UCC Journals (Univ. College Cork)
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The Killing of the “Lord of the Foreigners of Luimneach” in Ardrahan in AD 940
No full textAn exploration of the accounts in the Annals of the killing of Aralt "Lord of the Foreigners of Luimneach", C. AD 940. This paper argues against the nationalist interpretation in Jerome Fahey\u27s \u27The History and Antiquity of the Diocese of Kilmacduagh\u27 instead placing it in the context of a larger decline of Viking Limerick through the period
Time for SerendipiTEA: A Health Library-Led Cross-Organisational Randomised Coffee Trial
No full textTime for SerendipiTEA was introduced by librarians at Mercy University Hospital (MUH) and Adult Mental Health Services Cork (AMHS/St. Michael’s Unit) as a pilot initiative to encourage staff to connect across those services.
Based on the idea of randomised coffee trials (RCTs), the project allowed staff from MUH and St. Michael’s Unit to volunteer to be paired with a colleague who they would not normally meet in their day to day lives at work. Pairs were invited to arrange an informal meeting, either in person or virtually, with no set agenda beyond starting a conversation about each other’s work and experiences.
Fourteen staff members took part — seven from MUH and seven from St. Michael’s Unit — representing a range of departments and roles in medicine, nursing, allied health and administration. Feedback showed that participants valued the chance to meet new colleagues, broaden their understanding of the health service and reflect on their work. One participant described the experience as “energising” and shared that it gave them “a greater appreciation of not only other services but [their] own also.”
Challenges were mainly practical, such as scheduling difficulties for the participants and a low feedback response rate for the organisers. Participants suggested ideas for future iterations, including broader promotion and alternative formats such as group or “speed meeting” sessions.
Overall, the trial provided a positive foundation for future iterations of Time for SerendipiTEA and demonstrated clear potential for building stronger connections between MUH and AMHS staff, using projects like this RCT
Face Value: How Living with An Appearance Difference Informs Library Customer Service
No full textThis reflective article explores how living with a visible difference shapes professional practice in a public-facing academic library role. Drawing on personal experience with craniofrontonasal dysplasia (CFND), the author examines how visibility, empathy, and self-awareness inform interactions with library users, colleagues, and the wider university community. The article highlights the importance of representation, inclusive service delivery, and human-centered approaches in library practice, linking personal insight with institutional frameworks for equity, diversity, and inclusion (EDI). By integrating lived experience with professional practice, the author demonstrates how understanding and valuing difference can enhance user experience, foster belonging, and cultivate meaningful connections in academic library environments.
UCC Student History Journal Vol 2 Issue 1: Tales of Justice
No full text Volume 2, Issue 1 of the UCC Student History Journal was officially launched on the eve of the 20th of November, 2024. In his address, Co-Editor in Chief Daniel O’ Connell reflected on the diverse range of student research featured in the journal and the future of the publication to continue as a platform for students of all backgrounds to engage in historical discourse. In her address, Chairperson Becky Bourke offered immense praise to the editorial team and contributors to the journal. Chairperson Bourke also provided a few words in honour of the legacy of the recently passed Mr. Gabriel Doherty, one of UCC’s and the wider community of Cork’s most beloved historians.
Ultimately, this edition displays the UCC History Society’s dedication to reflection and innovation. Volume 2, Issue 1 is the first edition to feature a distinct theme for its submissions, “Tales of Justice.” More precisely, (in)justice, law, and the struggle for equality. This edition features a broad range of articles which revolve around the aforementioned theme and our first article published in the Irish language. The journal’s editorial team and the UCC History Society remain excited for the release of the next instalment of Volume 2 next year
Using theatrical masks to transform second language-learning for engineering students
No full textThis article describes how a transdisciplinary module for engineering students, based on masked theatre workshops set within an enactive pedagogical framework (Trocmé-Fabre, 2022; Varela, 1999) combines a sensorimotor and reflexive (bottom-up and top-down) approach to English language learning and translanguaging (Aden, 2014). Through a process of devising and performing a masked play, students at a top engineering school in France can develop specific human-centric skills to help them mediate, collaborate and co-create within increasingly complex professional situations involving diverse perspectives.
Grounded in Varela’s paradigm of enaction (Varela & al., 1993), and the mask pedagogy of Lecoq (1997, 2002) and Gaulier (2024), the students undertake a phenomenological, embodied exploration using first neutral then expressive masks. As well as covering the face, or identity (Lakoff & Johnson, 1980, p 37), masks disrupt habitual modes of sensorimotor perception, as visual input is dramatically reduced and other modes of perception increase to compensate, thereby altering relations to self, others and the environment (Preller, 2022). Masks are potent catalysts for transformation and creative freedom, as evidenced by their importance in actor-training and performance (Freixe, 2024; Lecoq, 1997; Mnouchkine, 2000). With non-actors – here, engineering students learning a second language - I aim to show how three key features of mask-work enable a creative approach to languaging, meaning-making and knowledge-building.Cet article décrit un module transdisciplinaire basé sur des ateliers de théâtre de masque qui s’inscrit dans une approche énactive de la connaissance (Trocmé-Fabre, 2022 ; Varela, 1999). Il s’adresse à des étudiants d\u27une grande école d’ingénieur française et croise une approche sensorimotrice et réflexive (bottom-up and top-down) de l\u27apprentissage de l\u27anglais et du « translanguager » (Aden 2017). Le processus de conception, d\u27écriture et de représentation d\u27une pièce de théâtre masqué permet aux étudiants de développer des compétences transversales de médiation, de collaboration et de co-création nécessaires dans l’exercice de situations professionnelles de plus en plus complexes.
S\u27appuyant sur le paradigme énactif (Varela & al.,1993) et la pédagogie du masque de Lecoq (1997) et Gaulier (2024), les étudiants entreprennent une exploration phénoménologique et incarnée du masque neutre et du masque expressif. Non seulement les masques dissimulent le visage et l\u27identité (Lakoff & Johnson, 1987) mais ils modifient les modes habituels de perception sensorimotrice. La perception visuelle est considérablement réduite, elle est alors compensée par d\u27autres modes de perception, ce qui transforme la qualité de relation aux autres, à soi et à l\u27environnement (Preller, 2022). Les masques sont de puissants catalyseurs de transformation et de liberté créatrice comme en témoigne leur importance dans la formation des acteurs (Freixe, 2024 ; Lecoq, 1997 ; Mnouchkine, 2000). Avec des non-acteurs - ici, des étudiants ingénieurs qui apprennent l’anglais - je montre comment trois caractéristiques clés du travail de masque suscitent une approche créative du “translangager”, de l\u27élaboration du sens et de la construction des connaissances
Leannán-áit, teanga-áit : (love-strange, strange-tongue)
No full textLeannán-áit, teanga-áit (love-strange, strange-tongue
