192 research outputs found
Letter from P. McCafferty to Hagan
No full textHolograph letter from Fr.P. McCafferty, St. Columba's Burtonport, County Donegal, to Hagan, enclosing a petition for dispensation for Manus Boyle and Sarah O'Donnell, being 2nd cousins (not extant). Adding note to add urgency
Qualitative data set for the thesis 'Employability and capitals: the role of socio-economic background'
No full textThis dataset includes transcripts from 25 interviews conducted in support of the PhD project as above. The interviews were conducted online via Microsoft teams. The transcripts were created in MS Word.
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Quantitative data set for the thesis 'Employability and capitals: the role of socio-economic background'
No full textThis dataset supports the thesis entitled: ‘Employability and Capitals: The Role of Socio-economic background’ and includes results from an online survey.</span
'You have to work ten times harder’: first-in-family students, employability and capital development’
No full textSince the 1990s, UK government policy has sought to increase access to higher education, with a plan to improve social mobility. However, enhancing the employability prospects for all has proven difficult to achieve through widening participation alone. This research explores this paradox, via the experiences of first-in-family undergraduates as they prepare to enter the UK graduate labour market. The concept of capital development is applied to understand the structural disadvantages experienced by students who lack a familial university background. Twenty-five interviews with first-in-family students at a Russell Group university in the UK were analysed thematically, with the application of the Graduate Capital Model. Findings reveal the high value attached by these students to human capital and the barriers they face in accruing social and cultural capital. This research illustrates how students who lack such capital face numerous obstacles in developing the strong career identities necessary to transition to graduate employment. Whilst the Graduate Capital Model gives valuable insight into the experiences of these students, the role of economic capital in shaping prospects is also recognised. Recommendations are proposed as to how universities, careers services and employers might act in support of first-in-family students’ graduate transitions
Employability and capitals: the role of socio-economic background
No full textEntry to higher education has increased substantially for economically disadvantaged groups in recent years, but historically disadvantaged groups have been proven to still face significantly poorer graduate outcomes than their more advantaged counterparts. This research applied a theory of capital development, to explore why this might be the case with an examination of the employability experiences of first-generation students at a UK Russell Group university. An exploratory sequential mixed method was utilised. Data collection commenced with twenty-five interviews with first-generation students. These interviews were analysed thematically, inductively and then deductively with the application of the Graduate Capital Model. Findings from the first phase of the data collection were used to inform the creation of a survey for the second phase which was administered to 379 participants. Capitals have been increasingly used to explore disadvantage; however, this theorisation of experience has not always been fully supported with empirical evidence. This research applied the Graduate Capital Model to gain insight into the experiences of first-generation students via both qualitative and quantitative data. Although the GCM had been applied in other contexts, to the author’s knowledge this is the only research to apply the model to analyse the employability experiences of first-generation undergraduates within the UK. This study is also potentially unique in gathering quantitative data on this subject with the application of the Graduate Capital Scale.Key findings include the high value attached by first-generation students to their human capital in the form of educational credentials, however they often felt excluded from the graduate labour market because of low social and cultural capital. The Graduate Capital Model proved valuable in understanding the students’ experiences, but there was a need to look beyond the model in its current form to understand more about the foundational role of economic capital and how capitals co-evolve. Significantly, the research revealed first-generation and continuing-generation students to depend on different modes of career support. First-generation students were more likely to rely on university lecturers and less able to utilise their parents and careers services for employability capital development. The research includes recommendations for policy and practice to support first-generation students with their capital development before, during and after they transition from higher education. <br/
Treasury of Best-Loved Children's Stories (Cover: Best-Loved Children's Stories )
No full textI found this book during some Holy Week wandering around Omaha. I find four stories of the nineteen here that are fables. All four of them come from a similar publication from the same publisher a year earlier and a year later, both titled "Classic Animal Tales." Those four are GA (5), TMCM (65), "A Brer Rabbit Story" (185), and AL (205). The tellings here as there are lively and traditional. Full-page colored illustrations occur about every other page. Among the best illustrations here are those showing Alistair, the city mouse, pulling the pillow over his ears in the early country morning. In GA, the grasshopper seems more interested in sleeping than in singing. He also steals food from the ants in summer. The ants promptly let the grasshopper in during the first snowfall, but they require that he work. His work is to sing for the ants, since winter is their time to play. The grasshopper's song the next summer is "Summer work is slow and steady. But when winter comes, I'll be ready!" The Brer Rabbit story includes the key lines of Brer Rabbit--"Please throw me into the briar patch"--and of Brer Fox--"Come with me and I will carry you."First printingIndividual Stories adapted by Catherine McCafferty, Lisa Harkrader, Megan Musgrave, and Sarah Toas
Developing Graduate Employability for a Challenging Labour Market: the validation of the Graduate Capital Scale
No full textPurpose: This article provides empirical validation of the Graduate Capital Model, adopted at a UK Russell Group University as a tool to analyse and support the career preparedness of both undergraduates and postgraduate students. An overview of employability capitals and how the development of these will potentially result in positive employment outcomes is explored. We describe the development of a psychometric tool “the Graduate Capital Scale” that seeks to operationalize these capitals. We then draw on data to establish the factor structure, reliability and validity of the tool. Design/methodology/approach: This paper introduces a new psychometric instrument, called the “Graduate Capital Scale”; this self-reflective tool aligns closely with the five capitals within the Graduate Capital Model (Tomlinson, 2017) and has been designed for higher education students to self-assess their confidence in transitioning to the graduate labour market. Findings: Based on a sample of 1,501 students across data collection waves, the findings from the psychometric scale show good factor reliability and validity for the constructs central to the overarching Graduate Capital Model. Within each of the component of the model, high factors loading emerged for a range of scale items, including subject-related skills, social networking, perceived job market fit and engagement with extra-curricula activities. Few gender differences emerged across the constructs. Research limitations/implications: The research was confined to a specific English university comprised of mainly academically high-achieving and higher socio-economic students. However, there is significant scope for the model and related scale tool to be applied to diverse student groups given its wholistic nature. Practical implications: The scale has considerable potential to be incorporated into careers practices and also embedded into course programmes as it aligns with a range of related learning outcomes. There is significant scope for this approach to complement a range of pedagogical and practical career interventions, including: self-reflective tools within tutorials; measures of learning gain for specific interventions such as careers coaching and mentoring; and as a personal reflective tool in careers guidance. Social implications: The approach developed through this employability tool has scope to be used for diverse graduate groups, including those with lower levels of career confidence, preparedness and insight and including those from lower socio-economic backgrounds. Originality/value: This paper has introduced and demonstrated the validity of a practical careers and employability development tool that has significant practical applicability for students, graduates and practitioners. Moreover, this scale supports a pre-existing conceptually driven model and has demonstrated a clear alignment between theory and practice in the area of graduate employability.</p
McCafferty, Sarah J. (Death, 1871-09-20)
No full textAddress: 131 WaterAge at death: 25Pg 187/1871/303/F W M/Ireland/Dr. Lubkeman/Seeler/St. JosephsOriginal record filed in drawer labeled 'LUTZ-MCCARTHY'
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