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Dissertations / Theses on the topic 'Irish context'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Perron, Roland. "In laudem sancti Michaëlis : the Irish and Coptic analogues and the Anglo-Saxon context." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98572.

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In laudem sancti Michaelis (ILSM) is a heretical Old English homily on the Archangel Michael copied in the margins of an exemplar of Bede's Ecclesiastical History. The Introduction surveys the previous researches on ILSM. Chapter 1 analyzes it as a case of heterodoxy, discussing how it deformed the etymology of "Mi-cha-el?". Chapters 2 and 3 consider its Irish and Coptic analogues, then situate it in 11th-century England. Refining the insights of other scholars, I argue that a theme having to do with supernatural protection links ILSM to some of its companion marginalia, and that an archival intent motivated its preservation. The Conclusion addresses the question of its being an esoteric text. A new edition and translation of ILSM is offered in Appendix 1. Appendix 2 provides the very first edition and translation of its Irish analogue, the Liber Flavus Fergusiorum tract on Saint Michael. Budge's translation of the Coptic analogue attributed to Theodosius (AD 535-567) makes up Appendix 3. Appendices 4 and 5 compile documents relevant to my analysis of the context.
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12

McEvoy, Jane. "Placing abortion in its social context : an exploration of Northern Irish women's experiences of abortion." Thesis, University of East London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532382.

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13

Woodman, P. C. "Selected publications submitted for consideration for the award of D.Litt. : the Irish Mesolithic in context." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390866.

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14

Kruczkowska, Joanna. "The role of contemporary northern Irish poetry in the context of the conflict in Ulster." Paris 3, 2003. http://www.theses.fr/2003PA030134.

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Cette thèse a pour but de démontrer que le conflit en Irlande du Nord impose aux poètes de jouer certains rôles. Les méthodes d'approches du conflit ainsi que les divers modes de descriptions utilisés par les poètes dont l'œuvre est analysée dans cette thèse reflètent la situation en Irlande du Nord et le sentiment d'identité des poètes en question. Ces méthodes d'approches et modes de description constituent un 'prisme' au travers duquel ils peuvent rendre compte d'une manière adéquate des émotions et des évènements, et essayer de comprendre les mécanismes sous-jacents du conflit. Les poètes étudiés en détail sont Tom Paulin et Michael Longley. Le dernier chapitre, consacré aux relations entre la poésie nord-irlandaise et la poésie polonaise contemporaine, abordera également certains aspects de l'œuvre de Seamus Heaney
The aim of this dissertation is to demonstrate that the situation of the Northern Irish conflict necessitates taking roles by poets, even if they claim having no 'public' role to perform in this context. The poets' approaches to the conflict and modes of description analysed in this work reflect the situation in the North and the poets' sense of identity. Those attitudes and modes serve to find a 'mirror' through which to convey emotions and events in an appropriate way and try to understand mechanisms behind the conflict. The poets discussed in detail are Michael Longley and Tom Paulin, two poets of the Ulster Protestant background. The last chapter, devoted to the links between Northern Irish and Polish contemporary poetry considers also some aspects of Seamus Heaney's work. It is based on Paulin's and Heaney's reading of Polish poetry and on the convergences between history and literature of both countries
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15

Flynn, Sara Jane. "A comparative and exploratory study of the Nfer-Nelson Emotional Literacy Scale in an Irish context." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3041.

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Culturally specific development of Emotional Literacy (EL) skills suggest that self report and observer ratings on EL scales would differ across cultures. This study is the first of two which explores and compares the Nfer-Nelson Emotional Literacy scale (Faupel, 2003) scores reported in the manual with those found in an Irish sample with a view to demonstrating its appropriateness as a cross cultural measure of EL. The three part scale comprise student (N=188), teacher (N=163) and parent (N=175) scales. The scales were completed in schools with a disadvantaged (74% of sample) or non-disadvantaged status (26%). Irish scores were organised into categories using percentile ranges to allow for comparative analysis with the original UK sample. Overall patterns of scores were similar but the cut off point for children in need of intervention was higher in the Irish sample. Within sample differences were explored using t-tests and children from disadvantaged backgrounds rated themselves with statistically lower EL than their non-disadvantaged counterparts. Inter-correlations were run to explore the relationships between and within the three scales. A mixed pattern of correlations was found and some evidence supporting Goleman’s construct of EL came from strong consistent relationships (correlation range 0.41-0.77) between the empathy and self-regulation subscales in the three scales. Differences between teacher scores suggests cultural differences in perception of EL and strong relationships between parent and student scales suggests a qualitatively stronger understanding of emotions shared between Irish children and parents compared with their counterparts in the UK. A major limitation of this study is that the Irish sample was largely disadvantaged (74%), whereas the UK sample was nationally representative. Abstract (paper 2/2) This is the second of two papers which explores and compares the Nfer-Nelson Emotional Literacy scale in an Irish context. Emotional Literacy (EL) Scores obtained in paper one are used to explore the reliability (Study 1) and predictive validity (study 2) of the tripartite Nfer-Nelson scale. This scale is comprised of parent, teacher and student scales. Reliability is established, using internal consistency measures for the Total EL for all three scales (α range 0.77-0.92) and also for the majority of component subscales in the teacher scale (α range 0.77-0.88). The children (n= 153) who completed the student scale for paper one were assessed for their academic achievement using a reading attainment test, the Mary Immaculate College Reading Attainment Test (MICRA-T) and also for self esteem using The Culture Fair Self Esteem Inventory (CFSEI). Bivariate regression analysis indicated that academic achievement is predicted by the majority of the components (r range 0.247-0.329) comprising EL and the Total EL (r=0.314) from the teacher scale. Self esteem is predicted by all the components (r range 0.212-0.272) and the Total EL (r=0.285) from the teacher scale and the majority of components (r range 0.2-0.361) and the Total EL (r= 0.384) from the student scale. The items which constitute the scales were investigated and overlaps between the: self-awareness subscale and self esteem items as well as: motivation subscale and aspects of academic achievement bring the discreteness of the associated EL subscales into question. Statistical findings suggest the cross cultural use of the Nfer-Nelson scale. However, difficulties with the face validity of the scale items question the appropriateness of the items used to assess the EL construct. These findings suggest the EL construct to be otherwise acceptable
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16

McDonnell, E. R. "Shaping selves in the midst of modernity : an ethnography of personal process in a contemporary Irish context." Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432661.

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17

Gavin, Paul. "The lived experiences of Irish prisoners in England and Wales in the context of their mental health." Thesis, Kingston University, 2017. http://eprints.kingston.ac.uk/41908/.

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This thesis is a qualitative study into the lived experiences of Irish prisoners in England and Wales in the context of their mental health. It is the first such study to examine the mental health of Irish prisoners in this jurisdiction and it is hoped that it may pave the way for future research to be conducted in this area. This study utilises an indicative approach and can be considered as a postmodernist examination of mental health in the prison setting. In order to examine this topic a series of semi-structured interviews were conducted with 37 Irish ex-prisoners who had served a sentence in England and Wales. Thematic analysis of data was undertaken. Theoretical and data led themes include: identifying mental health needs, the availability of healthcare services, depression, isolation and paranoia in prison, self-harm and suicide in prison, addiction, education, family contact, accommodation and being Irish in prison. This research addresses a gap in the prison literature by providing a sociological and criminological assessment of Irish prisonersm as well as investigating aspects of mental ill-health amongst this group of prisoners in England and Wales. previous research has identified foreign nationals as a vulnerable group within the prison system and there has been an increasing amount of research undertaken on the subject of foreign national prisoners in recent years. However, there has been very little research undertaken on the various sub-categories of foreign national prisoners and this includes Irish prisoners. This thesis considers the position of foreign national prisoners, Irish prisoners, and Irish Travellers in prison in England and Wales. It demonstrates that Irish prisoners in England and Wales appear to share a similar mental health experience to that of the general prisoner population. It also demonstrates that Irish Travellers suffer a wide range of difficulties in prison on a daily basis, including racism and discrimination, mental health problems and difficulties relating to poor levels of literacy.
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18

Stakelum, Mary Catherine Ann. "Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020498/.

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This study investigates how generalist primary teachers conceive of music, how they make sense of a prescribed music curriculum and how they teach it in the course of their professional practice in an institutional setting. Following an overview of the study in chapter one, the literature review is presented. Chapter two describes the framing of music education in the Irish primary school context. In chapter three, factors influencing teacher practice are identified as official policy, the ethos of the school and teacher beliefs. In addition, and taking a multi-faceted view of knowledge, the relationship between formative experiences and practice is examined. It is argued that teacher knowledge cannot be separated from the context in which it is learned and used. A synthesis of key points is presented in chapter four. The design and methodology are outlined in chapter five. A qualitative approach was adopted where interview and observation methods were used to gain access to the orientation to practice and to the curriculum emphasis of five respondents. Data from the fieldwork were organised into categories from which, in the case of each respondent, an interpretative account of their practice was compiled and is presented in chapter six. Analysis of the data is presented in chapter seven. In the case of the five primary teachers, the study has confirmed that, whilst there are commonalities among the respondents regarding transmission of aspects of performance and music literacy, there are differences too. It is suggested that differences in teacher practice can be defined in terms of the values teachers attribute to music in their own lives and in the lives of their pupils. In chapter eight, conclusions and implications for further research are presented. Significantly, the study has provided a framework for research on practice in which commonalities and differences may be examined.
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19

Woodcock, Jennifer Jane. "In search of a cultural identity : a study of the Manx Bronze Age in its Irish Sea context." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250560.

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20

Zuk, Patrick. "A.J. Potter (1918-1980) : the career and creative achievement of an Irish composer in social and cultural context." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2911/.

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A. J. Potter (1918-1980) was one of the most significant composers working in Ireland in the latter part of the twentieth century. This thesis surveys his career and creative achievement, which have not hitherto been subjected to detailed scrutiny. The opening chapter presents a biographical overview: its first part outlines the circumstances of Potter's childhood and early adulthood, including his studies with Vaughan Williams at the Royal College of Music in London, his period of service in the British Army during World War II and his subsequent three-year sojourn in Africa; the second continues the narrative from 1951, when he settled permanently in Ireland, up to his death in 1980. In addition to detailing events of note in his private and professional life, an important subsidiary focus of this section is to depict the impoverished and culturally marginalised nature of Irish musical life at this period and describe the frustrations that these conditions engendered for the composer and his contemporaries. The remaining chapters are devoted to an examination of Potter's major works. Chapter 2 considers four student compositions that were written or conceived in the late 1930s and were subsequently revised when he resumed composing in 1949 after a creative silence of over a decade. Chapter 3 is divided in two parts: the first delineates the salient features of his mature creative aesthetic, while the second provides an account of his later orchestral works. The remaining chapters explore his choral music and stage works, which, in addition to the scores previously described, constitute his most noteworthy achievements.
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21

Kenny, Ailbhe Patricia. "'Communities of musical practice' : an investigation into how they develop in both policy and practice within an Irish context." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608153.

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22

St, C. Gilmore Huston M. "Radicalism, Romanticism and Repeal : The Repeal Movement in the Context of Irish Nationalist Culture between Catholic Emancipation and the 1848 Rising." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523097.

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23

Yun, Hunam. "Appropriations of Irish drama by modern Korean nationalist theatre : a focus on the influence of Sean O’Casey in a colonial context." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34647/.

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My thesis explores how a translated author on the periphery of the host culture’s translated repertoire can be at once subversive and innovative on the colonial scene, using as an example the case of Sean O’Casey in colonial Korea. It explores the importation of Irish drama in modern Korean theatre during the colonial period and examines the appropriations of O’Casey’s plays by a central Korean playwright, Yu Chi-jin, in creating his own plays. Under Japanese colonial rule in the early twentieth century, intellectuals perceived the supreme task for the Korean people to be the recovery of national sovereignty and independence. The modern Korean theatre movement which rose among Korean intellectuals and dramatists during the colonial period was to play a major part in this task. The ultimate goal of this movement was to establish a modern national theatre promoting Korean culture and educating the people, thereby recovering national independence. As their modernised dramatic polysystem was still "young", Korean intellectuals and dramatists who were involved in the theatre movement had to borrow dramatic models from other countries. One of the models they chose was Irish playwrights, especially those who were involved in the Irish dramatic movement. They published or staged the works of W.B. Yeats, Lord Dunsany [Edward John Moreton Drax Plunkett], Augusta Gregory, J.M. Synge, St. J. Ervine, T.C. Murray and Sean O'Casey. Although O'Casey was considered an important dramatist in the Irish dramatic movement, he was a playwright on the periphery in the list of translated Irish dramatists in Korea due to the colonisers’ censorship. However, he remained as a subversive and innovative playwright on the colonial scene by virtue of being appropriated by Yu Chi-jin who used O’Casey’s plays as models when creating his own works. In discussing the subject matter of my thesis, I use Even Zohar’s polysystems theory as a starting point in looking at ideological issues surrounding translation and extend the discussion to offer a postcolonial perspective. While most translation in a colonial context was considered as "an expression of the cultural power of the colonisers," my thesis shifts the focus to translation as an expression of the cultural power of the colonised. I explore how the colonised uses another colonised culture to subvert the colonisers’ power.
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24

Bennett, Hadyn R. V. "Demographic and biographical predictors of work values and preferences in the Northern Irish context : implications for employee selection and person-organisation fit." Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248875.

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25

Logue, Pauline Anne. "A critique of selected sources of moral theology in the Irish context from the perspective of one socially-excluded, inner city Dublin community." Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/11287/.

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This thesis is a contribution to the field of social ethics. Employing a process of ethnographic ethics, it provides an analysis of inner city ethics, within the Irish context. Taking the case of the Fatima Mansions social housing estate, inner city Dublin, the thesis examines whether one socially excluded, inner city community has distinctive moral values, codes and practices, which, when systematically documented and analysed, might provide the basis of a critique of selected formal sources of moral theology in the Irish context. The thesis begins with an overview of the context of research, both at the micro level of the Fatima Mansions community and at the macro level of Irish society (chapter one). A geographical, historical, social and religious profile of the Fatima Mansions community is provided in order to locate its distinctive value system and moral practice. An overview of dominant values in wider Irish society follows, which acts as a foundation for a subsequent critique of selected sources of moral theology in the Irish context A detailed justification of the practical, theoretical and ethical dimensions of the multi-method ethnographic research methodology employed in this thesis is outlined (chapter two). An analysis of the primary research data is then presented in the form of an original 'thick description' of inner city ethics, based upon recurring cultural themes (chapter three). This analysis is further illuminated by a dialogue with mujerista and womanist theologies (chapter four). Finally, an in-depth critical examination of two selected sources of moral theology in the Irish context is conducted, from the perspective of the hermeneutic of a Fatima ethics (chapters five and six). The selected sources are publications by the Irish Roman Catholic Episcopal Conference and publications in selected Irish theological journals. The concluding chapter (seven) examines the wider relevance of the research. This thesis identifies a communitarian survival ethics operative in Fatima Mansions, which differs from that of the dominant value system in Irish society. Moreover, the community's values and moral practice are shown to have an inherent logic within the context of social exclusion. The thesis also confirms and critically explores the failure of selected formal sources of moral theology, critiqued in this work, to engage with central values, moral insights and moral experiences of the inner city. The wider relevance of this research, with respect to formal sources of moral theology in the Irish context, inner city ethics and a contextual theology/ spirituality of the Irish inner city (and beyond), is examined in some detail. Finally, the replicability of the research process, as a "cultural themes process model", is outlined.
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O'Loughlin, Noreen G. "A complexity theory approach to understanding teacher learning in the context of a primary mathematics intervention : a case study of a disadvantaged Irish school." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658069.

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This dissertation focuses on the teaching of primary school mathematics in an Irish context through a case study analysis of a national mathematics intervention programme which the author led across the disadvantaged school sector. It deals with the complex reality of delivering a national intervention programme across a heterogeneous, widely dispersed, and multi-layered schools environment, dealing with intervention delivery in 320 disadvantaged primary schools, training 700 intervention specialists, 1300 primary teachers, and responding to thousands of children from disadvantaged backgrounds that had been identified as falling behind in terms ofthe mathematics curriculum. Drawing on the complexity theory literature, this dissertation provides a robust theoretical underpinning to the application of the Mathematics Recovery Programme (MRP). The thesis weaves together as a seamless garment the intervention programme, the school, the teachers and the pupils, as four segments of an indivisible whole. It utilises a heightened understanding of the concept of teacher professional learning as a driving force in the delivery of a high quality programme through teachers' professional engagement leading to a change in teachers' attitudes and practices, and improvement in pupils' mathematics learning. Through the use of a case study method, it presents a rigorous enquiry of the implementation ofthe intervention programme, highlighting its multifaceted nature while simultaneously making pertinent enquiries, and interrogating the practice on the ground against the academic literature at the micro, meso and, where appropriate, the macro levels. Finally, as a professional doctoral thesis, it reaches strong conclusions based on the evidence of the research which have ramifications for both on-going research in this area as well as for the development and implementation of successful intervention programmes across the primary curriculum.
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27

O'Driscoll, Aidan. "A longitudinal study of the nature and dynamics of marketing-related competence in the context of a company in the Irish building materials industry." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288824.

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28

Kewley, Katie. "The Manx Stone Axe-head Project : interconnection or isolation? : the evidence from stone axe-heads for the Manx Neolithic in its Irish Sea context." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3004475/.

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29

Lindve, Katarina. "A Study on the Artemis Fowl Series in the Context of Publishing Success." Thesis, Mälardalen University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-906.

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A close reading of a series of books by Eoin Colfer that enjoyed universal success showed a change in the language between the books especially with respect to minor linguistic features such as choice of location and abstract vs. concrete language. The books are about the boy Artemis Fowl, and were presumably conceived as children’s books.

My original thesis was that the writer could not be sure of the success of the first book, but would definitely be aware of a worldwide audience for at least his third book, due to, for example, questions raised by the translators. If the original audience was expected to be Irish, or British, with very much the same cultural background as the author’s, the imagined subsequent audiences would change with success. My hope was to be able to show this by comparing linguistic features. And indeed, even though some changes could be due to coincidence there was a specific pattern evolving in the series, in that the originally Irish cultural background became less exclusive and more universal. The writer also used more details concerning locations, with added words to specify a place. What could thus be expected in the translated versions would be omissions and additions in especially the first book, but less need for that in later books. This, however, could not be proven in the Swedish translations. I thus conclude that the books became easier to follow for a wider, in this case Swedish, audience mostly because of efforts by the author and less because of the translator.

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30

Ruane, Blathna. "An assessment of the independence of the Irish Supreme Court in the context of constitutional law with particular reference to the system of judicial appointments." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318446.

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31

Kavanagh, McBride Louise. "An investigation to evaluate and understand nursing and midwifery students' reflective thinking levels, approaches to learning and epistemological beliefs over an internship programme in an Irish context." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669226.

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O'Sullivan, Timothy. "Irish Institutes of Technology in a time of change : a small-scale exploratory qualitative study examining the self-censorship of pro-organisational employee voice in a temporal context." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19001/.

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Upward communication of employee voice concerning suggestions and ideas is essential for success and learning within contemporary organisations. Research has identified that implicit responses by employees stifle voice, including pro-organisational change ideas, resulting in the loss of valuable organisational knowledge. The post-2008 Irish recession created an unprecedented period of change in the Irish higher education system. A document commonly known as the “Hunt Report” was introduced as the blueprint for proposed policy changes. This and subsequent policy documents in 2011/12 proposed substantial reform, requesting lecturers in Irish Institutes of Technology (IOTs) to engage in dialogue within their institutions and suggest how to consolidate the sector in a time-bound manner. This thesis examines the extent to which the self-censorship of pro-organisational voice by IOT lecturers is a consequence of current lived experiences and context. This small-scale exploratory qualitative study interviewed eight lecturers in IOTs during the consultation phase utilising a semi-structured interview process. Data was analysed utilising a thematic analysis approach. It employed implicit voice theories (IVTs) as a conceptual framework and a time and context sensitive lens of enquiry designed to enhance understanding. Lecturers reported cautiousness and silence due to underlying perceptions of negative consequences relating to voicing. This outcome is broadly predicted by IVT, yet notably an anomaly concerning voice pertaining to student welfare is highlighted. Lecturer discourse emphasises a deficiency in trust between themselves and management in addition to reporting feelings of despondency, fear and distance from the change process. Findings reflect challenges for organisational learning, change transition and development in the IOT sector and recommend the reinforcement of mutual trust-building initiatives amongst lecturers and management. These research findings contribute contemporary insights and understanding concerning latent voice and silence in Irish IOT settings and provide enhanced knowledge and awareness to those wishing to bring about practitioner-informed change.
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Elawa, Nathan Irmiya. "The significance of the cultural context in the Christianization process : a comparative study of religious change among the Jukun in British Colonial Nigeria and the Irish in early Ireland." Thesis, University of Wales Trinity Saint David, 2015. http://repository.uwtsd.ac.uk/652/.

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This thesis argues that Christianity exists only as it is embodied in particular cultures. Historically, however, those who brought the Christian message often gave little attention or understanding to indigenous cultures and points of view. The present work compares the Christianization process in two different cultural settings, focusing on the Jukun of central Nigeria and using the early Irish experience as a comparative framework. It elucidates the course of Jukun conversion by looking at the Jukun traditional cultural milieu and the missionaries’ assumptions and attitudes. It then contrasts this with the Irish Christianization experience, revealing a very different missionary attitude and an equally dissimilar indigenous experience. The focus on the Jukun is justified from an anthropological approach, presented, for instance, by Michael Adogbo and Friday Mbon. Following their paradigm of focusing on a specific cultural group, the study of the Jukun point of view is based on in-depth interviews with several elderly Wukari Jukun people. For the early missionary perspective, the thesis incorporates archival records, as well as communications with two retired missionaries who served in Wukari. The dissertation begins with an examination of the scholarly discourse on the inculturation of Christianity, particularly in Africa, and continues by describing the Jukun indigenous culture and worldview. Then it examines how Christianity impacted this society, with a focus on the kinship system. Next, early Irish society is examined, especially how their inculturation process compares and contrasts with the Jukun one. The thesis argues that the Jukun process was less successful than the Irish in terms of pre-Christian cultural practices being permitted to influence the final shape of Christianity; while Irish society shows a high degree of continuity between pre-Christian and Christian times, Jukun society demonstrates a radical discontinuity. It is hoped that the contrast between the two processes of inculturation demonstrated by the comparative nature of this thesis will contribute to the dialogue among religions and facilitate the kinds of respect and adaptability that are needed for peaceful coexistence in a globalized world.
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34

Bennett, Sarah. "The American contexts of Irish poetry, 1950-present." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669957.

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35

Cochrane, Andrew James. "Irish Passage tombs : Neolithic images, contexts and beliefs." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54305/.

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This thesis seeks to take the motifs on Irish Passage tombs beyond their traditional role as passive epiphenomenon and furthers understands them as performing active roles in the Neolithic. Rather than view the images through a textual representational analogy, I utilise visual cultural and neurological studies, set within a worldview perspective to paint a picture of the possible ambiguities of life and belief at some passage tomb locations. I explore the richness of evidence from the archaeological data and literature, to move beyond previous positions, and suggest new ways to deal with a past that develops multiple narratives. Such an account is thick with paradoxes, similarities, differences, tensions, emotions, life, death, pleasures and pain. Visions, context and belief layered together often generate ruptures in daily life that can facilitate new imaginings within the rhythms and sequences of images. Within such a perspective the Irish passage tomb motifs present fresh conditions for possibility and diverse understanding. In combining broader and more fine-grained analysis of particular passage tomb sites located in the north, east and south of Ireland, I demonstrate that social complexities operate at all scales. Magnified via cosmological perspectives, images on passage tombs interact with spectators through two-way intimate engagements. The assemblages that accompany the motifs are not static, instead they display notions of material animacy. Humans do not control all these interactions, for the motifs and objects are dynamic montages. These actions can be enhanced via process, such as the sequential nature of some images or by the application of liquid solutions, especially when conducted at particular times and places. With passage tombs acting as 'stages' and 'islandscapes', I construct interpretations that include both carnivalesque and axis mundi environments, which subvert, disrupt and perpetuate social beliefs. Such performances may have created dialogues and myths about the specialness of these places. These conversations would in turn factor and texture new illusions and simulations of the world, whilst creating fresh opportunities for experience.
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Neilands, C. W. "Irish broadside ballads in their social and historical contexts." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383792.

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37

Dunne, Fergus. "A critical reappraisal of the texts and contexts of Francis Sylvester Mahony." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288163.

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38

Dawes, C. P. "The cultivation and alginate content of laminariales in the Irish Sea." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384320.

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39

Van, Hattum Marije. "Irish English modal verbs from the fourteenth to the twentieth centuries." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/irish-english-modal-verbs-from-the-fourteenth-to-the-twentieth-centuries(1d718180-f025-473e-8ed3-7b7ccc4ac0de).html.

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The thesis provides a corpus-based study of the development of Irish English modal verbs from the fourteenth to the twentieth centuries in comparison to mainland English. More precisely, it explores the morpho-syntax of CAN, MAY, MUST, SHALL and WILL and the semantics of BE ABLE TO, CAN, MAY and MUST in the two varieties. The data of my study focuses on the Kildare poems, i.e. fourteenth-century Irish English religious poetry, and a self-compiled corpus consisting of personal letters, largely emigrant letters, and trial proceedings from the late seventeenth to the twentieth centuries. The analysis of the fourteenth and nineteenth centuries is further compared to a similar corpus of English English. The findings are discussed in the light of processes associated with contact-induced language change, new-dialect formation and supraregionalization. Contact-induced language change in general, and new-dialect formation in particular, can account for the findings of the fourteenth century. The semantics of the Irish English modal verbs in this century were mainly conservative in comparison to English English. The Irish English morpho-syntax showed an amalgam of features from different dialects of Middle English in addition to some forms which seem to be unique to Irish English. The Irish English poems recorded a high number of variants per function in comparison to a selection of English English religious poems, which does not conform to predictions based on the model of new-dialect formation. I suggest that this might be due to the fact that the English language had not been standardized by the time it was introduced to Ireland, and thus the need to reduce the number of variants was not as great as it is suggested to be in the post-standardization scenarios on which the model is based. In seventeenth- and eighteenth-century Ireland, increased Irish/English bilingualism caused the formation of a second-language (L2) variety of English. In the nineteenth century the bilingual speakers massively abandoned the Irish language and integrated into the English-speaking community. As a result, the varieties of English as spoken by the bilingual speakers and as spoken by the monolingual English speakers blended and formed a new variety altogether. The use of modal verbs in this new variety of Irish English shows signs of colonial lag (e.g. in the development of a deontic possibility meaning for CAN). Additionally, the subtle differences between BE ABLE TO and CAN in participant-internal possibility contexts and between epistemic MAY and MIGHT in present time contexts were not fully acquired by the L2 speakers, which resulted in a higher variability between the variants in the new variety of Irish English. In the late nineteenth and early twentieth centuries the use of modal verbs converged on the patterns found in English English, either as a result of linguistic accommodation in the case of informants who had migrated to countries such as Australia and the United States, or as a result of supraregionalization in the case of those who remained in Ireland.
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Fristedt, Emma. "Irish loanwords in English varieties." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27603.

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This essay will discuss and research the width and frequency of Irish loanwords in contemporary English varieties. The meanings, uses, differences, similarities and collocations of selected words will be discussed and analyzed in order to find answers to the research questions asked. The methods used are quantitative and qualitative research methods. The quantitative method will measure the frequency of the selected words in each of the selected varieties and the qualitative method will discuss the meanings and uses of the words in the different varieties. Each word has its own section which discuss meanings, developments and instances in which the words can be found in the different varieties. These sections are summarized at the end of the essay and the conclusion states that Irish loanwords in contemporary English varieties are not greatly widespread compared to the frequency of the same words in Irish English. A few of the words have been able to develop their meaning and use through time, but most instances of the words show the original meaning and use.
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Conley, Caitlyn Augusta Brianna. "Christianity as a Means of Identification: The Formation of Ethnic and Cultural Identities in the British Isles During the Early Medieval Period, 400-800." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1537895575850201.

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42

Hickey, Raymond. "Contact, shift and language change : Irish English and South African Indian English." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4102/.

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Content: 1. Introduction 2. English in South Africa 2.1. Transmission of English 2.2. The Language Shift 3. Features of South African Indian English 3.1. Discussion of Features 4. Further Shift-induced Varieties 4.1. Aboriginal English 4.2. Hebridean English 5. Conclusion
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43

Mac, Mathúna Liam. "The growth of Irish (L1) : English (L2) Literary Code-mixing, 1600-1900: contexts, genres and realisations." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1928/.

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Extract: [...]Intriguing as they undoubtedly are, the early sixteenth-century lists of books in the Earl of Kildare’s library may well have inadvertently helped to lull scholars into visualising a rather idealised picture of language balance in multilingual late medieval Ireland. The lists reflect a society in which the four languages, Irish, English, Latin and French, vied as scholarly media and where the outcome in the Earl’s library was a four-way photo-finish. The number of volumes in each of the languages was recorded as follows: Latin, 34; French, 35; English, 22; Irish, 20 (Mac Niocaill 1992: 312-314). But of course the multilingual contact situation in Ireland had always been quite dynamic, both at vernacular and at scholarly levels, following the Anglo-Norman invasion of 1169. Although French continued to be employed in official documents into the second half of the 15th century, it had already ceded its vernacular role to English in the towns of the colonists prior to the drawing up of the Statutes of Kilkenny in 1366. These Statutes, composed in Norman-French, the primary language of English law at the time, provide an earlier snapshot of the language situation within the areas under English jurisdiction, as they sought to compel the colonists to desist from adopting Irish as a community vernacular. Ironically, no mention is made of Norman-French in the Statutes themselves. It is clear that what was at issue was a contest for supremacy between Irish and English as the principal vernacular among the colonists.[...]
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44

Tristram, Hildegard L. C. "Wie weit sind die inselkeltischen Sprachen (und das Englische) analytisiert?" Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4125/.

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Der gemeinsame Wandel der inselkeltischen Sprachen wie auch des Englischen vom vorwiegend synthetischen Typus zum vorwiegend analytischen Typus läßt sich vermutlich auf einen ca. 1500 Jahre dauernden intensiven Sprachenkontakt zwischen diesen Sprachen zurückführen. Heute ist das Englische die analytischste Sprache der Britischen Inseln und Irlands, gefolgt vom Walisischen, Bretonischen und Irischen. Letzteres ist von den genannten Sprachen noch am weitesten morphologisch komplex.
I discuss the joint shift of the Insular Celtic languages and of the English language from, typologically speaking, predominantly synthetic languages c. 1500 years ago to predominantly analytical languages today. The demise of the inflectional morphology is most advanced in Present Day English. Welsh follows suit. Then come Breton and Irish. Intensive linguistic interaction across the boundaries of the Germanic and the Insular Celtic languages are proposed to have been instrumental for this type of linguistic convergence.
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45

Jaeggi, Iris Maria. "Peri-intraventrikuläre Blutung und hirnspezifisches Kreatin-kinase Isoenzym im Frühgeborenenalter/ Iris Maria Jäggi." Bern, 1990. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

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46

Youmaran, Richard. "Algorithms to Process and Measure Biometric Information Content in Low Quality Face and Iris Images." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19729.

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Biometric systems allow identification of human persons based on physiological or behavioral characteristics, such as voice, handprint, iris or facial characteristics. The use of face and iris recognition as a way to authenticate user’s identities has been a topic of research for years. Present iris recognition systems require that subjects stand close (<2m) to the imaging camera and look for a period of about three seconds until the data are captured. This cooperative behavior is required in order to capture quality images for accurate recognition. This will eventually restrict the amount of practical applications where iris recognition can be applied, especially in an uncontrolled environment where subjects are not expected to cooperate such as criminals and terrorists, for example. For this reason, this thesis develops a collection of methods to deal with low quality face and iris images and that can be applied for face and iris recognition in a non-cooperative environment. This thesis makes the following main contributions: I. For eye and face tracking in low quality images, a new robust method is developed. The proposed system consists of three parts: face localization, eye detection and eye tracking. This is accomplished using traditional image-based passive techniques such as shape information of the eye and active based methods which exploit the spectral properties of the pupil under IR illumination. The developed method is also tested on underexposed images where the subject shows large head movements. II. For iris recognition, a new technique is developed for accurate iris segmentation in low quality images where a major portion of the iris is occluded. Most existing methods perform generally quite well but tend to overestimate the occluded regions, and thus lose iris information that could be used for identification. This information loss is potentially important in the covert surveillance applications we consider in this thesis. Once the iris region is properly segmented using the developed method, the biometric feature information is calculated for the iris region using the relative entropy technique. Iris biometric feature information is calculated using two different feature decomposition algorithms based on Principal Component Analysis (PCA) and Independent Component Analysis (ICA). III. For face recognition, a new approach is developed to measure biometric feature information and the changes in biometric sample quality resulting from image degradations. A definition of biometric feature information is introduced and an algorithm to measure it proposed, based on a set of population and individual biometric features, as measured by a biometric algorithm under test. Examples of its application were shown for two different face recognition algorithms based on PCA (Eigenface) and Fisher Linear Discriminant (FLD) feature decompositions.
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47

Rosenkranz, Susan A. ""To Hold the World in Contempt": The British Empire, War, and the Irish and Indian Nationalist Press, 1899-1914." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/895.

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The era between the close of the nineteenth century and the onset of the First World War witnessed a marked increase in radical agitation among Indian and Irish nationalists. The most outspoken political leaders of the day founded a series of widely circulated newspapers in India and Ireland, placing these editors in the enviable position of both reporting and creating the news. Nationalist journalists were in the vanguard of those pressing vocally for an independent India and Ireland, and together constituted an increasingly problematic contingent for the British Empire. The advanced-nationalist press in Ireland and the nationalist press in India took the lead in facilitating the exchange of provocative ideas—raising awareness of perceived imperial injustices, offering strategic advice, and cementing international solidarity. Irish and Indian press coverage of Britain’s imperial wars constituted one of the premier weapons in the nationalists’ arsenal, permitting them to build support for their ideology and forward their agenda in a manner both rapid and definitive. Directing their readers’ attention to conflicts overseas proved instructive in how the Empire dealt with those who resisted its policies, and also showcased how it conducted its affairs with its allies. As such, critical press coverage of the Boxer Rebellion, Boer War, Russo-Japanese War, and World War I bred disaffection for the Empire, while attempts by the Empire to suppress the critiques further alienated the public. This dissertation offers the first comparative analysis of the major nationalist press organs in India and Ireland, using the prism of war to illustrate the increasingly persuasive role of the press in promoting resistance to the Empire. It focuses on how the leading Indian and Irish editors not only fostered a nationalist agenda within their own countries, but also worked in concert to construct a global anti-imperialist platform. By highlighting the anti-imperial rhetoric of the nationalist press in India and Ireland and illuminating their strategies for attaining self-government, this study deepens understanding of the seeds of nationalism, making a contribution to comparative imperial scholarship, and demonstrating the power of the media to alter imperial dynamics and effect political change.
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Dupont, Maeve. "An investigation into the effect of vicarious contact on attitudes and intended friendship behaviour towards Irish travellers and perceived group norms about cross-group friendships among settled Irish children in the Republic of Ireland." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/111876/.

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The aim of this study was to test the effectiveness of vicarious contact (the observation of an interaction between ingroup and outgroup members) on primary school children’s attitudes and intended friendship behaviour towards Traveller Irish children along with perceived group norms about the acceptability of intergroup friendship among settled children. Primary school children aged between 8 and 12 in the Republic of Ireland participated in a 3 week intervention where they read 3 stories (over 6 sessions) featuring settled Irish and Traveller Irish children in friendship contexts. Prior to the intervention participants completed measures of intergroup attitudes, intended friendship and perceived norms about intergroup friendship. Approximately 1 week after the last story session they were tested on the same measures. Results showed that those taking part in the intervention, compared to participants in the control group, revealed more positive friendship intentions towards Travellers. Those in the treatment group also expressed that more settled and Traveller children would approve of intergroup friendships. There was no significant effect of intervention on attitudes towards Travellers. Theoretical and practical implications of the findings are discussed.
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Anicama, Díaz Jahir. "Frecuencia de Yersinia ruckeri en una piscigranja del Valle del Mantaro bajo el contexto de su variabilidad climática estacional." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2011. https://hdl.handle.net/20.500.12672/12611.

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Determina la presencia del agente Yersinia ruckeri en truchas de cultivo (Oncorhynchus mykiss) en dos periodos climatológicos de la cuenca del río Mantaro en el departamento de Junín mediante tres métodos de diagnóstico: molecular, bacteriológico e histopatológico. Los meses de estudio fueron Agosto, Setiembre y Noviembre, los cuales comprendía la época de estiaje y el inicio de la época de lluvias. Se seleccionaron 180 truchas arcoíris de manera aleatoria de una piscigranja, las cuales fueron necropsiadas, para colectar asépticamente muestras de riñón y bazo, para el diagnóstico molecular; muestras de intestino delgado, riñón y bazo, para el diagnóstico bacteriológico; y muestras de intestino delgado, riñón, bazo, branquias, hígado, ciegos pilóricos y estomago para el diagnóstico histopatológico. Las muestras colectadas para el diagnóstico molecular fueron sometidas a la Reacción en cadena de la polimerasa (PCR). Las muestras colectadas para el diagnóstico bacteriológico fueron evaluadas mediantes técnicas de aislamiento bacteriano convencional e identificación bacteriana a través de pruebas bioquímicas que caracterizan la actividad metabólica de las bacterias en estudio. Las muestras colectadas para el diagnóstico histopatológico para su descripción histológica. El diagnóstico molecular confirmo la presencia de Yersinia ruckeri en la piscigranja de estudio. Tanto el diagnóstico molecular y el diagnóstico bacteriológico coincidieron en 6.5% en el resultado positivo para la presencia de Yersinia ruckeri. En el caso de diagnóstico histopatológico reflejo que el tipo y grado de lesiones encontradas en los tejidos no guardan relación con un proceso infeccioso en curso. No se encontró asociación entre las lesiones histopatológicas con el diagnóstico positivo para la presencia de Yersinia ruckeri en ninguna de las épocas climatológicas en que se desarrollo el estudio.
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50

Zivan, Noga. "Working the border : contact and cooperation in the border region, Ireland 1949-1972." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670144.

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