2405 research outputs found
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An bhfuil múineadh na gramadaí i slí follasach níos éifeachtaí ná an tslí indíreach?
No full textMaidir le taighdí ar shealbhú an dara teanga, níl aon cheist is conspoidí ná ceist na gramadaí, agus an slí mba cheart nó nár cheart an ghramadach a mhúineadh sa tumoideachas. Pléitear an cheist seo go minic in earnáil an tumoideachais in Éirinn, in eineacht leis an bhfianaise nach bhfuil ag éirí le tromlach na ndaltaí gramadach ina gcuid scríbhneoireacht a shealbhú (Harley 1984, 1992; Ó Duibhir 2018, Ó Ceallaigh 2019). Anuas ar sin aithnítear nach bhfuil móran spreagadh seachtarach cruinneas na teanga a feabhsú i ranganna nach ranganna gaeilge iad, e.g. ranganna ábhar-bhunaithe, toisc nach mbíonn marcanna nó pointí sa bhréis do chruinneas na teanga. Sleamhnaíonn cruinneas teanga roinnt daltaí tumoideachais agus iad i ranganna eile, e.g. rang bitheolaíochta. Níl aon gá do dhaltaí a bheith níos cruinne fad is a dtuigeann múinteoir nó scrúduitheoir méid atá scríofa (Skehan 1994).
Chun dul i ngleic leis an easpa cruinnis seo, dhear an taghdeoir iniúchadh chun dhá mhodh mhúineadh na gramadaí a thriail i rang bitheolaíochta, agus dul chun cinn nó easpa dul chun cinne a thomhas. Tógadh dhá ghrúpa daltaí sinsearacha a bhí ag déanamh staidéir ar an mbitheolaíocht agus nochtáitear leath dóibh (n=15) do mhúineadh follasach na gramadaí agus nochtaítear an leath eile (n=15) do mhúineadh indíreach na gramadaí. Bhí spriocstructúr an tuiseal ginideach á mhúineadh, agus nna hathruithe a tharlaíonn don ainmfhocail sa tuiseal ginideach. Rinneadh an dhá grúpa a chur faoi scrúdú chun bun inniulacht teanga a mheas (scrúdú 1) , agus cuireadh meánmharc an bun inniúlacht teanga i gcomparáid le meánmharc an iar-scrúdú (scrúdu 2) don dhá ghrúpa.
De réir na sonraí, d’éirigh leis an ghrúpa a bhí nochtaithe do mhúineadh na gramadaí follasach thar an ngrúpa a bhí nochtaithe do mhúineadh indíreach na gramadaí. Mar sin, moltar do mhúinteoirí tumoideachais múineadh follasach na gramadaí a leabú isteach ina gcuid ceachtanna agus feasacht gramadaí na ndaltaí a mheadú sa chuí is go gcothaítear daltaí ar leibheal líofachta cainteoirí dhuchais.N
An investigation of the concept of Divine Freedom within the philosophical Theology of St Thomas Aquinas
Get PDFThis dissertation will investigate the concept of Divine Freedom within the philosophical Theology of St Thomas Aquinas by analysing in detail the arguments that St Thomas Aquinas makes in order to establish that God enjoys divine freedom – the ability for God to make choices, determinations, and decisions and so on, unconstrained by any sort of deterministic influences. To properly analyse these arguments, the thesis first establishes and then considers Aquinas’s more general account of the divine, starting with how it might first be known, and progressing to encompass what claims about God Aquinas felt able to make. After this, the thesis will consider Aquinas’s account of the will in light of his conception of God and of knowledge claims concerning God. It will then continue with a rigorous comparison of the divine and human wills, and how Aquinas considers the concept of ‘freedom’ as applying to each. Finally, the thesis will conclude with an analysis of one of the most striking and exhaustive critiques of Aquinas’s own conception of divine freedom by one Norman Kretzmann. It will be found through careful examination of Aquinas’s understanding of divine freedom in light of Norman Kretzmann’s critique that Aquinas’s arguments for that same divine freedom were ultimately lacking. Mainly, they will be found to be insufficient with respect to God’s lacking a suitable motive for choosing to will creation into being if one considers the divine will as free from the divine goodness in the sense that Aquinas does. Thus, the thesis will ultimately be forced to conclude that Aquinas’s conception of divine freedom cannot surmount a critique concerning divine motive.N
Marx and sprectres: a hauntological exploration of the poetry of Seamus Heaney through the lens of Jacques Derrida's Specters of Marx
Get PDFThis thesis will examine the spectral inheritances and hauntings that dwell within the poetry of Seamus Heaney. It will use hauntology, an idea first coined by Jacques Derrida in Specters of Marx, as a way of locating and unearthing the influence of spectres over the unconscious of the poet. A sustained argument that spectres of the past haunt and influence the present and future will carry throughout the course of this thesis. It will be shown that Heaney inherits from these past spectres, be they national or international, and that these ghosts of the past haunt and influence not only Heaney’s unconscious, but Northern Irish society as a whole.
The core objective of the thesis is to interrogate and analyse the continuity and repetition of the past in the present of Heaney’s work; in a historical sense but also in a personal, literary manner. The degree to which colonialism, both British and Norse, impacts upon the present will breathe life into the argument that these spectres of past colonialism not only impact upon Heaney’s use of language, his identity, and his place in the world, but also, through the workings of the Derridean spectre, influence and garner the violence that sprung forth in Northern Ireland during the Troubles. Similarly the absent presence of the bog people, Virgil, and Dante within the poetry finds Heaney inheriting, and being influenced by, wider, older, broader European mythical hauntings. The degree to which these spectres influence and repeat themselves in the poetry will culminate in the discussion of ‘Route 110’ as a poem that incorporates all of these spectres and shows the overall spectral inheritance at play within the body of Heaney’s work. This study will show that Heaney’s poetry is deeply influenced by the workings of the spectre upon the unconscious of the poet.N
The impact of student-centred iPad applications on reading comprehension skills of three autistic children aged eight to ten years in an Irish special class context
No full textThis ARP investigated the impact of an eight-week technology-mediated constructionist
intervention on the reading comprehension skills of three autistic children in an Irish special
class context. Weekly AR cycles were reflexively utilised to improve practice. Questionnaire
data were collected from parents and children to investigate their perspectives on reading
and technology. Standardised comprehension scores were measured pre- and postintervention
using the YARC. The perspectives of an SNA were recorded using semi-structured
interviews and a log of actions.
This final chapter will begin by summarising the main findings of this research. Limitations will
then be summarised. Finally, recommendations for future policy, practice and further study
will be outlined.N
An investigation into the DEIS (delivering equality of opportunity in schools) programme, the DEIS allocation model and its impact on leadership in Irish primary schools
No full textThis study was conducted to explore the impact of the DEIS programme and the DEIS Allocation Model on school leaders in urban primary DEIS schools in Ireland. Existing literature primarily compares DEIS Band 1 and DEIS Band 2 schools, but lacks insight into the lived experiences of school leaders in these settings. While Distributed Leadership is currently emphasised in Irish primary school literature, there is a need to evaluate whether it represents the best practice for DEIS school leaders.
The research methodology involved administering questionnaires to 30 school leaders and conducting semi-structured interviews with 8 school leaders. The participants included principals, deputy principals, and middle leaders from both DEIS Band 1 and DEIS Band 2 urban primary schools.
Based on the data collected, the research findings highlight the lack of continuous professional development opportunities for school leaders on specific DEIS issues. While DEIS school leaders appreciate the additional funding and access to initiatives, they often struggle with understaffing, hindering their ability to fully implement these initiatives. Concerns were also raised about the distribution of funding. Collaboration within schools was well-received, but working with external agencies such as Speech and Language Therapists and Occupational Therapists requires improvement.
In general, the DEIS programme is welcomed in schools located in low socioeconomic areas, but there is a need for updates and individualisation within the programme. Questions were raised about the objectivity of the DEIS Allocation Model and the process of assigning DEIS status to schools. These findings align with previous literature, emphasising the importance of policymakers' need to reevaluate the programme.N
Profiling efforts to establish voluntary stewardship in a river catchment
Get PDFRiver water quality in Ireland is in decline. The Maigue River in County Limerick exemplifies this decline with degrading chemical and ecological water quality. The most significant pressures are agriculture, and to a lesser extent, hydromorphology, urban and domestic wastewater systems. Because human activity is a main source of pressure on riverine systems and natural habitats, part of the solution rests in increasing local community interest, involvement, and cooperation in water and catchment management initiatives. This study profiles efforts made to foster engagement with residents of the Maigue River catchment. A devastating pollution event precipitated the formation of a community water group that provided initiatives to increase public involvement in events and projects focusing on river water quality and biodiversity. Most of the initiatives would not have been possible without the individual attributes of local participants, an organisational structure (Maigue Rivers Trust), and champion (Project Officer), and supporting funds, training, and resources. These bottom-up efforts demonstrate that voluntary engagement supported by core funding helped further the public participation aims of conservation legislation (Water Framework Directive and River Basin Management Plans) and expanded catchment stewardship. However, future sustainability, with meaningful improvements in water quality, requires time, a functioning structure, and adequate resources, as part of a coherent integrated catchment management approach, if trusting relationships with local communities are to be developed and maintained.Ye
'Más maith, is mithid.' Staidéar meastóireachta ar an gclár titriú beacht- Iniúchadh ar ról fheasachta fhóinéimí ar chumas litrithe agus léitheoireachta Gaeilge a fheabhsú i bpáistí Bunscoile sna luathbhlianta scoile
No full textTá béim mhór leagtha ar an ról lárnach a bhíonn ag scileanna aitheanta focal ar fhorbairt na luathlitearthachta le tamall de bhlianta agus go bhfuil cóimheas cúisíoch láidir ag an bhfeasacht fhóinéimeach (FFM) agus ag teagasc feasacht litir-fuaim leis an léitheoireacht a fhorbairt (Melby-Lervåg, Lyster agus Hulme 2012). Nochtaíodh i dtuairisc Cigearachta na Roinne ar chaighdeáin na Gaeilge i mbunscoileanna na tíre T2, na folúis i múineadh na léitheoireachta (DES 2007) agus é deimhnithe i dtuairiscí na Roinne ó shin, gur beag feabhas atá ag teacht ar thorthaí foghlama na Gaeilge (Hislop 2013, 2016, 2022). Sa ghort náisiúnta, léirítear le scór bliain nó mar sin, an leisce a bhí ar mhúinteoirí gan scileanna díchódaithe a theagasc i scoileanna T1 agus go múintear litearthacht na Gaeilge de réir ‘modh na bhfocal iomlán’ (Ó Faoláin 2006; Hickey 2007; Ní Chiaruain 2007; Stenson agus Hickey 2014; Hickey agus Stenson 2016; Barnes 2017).
Mhol Barnes (2017) ina taighde ar diosléicse agus idirghabhála léitheoireachta do pháistí i scoileanna T1, go ndéanfaí taighde fadaimeartha ar éifeachtúlacht idirghabháil léitheoireachta i nGaeilge, ar mhaithe le treoirlínte a chur ar fáil do thacaíocht foghlamtha sa Ghaeilge. De bharr srian ama gearr an taighde reatha seo áfach, ní fhéadfaí an moladh sin a chomhlíonadh ach is iarracht í an taighde seo, iniúchadh a dhéanamh ar ról na FFM ar chumas litrithe agus léitheoireachta Gaeilge a fheabhsú i bpáistí Bunscoile sna luathbhlianta scoile, trí fhiúntas agus luach a dhéanamh ar an gclár Litriú Beacht, idirghabháil luathléitheoireachta taighdebhunaithe, chun an cur chuige is éifeachtúla agus is éifeachtaí a bhronnadh ar na móraimh.
Faoi scáth na paraidíme tógachaíche, bailíodh sonraí cainníochtúla agus cáilíochtúla ó mhúinteoirí agus ó dhaltaí na luathbhlianta, chun iniúchadh a dhéanamh ar na toisí a mhúnlaíonn múineadh na luathléitheoireachta agus chun tionchar an chláir Litriú Beacht a mheas. Aibhsíodh go bhfuil lochtanna sonracha i gcáilíocht an teagaisc i measc múinteoirí de bharr easpa freastail córasach ar chomfhreagairtí graiféime-fóinéime, a fhágann páistí le scileanna díchódaithe faillíocha laga agus go mbíonn fadhbanna rochtana, úsáide agus oiriúntacht áiseanna mar bhac ag múinteoirí. Thug meonta agus tuairimí múinteoirí an taighde chun solais, go bhfuil luach acu ar thábhacht fhorbairt léamh agus litriú na Gaeilge. Shonraigh na torthaí cainníochtúla gur mhór an éifeacht a bhí ag an gclár Litriú Beacht cumas litrithe agus léitheoireachta Gaeilge páistí Bunscoile sna luathbhlianta scoile a fheabhsú i N.Bh. agus N.Mh. i scoil T1 agus i R.1 i scoil T2.N
Navigating a dual diagnosis: mothers’ experience with ASD and intellectual disability in their children
No full textThis study explores how mothers learn and understand their children following the diagnostic
process and receipt of a dual diagnosis of autism spectrum disorder (ASD) and intellectual
disability (ID). It uncovers how the delivery of the diagnoses impacted mothers’ understanding
and learning, and how the diagnoses impacted on their expectations, acceptance, and decisionmaking
regarding their children thereafter. A transformative framework was employed; emerging
in response to mothers’ needing to bring their voices into the research and explore their own
journeys regarding dual diagnosis. This research adopted a multi-method qualitative approach,
suitable for investigating complex topics such as ASD and ID. A purposive and convenient sampling
technique was used to recruit mothers of a child or children with a dual diagnosis of ASD and ID.
There was a total of five participants, including the author as participant informant. A cyclical data
collection strategy is evident in this study, accessing data from focus groups, WhatsApp
conversations, and reflective writing.
Following inductive data analysis and reflective thematic synthesis, three themes and several
subthemes provide the structure for the findings and discussion. The three emergent themes
include a) Initial uncertainty and lack of guidance in ASD diagnostic process, b) delayed recognition,
and c) subsequent impact of ID diagnosis, and maternal understandings, resolution, and
acceptance. The voices of mothers emerged throughout this study highlighting unmet
information needs, frustrations with diagnostic approaches and processes, and gaps in diagnosis
and service provision for children with ASD and ID.N
Photovoice reimagined: a guide to supporting the participation of students with intellectual disabilities in research
No full textArticle 12 of the United Nations Convention of the Rights of the Child (UNCRC) (1989) sets out the right for all children to be
heard and for their opinions to be given due weight. However, the voices of children with disabilities often remain silenced as
their perspectives are rarely consulted. This paper describes how a visual, participatory research method called Photovoice was
used to elicit the voices of students with Intellectual Disabilities (ID) in mainstream post-primary schools in the Republic of
Ireland. Thirteen students with ID in four schools across Ireland participated by taking photographs of aspects of their school life
that were meaningful to them. Photographs focused on places, spaces, objects and examples of learning, including their role in
decision making. This paper details the stages of the Photovoice method which was adapted to support students to participate in
the research process. It provides guidance on how to address the ethical and methodological concerns which arise when
researching with children. It outlines a two-step approach to analysis, where participating students interpreted and created
meaning which was further developed by the Principal Investigator. Employing Photovoice repositions students in this study as
co-researchers and co-creators of meaning. Its use operationalises Lundy’s Model of Participation (2007) by providing space,
voice, audience and influence which are necessary for children to express their views and have their voices heard in an ethical
and inclusive manner.Ye
From page to stage: adapting Seamus Heaney's Sweeney Astray into a one-act play for young audiences
No full textThis Masters dissertation focuses on the adaptation of Seamus Heaney's Sweeney Astray (1983) into a one-act theatrical performance for a young audience. The project seeks to analyse the process of adaptation to "interrogate, preserve and transform" the work so that there may be a re/discovery of the potency and relevance of the literary work (Babbage 2015). Sweeney Astray, which is a combination of verse and prose, is translated from the older Irish tale Buile Shuibhne (1671-1674). Rooted in myth, it is a story of defiance, enchantment, change, and discovery. By creating a one-act play adaptation of the literary work for the stage, it is hoped that this 'old' story will become new, in order to eventually be understood and experienced in a brand new way by a contemporary young audience when the show is presented in the future (Sanders, 2016). As the story will be communicated through a theatrical lens rather than in print, it is hoped that the newly-adapted version has the potential to eventually become a valuable tool to engage young audiences in the appreciation and understanding of poetry, Irish literary works, and mythological histories. However, this dissertation will primarily focus on the adaptation process and not on the results from the actual performance of the piece, as that will be in the distant future. And as Thomas Kilroy suggests, "[i]n the end, if it's any good at all," the adaptation may encourage children to seek out "the original with renewed respect for its achievement" (Kilroy 2010). Using Adaptation Theory and Theatre for Young Audience concepts and theory, this dissertation will examine the tensions and challenges involved in the process of adapting a work of literature into a theatrical performance for a young audience.N