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Teaching and Learning Irish in English-Medium Schools. Literature Review and Perspectives of National Stakeholders. Report 1:Towards an Action Plan for Irish in English-Medium Schools
No full textThis report has been prepared by SEALBHÚ, the DCU Research Centre for the Learning and Teaching of Irish, as part of a consultation process to support the development of an Action Plan for Irish in English-medium schools. It is the first of two reports commissioned by An tAonad Gaeilge um Scoileanna Meán-Bhéarla (AGSMB), Department of Education and Youth, in support of the development of an Action Plan for Irish in Englishmedium schools. The research for this report was informed by the three main principles that will guide the Action Plan for Irish, set out by the AGSMB:
I. the importance of fostering a positive mind-set towards Irish,
II. a commitment to increasing the use of Irish and,
III. the integration of policies, actions, structures, and resources.
The report is arranged in three main parts:
● Part A: Literature Review; this details high-level findings from previous research,
theory and policy that are relevant to the current consultation.
● Part B: Findings from the Initial Stakeholder Event; this part details the main findings
from the first consultation event, held in Croke Park in January 2025.
● Part C: Recommendations from Bi-/Multi-lateral meetings with Stakeholders; this part details the main recommendations expressed by stakeholders during a series of bi-/multi-lateral meetings held at the conclusion of the consultation in April/May 2025.
The report should be read in consultation with the findings from Report 2 (Burke et al., 2025), which explores the perspectives of school-based stakeholders, i.e. children, young people, teachers, student teachers, principals and parents/guardians
Enhancing XR Theatre with Remote Scent Delivery Using Audio Speech Recognition and Convolutional Neural Network-Based Scene Detection
No full textThis paper presents a multi-sensory solution de- signed to enhance the immersive experience of remote audiences for theatrical plays. Using the Macbettu play as a case study, the approach synchronises olfactory and visual stimuli for remote viewers. The solution considers two approaches for generating scents: audio detection that identify the scenes within the play that require specific scents, based on automatic speech recogni- tion (ASR), and convolutional neural networks (CNN) for scene recognition triggering the scent dispensers. When the key scenes are detected during the live play, via network communications, olfaction dispensers release the corresponding scent for remote users viewing the play on VR headsets. Real-time communication is managed through an MQTT-based approach. The paper also compares user feedback for CNN-based recognition versus the audio-based approach, focussing on scent delay and user perceived Quality of Experience (QoE) of the generated remote scents in multiple distances from a scent source. This work illustrates how scent-enhanced XR technologies can be integrated into virtual theatre experiences to engage remote audiences
What’s the story with apprenticeship in Ireland? Experiences of apprenticeship reform in higher education 2016-2023: An exploratory case study
Get PDFApprenticeship forms a key element in Irish Government education policy. In the past 50 years or so the national apprenticeship system has gone through several formal national-level reviews that have led to major changes in the way in which apprenticeship is designed, developed, and delivered. The current national apprenticeship system is a statutory, regulated part of the formal tertiary education system. It includes a new ‘consortium-led’ or ‘enterprise-led’ model of apprenticeship that was first implemented in 2016 following a 2013 review of apprenticeship training in Ireland. One of the most significant aspects of the recent reforms in apprenticeship is that for the first time higher education institutions (HEIs) including universities and independent HEIs can now be involved in the development and delivery of apprenticeships leading to higher education awards up to and including at doctorate level. This research examines understanding and experiences of these reforms since 2016 from the perspective of supply-side stakeholders involved at three levels in apprenticeship policy and practice in higher education in Ireland. Primary data were gathered in semi-structured interviews. Reflexive thematic analysis was employed in the analysis of these data. The research provides a contribution to knowledge in an area that has been little explored in the literature. Key findings relate to the demand for, implementation of, and success and sustainability of new apprenticeship in higher education. These include that new apprenticeship is experienced as different in many respects to HEIs’ existing provision, including being more complex and resource intensive; progress in the implementation of the new apprenticeship model has been made but partly reflects traditional distinctions in the provision of higher education; different understandings, interpretations, and operationalisations affect activity in and impact of new apprenticeship but there is a dearth of data on associated metrics; and considerations related to concepts of ownership of and control over aspects of apprenticeship are likely to affect HEIs’ engagement in and experiences of new apprenticeship at national and HEI-enterprise levels. Recommendations include those relating to resourcing of apprenticeship; roles and responsibilities; metrics and data aligned with priorities; a work-integrated learning framework for apprenticeship; and future research
Pre-clinical rationale for new indications and novel combinations of the tyrosine kinase inhibitor neratinib in cancer
No full textIntroduction: HER2-targeted therapies (monoclonal antibodies (mAbs), antibody-drug conjugates (ADCs) and tyrosine kinase inhibitors (TKIs)) have greatly improved the outcome of patients with HER2-positive breast cancer (BC). However, many patients with HER2-positive lung, gastroesophageal or pancreatic cancer lack treatment options. This PhD project aimed to investigate the efficacy of the pan-HER TKI neratinib in HER-driven cancers outside of BC and to develop therapeutic strategies to treat those cancers and overcome potential resistance.
Methods: The efficacy of neratinib alone and combinations of neratinib with inhibitors like dasatinib (multi-kinase), crizotinib (ALK) and sotorasib (KRASG12C) was investigated in vitro in HER-driven gastroesophageal, lung, pancreatic and head and neck cancer cell lines by proliferation, apoptosis, migration assays and signalling analysis. Neratinib-sotorasib was further evaluated in 3D spheroids and oesophageal xenografts. Neratinib was also investigated in 3D oesophageal organoids by viability assays. A CRISPR/Cas9 method was developed to insert a KRASG12C point mutation in two HER2-amplified cell lines to further investigate neratinib-sotorasib.
Results: Neratinib had anti-proliferative effects in all the cell lines tested, particularly those with HER2 and/or EGFR amplification. Neratinib had anti-tumour efficacy in oesophageal organoid models.
Neratinib-dasatinib showed efficacy in several lung, gastric and oesophageal cancer cell lines with HER2 and/or EGFR amplification.
Neratinib-sotorasib was a potent combination in HER2-amplified, KRASG12C-mutated oesophageal and lung cancer cell lines in 2D and 3D. Both neratinib alone and neratinib-sotorasib led to tumour regression of oesophageal xenografts due to inhibited HER2 activity, with the combination inducing sustained tumour stabilisation after the treatment was stopped. The insertion of the KRASG12C mutation using CRISPR/Cas9 was not successful but novel cell lines with KRAS alterations were created.
ALK alterations were identified as potentially mediating neratinib resistance. The combination neratinib-dasatinib-crizotinib augmented proliferation inhibition of an EML4-ALK fusion-harbouring lung cancer cell line, while dasatinib-crizotinib proved efficacious in a model of ALK- and c-MET-amplified gastric cancer.
Conclusion: The findings of this thesis highlight the strong potential of neratinib-based targeted treatment strategies in subgroups of patients with cancer types outside BC
Bridging computer-assisted language learning and cultural approaches: AI-powered game and VR solutions for less commonly taught languages
Get PDFLanguage learning is a multifaceted process that involves a complex interplay of cognitive, social and cultural factors. This complexity is particularly pronounced in the context of Less Commonly Taught Languages (LCTLs), where traditional pedagogical approaches often fall short. This thesis explores the integration of culturally informed approaches with advanced digital technologies to enhance the teaching and learning of LCTLs, focusing specifically on the Irish language as a case study.
The research presented here develops a Computer-Assisted Language Learning (CALL) system that leverages Digital Game-Based Language Learning (DGBLL) and Virtual Reality (VR). This system incorporates Artificial Intelligence (AI) techniques such as Natural Language Processing, Text-to-Image generation and Text-to-Speech synthesis to create immersive and culturally relevant learning environments. The study’s primary goal is to investigate how these technologies can be employed to engage learners more effectively and support LCTLs.
Empirical evaluations conducted in primary school classrooms revealed that the CALL system enhances student engagement, motivation and language acquisition, as evidenced by positive feedback from both students and teachers. The research also highlights the adaptability of the developed tools for other low-resource and indigenous languages and their potential to be tailored to specific learner needs, including those with dyslexia. The findings of this study underscore the transformative potential of combining culturally informed approaches with cutting-edge technologies to address the unique challenges of language learning in
LCTL contexts. By advancing the field of CALL, this research contributes insights into the preservation and revitalisation of indigenous languages
Housing Challenges and Needs of Migrants in Ireland
Get PDFAccess to adequate housing is a fundamental human right. Yet, several vulnerable groups, including people with a migrant background, often face significant barriers in finding a home. They experience exclusion through discrimination in the access to housing, the consumption of poorer quality housing and the high cost of housing relative to income. This study investigates the relationship between access to housing for migrants, their specific housing needs, and the barriers to access to decent and affordable housing in the Private Rented Sector (PRS) in Ireland. Drawing on applied social science research methods, this research applies a qualitative research approach and policy document analysis to explore access to housing among migrant communities in Ireland, at this critical juncture of the post- global pandemic and the widespread housing affordability crisis.
This research highlights that the migrant housing experience is significantly impacted by a complex blend of discrimination, practical challenges, and aspirational goals. The analysis of the data identifies three main elements shaping this experience: housing discrimination, strategies for overcoming challenges, and housing future aspirations. Firstly, housing discrimination poses a major barrier for migrants, making it difficult for them to secure accommodation. Secondly, migrants face multiple challenges in obtaining housing, such as navigating intricate processes, dealing with financial limitations, and securing mortgages, but they utilize various strategies to manage these difficulties. Lastly, despite these obstacles, migrants have clear aspirations for their housing future, including a strong desire for homeownership and specific housing preferences often associated with their sociocultural backgrounds. Ultimately, the research results provide a foundation to inform future research and policy, offering evidence-based recommendations and insights for overcoming disadvantages in migrant housing and supporting more equitable housing outcomes
Comparative Analysis of P300 Detection Accuracy in Traditional and Head Mounted Display Environments
Get PDFHistory and historical fiction: Experiences from history undergraduates
Get PDFThis article argues for the potentially transformative value of using historical fiction in the teaching of undergraduate history. While there is substantial scholarship ably demonstrating the value of historical fiction in primary and secondary education as a tool for encouraging engagement and interest in history and helping younger students to develop empathy, there is less discussion of the utility of historical fiction in higher education. Through critical reflection on our teaching practices and a student survey, we argue that in addition to encouraging engagement and the development of empathy, historical fiction can be used in university classrooms to help students to grasp key elements of academic history that they frequently struggle with: the constructed nature of historical writing and the contingent nature of scholarship
Which god’s own country? A spatial history of Hindu-Christian tensions in modern Kerala
Get PDFKerala has long resisted the ambitions of the Bharatiya Janata Party in India; a state where despite a large grassroots presence of the Sangh Parivar, the BJP has enjoyed little electoral success. Previous scholarship has attributed this to the peculiar demography in Kerala which makes it difficult to consolidate Hindu sentiment, or to a ‘secular political culture’ nurtured by the socio-religious reform movements and the strong presence of communism. In recent years, the BJP in Kerala has tried to remedy this through outreach to Christian communities to position them as allies against a common ‘Muslim other’. This article looks at Hindu–Christian encounters from the nineteenth century to the present to argue that these attempts can be read productively as rhetorical and strategic. Through an analysis of key incidents, I argue that historically, advocates of Hindutva forces have considered Kerala to possess a ‘sacred geography’ for Hindus, where other identities are seen as invasive
Accountability, Human Rights and Social Justice: Developing an ethical framework for enhancing Irish public sector record-keeping
Get PDFThis thesis examines to what extent Irish public sector recordkeeping legislation and practice are aligned with contemporary scholarship regarding the role of recordkeeping in relation to accountability, human rights and social justice. The following sub-questions
are examined: What are the principal features of current Irish public sector recordkeeping legislation and practice, and what shortcomings can be identified with regard to accountability, human rights and social justice? What is the current state of recordkeeping scholarship about the issues of accountability, human rights and social justice? How do
stakeholders think about and experience issues of accountability, human rights and social justice in an Irish recordkeeping context? What models can be used to provide a basis for fulfilling recordkeeping’s role with regard to accountability, human rights and social
justice, and what does a normative analysis based on these models say about the state of Irish recordkeeping legislation and practice? What recommendations should be made to ensure that Irish legislation and practice can bridge the gap between the current situation
and contemporary recordkeeping scholarship relating to accountability, human rights and social justice?
A multi-pronged approach is taken to addressing these questions, beginning with an examination of the current nature of recordkeeping legislation and practice in Ireland. A literature review assesses contemporary recordkeeping scholarship relating to accountability, human rights and social justice. This is followed by an analysis of a set of
interviews with recordkeeping stakeholders about how they perceive and experience these issues in an Irish context. Subsequent chapters provide normative analyses of accountability, human rights and social justice and identify models against which Irish recordkeeping legislation and practice can be measured. Finally, a set of actionable recommendations is presented. Proposed legislative changes relate to the core value of
records, the concept of public ownership of public records, and the importance of access, while also addressing reporting structures and relationships designed to improve accountability. Recommendations also relate to improvements to recordkeeping culture and practice, which are seen as an essential complement to proposed legislative changes
in successfully addressing issues of accountability, human rights and social justice