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The Gap in Consent: Ethics in documentary relationships
Get PDFThis PhD by Artefact explores if there is a gap in consent between documentary filmmakers and the subjects appearing in their films. The filmmaker/subject relationship is at the core of this study as it evolves through the three distinct phases typical in the production of a feature documentary film. Firstly, during pre-production, that relationship begins to be built and consent for participation in filming is sought and established. Secondly, during production, the phase when filming is taking place, consent is often formalised with the use of a consent or release form which sets out the parameters of the relationship. This form gives the filmmaker unlimited permission to render the filmed events into their own subjective narrative during post-production - the third
phase. This is where the gap in consent may open up as the editing process tends to take place away from the subject. Thus the consent given by the subject during the production period can only be partially informed as they cannot know at that point how the material in which they appear will be used. If filmmakers wish subjects to consent to be filmed and to be transformed by being filmed, how do they achieve and maintain this consent within the filmmaker/subject relationship? This study, comprising this written document and an accompanying documentary film, features fourteen Irish documentary filmmakers in long form semi-structured interviews speaking about how they have evolved their own ethical frameworks and practices in dealing with the issue of consent. The filmed interviews have been edited into a sixty minute film artefact which represents a new body of knowledge in the field of documentary studies. The cohort of filmmakers discuss questions of power imbalances between filmmaker and subject, the nature of that relationship,
intimacy, trust, the limits of informed consent, the use of release forms, their willingness to show rough cuts and the emotional labour involved in making documentary films
Four Lives: The impact and significance of puppet theatre in Ireland.
Get PDFThis study explores the significant yet under-researched history of puppetry in Ireland. Through detailed case studies of four influential puppet theatre impresarios - Randal Stretch, Lambert D’Arc, Nelson Paine, and Eugene Lambert - the study uncovers the impact of puppetry
on Irish cultural and social life over three centuries. It demonstrates how these practitioners innovated within their art form, influenced mainstream theatre, and contributed to the international development of puppetry.
Despite particular interest in the puppet theatre from many Irish literary figures, including Jonathan Swift, George Bernard Shaw and Oscar Wilde, the influence of this art form in Ireland has been understated. This dissertation highlights the absence of significant academic or
historical consideration of this particular performance art in Ireland – even to the extent that it is mistakenly accepted that Ireland does not have a significant history of puppet performance.
As a professional puppeteer of 40 years, the author brings a unique perspective to considerations of production and practice, providing a practitioner’s insight to the impact and significance of puppet performance within Irish cultural history. The dissertation includes a
contextual chapter on puppetry performance, based on the author’s professional experience and informed by academic and professional sources.
The primary research for this work comprises detailed research across an extensive range of archival sources. The work uncovers previously unavailable and unreferenced archival sources that provide a fresh perspective on the puppet theatre in Ireland across three centuries.
The core of this dissertation is a set of four journal articles on each of the chosen case studies, which have been published in international peer-reviewed academic journals over a period of three years. The completed thesis seeks to build on the validation provided by the peer review
and publication of these articles.
Specifically, this work successfully challenges the misconception that Ireland lacks a significant puppetry history, showing instead that Irish puppetry has been a vital and influential art form. The dissertation highlights the adaptability of puppet performance to changing environments and its role in satirical, experimental, and children's performance. This work underscores the need for a comprehensive history of Irish puppetry, illustrating its importance and impact both
domestically and internationally
Climate change assemblies as spaces for the potential mitigation of climate policy misperceptions: A survey experiment
Get PDFClimate action stands as one of the paramount challenges in contemporary society. A significant impediment lies in the prevalence of misperceptions, notably the dissemination of narratives that either endorse climate policy delay or outright climate denial, often perpetuated by vested interests. The World Economic Forum, recognising
the gravity of this issue, has underscored” misinformation and disinformation” as the preeminent global risk in the coming biennium, while the UN IPCC has stated that rampant disinformation is delaying climate action. Significantly, misinformation has been linked to climate misperceptions, for example, the belief in technological utopianism, for example, that climate change policies are ineffective and technological solutions will fix the problem in the future, which normalises acceptance of the status quo despite the urgent need for transformative
actions. Recent scholarly literature posits that deliberative forums, commonly referred to as mini-publics, can contribute to mitigating such misperceptions while ensuring democratic legitimacy (Muradova et al. 2023) by informing the public. This paper contributes to the special issue on how Climate Change Assemblies (CAs) can contribute to reflexive environmental governance and help societies address the climate emergency, by exploring how CAs perform for the mitigation of climate policy misperceptions. In particular, we focus on whether
communication about the procedural, aspects of citizen assemblies to the broader public emerges as a critical component. We understand these mechanisms to be contingent upon complex institutional dynamics, including mechanisms integral to their functioning such as the roles of representation, competence, and voice within assemblies. This empirical inquiry is situated within the framework of a survey experiment conducted across five European countries with varying climate policy salience and emissions levels. We find for most people reading about a climate citizens’ assembly makes little difference. We do find some minimal effects for the wider citizenry in general related to voice, although there are larger effects for some more skeptical cohorts, particularly
for representation
Book Review: Media and the War in Ukraine
Get PDFRussia’s full-scale invasion of Ukraine in February 2022, now in its third year, has been described as the most heavily mediated war of our time. The coverage of the war by media reporters has been supplemented by a sprawling wartime ecosystem of social media content generated by Ukrainians – government officials, activists, volunteers, military and casual users. Reckoning with the role of media technologies, infrastructures and practices deeply embedded in the war is therefore high on the scholarly agenda. This edited volume, Media and the War in Ukraine, makes an early and necessary contribution to this effort
AI for Language Teacher Professional Development: Advancing Through Human-ChatGPT Collaboration
Get PDFThe integration of artificial intelligence (AI) tools into professional development is reshaping the landscape for language teachers. Despite the growing presence of AI in language education,
limited reviews have examined their specific impact on language teachers professional growth. This review addresses this gap by analysing empirical research, with a focus on ChatGPT. Using key search terms such as ChatGPT language teaching and ChatGPT language teacher , relevant studies were identified from the Scopus database and thematically analysed. Guided by Miao and Cukurova s (2024) AI Competency Framework for Teachers, the review explores how
language teachers engage with ChatGPT-assisted strategies for their professional development across three progression levels: Acquire, Deepen and Create. Findings reveal ChatGPTs multifaceted role as a transformative tool for professional development. It enables language
teachers to integrate technology into instructions, enhance teaching practices and engage in reflective knowledge reconstruction while fostering collaborative learning and co-creation. Furthermore, it supports professional adaptability by promoting AI literacy and equipping
teachers to prepare students with the critical skills needed to navigate AI-enhanced educational environments. This research underscores the potential of human-AI collaboration to transform professional learning frameworks while fostering lifelong learning and adaptability in language
education. It offers valuable insights into integrating AI into teacher development to encourage collective growth and advance professional practices
Identifying Pathways to Developing an Effective Regional Development Strategy on the island of Ireland
Get PDFThis report examines cross-border initiatives in place concerning energy, economic development and infrastructure provision with a focus on the latter of the three. The discussion also seeks to discern the types of measures and enabling agencies required to foster greater connectivity between the two constituent parts of the island of Ireland with an understanding of the political issues and potential difficulties that may arise from such measures. The report also notes the existing Framework for Co-operation (2013) designed to facilitate cooperation between the spatial strategies of both jurisdictions and its limited impact to date
Children and young people’s assemblies against the backdrop of the European Green Deal: opportunities for consolidating and extending a sustainable and democratic transition
Get PDFSpaces between importance and enactment: building from teachers’ everyday understanding of, and capacity for, global citizenship education
Get PDFRadical primary level curriculum reform is underway in Ireland. Many
significant changes and additions include, for the first time, an
explicit reference to global citizenship at primary level, an active
citizen competency and several global learning themes. Research
indicates that oftentimes, policy curriculum aspirations fail to
materialise in the classroom due to insufficient attention to
implementation and teacher ownership. Drawing on a mixed
methods study comprising a national survey of Irish primary
teachers (n = 288), this paper identifies important insights into
teachers’ understandings of and capacity for GCE. The findings
indicate highly positive teacher attitudes towards GCE, specifically
its importance for pupils’ learning. The results also reveal that
teachers’ understandings are multifaceted and nuanced, and
informed by everyday experiences and contexts, as opposed to
international or national frameworks. Significantly, we find a
substantial proportion of teachers do not associate GCE with
sustainability or behavioural dimensions and they rate their
pedagogical skills low in the latter. The paper considers the
implications of these findings within a policy context that
inextricably connects GCE to action and sustainable development
and in light of persistent challenges in extending the reach of GCE
in schools
Transfer of Skills Across Languages in the Primary School
Get PDFAs part of the Primary Language Curriculum, there is a particular focus on integrated language teaching and learning and the transfer of skills (ToS) across languages (Irish, English and a variety of home languages). Skills learned in one language can be transferred to another language, and teachers can teach for ToS by exploring similarities and differences across languages in their classrooms.
This study employed a single-site case study design using a collaborative inquiry approach to professional learning. Four primary school teachers teaching junior classes in an English-medium school participated in six one-hour professional learning community sessions over eight weeks. Teachers observed lessons modelled by the researcher and subsequently implemented learning activities in their classrooms using the resources provided. Teachers participated in semi-structured individual interviews prior to and following the eight weeks of professional learning. Qualitative research methods were employed to analyse data. Drawing on De Luca’s (2015) framework of collaborative inquiry, template analysis generated key research findings. Findings were supported by the
researcher’s reflective journal based on classroom observations and reflections on the professional learning community sessions.
Findings show that teachers developed a deeper understanding of the ToS through the collaborative inquiry approach. Teacher PL was supported by, i) observing and implementing shared reading and writing activities, ii) using resources to teach Irish phonics, and iii) explicit planning for ToS. A focused, structured, sustained approach to professional learning where community and coaching were valued, supported teachers to teach for ToS across Irish and
English. Increased teacher language awareness of similarities and differences across languages supported teachers’ confidence and competence to teach for ToS. Coaching, modelling of lessons and tailor-made resources may also be beneficial. Engagement in professional learning communities with coaching using
a collaborative inquiry approach could support teacher pedagogical content knowledge of ToS across languages in other school contexts
Novel Analysis and Calibration Techniques for the simultaneous measurement of plasma ion temperatures and velocities using Multi-Delay Coherence Imaging
Get PDFThe role and importance of impurities in the power exhaust of tokamak fusion reactors is long-established, and so too are the negative effects such impurities have on the effectiveness of these devices and the lifetime of their components. It is therefore essential for the development of future fusion devices, such as ITER and DEMO, that a comprehensive understanding of impurity behaviour be obtained. Currently, impurity understanding is primarily based on computational models validated using diagnostics with limited coverage and/or spatial resolution. For this reason, it is desirable for fusion devices to use imaging systems where possible.
This thesis presents a new analysis technique for multi-delay coherence imaging spectroscopy (CIS), a narrowband interferometric spectral imaging diagnostic. This technique, based on the Doppler shift and broadening of impurity spectra, enables simultaneous measurement of impurity velocities and temperatures in 2D with a high spatial resolution. We focus on C III emission, an abundant impurity in carbon-walled fusion devices, and present how the negative effects of spectral contamination and the complex spectral structure
of C III are mitigated by this analysis technique using multiple fixed interferometer delays. We present the first use of a triple-delay CIS system on a fusion device and discuss the effect its installation within the Multi-Wavelength Imaging (MWI) diagnostic has on measurements.
Additionally, we present further development of accepted CIS calibration procedures and suggest modifications to the diagnostic, enabling greater usability and cementing coherence imaging spectroscopy as a cost-effective and powerful diagnostic in the development of fusion devices