Balloo House Afternoon Tea Menu 2017

With a rich 400 year history, Balloo House tempts you with two very different culinary experiences under the same roof. Casual dining and classic pub grub downstairs and a luxurious upstairs restaurant for weekend and private dining.https://arrow.tudublin.ie/menus21c/1305/thumbnail.jp

Balloo House Wine List 2017

With a rich 400 year history, Balloo House tempts you with two very different culinary experiences under the same roof. Casual dining and classic pub grub downstairs and a luxurious upstairs restaurant for weekend and private dining.https://arrow.tudublin.ie/menus21c/1309/thumbnail.jp

Balloo House Kids Menu 2017

With a rich 400 year history, Balloo House tempts you with two very different culinary experiences under the same roof. Casual dining and classic pub grub downstairs and a luxurious upstairs restaurant for weekend and private dining.https://arrow.tudublin.ie/menus21c/1306/thumbnail.jp

In-depth profiles of the expectations of undergraduate students commencing university: a Q methodological analysis

Research shows that undergraduate students have many expectations of their university as they commence studying. The current study utilised Q methodology to gain an in-depth understanding of these expectations by examining shared viewpoints between groups of students. First-year undergraduate psychology students ranked statements in their induction week on expectations of university regarding teaching and assessment approaches, lecturer behaviour, organisational and resources support and issues relating to student autonomy. Factor analysis of these ranks revealed three profiles of expectations that were labelled and interpreted holistically in qualitative detail: Expecting to put in the hard work and be supported by tutors, Expecting a different experience to high school and Expecting to strike a balance between university and everyday life. These profiles demonstrate that students’ expectations should not be discussed in homogeneous terms. Recommendations are made for educators in terms of understanding discrepancies between expectations and the service which will be provided

Balloo House Lunch Menu 2017

With a rich 400 year history, Balloo House tempts you with two very different culinary experiences under the same roof. Casual dining and classic pub grub downstairs and a luxurious upstairs restaurant for weekend and private dining.https://arrow.tudublin.ie/menus21c/1307/thumbnail.jp

Balloo House Sunday Lunch Menu 2017

With a rich 400 year history, Balloo House tempts you with two very different culinary experiences under the same roof. Casual dining and classic pub grub downstairs and a luxurious upstairs restaurant for weekend and private dining.https://arrow.tudublin.ie/menus21c/1308/thumbnail.jp

Observational feedback literacy: designing post observation feedback for learning

From Crossref journal articles via Jisc Publications RouterHistory: epub 2023-03-31, issued 2023-03-31Article version: VoRPublication status: PublishedHelen Donaghue - ORCID: 0000-0002-7227-7864 https://orcid.org/0000-0002-7227-7864The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors’ (observers’) and teachers’ (observees’) capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback.VoRpubpu

Conceptions of research methods learning among psychology undergraduates: A Q methodology study

A range of conceptions held about research methods learning have previously been identified. The current study aimed to examine in-depth shared conceptions among undergraduate psychology students. Utilising Q methodology, which links both quantitative and qualitative methodologies to uncover the subjective viewpoints that a group of individuals hold towards a particular domain, participants ranked statements reflecting different conceptions of research methods learning. Ranks were then factor analysed and four distinct profiles of student conceptions were identified, labelled and described in qualitative detail: Research methods as integral to psychology, Research methods as a digression from psychology, Research methods as disconnected from psychology and Research methods as beneficial to psychology. Some of the perspectives displayed a clear understanding about the reasons for undertaking research and learning about research methods in psychology, whereas other standpoints saw research as being something that was difficult to relate to the practice of psychology. Findings are considered in terms of how some conceptions appear to be more beneficial or problematic to hold than others and recommendations are made to educators about how they could support students to change their views

Undergraduates' personal circumstances, expectations and reasons for attending university

Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a questionnaire on reasons for attending university and expectations of university regarding assessment, teaching, learning and organisational resources. Improving career prospects was found to be the most important reason for attending university. The most important aspect of assessment was receiving feedback clarifying things they did not understand. Being good at explaining things was the most important teaching quality. Reasons and expectations were also found to differ depending on students’ gender, age group, caring responsibilities, application route, fee status and whether English is their first language. Implications for educators are discussed in terms of bringing student experiences more in-line with their expectations

Childhood brain injury: the family and impact on identity

Volume I is the research component of the thesis and consists of the literature review, empirical paper and public dissemination document. The literature review examined childhood brain injury and the family, including the impact the family (e.g. functioning) has on a child with a brain injury and vice versa. The empirical paper describes a research project examining how mothers conceptualise their child’s identity following a brain injury