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Relevant bibliographies by topics / Irish context

Academic literature on the topic 'Irish context'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Irish context"

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Sakauchi, Futoshi. "IN AN IRISH CONTEXT." Samuel Beckett Today / Aujourd'hui 19, no. 1 (August 1, 2008): 371–79. http://dx.doi.org/10.1163/18757405-019001030.

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In , Mouth tells the story of a woman who is socially neglected, religiously controlled, economically invisible, and legally powerless. In this paper, I examine the interconnections between Mouth's story and Irish controversies in recent years about the treatment of women. Additionally, I claim that exemplifies the extent to which male writers can give voice effectively to women characters and their struggles.

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McCloskey, James. "Irish Existentials in Context." Syntax 17, no. 4 (November 11, 2014): 343–84. http://dx.doi.org/10.1111/synt.12020.

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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.

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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.

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Markey, Michael. "Linguistic plurality in context." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 3–28. http://dx.doi.org/10.3828/ejlp.2022.2.

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Educational objectives and research have moved from a “monolingual bias” towards a multilingual perspective in comprehending the complex nature of multiple language acquisition. This shift has been echoed at an institutional level, with supranational bodies such as the European Union and the Council of Europe promoting multilingualism in and through education. A similar dynamic has emerged in Ireland, where there has been a move away from a “bilingual bias” towards a focus on multilingualism. While Irish educational policies have indeed shifted to support multiple language acquisition at school, obstacles remain regarding students’ ability to harness experiences with different languages. This article examines the nature of these obstacles and identifies their impact on learning French as a third language through quantitative and qualitative data gathered in both English- and Irish-medium schools. Questionnaire data provide insights into barriers to forging multilingual links, while interview data focus on specific examples of strategy transfer between languages and the emergence of metalinguistic awareness. Our findings, along with research and policy initiatives at European and Irish levels, are subsequently discussed in order to identify potential opportunities for supporting multilingual teaching practices and language policy in the Irish context and beyond.

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Moore, Niamh. "Rejuvenating docklands: The Irish context." Irish Geography 32, no. 2 (July 1999): 135–49. http://dx.doi.org/10.1080/00750779909478607.

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Turpin, John. "Researching Irish art in its educational context." Art Libraries Journal 43, no. 3 (June 18, 2018): 123–26. http://dx.doi.org/10.1017/alj.2018.16.

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Documentary sources for Irish art are widely scattered and vulnerable. The art library of the Royal Hibernian Academy of Arts was destroyed by bombardment during the Rising of 1916 against British rule. The absence of degree courses in art history delayed the development of art libraries until the 1960s when art history degrees were established at University College Dublin, and Trinity College Dublin. In the 1970s the state founded the Regional Technical Colleges all over Ireland with their art and design courses. Modern approaches to art education had transformed the education of artists and designers with a new emphasis on concept rather than skill acquisition. This led to theoretical teaching and the growth of art sections in the college libraries. Well qualified graduates and staff led the way in the universities and colleges to a greater emphasis on research. Archive centres of documentation on Irish art opened at the National Gallery of Ireland, Trinity College and the Irish Architectural Archive. At NCAD the National Irish Visual Arts Archive (NIVAL) became the main depository for documentation on 20th century Irish art and design. Many other libraries exist with holdings of relevance to the history of Irish art, notably the National Library of Ireland, the Royal Irish Academy, the Royal Dublin Society, the Royal Society of Antiquaries of Ireland and the National Archives.

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O'Keeffe, Anne. "Teaching and Irish English." English Today 27, no. 2 (June 2011): 58–64. http://dx.doi.org/10.1017/s0266078411000228.

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The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Young immersion learners’ language use outside the classroom in a minority language context." AILA Review 32 (December 31, 2019): 112–37. http://dx.doi.org/10.1075/aila.00023.dui.

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Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.

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O'Brien, Paul. "New-Media Art: An Irish Context." Circa, no. 120 (2007): 34. http://dx.doi.org/10.2307/25564802.

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Greene, Sheila M. "Growing up Irish: Development in context." Irish Journal of Psychology 15, no. 2-3 (January 1994): 354–71. http://dx.doi.org/10.1080/03033910.1994.10558016.

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Dissertations / Theses on the topic "Irish context"

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Donohue, Laura Kathleen. "Emergency legislation in the Northern Irish context." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627358.

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Thornton, Maeve Christine. "Processes of gender identity in a Northern Irish context." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342399.

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Mac, Gabhann Conn Gearóid. "Just war in context : Irish liberation Theology 1968-1998." Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685830.

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Grant, Noeleen. "Manufacturing strategy : capabilities , practices and performance in an Irish context." Thesis, Ulster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419103.

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Schiller, R. M. "Traditional Irish music in Berlin : musical exchange in a European context." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419427.

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Gordon, Vanessa Jane. "The novels of Flann O'Brien : myth, reality and the Irish context." Thesis, Royal Holloway, University of London, 1985. http://repository.royalholloway.ac.uk/items/bd53e827-cc14-4b53-a68e-3af54b12a1f5/1/.

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This study discusses the two most outstanding features of Flann O'Brien's work: his comic approach, and his thematic and narrative complexity. The first two chapters explore O'Brien's use of comedy throughout his development as a writer, and examine the nature of his humour in its Irish context. Subsequent chapters deal with the four major comic novels individually, studying the author's treatment of his major theme of man's failure to establish himself in a reasonable relationship with reality, and in particular the tonal and linguistic complexity of the narrative used to pursue this theme.

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McCafferty, P. J. "The cometary paradigm and Irish myths : medieval writings in their celestial context." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546391.

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King, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.

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This thesis is concerned with curriculum policy enactment in the field of lower secondary education in Ireland. The research illuminates the experiences of teachers and school leaders in three pilot schools who were enacting a new Junior Cycle (JC) curriculum on a trial basis, prior to national roll-out to schools across the country. This reform, recognised by many as the most significant in the history of Irish education, has been marked by slow introduction, fragmentation and high levels of contestation from teacher unions. The initial aim of this research was to generate theory on the perspectives of key stakeholders regarding their enactment of this new curriculum, as described in A Framework for Junior Cycle, released by the Department of Education and Skills (DES, 2012). The research agenda lay within the interpretivist paradigm and followed a grounded theory methodology. The main method employed was both group, and individual, focussed interviews. Ball’s policy cycle (with modifications by Lesley Vidovich) provided a conceptual framework through which to analyse how teachers and leaders in the pilot schools had interpreted The Framework and translated it into practice across different levels of policy enactment. As the study progressed, the nature of what was being generated through the process of theory construction indicated that what was of central concern for participants was matters to do with context. Thus, in keeping with interpretive and grounded theory approaches to research, it was deemed necessary to re-orientate the aim to allow for a more specific interrogation of the contexts that influenced the enactment of The Framework. Consideration was given to the influence of school and system contexts on actors’ interpretations of JC reform and its translation into practice. The results of the study suggest that curriculum policy and the management of the reform process at a system level influenced actors’ interpretations of JC reform, whilst the management of school policy and participant values influenced its translation into practice. A new concept, contextual leverage, illuminates how policy can be managed to bring about a shared meaning of the purpose of JC curriculum at a school and system level. A context-centric theoretical model is presented, which reconciles the other concepts constructed in the study to describe how JC reform has been contextually mediated and institutionally rendered. Consequently, this study offers a contribution to knowledge that responds to the dearth of contextualised policy responses in the change literature. It looks to move beyond the truism that ‘context matters’ in curriculum policy enactment through illuminating what contexts matter, how they matter and why. This research presents, and expands upon, statements regarding why context matters for schools, for policy analysis and for system level governance. Context, in this regard, is not bleached into the background of the policy landscape but rather becomes a centralised, active force through which we can understand and mediate change better.

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Nolan, Sean. "An exploration of the primary to secondary school transition in an Irish context." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1793/.

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Each year in Ireland, over 50,000 young people make the transition from primary to secondary school. This journey, although regarded with importance, has not been researched to any great degree in the Irish context. International research has tended to be mainly quantitative in its focus. Relatively little attention, in transition related research, has been paid to the ‘voice’ of the young people or the teachers who strive to support them along the way. This research, through a three phase mixed methods research design, explored the transition experiences of a group of young people who had made the transition from 13 small primary schools into a single large secondary school, in a rural setting in Ireland. The views of some of their primary school and secondary school teachers were also gathered. The overall aim of the research was to establish a rich picture of the lived reality of the primary to secondary school transition process. In order to achieve this, Phase 1, by means of a comparison of a pre and post transition standardised questionnaire measure, sought to investigate the effects of the transition on each young person’s self-esteem. Phase 2, through the use of a transition questionnaire with all of the young people, sought to investigate the experiences of all of the young people. It then focused more specifically, through the use of a semi-structured interview, on some who had been identified as experiencing either a decline or an increase in their self-esteem levels. Phase 3, through the use of semi-structured interviews with primary school teachers and focus groups with secondary school teachers, investigated what they had to say about the transition process they observe and experience each year. Building on the reported findings of what the young people and their teachers had to say, this research provides a number of recommendations. The unique contribution of this research is that it offers the “Transition Corridor” as a framework for action for the future.

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Starrett, P. E. "The Irish Transport and General Workers' Union in its industrial and political context 1909-1923." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383166.

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Books on the topic "Irish context"

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Gabriel, Kiely, ed. Irish social policy in context. Dublin, Ireland: University College Dublin Press, 1999.

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McMahon, Michael. Activity based management in the Irish context. Dublin: University College Dublin, 1992.

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1942-, Lynch John J., ed. World class manufacturing in an Irish context. Dublin: Oak Tree Press, 1995.

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O’Rourke, Bernadette. Galician and Irish in the European Context. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230294820.

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Villanueva Romero, Diana, Carolina P. Amador-Moreno, and Manuel Sánchez García, eds. Voice and Discourse in the Irish Context. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66029-5.

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G, Cassidy Eoin, ed. Faith and culture in the Irish context. Dublin: Veritas, 1996.

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Cullen, L. M. Irish national income in 1911 and its context. Dublin: Economic and Social Research Institute, 1995.

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Timonen, Virpi. Irish social expenditure in a comparative international context. Dublin: Institute of Public Administration, 2003.

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Lucey, Brian. Financial management: An introduction in the Irish context. Dublin: Folens, 1996.

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James Connolly re-assessed: The Irish and European context. Millstreet, Co. Cork: Aubane Historical Society, 2006.

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Book chapters on the topic "Irish context"

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Tonge, Jonathan. "The International Context." In The New Northern Irish Politics?, 237–54. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-10405-2_12.

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O’Mahony, Patrick, Gerard Delanty, and Jo Campling. "Origins and Context of Irish National Identities." In Rethinking Irish History, 33–59. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230286443_3.

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Scharf, W. Fred, and Seamus Mac Mathúna. "Cultural values and Irish economic performance." In The Cultural Context in Business Communication, 145. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/z.87.09sch.

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Norris, Michelle, and Patrick Shiels. "Irish Housing in the European Context." In Housing Contemporary Ireland, 364–88. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5674-1_18.

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Gráda, Cormac Ó. "Population and Potatoes: the Pre-Famine Context." In The Great Irish Famine, 12–38. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-08269-8_2.

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Fernández, José Francisco. "Samuel Beckett’s Irish Voice in Not I." In Voice and Discourse in the Irish Context, 169–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66029-5_7.

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Rodríguez Martín, Gustavo A. "Bernard Shaw and the Subtextual Irish Question." In Voice and Discourse in the Irish Context, 187–208. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66029-5_8.

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O’Rourke, Bernadette. "Evolution of Attitudes towards Irish and Galician." In Galician and Irish in the European Context, 34–57. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230294820_3.

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O’Connor, Thomas. "The European Context for Irish Migrant Mobility." In Irish Voices from the Spanish Inquisition, 17–32. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137465900_2.

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Warren, Graeme M. "The Human Colonisation of Ireland in Northwest European Context." In Advances in Irish Quaternary Studies, 293–316. Paris: Atlantis Press, 2016. http://dx.doi.org/10.2991/978-94-6239-219-9_10.

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Conference papers on the topic "Irish context"

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Hugh, Emer Mc, and Arlene Smith. "OPTICS OUTREACH IN IRISH CONTEXT." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.emca5.

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McHugh, Emer, and Arlene Smith. "Optics outreach in Irish context." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2208026.

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Walsh, B. "User context aware base station power flow model." In IEE Irish Signals and Systems Conference 2005. IEE, 2005. http://dx.doi.org/10.1049/cp:20050323.

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Gill, Saul, Brian Lee, and Euclides Neto. "Context aware model-based cleaning of data streams." In 2015 26th Irish Signals and Systems Conference (ISSC). IEEE, 2015. http://dx.doi.org/10.1109/issc.2015.7163762.

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Jaiswal, Rahul, and Andrew Hines. "Towards a Non-Intrusive Context-Aware Speech Quality Model." In 2020 31st Irish Signals and Systems Conference (ISSC). IEEE, 2020. http://dx.doi.org/10.1109/issc49989.2020.9180171.

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Dunne, Steve E. "Recasting Hoare and He’s Unifying Theory of Programs in the Context of General Correctness." In 5th Irish Workshop on Formal Methods. BCS Learning & Development, 2001. http://dx.doi.org/10.14236/ewic/iwfm2001.1.

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Trimble, Shane, Wasif Naeem, Sean McLoone, and Pantelis Sopasakis. "Context-aware robotic arm using fast embedded model predictive control." In 2020 31st Irish Signals and Systems Conference (ISSC). IEEE, 2020. http://dx.doi.org/10.1109/issc49989.2020.9180217.

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"When "Everything" is Information: Irish Traditional Music and Information Retrieval." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14131.

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Gallagher, John. "1749 Connected workplace health, safety and wellbeing in an irish context." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.5.

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Shukur, Fatina, and Harin Sellahewa. "Agents based Context-Aware Framework for Facial Identification System." In 2019 IEEE 2nd British and Irish Conference on Optics and Photonics (BICOP). IEEE, 2019. http://dx.doi.org/10.1109/bicop48819.2019.9059577.

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Reports on the topic "Irish context"

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Lawless, Martina. Intermediate goods inputs and the UK content of Irish goods exports. ESRI, July 2018. http://dx.doi.org/10.26504/bkmnext362.

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Bourrier, Mathilde, Michael Deml, and Farnaz Mahdavian. Comparative report of the COVID-19 Pandemic Responses in Norway, Sweden, Germany, Switzerland and the United Kingdom. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.254.

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The purpose of this report is to compare the risk communication strategies and public health mitigation measures implemented by Germany, Norway, Sweden, Switzerland, and the United Kingdom (UK) in 2020 in response to the COVID-19 pandemic based on publicly available documents. The report compares the country responses both in relation to one another and to the recommendations and guidance of the World Health Organization where available. The comparative report is an output of Work Package 1 from the research project PAN-FIGHT (Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak), which is financially supported by the Norwegian Research Council's extraordinary programme for corona research. PAN-FIGHT adopts a comparative approach which follows a “most different systems” variation as a logic of comparison guiding the research (Przeworski & Teune, 1970). The countries in this study include two EU member States (Sweden, Germany), one which was engaged in an exit process from the EU membership (the UK), and two non-European Union states, but both members of the European Free Trade Association (EFTA): Norway and Switzerland. Furthermore, Germany and Switzerland govern by the Continental European Federal administrative model, with a relatively weak central bureaucracy and strong subnational, decentralised institutions. Norway and Sweden adhere to the Scandinavian model—a unitary but fairly decentralised system with power bestowed to the local authorities. The United Kingdom applies the Anglo-Saxon model, characterized by New Public Management (NPM) and decentralised managerial practices (Einhorn & Logue, 2003; Kuhlmann & Wollmann, 2014; Petridou et al., 2019). In total, PAN-FIGHT is comprised of 5 Work Packages (WPs), which are research-, recommendation-, and practice-oriented. The WPs seek to respond to the following research questions and accomplish the following: WP1: What are the characteristics of governmental and public health authorities’ risk communication strategies in five European countries, both in comparison to each other and in relation to the official strategies proposed by WHO? WP2: To what extent and how does the general public’s understanding, induced by national risk communication, vary across five countries, in relation to factors such as social capital, age, gender, socio-economic status and household composition? WP3: Based on data generated in WP1 and WP2, what is the significance of being male or female in terms of individual susceptibility to risk communication and subsequent vulnerability during the COVID-19 outbreak? WP4: Based on insight and knowledge generated in WPs 1 and 2, what recommendations can we offer national and local governments and health institutions on enhancing their risk communication strategies to curb pandemic outbreaks? WP5: Enhance health risk communication strategies across five European countries based upon the knowledge and recommendations generated by WPs 1-4. Pre-pandemic preparedness characteristics All five countries had pandemic plans developed prior to 2020, which generally were specific to influenza pandemics but not to coronaviruses. All plans had been updated following the H1N1 pandemic (2009-2010). During the SARS (2003) and MERS (2012) outbreaks, both of which are coronaviruses, all five countries experienced few cases, with notably smaller impacts than the H1N1 epidemic (2009-2010). The UK had conducted several exercises (Exercise Cygnet in 2016, Exercise Cygnus in 2016, and Exercise Iris in 2018) to check their preparedness plans; the reports from these exercises concluded that there were gaps in preparedness for epidemic outbreaks. Germany also simulated an influenza pandemic exercise in 2007 called LÜKEX 07, to train cross-state and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007). In 2017 within the context of the G20, Germany ran a health emergency simulation exercise with WHO and World Bank representatives to prepare for potential future pandemics (Federal Ministry of Health et al., 2017). Prior to COVID-19, only the UK had expert groups, notably the Scientific Advisory Group for Emergencies (SAGE), that was tasked with providing advice during emergencies. It had been used in previous emergency events (not exclusively limited to health). In contrast, none of the other countries had a similar expert advisory group in place prior to the pandemic. COVID-19 waves in 2020 All five countries experienced two waves of infection in 2020. The first wave occurred during the first half of the year and peaked after March 2020. The second wave arrived during the final quarter. Norway consistently had the lowest number of SARS-CoV-2 infections per million. Germany’s counts were neither the lowest nor the highest. Sweden, Switzerland and the UK alternated in having the highest numbers per million throughout 2020. Implementation of measures to control the spread of infection In Germany, Switzerland and the UK, health policy is the responsibility of regional states, (Länders, cantons and nations, respectively). However, there was a strong initial centralized response in all five countries to mitigate the spread of infection. Later on, country responses varied in the degree to which they were centralized or decentralized. Risk communication In all countries, a large variety of communication channels were used (press briefings, websites, social media, interviews). Digital communication channels were used extensively. Artificial intelligence was used, for example chatbots and decision support systems. Dashboards were used to provide access to and communicate data.

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