Irish Traveller women negotiating home and school environments : identity, space and embodiment

The purpose of this research is to investigate the manner in which Traveller women\ud negotiate different spaces, in particular, the home-school interface within the context of\ud a rapidly changing society. Previous writers (Helleiner 2000; Okely 1983) on Gypsy\ud Traveller women recognised that withdrawal from the workforce into the home place\ud has led to a reduction in Traveller women’s participation in the wider society, and\ud contributes to a decrease in female pollution taboos (Okely 1975). Yet increasing\ud engagement by Traveller women within the educational sector has had a significant\ud impact of the way in which Traveller women’s identity is understood and negotiated\ud both within and between communities. Through a detailed exploration, from a\ud distinctly gendered, cross-generational perspective, this research foregrounds the voices\ud of mothers and daughters from an ethnographic perspective, located in Baile Lucht Siúil\ud in the Republic of Ireland.\ud The key finding from this research is that gender plays the most important role in\ud shaping Traveller identity. By focussing on the disjuncture between the generations, and\ud building on ideas of Okely (1975, 1983) and Gay y Blasco (1997, 1999) the study draws\ud attention to the importance of ritual hygiene practices observed through embodied\ud performances as a way of preserving and maintaining group boundaries that are\ud understood through moral performances located at the site of the body. The changing\ud perceptions of ethnic and national identities are ascribed moral values understood\ud through the unique relationship between Ireland and England. I argue that evidence of\ud familial expectations centre around a performed and enacted morality relating to\ud deportment, behaviour and dress as evidence of female sexuality.\ud This research offers new insights and understandings of Gypsy / Traveller women in\ud Ireland, both by conveying their voices and by providing a context in which they could\ud explore their feelings about their roles in a changing environment

Galway and the Easter 1916 Rising: an investigation of local histories, memories and heritage tourism possibilities

Outside of Dublin city and county, the rest of Ireland witnessed very little action by\ud the Irish Volunteers during the course of the 1916 Rising. One of the exceptions was\ud the West of Ireland, where rebel activity in County Galway was coordinated by Liam\ud Mellows. During Easter Week, he managed to rally his troops in the county and carry\ud out offensive operations in Clarenbridge and Oranmore, before retreating to Moyode\ud Castle and finally disbanding at Limepark House. As the centenary anniversary of\ud this seminal event approaches, recent debates have centered not only on the Rising’s\ud historical significance, but on its contemporary political, cultural and economic\ud importance. This study - which focuses on illuminating local histories, memories and\ud heritage tourism possibilities - outlines the evolving relationship between the past and\ud present, through an investigation of the history and remembrance of the story of 1916\ud throughout Galway city and county. This is done in three ways.\ud Firstly, this study furnishes a comprehensive local history of Galway’s part in the\ud Rising. This includes an examination of preceding events in the context of the broader\ud militarisation of national politics, which took place in the wake of the Third Home\ud Rule Bill and the outbreak of World War I. As such, the formation of the Irish\ud Volunteers in Galway and the subsequent split is explored in detail. The significance\ud of the arrival of Liam Mellows and his efforts to recruit, arm and train the Irish\ud Volunteers in the region is equally examined. The story of the events of Easter Week\ud 1916 is detailed largely from the perspective of the rank-and-file participant, and as\ud such, provides a broad understanding of the movements and activities during the\ud Rising in Galway. The experiences of the rebels arrested, incarcerated, deported and\ud interned are also examined, alongside Mellows’ period in hiding in County Clare\ud before his successful escape to America.\ud The second part of this study investigates how memories of 1916 have found\ud expression in tangible and intangible forms of heritage throughout the city and\ud county. It chronicles the anniversary commemorations that have taken place over the\ud decades, in both Galway city and county and assesses the social and political\ud developments that have influenced and impacted upon them. The extent to which\ud remembering and forgetting have influenced acts of memorialisation is equally\ud explored.\ud The study concludes by looking towards the forthcoming centenary anniversary of\ud the Rising. The evolving nature of commemoration is further explored in the context\ud of the government’s ‘Decade of Commemorations’ programme, which aims to\ud accommodate the plurality of historical tradition in Ireland in a meaningful and\ud respectful manner. Finally, as the centenary approaches, this study also outlines the\ud unfolding heritage tourism opportunities for the retelling of the story of Galway’s\ud 1916 Rising. Two collaborative developments which were partly informed by this\ud study are examined namely, a museum exhibition and a heritage trail

Learning information literacy skills through library instruction: an Irish higher education case study of first year students

First year students in the Galway-Mayo Institute of Technology (GMIT) participate in a mandatory Learning & Innovation Skills (LIS) module to ease the transition from second to third level education. To complement this odule\ud the library offers four standalone library instruction sessions which aim to provide students with the key competencies to learn information literacy (IL)\ud skills. There is significant existing research on information literacy and evaluating library instruction internationally, however, a lesser amount is published on the Irish perspective. Using a mixed method case study, the\ud objective of this research is to examine GMIT’s experience of learning\ud information literacy skills through library instruction. The research is GMIT specific but is valuable to the wider audience; it proposes to expand on prior higher education information literacy studies. The research does not\ud endeavour to analyse library instruction beyond the four sessions delivered to\ud compliment the LIS module. Furthermore the study is not attempting a\ud retrospective analysis of the sessions, or a generalisation of all library instruction within the institute. The research will be the first in-depth analysis of the library’s elements of GMIT’s LIS module. The research gives significant\ud insight into learning information literacy skills through library instruction and will help with future developments of the library instruction sessions. The findings indicate that students benefit from library instruction sessions; however a more progressional approach to teaching information literacy may be more beneficial than the method currently employed

The lecturer-as-learner; a critical analysis of a team teaching pilot programme

In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lecturer-as-learner paradigm was explored in GMIT Letterfrack. An action research study was carried out in the context of a final year level 8 degree Professional Studies module (2012-2013) which had a cohort of nineteen students. Two lecturers piloted a team teaching model of delivery in order to explore the effectiveness of parallel teaching, alternate teaching, and co-teaching formats. A co-learning model was adopted, where lecturers participated in the dual roles of lecturer and learner, in structured dialogue with students. This study had two strands; the first, a participating lecturer, conducted an in-depth critical reflection on his team teaching experience, the second a participating student, conducted a final year thesis on the effectiveness of the team teaching delivery

An evaluation of site operatives knowledge, behaviour, motivation, beliefs, and attitudes toward construction and demolition waste management in Ireland

Despite ever-evolving environmental concerns resulting from increased awareness of environmental sustainability and the rising costs of landfill levies, taxes and raw materials, the Construction and demolition (C&D) industry remains a massive producer of waste, both in Ireland and globally. The overall aim of the current programme of research was to examine, through a mixed methods approach to data analysis, the effects of a ‘tool-box-talk’ construction and demolition waste (C&D W) management training intervention on site operatives’ knowledge, behaviour, motivation, beliefs and attitudes towards waste management. Results from the current research programme revealed: (1) that the ‘tool-box-talk’ training intervention significantly enhanced knowledge towards waste management; (2) a positive variance in behaviour towards waste management from pre-to-post- intervention assessment; (3) there was no effect of the tool-box-talk training intervention on motivation, beliefs or attitudes towards waste management; (4) there was an effect of time on both positive beliefs and attitudes towards waste management; (5) there was no effect of age, years on-site/experience or education on waste management knowledge, overall motivation, beliefs or attitudes; (6) there was a significant effect of position/trade on waste management knowledge, in which electricians scored significantly higher than non-electricians on waste management knowledge, overall motivation and two motivation sub-scales (i.e. help-seeking and control of beliefs); (7) overall motivation was significantly correlated with all motivation sub-scales and positive beliefs at pre-testing, but only with motivation towards effort regulation at post-testing; (8) positive beliefs about waste management was significantly correlated with motivation towards control of beliefs at pre-testing; (9) beliefs about waste management were correlated with attitudes towards waste management at post-testing, as was motivation to control beliefs; (10) though age and years on-site/experience were both positively correlated with each other, they were both negatively correlated with pre-intervention knowledge; and (11) though the operatives rated the tool-box-talk training favourably, they thought it would be too difficult to implement, given that what the training presents as appropriate waste management protocol is both restricted (by “space, time and organisation” [participant IM]) and contradictory to the site practices they indicate are imposed on them. Overall, the results suggest that the ‘tool-box-talk’ C&D W management training intervention is an efficacious learning method, as it was shown, empirically, to enhance site operatives’ waste management knowledge and was shown to have further beneficial effects on site operatives’ waste management behaviour. Empirical and theoretical implications of these results and future research possibilities are discussed in light of past research

Biogas production from seaweed biomass : a biorefinery approach

As the demand for energy is increasing worldwide, many countries are becoming\ud increasingly dependent on fossil fuel consumption, leading to a rapid increase in carbon\ud dioxide and reduction of petroleum reserves.\ud Alternative and viable options to replace fossil fuels, improve energy security and\ud reduce greenhouse emissions have been proposed worldwide. Marine macroalgae\ud (seaweed) has emerged as an alternative feedstock for the production of a myriad of\ud renewable fuels, such as biogas. The implementation of the anaerobic digestion (AD)\ud process of seaweed requires optimisation before commercialisation is feasible. This\ud PhD study, therefore, aimed to establish a seaweed-based biorefinery approach to\ud produce biogas as main commodity.\ud The study initially focused on exposing two seaweed species common in Irish waters\ud (Laminaria digitata and Saccharina latissima) to chemical, mechanical, enzymatic and\ud physical pretreatment methods in order to enhance the release of macromolecules\ud (lipids, protein, total carbohydrate and reducing sugars) and, ultimately, increase biodigestibility\ud to produce biogas.\ud Results showed that, among all chemical pretreatment conditions tested in this study,\ud dilute acid hydrolysis (4% HNO3 at 130ºC for 2 hrs) had the greatest effect in releasing\ud macromolecules from L. digitata and S. latissima. The environmentally friendly\ud pretreatments (freezer milling, oxalic acid and the enzymatic product Cellulase)\ud improved the recovery of reducing sugars.\ud The two seaweed species were subjected to AD to investigate their suitability to\ud generate biogas as source of renewable energy in 120 ml and 1.0 L size reactors.\ud Pretreatments inhibited the anaerobic digestion (AD) process and only a 6% increase in\ud biogas production was obtained when the biomass was subjected to a combination of\ud 2.0% citric acid and Cellulase.\ud For an economically viable digester operation, digester temperature setting is one of the\ud most critical factors. Reactors incubated at a mesophilic temperature were more\ud 5\ud effective for biogas and methane production efficiency than either thermophilic or\ud psychrophilic digesters during the AD of L. digitata\ud The AD of different seaweed species commonly found in Irish and the Northern\ud Atlantic Ocean was compared in order to evaluate their potential to produce biogas. The\ud lowest concentration of biogas was achieved from the AD of Fucus serratus. S.\ud latissima, Saccorhiza polyschides and L. digitata produced the highest biogas yields,\ud making the three species prospective candidates for the production of biogas as a\ud renewable source of energy.\ud The seaweed-based biorefinery model integrates the AD of by-products from the\ud biodiesel (glycerol) and the livestock industry (bovine slurry) to produce biogas. The\ud anaerobic co-digestion of these waste streams with either L. digitata or S. latissima\ud increased biogas and methane yields when compared to AD of the seaweed alone.\ud Results show that the process could be a promising approach to integrating these byproducts\ud in order to generate biogas.\ud During experiments to investigate the scaling up of the process, in 10 L pilot plants, 217\ud and 305 ml g/VS of methane were produced from the anaerobic digestion of L. digitata\ud and S. latissima, respectively. The low volatile solid destruction, high alkalinity and\ud accumulation of H2S caused a reduction in methane production. The organic residue\ud (digestate) generated after the AD of L. digitata was shown to be a source of biofertiliser\ud that can be used to enhance the growth rate of two biofuel crops, ryegrass and\ud sunflower.\ud The results obtained from this study provided essential data to support the scale-up of\ud anaerobic digestion of seaweed in order to generate biogas as a source of renewable\ud energy. A seaweed-based biorefinery approach achieved the extraction of\ud macromolecules, the co-digestion of waste products, production of biogas and digestate\ud re-use as source of fertiliser

Engaging with industry in the classroom through the use of online technology

A long established method of learning in Irish third level education has been the collaboration\ud of colleges with Industry in the form of work placement. Workplaces provide a diversity of\ud learning that is contextualised, socialised and not readily available in traditional learning\ud contexts (Sheridan & Linehan, 2013). Because the workplace is the context of practice,\ud learning in the workplace is considered a form of authentic learning informed by real contexts,\ud activities, and best practice (Franz, 2008). The placement of students is often a difficult\ud process and not always practical with large class sizes. Therefore, it is necessary to\ud reimagine how we engage with industry and foster relationships within the context of an\ud online environment. We describe (1) a workshop designed to provide an authentic learning\ud experience for large undergraduate classes, and (2) evaluation of students learning in relation\ud to Level 8 standards (QQI, 2014): Knowledge, Know How and Competence. The workshop is\ud delivered using a blend of online and traditional classroom environments. The appeal of the\ud workshop is in fostering relationships with industrial partners. Students are, randomly\ud assigned to groups and tasked with addressing a complex workplace case scenario.\ud Scenarios are provided by the Health Products Regulatory Authority (HPRA) and represent\ud real situations encountered in the regulation of medicines. In a limited timeframe, students\ud must research the problem, identify a course of action and present findings to the HPRA via\ud online technology. HPRA representatives give immediate feedback on each case. Learning\ud is assessed in relation to Level 8 standards using a survey tool. Data indicates that\ud participants develop insight into their own professional competencies in relation to teamwork\ud & communication, specialised knowledge of the industry and problem solving skills. Key to\ud the success of the workshop is framing the student presentations in a professional context

Re-defining the role of the customer in social media marketing: A formula for success.

Businesses today no longer have a choice as to whether they adopt SMM, it is now a strategic requirement (Constantinides, 2014, Qualman, 2013). Online social behaviour has transformed how people communicate and interact, creating new opportunities and challenges for businesses (Tiago and Veríssimo, 2014). Many companies are losing out as they do not understand the fundamentals of SMM and how they can be used to benefit business (Durkin and Mcgowan, 2013). The traditional marketing methods that were used to promote a business, launch a new product or target new customers are no longer sustainable today (Geho and Dangelo, 2012). SMM has changed the functions of traditional marketing which has led to a need to create new business models (Scheid, Vaillant and De Montaigu, 2012).\ud The aim of this paper is to help service businesses to understand SMM and how it can benefit their business by proposing a customer-focused SMM model. The model is a practical guide to help business to allocate marketing resources in social media and lay the foundations for building a successful SMM strategy in the future.\ud An analysis of the literature on SMM and social media for business form the basis of the paper. There is particular emphasis on the implications of social media adoption on marketing practice and the role of the customer in SMM (Castronovo and Huang, 2012, Erragcha and Romdhane, 2014, Labrecque, Vor Dem Esche, Mathwick, Novak and Hofacker, 2013, Paniagua and Sapena, 2014, Verheyden and Goeman, 2013).\ud The practical implications of the research are to equip business owners/managers with an understanding of the fundamentals and benefits of SMM. The customer focused SMM model helps business to see where they need to focus their marketing efforts in order to build successful SMM strategies to compete in today’s dynamic digital marketplace

Caring for an intellectually disabled child : the family experience

This study explored the experiences of parents who have a child with an Intellectual Disability. It also examined parents’ experiences of the use of respite care. I work in the Intellectual Disability area and this was a motivation for carrying out this research. Another motivating factor is the paucity of research in this area.\ud A qualitative research approach was chosen for this study as the researcher believed this was the best method to learn of the personal and unique experiences of families. A purposeful sampling technique was used and ten parents participated in the study, all of whom have a child with an Intellectual Disability and who avail of respite care services. The sample consisted of nine mothers and one father. A semi-structured interview was conducted with each parent and the data was analysed using thematic analysis.\ud This study found that parents viewed the care of a child with an Intellectual Disability as both demanding and rewarding. The parents experienced stress and felt they were isolated in their caring role. Parents were concerned what the impact of caring for a child with an Intellectual Disability would have on their other siblings, in terms of care and the responsibilities placed on them. On the other hand, parents described the child with the Intellectual Disability as the life and soul of the family that they would not want this to change. Other findings from the study indicated that parents didn’t receive enough respite care for their child and also that the care they received didn’t occur when most needed but it was offered as it became available from the service provider. Another finding from the study was that parents were totally unaware of what actually occurred during the time their child was in respite care. The parents were also unaware of the qualifications of the staff offering this service. The parents also stressed that they were worried about future care needs for their Intellectually Disabled child. However, despite this worry only one parent was actively researching possible future care facilities.\ud This was a small piece of research that highlights the demands on parents of caring for a child with an Intellectual Disability and the shortfalls in respite service delivery. The research points to the need for more collaboration between service providers and service users. It also highlights supports these parents identified as important to them

PESI - a taxonomic backbone for Europe

Reliable taxonomy underpins communication in all of biology, not least nature conservation\ud and sustainable use of ecosystem resources. The flexibility of taxonomic interpretations,however, presents a serious challenge for end-users of taxonomic concepts. Users need standardised and continuously harmonised taxonomic reference systems, as well as high quality and complete taxonomic data sets, but these are generally lacking for non-specialists.\ud The solution is in dynamic, expertly curated web-based taxonomic tools. The Pan-European Species-directories Infrastructure (PESI) worked to solve this key issue by providing a taxonomic e-infrastructure for Europe. It strengthened the relevant social (expertise) and information (standards, data and technical) capacities of five major community networks on taxonomic indexing in Europe, which is essential for proper biodiversity assessment and monitoring activities. The key objectives of PESI were: 1) standardisation in taxonomic reference systems, 2) enhancement of the quality and completeness of taxonomic data sets and 3) creation of integrated access to taxonomic information. \ud New information\ud This paper describes the results of PESI and its future prospects, including the involvement in major European biodiversity informatics initiatives and programs