1522 research outputs found
Sort by
Prison education, social capital and desistance: an exploration of prisoners' experiences in Ireland
No full textWhile the link between prison education and reduced rates of recidivism is well established in the criminological literature, less is known about the relationship between prison education and desistance. Similarly, in Ireland, little is known about the nature and potential benefits of prisoner education. This thesis presents the findings of a study designed to explore prisoners’ experiences of prison education and to investigate whether or not participation in prison education contributes to an offender’s ability to desist from crime. The study adopted a mixed-method approach which included the use of semi-structured interviews and surveys to explore prisoners’ experiences of prison education, reasons for participation and non-participation, the value and benefits prisoners’ attributed to education in prison and also to measure social capital levels among both prison education participants and non-participants. Prisoners from two prisons, one closed and one open, were recruited to participate in the study along with several ex-prisoners who agreed to participate. The thesis found that prisoners experienced many benefits from participating in prison education, including increased confidence, self-esteem, self-control and agency, along with various other cognitive changes. In addition, prisoners’ accounts provided evidence of strong connections between prison education and the formation of pro-social bonds which have been shown to play a role in the desistance process. Furthermore, the thesis also highlights the links between prison education and social capital, in that those who were participating in prison education had higher levels of social capital than those who were not. Furthermore, the thesis highlights the existence of a form of prison-based social capital, which appeared to be higher amongst prisoners who are not participating in prison education. The thesis therefore demonstrates the connections between prison education and the process of desistance and provides a unique insight into the ways in which prison education can promote desistance from crime amongst participants
Development of Interferometric & Spectroscopic Techniques for High–resolution Spectral Measurements on Fibre Bragg Gratings Vol I of II
Get PDFThis thesis reports the development of a custom ˇ Czerny–Turner spectrometer, the
SpectroBragg, which operates natively in the telecoms bands using an InGaAs photodiode
array. The SpectroBragg’s photodiode array enables the monitoring of ∼ 70nm
with ∼ 1 pm accuracy with a sampling rate of 30ms. The SpectroBragg is intended
for use with fibre Bragg grating, FBG, sensors.
The strain characterisation of a novel anisotropic FBG, inscribed in Corning
SMF–28 telecoms fibre, via a two–photon process at 264 nm is also reported. The
two–photon process is more efficient at FBG inscription and the FBGs are structurally
anisotropic in isotropic fibre. These FBGs combine the characteristics of
high–birefringence fibre at the FBG with the transmission characteristics of SMF–
28.
Demodulation systems, that have polarisation–sensitivity, behave as polarisation
analysers producing an intensity modulation dependent upon the state of polarisation,
affecting high–accuracy phase sensitive wavelength interrogation schemes.
In this thesis, two depolarisation approaches, a modified polarisation fixer system
and a PDL balancing system, are examined as FBG signal depolarisers for
anisotropic and isotropic FBG signals that are demodulated by the SpectroBragg
spectrometer. The approaches are contrasted with the more traditional Lyot depolarisation
system which is incorrectly specified.
Rayleigh scattering provides the fundamental minimum to signal attenuation,
consisting of two components: incoherently and coherently scattered radiation. The
scattered radiation, within the coherence length of a source signal, adds coherently,
modifying the guided mode, and for a phase sensitive demodulation system, is recovered
as phase noise.
In this thesis, the Hilbert transform technique, HTT, is used to analyse two–
output, π–shifted interferograms from an all–fibre Michelson interferometer, to demodulate
FBG signals, allowing for the recovery of interferograms not detectable
with single–output interferograms. The Hilbert transformtechnique has been demonstrated
to provide higher resolution wavelength determination than Fourier transform
spectroscopy using shorter interferometer scans
Surveillance, Privacy and Technology: Contemporary Irish Perspectives
Get PDFSurveillance is typically envisaged as the act of a person being physically watched, their movements and behaviour monitored in a given space and time. While this type of watching undoubtedly takes place, there is also the more subtle and pervasive monitoring of people through the data they accumulate in their daily lives. Contemporary Irish society is mediated by digital technology; the daily life of the typical person creates a mass of data which can offer many telling clues as to the type of life they lead. This form of surveillance is called dataveillance (Clarke 1988). It is unclear however exactly how much citizens know about these practices and how they negotiate with and respond to surveillance systems which have become integrated into the everyday lived experience in Ireland. This study aimed -by conducting focused interviews with Irish citizens – to explore the levels of knowledge regarding surveillance and privacy and to ascertain the importance placed on these concepts. Fifteen people participated in semi-structured interviews as part of this qualitative study. The interviews covered the participants knowledge of surveillance, privacy and technology in the three social roles of worker, citizen and consumer. Thus the three main themes of the interviews centred around work, security and consumption, with each theme opening up a series of discussions on normative expectations regarding surveillance and privacy. As well as exploring the level of knowledge regarding surveillance and privacy, a further aim to uncover any discursive repertoires used to describe how participants understand and interact with systems of surveillance. Broadly speaking the findings were that there is a very basic understanding of surveillance, who it is conducted by, and the reasons for its occurrence. While participants mostly identified themselves as being private, their actions often left them open to surveillance in ways which they knew very little about. This was particularly 3 evident in questions relating to consumer based surveillance, social networking and use of the internet in general. There was very little in the way of knowledge about the information economy as was most strikingly evident in the fact that most participants had no idea how either Google or Facebook make money. Many conceptions of surveillance see it in terms of it being a top down style exercise of power, as is evident from this study it is perhaps not quite so simple. Systems of monitoring and surveillance can be seen in some instances to work both ways and in the examples of both law enforcement and work supervision; surveillance was characterised as a means of holding power to account. This means that in some limited examples subjects of surveillance are capable of reflecting its gaze back on the people or organisations conducting it. In the case of work supervision for example, it was exhaustive systems of record keeping and oversight which made it easier for employees to hold their employers to terms of their contracts. In these terms workplace surveillance was welcomed as it allowed for greater transparency. A further finding which related mostly to the realm of policing and security was that of a form of ‘othering’ of targets of surveillance. This was usually tied in with the almost ubiquitous subject position of if you have nothing to hide then you have nothing to fear. According to this logic it is those who are characterised as having something to hide who are the targets of surveillance and thus stand to lose out when it is in operation. This view creates a dualism in common consciousness between ‘us’ who obey the law and thus have nothing to fear, and ‘them’, drawn from the class of the criminal ‘other’. The creation of such simplified and dichotomous identities ensures the social desirability of surveillance and serves to inoculate its proponents against meaningful discussion about the necessity or validity of any surveillance measures. This logic also forms part of the explanation as to why systems of surveillance have spread so rapidly without much in terms of organised public opposition
Credit Unions : Yesterday , Today and Tomorrow.
Get PDFThis presentation summarises the history of credit unions in Ireland, recent events, current challenges and responses and some cultural parameters within which credit unions now .operat
Enhancing Teaching-Learning Environments in Professional Development Programmes in Education: An Action Research Perspective
No full text“I spend most of my time now thinking about thinking, than I spend thinking about doing, or even just doing for that matter, this is a fundamental shift for me. The intrinsic pressures are definitely greater than the external. The intrinsic is the quest for knowledge and learning to be liberated by education as Paulo Friere attests to in his banking concept of education. This is to acquire more learning, to help me grow as a person and a practitioner ‘to be more fully human.
How will this impact on my practice I don’t yet know but what if I can’t move forward, what if all the work I do for this programme is not good enough? The extrinsic consequences are obvious – no teaching qualification, no pay? But it’s the intrinsic that hurts, this is the first time I have shed actual tears over course work. I have encountered many learners I have worked with over the years and in many peers whom I would consider to be emotional learners. This is the first time I have experienced emotional learning to this degree. I do not like it”
I am well aware of the importance of the course content, the theories, the theorists, the application of knowledge and learning acquired. I have benefited greatly from my WIT journey. I secured a post that required a level seven qualification and my practice has definitely been shaped by learning that has taken place. I have a good understanding of how to develop curricula, rationales for lessons, learning cycles and styles and approaches to learning, understanding boundaries through counseling issues – the list is endless. Yet here I am stuck, stuck, stuck. Something similar happened with Critical Education Studies module too. What is going on? I mean I know what’s going on I know how to function; I just don’t know how to fix the internal mess!!” (Sandra: TEQ 2013)
Introduction
Sandra has had to overcome substantial personal, emotional and learning barriers in order to move forward in her life. Her experience is not unique. It illustrates the fear and related risk- taking, courage and initiative adult learners need to garner within themselves in order to move on and face these challenges. Significant learning is at the heart of education that challenges learners to reach their full potential. Academic learning is not restricted to objective facts; instead, new knowledge interfaces with existing knowledge within the individual on a personal basis. Learners realise new opportunities, new capabilities, new interests, and dreams; it is as if a new world opens up for them. The perspective transformation experience is a specific example of this ‘significant learning’ (Mezirow, 1978, 1995; Taylor, 1998, 2000; Cranton 1997, 2006; King, 2005, 2009; Graham Cagney, 2011).
Adult learners educational experiences often conflict with their worlds, and they have to resolve these challenges for themselves; in the end the learners’ understandings and perspectives change as a result. Such changes are not always obvious; they may not be revealed within the usual classroom, assessment and student evaluations (King, 2005, 2009). The question posed therefore is how can adult educators recognise this experience? Furthermore, how can they create, offer and facilitate a supportive teaching-learning environment (TLE) for such learning opportunities?
Background and Context
Professional development of teachers within further and adult education (FAE) is a new initiative in Ireland. From 2013 a teacher education qualification (TEQ) may be required in order to continue working in the FAE sector. It is estimated that in excess of 4,000 teachers do not currently hold a recognised teaching qualification (IVEA, 2010). This has resulted, in line with national policy, in an increased demand for suitably qualified teachers with appropriate interdisciplinary knowledge, skills, qualities and dispositions appropriate for work within the sector. (Teaching Council Act, 2011; section 38).
The teacher education programmes (TEQ) are delivered, assessed and certified by Waterford Institute of Technology. They have been specifically designed to meet the needs of two distinct groups of participants:
1) BA in Adult Education has been developed to meet the needs of practitioners working within further and adult education who are now required to register with the Teaching Council of Ireland for the purposes of registration as a professional teacher within the sector. The TEQ is an integral part of the overall degree programme which attracts a60 ECTS and is awarded at Level 8 of the National Framework of qualifications.
2) PG Diploma in Teaching in Further Education has been specifically developed to meet the needs of persons working in, or intending to work in, the Further Education sectors who wish to register with the Teaching Council of Ireland for the purposes of registration as a Further Education Teacher. The programme attracts 60 ECTS and is is awarded at Level 9 of the National Framework of qualifications.
Both programmes aim to provide participants with the necessary knowledge, skills and competencies required to teach in a variety of settings within further and adult education settings. They are underpinned by ongoing reflective learning aligned to the ideal of developing critically reflective practitioners with the skills of insider inquiry. This document sets out the context and rationale for the first stage of the research which also collaborates with a parallel research project with NUI Galway who are running a similar programme for the first time.
Research Rationale
Implicit within both programmes aims is the development of the professional teacher as envisaged by the Teaching Council of Ireland and embedded within their code of best practice. Participation in the programme encompasses certain learning expectations in respect of developemnt critical reflective practitioners who are committed to the scholarship of teaching and learning, personal and professional development of teachers, contributing to their communities of practice, engaging in issues of social justice, equality and inclusion; and with a respect for the learner. It suggests certain assumptions in respect of the professional development of teachers in further and adult educational and of their teaching practice.
In order to gain an understanding of, and insights into the emergence of their professional identity as further and adult educators, the research explores how they learn. More specifically how adults learn new information and then understand and apply it for themselves. Through this research we hope to learn more about this process and how to help adult learners enjoy success in their studies and in their professional development.
Research Significance
Critical reflection; enhancing teaching-learning environments (TLEs) in higher education; and the relevance of creating opportunities for transformative learning to occur, formed the conceptual framework from which this research project is derived (Graham Cagney, 2011). Post-doctoral research and testing of the conceptual framework has been conducted within a doctoral TLE at the Innovation Academy, TCD; and an R&D learning environment (RDLE) at the TSSG research centre, WIT. This proposed study builds on and further develops the conceptual framework within the context of two of the first graduate and postgraduate teaching education qualification (TEQ) programmes for Further and Adult Education (FAE) in Ireland.
Rather than an isolated learning incident or moment,the journey toward professional identity indicates that there is a direction some take – a general path which leads to perpsective transformation – as they engage in adult learner-grounded professional development. The journey is one of fundamental transformations of perspectives, ways of understanding, and ways of empowerment that goes beyond teaching itself and is best explained through transformative learning theory (Mezirow, 2000). The learning journey that involves perspective transformation is one of reflection, questioning, analysis, development, empowerment and promise. Kegan identifies the essence of the experience ‘it is not so much changes in what we know, but changes in how we know, that depicts transformative learning’ (2000, p50).
Recognition of tensions in the dimensions of learning and the complexity of the adult learner’s life context should be acknowledged and supported (Illeris, 2006). This can be achieved by taking account of the holistic nature of the learning environment, and by putting relevant structures and supports in place for individuals and others involved in the TEQ programmes. Critical reflection is fundamental to learning and to transformative (deep) learning in particular (Cranton, 2006). Specific provision has to be made within teacher education programmes to enable participants to build up the skills of reflection, critical thinking and critical reflection (King, 2005).
Perspective transformation offers a framework from which to examine the teaching education qualification (TEQ) learning experience. This framework highlights a process of critical reflection and self-examination that leads to personal development and change (King, 2009).
Research Questions
While questions usually frame a study, the research question in action research is an evolving process, subject to change or further evaluation while the study is being conducted. Coghlan and Brannick suggest, “as the initial questions and data demonstrate that they are inadequate for addressing the issues, you work at keeping inquiry active” (2010, p.55). Therefore, action researchers do not work with a rigid research design and as new developments come to light, the original idea may need to be constantly revised. The following research questions have formed the initial position for this research proposal:
How can we learn more about the important things that happen when adults re-enter college and learn new things. For example:-
o Perspective transformation – how is critical reflection and self examination linked to changes in Habits of Mind?
o How does the need for trusted relationships, profound discourse and learning teams/dialogue encourage transformative learning spaces?
o How do the ‘inner’ TLE links from teachers ways of thinking and practicing (WTPs) to Teaching and Assessing Course Content & Staff-Student Relationships support the transformative learning space?
o Critical reflection and levels of learning – how does one connect to the other in leading to transformative learning? Can Insider Inquiry help to explain this?
o What is the role of self-efficacy, motivation and volition in learning for adults in the development of professional identity?
Stage One of the project focuses on perspective transformation as a learning process in which adults recognise and reframe their culturally induced dependency roles and relationships; in this instance the study explores the formation of professional identity for teachers in FAE. By taking a focus on participants’ intentions, expectations and experiences, it follows their evolving progress over the first year of their TEQ programme.
Dependant on the outcomes from Stage One the project will then move to Stage Two and will explore the impact of critical reflection and insider inquiry on levels of learning and engagement with the reflective processes that occur when adults change their ‘meaning schemes’ (beliefs, attitudes and emotional reactions), which are derived from their life experiences (Taylor 1998). The results of this stage will inform and redefine the transformative learning spaces model in order to enhance future TEQ teaching-learning environments. It will also form the basis for Stage Three of the overall action research project.
Research Population
The research population will be drawn from the students currently (2012-2013 academic cycle) participating on the two TEQ programmes. In line with ethical guidelines and good research practice, students who self select to participate in the research have been provided with information about the research project, and have been assured of confidentiality and anonymity and have been supported in their participation (granting consent, consequences of the research, uncertainty of outcomes).
Methodology, Data Collection and Analysis
An action research methodology has been adopted because it is consistent with the nature of the research questions, the time frames employed within and between the phases; and its assumptions fit best the realities of the learning environment of the participants and others involved in the TEQ programme. It is also likely to reveal more important interpersonal and intra-personal dynamics in relation to the experience of transformative learning. It provides a way of combining differing methods both within and between the various phases of the research. Reflective accounts will provide connections between each of the phases of the study which will be conducted over a three year timeframe. The WIT School of Lifelong Learning and Education (SoLLLE) is the context for this case study. Methods used included reflective learning journals and statements, survey, interviews, collaborative workshops and document analysis.
Literatures that inform this study include HEA, TCI and government policy and discussion papers and monographs; Entwistle (2009, 2008);King (2005, 2009); Graham (2011); Higgins (1987); Ibarra & Petriglieri (2010); Markus & Nurius (1986); Cranton, 2006; Coghlan &
Graham Cagney (2013); Baxter Magolda & Porterfield (1985); Rodgers & Scott (2008); Hamman, Gosselin, Romano & Bunuan (2010).
Key words: transformative learning, insider inquiry, teaching-learning environments (TLEs), professional identity, perspective transformation, critical reflection, dimensions of learning
‘The Heart of the Matter’: An Analysis of the Most Significantly Influential Factor in the Creation and Configuration of Redmondism in Waterford City from 1891 to 1918
Get PDFA Framework for Academic Professional Development in Higher Education
Get PDFThe higher education landscape is rapidly changing environment with shrinking budgets, greater demands and initiatives to drive greater collaboration with stakeholders and proposals suggesting integration amongst institutions. Coupled with changes in the technological environment within which staff in higher education work, academics continue to be challenged in an ever-increasing changing environment. Critical to sustaining higher educational institutions will be having
efficient and skillful staff, an image as a progressive and dynamic institution committed to developing its people and providing opportunities for organisational learning to occur. For the individual who commits to engaging with CPD the benefits include; (i) career prospects may be improved, (ii) identify skills that may be of assistance to others, (iii) maintain and improve knowledge and abilities, (iv) being able to react more readily and adapt to a changing professional and dynamic world and (v) maintaining CPD records demonstrate a commitment to the profession. Key drivers in formulating a framework in the delivery of CPD are; (i)
appreciating the pedagogy of learning, (ii) reviewing the broad range of acceptable activities that constitute CPD, (iii) acknowledging the myriad of challenges management and staff in educational institutions face in deploying CPD and (iv) recognising the role of professional bodies and the drivers in maintaining the status of CPD. A framework is presented that endeavours to capture the multi-faceted nature of CPD in academic settings, recognising that CPD may be formal or informal, collaborative and collegial, while attempting to record the broad
range of activities that constitute CPD
Investigation of factors that determine the ability of computer information systems to be self-healing
Get PDFSelf-healing features within future system designs could potentially help reduce computer system operational costs and allow for a reduction in complexity. When this research was conceived, reduction of operational costs within the IT field was a challenge. With today’s shrinking IT budgets, it has become a necessity. Automation and reduction of human interaction in system administration through the use of self-healing designs is one such method that can help reduce the overall cost, while improving utilisation can reduce the potential impact in relation to system downtime and performance.
This thesis is concerned with the design, evaluation and analysis of a self-healing mechanism and its effects on a real-world computer data system’s availability and performance. The results from the analysis demonstrate the effects and benefits of using such a system in a real-world environment. It discusses what worked and what failed within the design and looks forward into what features and design could improve a self-healing system’s abilities
A Framework to Assess Video Quality for Unified Telephony Communications in Enterprise Networks
Get PDFNowadays there are many audio-visual solutions involving person to person, multi-party telephony and web conferencing, collectively termed Voice/Video over IP (VVoIP). End users expect the quality of VVoIP to be either better than or at least equivalent to traditional telephony. Thus, it is very important for Enterprises to analyze the performance of their systems onto the network with respect to existing technology. Being a totally IP based service, VVoIP is much more susceptible to network uctuations and end-user application deployment. As an important requirement of end-user quality assurance, this work describes a novel testing framework for assessing and analyzing the call quality of unified telephony in enterprise networks in terms of Quality of Experience (QoE) as perceived by the end user. This framework includes analysis of the system performance under varied network conditions by emulation of network impairments. This framework is suitable for network planning as it formulates the relationship between network and application parameters and objective QoE scores. Packet loss pattern is another issue which plays an important part in video QoE assessment. Video-over-IP packets encapsulate encoded image frames of different type, functionality and size viz. I, P and B frames. Thus, one IP packet dropped could result in losing single or multiple frames having different level of importance and could impact the overall QoE in different ways depending on the particular frame types that were lost. A critical situation for video QoE is when important packets are lost which can deform not only a single frame but consecutive frames as well, reducing QoE from an expected level in the given network conditions and codec implementation. This work additionally presents a study on the impact of loss of specific types of frames on overall video QoE
Assessment and Improvement of the Quality of Voice-over-IP Communications
Get PDFThis dissertation addresses real-time communications using Voice-Over-IP (VoIP) technology,
which is nowadays widely used by enterprises and individual users. The focus is
on the assessment of the Quality-of-Experience (QoE) from the end-user's perspective
and the development of algorithms and techniques to improve the overall QoE.
One of the main contributions is a generic testing tool than can be used for any Voice
and Video-Over-IP (VVoIP) application in any environment. The tool employs network
emulation techniques to provide estimates for the perceived voice and video quality on
different network paths. Importantly, the tool operates without the need for use of
traditional quality assessment techniques which are known to be time and resources
consuming as they require end-user involvement to collect audio/video sequences and
network traces. Our tool emulates the audio and video tra�c and employs the E-model
and video quality opinion model to estimate audio and video quality respectively, with
the advantage of emulating various network conditions to run experiments in multiple
scenarios.
Secondly, we present a generic adaptive algorithm for switching audio codecs throughout
an ongoing call. Codecs are known to have different behaviours under various network
conditions; we study the behaviour of five of the most commonly used codecs
(including some non-ITU codecs), deriving models for them so that E-model can be
used to assess the Quality-of-Experience. Furthermore, we analyse the negative of codec
switching from the end user perspective, so that this impact can be minimized as much
as possible. We describe results of tests of the algorithm under different network scenarios;
these results suggest that the algorithm can deliver better Quality-of-Experience
than would have been achieved by employing one codec only during the call.
Lastly, we study different multi-party conferencing architectures with a focus on
the centralised architecture which is most commonly used. We analyse the degradation
to the quality that results from the need of passing of every packet in the conference
through the focal node, and to further decode and then encode those packets to be
sent again to their intended destinations. An extended E-model is presented to be used
with multi-party calls - we introduce a correction formula to three of the most used
codecs so that E-model can be valid when used to estimate the quality of experience
of multi-party conferencing calls