2405 research outputs found
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Organised labour in Limerick City, 1810-1899
Full text linkThis monograph identifies and describes the nineteenth century workers of Limerick who established and maintained societies, representing both individual occupational groups and multi-occupational alliances. The study defines the class identity of these organised workers, and the background and outlook of their local political opponents, describing popular political causes from the perspective of the organised workers. The nature of these organised labour societies, how they were formed and how they functioned, is examined in the context of similar societies in Ireland, Britain and beyond. The overall purpose of this thesis is to reveal how the urban Irish worker viewed the world around him.N
A study of the life and activities of Sir Stephen Edward De Vere of Curragh Chase, 1812-1904
No full textThe focus of this thesis is on the life of Sir Stephen Edward De Vere. In some ways, he might be viewed as a peripheral figure in nineteenth-century Irish history. Although he did serve as a Member of Parliament for county Limerick in the early 1850s, his political career did not reach the heights of his contemporaries, such as William Monsell, or Thomas Spring Rice. As a literary figure, he was overshadowed by his younger brother Aubrey. However, a study of De Vere’s life and activities does throw light on such diverse and important topics of local and international history as emigration during the Famine, the national school system, the implementation of justice in nineteenth-century Ireland and the public lunatic asylum system.
An examination of De Vere’s private and public life provides an insight into how members of the elite considered notions of religious and national identity. It allows for a closer examination of the ways in which some members of the Irish elite, who operated under a sense of national identity which was separate from the English, but still British, negotiated with the British State and with the Irish populace.
The late nineteenth-century saw the decline of the elite in Ireland. De Vere’s staunch objections to any form of local governance in Ireland on the basis that it would erode what he felt was the legitimate claim to power of his class, provides the context for a study of how this societal change was witnessed in county Limerick.N
Wittgenstein looking at Wittgenstein: a critical analysis of the self reflexive logical evolution of Wittgenstein's work
Full text linkThis thesis traces the evolution of Wittgenstein‟s work through the set theoretic concept of the infinite and the generated problems of Russell‟s paradox and self reference, which I argue develops through three distinct phases as presented in his early, middle and later work. I contend that considering Wittgenstein‟s work through the lens of these specific concepts is pivotal in identifying and understanding the logical evolution from his early to later work, which I argue represents a logical evolution from a closed to an open logical model wherein the influence of Russell proves critical. I identify these concepts as the key to understanding the crucial self reflexive dynamic operative between Wittgenstein‟s early and later work, which I claim further extends to understanding Wittgenstein‟s diametrically opposed early and later positions on the status of the activity of logical analysis, the referential and non referential use of language and his position on the logical distinction between a primary and secondary language. His position on the latter proves methodologically essential, illustrating how these core concepts are the logical means by which this distinction evolves, ultimately framing the move from a closed to an open logical model. Through the inversion of the primary secondary language distinction, I consider Wittgenstein‟s later work on aspect seeing as structurally and conceptually reflective of Russell‟s open logical model of type theory, arguing that Wittgenstein comes to accept in his later writings aspects of Russell‟s position that he had rejected in his early writings. In Wittgenstein‟s later open logical model of aspect seeing the primary secondary language distinction functions not only as the mechanism by means of which logical analysis operates, but also as a meta-analysis of Wittgenstein earlier work. This allows us to retrospectively engage with Wittgenstein‟s own particular form of linguistic aspect seeing, where we encounter the inherent self reflexive nature of this logical evolution allowing us to linguistically observe Wittgenstein looking at Wittgenstein.N
Foghlaim chomhtháite ábhar agus teanga: tionchar FCÁT ar fhoghlaim mhatamaiticiúil páistí rang a haon i scoileanna a fheidhmíonn trí Bhéarla
No full textTugtar le fios sa litríocht go bhfuil caighdeán teagaisc na Gaeilge sna scoileanna a fheidhmíonn trí Bhéarla ag dul in olcas le tamaill anuas (Harris et al. 2006; Cigireacht na Roinne Oideachais 2022). Tá laghdú tagtha ar an líon ama a gcaitear ag múineadh na teanga agus tá múinteoirí bunscoile ag streachailt le curaclam plódaithe (REF). Tá an cur chuige Foghlaim Comhtháite Ábhar agus Teanga molta ag na saineolaithe (Harris et al. 2006) agus i gCuraclam Teanga na Bunscoile (2019) mar réiteach ar na fadhbanna seo le fada an lá. É sin ráite, feictear go bhfuil bearna mhór sa litríocht maidir le FCÁT i gcomhthéacs na hÉireann, ach go háirithe i ngort an mhata. Tá sé mar aidhm ag an taighde seo an bhearna seo a líonadh.
Déantar ceisteanna an taighde a iniúchadh faoi scáth na paraidíme tógachaíche. Cuireadh idirghabháil FCÁT ar siúl i Rang a hAon amháin agus úsáideadh Rang a hAon eile mar ghrúpa cóimheasa. Baineadh úsáid as modhanna measctha agus bailíodh sonraí trí cheistneoirí, dialann mhachnaimh múinteoirí, grúpa fócais agus scrúduithe..
Léiríonn torthaí an taighde seo gur chruthaigh FCÁT deacrachtaí do na hardghnóthachtálaithe barr a gcumais a bhaint amach sa mhata. Tugadh faoi deara go raibh buntáistí ann do na léitheoirí laga agus do pháistí le Béarla mar theanga bhreise. Chonacthas go raibh tionchar neodrach ag an idirghabháil ar dhearcthaí na bpáistí i leith na Gaeilge agus go bhfuil snáithaonaid áirithe níos oiriúnaí don chur chuige seo ná snáithaonaid eile.
Táthar ag súil go gcabhródh an taighde seo le múinteoirí agus iad ag iarraidh FCÁT a cur i bhfeidhm ina ranganna féin amach anseo agus go spreagfaidh sé tuile taighde sa ghort.N
A study exploring how teachers support children with maths difficulties in the mainstream classroom
No full textThis study aims to explore how teacher’s the strategies and interventions teachers use in Irish mainstream primary schools to support children with maths difficulties (MD). Additionally, the research will investigate how pupils with MD are identified in mainstream schools and how their progress is monitored. The researcher aims to conduct this study using a qualitative approach employing semi-structured interviews and a focus group. Participants in the study consist of practising primary school teachers from a variety of settings across the Republic of Ireland.
Three groups of participants were recruited for triangulation purposes. Group 1 participants who taught junior classes –(Junior infants-2nd class), Group 2 participants who taught senior classes- (2nd-6th class) and Group 3 participants were the participants from the focus group who taught a mixture of classes. 10 participants engaged in semi-structured interviews which consisted of 20-30 minutes. Participants taught in different settings with various school sizes, socio-economic backgrounds and locations represented. Four participants contributed to the focus group which ran for approximately 30-45 minutes.
Teachers use explicit teaching, concrete materials and play-based learning to foster mathematical understanding among pupils with MD. Differentiation through a UD approach and small group interventions helps all pupils achieve success mathematically. With the new PMC (2023) at the forefront of Irish education the researcher hopes these findings are beneficial and accessible to teachers when supporting children with MD.N
Lakes in Ireland: mirrors of change
No full textWater is the defining element of Ireland’s natural heritage. The mild, wet climate shapes the landscape, endowing the island with an extraordinary number of lakes. This book showcases these lakes, emphasising the importance of aquatic biodiversity, water quality, and environmental health. Unfortunately, many iconic and less well known lakes face threats from pollution, biodiversity loss, and climate change. Key academics and professionals share knowledge and research experiences on Lakes in Ireland – Mirrors of Change in twenty-two chapters. The book highlights the urgent need for radical changes in land use and the prioritisation of lake protection. Key knowledge gaps are identified and chapter authors provide fifty recommendations for research, policy change, and coordinated action to safeguard Ireland’s lakes. Aimed at practitioners, students, decision-makers, and the public, this peer-reviewed, open-access e-book is freely available on the Marine Institute Open Access Repository, thanks to generous sponsors, in particular the National Parks and Wildlife Service (NPWS), the Environmental Protection Agency (EPA), the Marine Institute and Mary Immaculate College.National Parks and Wildlife Service (NPWS) of the Department of Culture, Heritage (Ref. SPU G05-2024), Marine Institute (Ref. NET/24/012), Environment Protection Agency (EPA), Mary Immaculate College (University of Limerick), Geological Survey, Agri-Food and Biosciences Institute (AFBI), Local Authority Waters Programme, the Loughs Agency, An Fóram Uisce, National Federation of Group Water Schemes, Coillte and the Irish Freshwater Sciences AssociationYe
Cén sórt taithí a bhíonn ag scoláirí nuair a aistríonn siad ó bhunscoil lán-Ghaeilge go hiar-bhunscoil lán-Bhéarla?
No full textIs seoid thar a bheith luachmhar é tumoideachas i gcaomhnú agus i ndul chun cinn na Gaeilge. Tugtar le fios sa litríocht náisiúnta agus idirnáisiúnta go mbaineann iliomad buntáistí le córas tumoideachais agus le bheith dátheangach. Faraor, níl dóthain scoileanna tumoideachais ar fáil don éileamh atá ann dóibh (Gaelscoileanna Teo 2010, Kennedy 2012). Anuas air sin, ní bhíonn an rogha ag gach scoláire leanúint ar aghaidh leis an tumoideachas ag an iar-bhunleibhéal toisc go bhfuil ganntanas iar-bhunscoileanna lán-Ghaeilge, go háirithe in áiteanna níos iargúlta timpeall na tíre. Mar sin, bíonn ar chuid mhaith iar-scoláirí an tumoideachais freastal ar scoileanna lán-Bhéarla don iar-bhunscoil. De ghnáth i scoileanna lán-Bhéarla, ní éiríonn chomh maith le scoláirí T2 Gaeilge a shealbhú ná ‘máistreacht’ a fháil ar na scileanna teanga (Harris et al. 2006, luaite ag Kennedy 2012). Bíonn rath i bhfad níos fearr ar scoláirí a fhreastalaíonn ar scoileanna lán-Ghaeilge (T1) ach ina ainneoin sin, déanann thart ar 50% de scoláirí (Roinn Oideachais 2022) an cinneadh an tumoideachas a fhágáil tar éis na bunscoile ar chúis amháin nó cúis eile.
Tá sé mar aidhm ag an taighde seo iniúchadh a dhéanamh ar na cúiseanna a bhaineann leis an gcinneadh seo a dhéanamh ionas go mbeidh eolas ann ina leith agus go bhféadfar an uimhir sin a laghdú. An bhfuil tionchar ag buntáistí nó míbhuntáistí an tumoideachais ar an gcinneadh nó an mbaineann sé leis an nganntanas scoileanna agus múinteoirí ábhair le Gaeilge? Anuas air sin, cén sórt eispéiris a bhíonn ag na scoláirí nuair a aistríonn siad ó bhunscoil lán-Ghaeilge go hiar-bhunscoil lán-Bhéarla? An mbíonn dúshláin le sárú acu nó an mbíonn ‘buntáistí sa bhreis acu’ (Mac Éinrí 2021) a thugann deis chun ratha dóibh sa scoil nua? Déantar iniúchadh agus anailís ar thuairimí i dtaobh na gceisteanna sin sa taighde seo faoi scáth na bparaidímí léirmhínitheacha agus bunathraitheacha.
Earcaíodh scoláirí a d’fhreastail ar bhunscoil lán-Ghaeilge ach a d’aistrigh go hiarbhunscoil lán-Bhéarla chomh maith lena dtuismitheoirí, a múinteoirí agus a bpríomhoidí don staidéar seo ionas go mbaileofaí réimse tuairimí, dearcthaí agus smaointe leathana ar an ábhar. Úsáideadh ceistneoirí, grúpaí fócais agus agallaimh leath-struchtúrtha chun eolas a bhailiú i dtaobh na ceiste taighde seo.
Léiríonn na torthaí go bhfuil tacaíocht shainiúil a bhaineann go sonrach le teanga ag teastáil uathu go háirithe ag tús na haistrithe chun cabhrú leo dul i ngleic leis.
Táthar ag súil go mbeidh torthaí an taighde seo ina dtreoir luachmhar do mhúinteoirí chun feasacht a ardú maidir leis na scoláirí seo, maidir lena riachtanais shainiúla agus lena dtaithí ar an aistriú scoile ionas go gcuirfear an tacaíocht chuí ar fáil dóibh amach anseo.N
Instructional leadership and the retention of learners in primary schools Kwania district, Northern Uganda (2020-2024)
No full textThis study was conducted in Kwania District, Northern Uganda. It sought to determine the current rate of learner retention in Kwania District, identify factors contributing to low retention rates, and explore how best instructional leadership could promote learner retention in primary schools. The research was conducted in four primary schools. Thirteen participants were involved including four head teachers and nine teachers. A mixed-method approach was utilised employing an anonymous online questionnaire to gather qualitative and quantitative data. The findings unveiled a low learner retention rate across the four participating primary schools in Kwania District. Participants identified poverty as the main driver of low learner retention. In terms of instructional leadership, all thirteen participants indicated that they used effective teaching strategies to support learner retention in their schools. They also identified a range of effective instructional leadership strategies, encompassing the provision of mid-day meals, encouraging parental engagement, and implementing student support services, which further supported learner retention. The findings confirm that learner retention across the four participating schools was below average. While these findings cannot be generalized, they align with previous studies which indicated that learner retention in Uganda was problematic. Based on the findings, recommendations include the promotion of parental engagement, improvement of student support services, and implementation of effective teaching practices. This study contributes valuable insights to instructional leadership and learner retention in primary schools, specifically within Kwania District, Northern Uganda. The findings and recommendations may help instructional leaders, policymakers, and stakeholders to improve learner retention rates and enhance educational outcomes in the region.N
Working with pupils with emotional and behavioural difficulties in Irish primary schools: teachers’ perspectives
No full textPupils with Emotional and Behavioural Difficulties (EBD) can display internalising and externalising behaviours. These behaviours can impact their experiences of education, that of their peers and disrupt teaching and learning. Research on EBD has slowed down in recent years and most of the existing research relates to how EBD presents in the classroom and the experiences of pupils with EBD.
This study aimed to give a voice to the teachers, gathering their perspectives on educating pupils with EBD in an Irish context. This qualitative study is situated in an interpretivist paradigm. Three semi-structured focus groups were conducted with a total of fourteen participants who were actively teaching and had experience of working with pupils with EBD.
The findings indicate that teachers working with children with EBD feel that their role depends on their teaching context but generally see themselves as having a caring role with an emphasis on collaboration. Teachers of pupils with EBD feel challenging emotions such as overwhelm and stress, but they also experience the driving emotions of pride and affection towards their pupils. Relationships with pupils are seen by teachers as a powerful tool but they require support from school leaders and external agencies to effect change.N
Digital dilemmas in education: the influence of social media on primary school teachers' pedagogical approaches and classroom practices
No full textThis dissertation explored the complex influence of social media on the pedagogical practices
of primary school teachers. It investigated how teachers engaged with social media and how
they incorporated it into their daily practices. In the current educational environment, the
omnipresence of social media platforms has profoundly shaped teachers' professional and
personal realities. Employing a qualitative research design that used focus group and
individual interviews, the research captured nuanced perspectives and insights. A thorough
examination of existing literature contextualizes the study, emphasizing both the potential
advantages and challenges associated with the integration of social media in educational
settings. The analysis of the data around the lived experiences and perspectives of teachers
revealed patterns and trends in the utilization of social media. The findings contribute to a
deeper understanding of the complicated relationship between social media and primary
school teaching practices, offering valuable insights for educators, policymakers, and
researchers navigating the evolving digital landscape in education.N