classes can combine educational and recreational activities with the exciting new Tree Top Walk course and orienteering trails to create a memorable and educational full day outing.
tography, apply learning to orienteering trails Educational activities range from 60 mins – 3.5 hrs. costs vary per activity and range from €5 per student for museum to €15 for Ecology field studies; Recreational activities range from 1 – 4 hrs. €3 per
student for orienteering to €20 for Tree Top Walk course activities Find OUT MORE For more information see www.discoverypark.ie; to discuss your school visit and for information please call Mary: 056 4440707
Coal mining exhibition: Our interactive multimedia Coal Mining Exhibition charts the formation of coal over 300 million years ago; fascinating linkages and connections to both Junior and Leaving Cert subjects – and all ages Ecology Field Studies (Junior & Leaving Cert Ecology programmes): 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. NEW - Weather & Climate: utilise weather data to understand climate-change, interpret a Met Eireann Map; weather forecasting role-playing activity NEW - Geology & Rocks: learn the fundamentals of Geology; explore rocks samples, maps and significant Geological periods supported by (GSI) Geological Survey Ireland NEW - Exploring Tourism & Environment: field trips and activities illustrating the area’s economic transition, concepts include cultural heritage, commodification, sustainability NEW - Map Reading & Orienteering: dual purpose activity, combine education & recreation, learn the key elements of carEducation 33
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Learning for Life The Achievements of 15-year-olds on Mathematics, Reading Literacy and Science in PISA 2012
ISA, the Programme for International Student Assessment, is a large international study of the OECD. It provides information on the achievements of young adults aged 15 in the core areas of mathematics, reading and science. PISA runs in three-yearly cycles, beginning in 2000, with one subject area becoming the main focus or ‘major domain’ of the assessment in each cycle. In both 2003 and 2012, mathematics was the major focus of the assessment. Reading was assessed as a major domain in 2000 and 2009, while science was a major domain in 2006. Trends in achievement are examined back to when a domain was first assessed as a major domain. In 2012, students in 32 countries, including Ireland, also participated in a computer-based assessment of reading and mathematics. Achievement scores for each domain have an average of 500 across OECD countries and a standard deviation of 100, when the domain is first assessed as a major domain (i.e., in 2000 for reading, 2003 for mathematics and 2006 for science). Each scale is also divided into proficiency levels, with descriptions of the skills and competencies at each level. There are seven proficiency levels for reading (print and digital), six for mathematics (print and computer-based) and six for science. In each domain, Level 2 is considered the basic level of proficiency needed to participate effectively and productively in society and future learning, while Level 5 and above represents the skills of the highest-achieving students in PISA. To allow for valid comparisons over time, the OECD average reported for each domain is restricted to the number of OECD countries that participated in PISA when the domain was first assessed as a major domain. Mathematics In 2012, students in Ireland have a mean mathematics score of 502, which is significantly above the average across OECD
countries (496). The mean mathematics score for Ireland is ranked 13th out of 34 OECD countries and 20th out of all participating countries. Ireland’s mean mathematics performance has increased significantly since 2009, but is not different to the Irish scores in 2003 and 2006.
By Rachel Perkins, Gerry Shiel, Brían Merriman, Jude Cosgrove and Gráinne Moran of the Educational Research Centre Males outperformed females in mathematics in all cycles since 2003, with significant differences in 2003, 2006 and 2012. The print mathematics performance of male and female students in Ireland is about the same in 2012 as it was in 2003.
In Ireland, 17% of students have a mathematics score below proficiency level 2, while 11% have a mathematics score at or above proficiency level 5. The proportions of students below Level 2 and at or above Level 5 are about the same as in 2003.
Since 2003, there has been little change in the mean scores of students in Ireland across the four mathematical content areas described in PISA, although performance in the area of Uncertainty & Data has dropped significantly by 8 points. In both cycles, performance on the Space & Shape subscale is considerably lower than in the other content areas.
Students in Ireland have a mean score on the computer-based assessment of mathematics of 493, which does not differ significantly from the corresponding OECD coverage (497). Ireland’s computer-based mathematics score is ranked 15th among the 23 participating OECD countries and 20th among all 32 participating countries. About 18% of students in Ireland have a computer-based mathematics score below Level 2, while 7% are performing at Level 5 or above. Males significantly outperform females, by 18 points, on computer-based mathematics in Ireland. Reading The mean print reading score of students in Ireland in 2012 is 523, which is significantly above the average across OECD countries (498). Ireland’s score is ranked 4th out of 34 OECD countries and 7th out of all 65 participating countries. The print reading performance of students in Ireland in 2012 is significantly higher than in 2009,
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but does not differ from the scores in 2000, 2003 or 2006.
In 2012, 10% of students have a print reading score below Level 2, while 11% have a score at or above Level 5. The proportions of students in Ireland performing below Level 2 and at or above Level 5 are slightly lower than in 2000.
In Ireland and on average across OECD countries, female students significantly outperformed male students in print reading in all cycles of PISA. The scores of males and females in Ireland do not differ significantly from the scores in 2000 but are significantly higher than in 2009.
For science, the mean score of students in Ireland in 2012 is 522, which is ranked 9th among 34 OECD countries and 15th among all participating countries. Ireland’s mean science score in 2012 is significantly higher than the mean scores in 2006 and 2009 (508 in both cycles). Ireland’s science performance is significantly above the corresponding OECD average in each cycle since 2006.
In 2012, the mean science score of male students in Ireland (524) is slightly but not significantly higher than the score for female students (520). The mean science scores of both male and female students have increased significantly since previous cycles.
What may have contributed to the changes in achievement across cycles? In 2012, Ireland’s mean digital reading score is 520 and is ranked 5th among the 23 OECD countries and 9th among all 32 participating countries. Ireland’s score in 2012 is significantly higher than in 2009 (509) and in both cycles, Ireland’s mean score is significantly above the corresponding OECD average score. The proportion of students below Level 2 on the digital reading scale in Ireland dropped from 12% in 2009 to 9% in 2012. On the other hand, the proportion of students at or above Level 5 increased slightly from 8% to 9%. In Ireland, female students significantly outperformed males on the digital reading scale in both cycles and the scores for both males and females increased between 2009 and 2012 (from 494 to 508 for males and from 525 to 533 for females).
The proportion of students performing below Level 2 on the science scale in Ireland has decreased from 16% in 2006 to 11% in 2012, while the proportion of students at or above Level 5 has increased from 9% to 11%.
A number of factors are likely to have contributed to the changes in student performance in Ireland between 2009 and 2012. Firstly, there is evidence that students were less engaged with the PISA tests in 2009, with more students skipping questions than in previous cycles. In 2012, the percentage of students in Ireland skipping questions decreased, indicating that students invested more effort in the assessment in 2012 relative to 2009. With regard to reading, the OECD has made improvements to the way it measures change over time, so that comparisons of reading scores over time are now more stable than they were for the 2009 cycle. It is likely that the introduction of social, environmental and scientific education to the primary curriculum in 1999 and the Education 35
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revised junior cycle science syllabus in 2003 have had an impact on the increased science achievement in 2012. In contrast, it is likely to be too early for Project Maths to have had any measurable impact on Irish students’ mathematical knowledge and skills. Students’ attitudes, beliefs and behaviours PISA can also inform us about students’ attitudes, beliefs and behaviours, many of which are related to their performance on the PISA tests. Students in Ireland report significantly more positive attitudes towards school in terms of the perceived effects of working hard in school (0.20) and in terms of their perceptions of schools as being useful (0.11), higher levels of intrinsic (0.06) and instrumental motivation in mathematics (0.13), higher levels of perse-
verance in learning in general (0.14) and higher levels of subjective norms in mathematics (0.13), compared to the average across OECD countries (0.00 for each index). Students in Ireland also have significantly higher levels of anxiety about mathematics (0.11) than the OECD average (0.00). In Ireland, students report similar levels of mathematics self-efficacy (0.01), mathematics self-concept (-0.04) and sense of belonging to school (-0.03) to the OECD average (0.00 for each index), while they report significantly lower levels of self-responsibility for failure in mathematics (-0.10), engagement in activities related to mathematics (such as chess or mathematics clubs; -0.43) and mathematics intentions (e.g., to study mathematics courses in college -0.12). In Ireland, male students have signifi-
cantly higher levels of instrumental (but not intrinsic) motivation, perseverance, selfefficacy, self-concept, openness to problem solving and mathematics intentions than females. Female students, on the other hand, have significantly higher levels of anxiety about mathematics and self-responsibility for failure in mathematics Between 2003 and 2012, students’ sense of belonging to school has decreased significantly in Ireland, while Irish students’ intrinsic and instrumental motivation for mathematics, their mathematical self-efficacy and anxiety about mathematics have increased significantly. Find OUT MORE The full report is available on the Educational Research Centre website at www.erc.ie
Student and school characteristics associated with achievement PISA confirms that Ireland has experienced considerable social, economic and demographic changes over the past decade or so. The results for 2012 indicate that the families of students who took part in PISA are significantly more socioeconomically advantaged on average than they were in 2003. In 2012, students in Ireland have a mean socioeconomic or ‘ESCS’ score (0.13) that is significantly higher than the OECD average (0.00). The percentage of immigrant students in Ireland has increased from 3% in 2003 to 10% in 2012 and is now about the same as the OECD average (11%). Of the 10% of students in Ireland classified as immigrants, about half speak Irish or English at home (5%) and the rest speak other languages (5%). However, immigrant students speaking a language other than English or Irish do about as well as other students in Ireland on the PISA tests, with the exception of print reading, where their mean score is about 20 points lower than their Irish-born counterparts. Immigrant students speaking English or Irish do equally well as Irish-born students on PISA. Students who reported engaging in paid work during term time for more than 8 hours per week have significantly lower mean scores in all achievement domains compared with those who do not engage in paid work (by 29 points for print mathematics). Students in Ireland who never attended preschool perform significantly less well (-15 points for print mathematics) than students who have attended for a year or less. Students attending fee-paying schools have higher average scores than those at non-fee-paying schools, by about 57 points for print mathematics, and also have significantly higher levels
of ESCS (0.88 compared to 0.06). Students attending schools in the School Support Programme (SSP) under DEIS perform significantly less well than their counterparts in other schools on all domains, and the difference is almost 60 points for print mathematics. In Ireland, students in boys’ secondary schools obtain the highest print mathematics, computer-based mathematics and science scores (521, 513 and 537, respectively), while students in girls’ secondary schools have the highest mean scores for reading (544 for print reading and 536 for digital reading). Engaging in paid work, attending preschool, and attending particular kinds of post-primary schools are all characteristics that are themselves related to varying degrees to the socioeconomic characteristics of students. Students in Ireland report significantly higher levels of teacher support in mathematics classes (0.08), higher levels of mathematics teacher classroom management (0.15) and more positive disciplinary climate in mathematics classes (0.13) than the OECD average (0.00 for all indices). Students in Ireland also report attending schools that offer significantly lower levels of mathematics extracurricular activities (1.81) and where teachers engage in significantly lower levels of formative assessment (-0.07) and student-orientated (differentiation) practices (-0.58) compared to the OECD averages (2.36 for mathematics extracurricular activities and 0.00 for the other indices). School principals in Ireland report significantly higher levels of teacher morale (0.49) compared to the OECD average (0.00).
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..................................................................................................................Green News Scan
Public water supplies improving - Private wells a concern The EPA’s Drinking Water Report for 2012 shows that public water supplies serving more than 82 per cent of the population have improved year-on-year since the EPA created a Remedial Action List (RAL) over five years ago. There were 339 public water supplies needing remedial action when the list was first compiled, now there are 140. Remedial works in a further 70 will be complete by year end. The report’s findings are based on results from over 250,000 monitoring tests. The quality of drinking water from private supplies remains inferior to that from public supplies and gives cause for concern. In 2012, the HSE reported a doubling of the number of VTEC cases, which is a particularly harmful form of E. coli. Transmission of VTEC can be from person to person, or
be waterborne or foodborne. The second most common transmission route reported by the HSE is waterborne transmission. Disinfection kills all E. coli including VTEC and, while public water supplies are disinfected, not all private wells are. The report shows that poor weather increases the risk of contamination to water supplies. High levels of rainfall can wash more potential contaminants into water supplies. While public supplies now have alarms and high levels of monitoring and disinfection, private supplies are more vulnerable as they are less secure than public water supplies. The report, The Provision and Quality of Drinking Water in Ireland, A Report for the Year 2012, is available on the EPA website and contains summary reports for all Water Service Authorities.
First grid connection offer between Ireland and UK Pictured below is Tim Cowhig CEO Element Power Ireland and Pat Rabbitte TD Minister for Communications, Energy and Natural Resources at the announcement that National Grid UK, the operator of the UK electricity network, has confirmed that a firm grid connection of 3,000 megawatts has been awarded to global renewable energy developer, Element Power. This is the first such dedicated UK connection offered to an Irish renewable energy exporter and enables Element Power to progress 'Greenwire', a series of connected projects exporting wind power generated in the Midlands of Ireland to the UK via two independent subsea cables. 'Firm' connection means that the UK power market can take the output at all times, enabling e1.2 billion worth of energy exports annually from the Irish economy. Greenwire will involve a total spend of e8 billion during the construction phase, of which a significant proportion will be spent in developing wind energy infrastructure in Ireland. It will result in the creation of an estimated 10,000 development and construction jobs and up to 3,000 long term jobs. A legacy interconnector between the two countries will also provide an enduring benefit. Photo Chris Bellew/Fennell Photography
l Compliance with E.coli standards has continued to improve. There has been a 92% reduction in E. coli exceedances in public water supplies since 2005. l The number of water supplies requiring improvement and on the EPA Remedial Action List is down from 339 to 140 in five years. Remedial works on a further 70 supplies will be complete by the end of the year. l Heavy rainfall in the summer of 2012, and sudden changes in raw water quality arising from subsequent flooding, compromised a number of water supplies. l Contaminated private wells can be a source of VTEC (a strain of E. coli that may cause severe illness) as water from many private wells is not disinfected.
EPA launches environmental research on-line Who's Who The Environmental Protection Agency (EPA) has formally launched its Who's Who of environmental research expertise in Ireland to assist collaboration by Irish environmental researchers in Europe-wide research projects. The launch of the Who's Who coincides with the announcement of the European Commission's new €79 billion research programme, Horizon 2020. During the lifetime of the European research programme, over 12,000 researchers from across Europe have accessed the EPA database looking for Irish researchers with whom to collaborate. The EPA plans to recruit more researchers and add their profiles to the Who's Who in coming months. This will allow them to access the European networks and linkages necessary to compete on a European stage. Dara Lynott, Deputy Director General, EPA stated: “Through strategic investments by the EPA and others in environmental research, Irish researchers and innovators have developed knowledge and technologies that will allow them to compete for research funding at the highest level.” The EPA is a key participant in the Governance of EU research networks. Ms Laura Burke, Director General of the EPA, is a member the EU Horizon 2020 Research Programme Advisory Group for Societal Challenge 5: Climate Action, Environment, Resource Efficiency and Raw Materials. The EPA is also the 'National Delegate' and 'Contact Point' for Challenge 5 in partnership with Enterprise Ireland. In fulfillment of these roles, and to assist Irish environmental researchers, the EPA will also: - Expand its online WHO'S WHO of Environmental Researchers; - Host information days for researchers, - Host roadshows to all major universities; - Disseminate information through multiple channels; - Provide tailored advice and a proposals' review service to firsttime participants and coordinators. The Catalogue of Environmental Research Expertise in Ireland can be viewed at http://erc.epa.ie/h2020catalogue/ Education 37
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Irish Primary Education in the early nineteenth century by Garret FitzGerald
Former Taoiseach Garret FitzGerald was researching and editing Irish primary education in the early nineteenth century at the time of his death. His work on this book has been completed by his son, John FitzGerald. This study uses the data contained in an 1824 British Parliamentary Inquiry to carry out a comprehensive analysis of the extent of the Irish schools system. This Inquiry was undertaken some years before the introduction of the national school system in Ireland. In an international context, the comprehensive nature of this information is most unusual for an early-19th century state. This study uses these data to analyse the geographical pattern of male/female and Catholic/Protestant school attendance at that time; the scale of payments by parents, (few children, and then mainly those of Anglican parents, received free education); and to discuss the extent to which this pattern may have been influenced by various factors such as geography, religion, and urbanisation; and, finally, the degree to which children of differing religions in different parts of the country shared the same schools. The analysis shows that there was a fair amount of mixed denominational education at the time. It also shows that at that stage ‘hedge schools’ were almost all taking place in some kind of structure – the idea of a literal hedge school is misinformed. Data are presented on the number of children at school, what sex they were, what they paid for school, what religion they were etc. We will publish these data electronically on open access to allow other scholars to interrogate the data. Royal Irish Academy • Around €30
Bullying in Irish Education By Mona O’Moore and Paul Stevens School bullying is receiving increasing attention as a phenomenon which is present in all schools. Despite previous books on the topic, bullying continues to thrive, becoming more sophisticated and poses serious problems for school populations in both primary and post-primary sectors. This book is the first definitive review of bullying in Irish education written by researchers and practitioners working in the field. The appeal of this book is twofold. Firstly, it explores bullying from different perspectives within education namely, pupils, teachers and principals. Secondly, it is research based, but the concerns, shortcomings and challenges which bullying presents in the educational environment are explored and realistic strategies and support strategies are proposed. Given the keen interest in bullying internationally this book provides a comparative text on the latest research and practice of bullying in Irish education. Mona O'Moore is Fellow Emeritus of Trinity College Dublin and Adjunct Professor at Dublin City University. She is also the Founding Director of the AntiBullying Centre at Trinity College and Dublin City University. Paul Stevens has worked in a variety of roles in the education sector and his most recent research focuses on workplace bullying in over 700 primary schools. Cork University Press • Around €40
Franz S. Haselbeck's Ireland By Patricia Haselbeck Flynn The work of Limerick photographer Franz S. Haselbeck (1885–1973) was not fully appreciated in his lifetime, yet it forms one of the great Irish photographic collections. The breadth of subject matter and composition shows a photographer with a mastery of his craft as he chronicled an exciting period in Irish history. His archive has been painstakingly catalogued by his granddaughter, Patricia. Spanning six decades of major change, this selection is from almost 5,000 surviving images and documents, from the early 1900s to the 1960s. Having attended the Dublin Metropolitan School of Art and been indentured to Finnerty’s Photographic Co. in Westmoreland St, Haselbeck travelled widely in Europe. After his return he was employed by the renowned Louis Anthony Studio in Killarney for three tourist seasons from 1910 to 1912. Haselbeck went on to set up his own studio in Limerick and work as a freelance photographer. His subjects were varied and included early tourism, studio portraits, the Irish Volunteers, British military, the RIC, Garda Síochána, sporting events, street scenes and the construction of the Shannon Scheme where he was employed by Siemens-Schuckert. Haselbeck was passionate about his work, consistently embracing new equipment and techniques. Now the skill and professionalism of this remarkable photographer can be fully appreciated by all. Collins Press • Around €20
Folk'd- The grass is always greener on the Other Side By Laurence Donaghy Meet Danny Morrigan. Call centre worker. Young father. Danny’s not entirely happy with his life. He finds himself tortured by the ‘what ifs’, and by one in particular – what if his casual girlfriend hadn’t told him she was pregnant before he finished his university degree? What if, out of some sense of decency and not wanting to be like his own father, he hadn’t ‘done the right thing’ and dropped out to support her and the baby? But when Danny comes home from work to find his girlfriend and baby son have vanished into thin air, it begins a series of events that quickly moves beyond a simple missing persons case. Danny begins to uncover the Morrigan family's real purpose in this world, a world of lurking danger and concealed horror, where the line between mythology and reality blur. Blackstaff • Around €10
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Published on Dec 18, 2013