Relevant bibliographies by topics / Irish second level

Academic literature on the topic 'Irish second level'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Irish second level"

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Cawley, Mary. "Geography Under Threat in Irish Second-level Education." International Research in Geographical and Environmental Education 7, no. 1 (January 1998): 5–13. http://dx.doi.org/10.1080/10382049808667554.

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Grádaigh, Seán Ó. "Who are qualified to teach in second-level Irish-medium schools?" Irish Educational Studies 34, no. 2 (April 3, 2015): 165–82. http://dx.doi.org/10.1080/03323315.2015.1025533.

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Prendergast, Mark, and Niamh O’Meara. "A profile of mathematics instruction time in Irish second level schools." Irish Educational Studies 36, no. 2 (September 9, 2016): 133–50. http://dx.doi.org/10.1080/03323315.2016.1229209.

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Rosney, B. "Integration of Visually Impaired Students in an Irish Second–Level School." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 46–47. http://dx.doi.org/10.1177/0145482x8908300115.

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At Rosmini Community School in Dublin, about 10 percent of the students, aged 12–18, are registered blind, and many have multiple handicaps. These students have been as fully integrated into regular classrooms as their abilities allow. Their successful social and academic integration is attributed to the flexibility of the staff and parents and the provision of appropriate resources to meet the students’ needs.
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Canniffe, Anthony. "The changing role of the principal in Irish second level schools." Irish Educational Studies 12, no. 1 (March 1993): 251–61. http://dx.doi.org/10.1080/0332331930120123.

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Garavan, Thomas N. "In‐career professional development: the case of Irish second‐level teachers." Journal of European Industrial Training 22, no. 9 (December 1998): 375–87. http://dx.doi.org/10.1108/03090599810241027.

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Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.

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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.
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Halton, Michael J. "Benchmarking: another attempt to introduce market-oriented policies into Irish second-level education?" Pedagogy, Culture & Society 11, no. 3 (October 2003): 331–51. http://dx.doi.org/10.1080/14681360300200178.

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Tishunin, Evgenii. "Representation of Authority Over Ireland in the John Lynch’s “Cambrensis Eversus” (1662)." ISTORIYA 13, no. 1 (111) (2022): 0. http://dx.doi.org/10.18254/s207987840019001-0.

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The paper analyzes the forms of representation of authority over Ireland in John Lynch’s “Cambrensis Eversus” (1662). In polemic with Gerald of Wales and the English/British tradition of representation of Ireland, Lynch constructed his own view on history of Ireland and authority over this land. The first level of representation is the authority of ancient Irish kings. In this sense Lynch emphasized the contract between Irish kings and people. Moreover, Lynch modernized the image of power of ancient Irish kings, using the terms and concepts of early modern intellectual discourse. The second level is the papal authority and in this case Lynch denied any claims of Rome. The third level are the issues of legitimacy and values of authority of Anglo-Norman and Old English. In Lynch’s view, English kings before Stuarts haven’t had enough loyalty from Irish people. And the last level is Stuart’s authority over Ireland. On this level Lynch synthesized the discourse practices of other levels to construct the legitimacy of restored dynasty and to prove loyalty of whole Irish people without ethnic and confessional divisions.
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Murphy, Brian. "Foreign language learning in Irish second level schools: gender very much on the agenda!" Irish Educational Studies 29, no. 1 (March 2010): 81–95. http://dx.doi.org/10.1080/03323310902884367.

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Dissertations / Theses on the topic "Irish second level"

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O'Higgins-Norman, James. "Exploring homophobia and homophobic bullying in Irish second-level schools." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020511/.

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Share, Michelle. "Risk, responsibility and choice: food and eating in Irish second-level schools." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494408.

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Books on the topic "Irish second level"

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Fallon-Byrne, Lucy. Strategic planning in Irish primary and second level schools. Dublin: University College Dublin, 1993.

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Association of Secondary Teachers, Ireland. Staffing, funding and facilities in Irish second level schools: Survey. (Dublin?): Association of Secondary Teachers, Ireland, 1996.

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Kenny, Máirín. The routes of resistance: Travellers and second-level schooling. Aldershot, Hants, England: Ashgate, 1997.

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Kavanagh, Padraic. The role of the Vice-Principal in Irish Second Level Schools. Dublin: University College Dublin, 1998.

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Dixon, Anne Marie. Teachers' attitudes and views on religious education in Irish second level schools. Dublin: University College Dublin, 1996.

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McCarthy, Noreen. An examination of the role of year head in irish second level schools. (s.l: The Author), 2002.

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Byrne, S. The provision of religious education in Irish second level schools: Past, present and future. Dublin: University College Dublin, 1995.

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Fitzpatrick, Mary C. An analysis of attitudes to Irish, Irish culture and the teaching of Irish among two selected groups of second level students in the Republic of Ireland. Dublin: University College Dublin, 1998.

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Cronin, J. Parents as partners in Irish education: A study of the level of partnership that exists between parents and schools in fourteen second-level Dublin schools. Dublin: University College Dublin, 1996.

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Concannon, Colman. Dioxins in the Irish environment: Second assessment (Summer 2000) based on levels in cow's milk. Wexford: E.P.A., 2001.

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Book chapters on the topic "Irish second level"

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Ní Chiaráin, Neasa. "An Corpas Cliste: creating a learner corpus for Irish from a new, purpose-built iCALL platform." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 297–301. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1474.

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An Corpas Cliste (‘Clever Corpus’) is an Irish language learner corpus. The corpus data comes from a purpose-built intelligent Computer Assisted Language Learning (iCALL) platform called An Scéalaí (‘the Storyteller’) and comprises both audio and text, produced by second and third level learners of Irish. Metadata (e.g. L1, level of Irish, dialect preference, age) is saved with every learner account, along with data on platform engagement (e.g. speech/language technologies employed, time spent on task). This paper illustrates how An Corpas Cliste is structured and is being prepared for analysis and the methodologies and resources that are being used to exploit it with a view to enhancing the learning experience.
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Holohan, Carole. "New opportunities, enduring attitudes." In Reframing Irish Youth in the Sixties, 60–98. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786941237.003.0003.

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JJ Lee has described the generation that came to adulthood in this period as the ‘first in more than a century to have a realistic chance of making a decent living in their own country’. This chapter explores this observation by analysing how structural changes affected youth. It examines the evolution of employment opportunities, assesses changes in patterns of migration and analyses the impact of new developments in second level education, taking into account the role of status in young people’s options and decisions. This chapter asks who benefitted most from the structural changes of the sixties, and who gained the least.
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Holohan, Carole. "Conclusion." In Reframing Irish Youth in the Sixties, 217–26. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786941237.003.0007.

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This study shows that in the post war era the political establishment had been slow to introduce economic and educational expansion, while high levels of youth emigration and rising participation rates in second level education reflected an evolution of expectations from below. It confirms the extensive continuities that prevailed in Irish society, in its politics and values in particular. Hierarchies of power were retained in many areas: middle class youths gained most from structural change; conservative values were slow to change as was the nature of social services; party politics remained as it was. The approach of this study encourages a broader focus when it comes to social change. Examining youth culture, as well as the interaction of religious and civic bodies with international models in youth work, reveals how studies of popular culture and civil society are key conduits in analyses of societal change. It also prevents easy assumptions about Ireland always lagging behind, catching up with or imitating its neighbours in the West. This was true in certain areas, but Irish governments, churches and civil society organisations were often engaged with forums where new ideas about the economy and social services were just being developed. International models would face adaptation of different kinds in different societies.
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Coakley, John, and Jennifer Todd. "Conclusion: Benchmarks from the British–Irish Process." In Negotiating a Settlement in Northern Ireland, 1969-2019, 523–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198841388.003.0007.

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Analysis of the process by which a stable peace was secured in Northern Ireland after decades of low-level war and civil unrest suggests a number of features that account for this development. First, policy paradigms and the modes of thought in which they were embedded have evolved: debates about sovereignty, democracy, and equality have followed a distinctive path, from being wedded to specific cultural understandings to becoming broad concepts with application in a much wider domain than that of Northern Ireland. Second, these changes helped to bring the two sovereign states together in cooperative conflict management and peacemaking and permitted the formation of shared policy. Third, political, cultural, and ideological change has also facilitated limited convergence between parties within Northern Ireland. However, these processes of change have not seen the emergence of any consensus on Northern Ireland’s future, highlighting that region’s continuing dependence on effective British–Irish stewardship. Notwithstanding the achievements of the peace process, the new ideological currents unleashed by Brexit and the related political exigencies have exposed strains in Northern Ireland’s political architecture and have shown its vulnerability to stresses in the British–Irish political relationship.
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Hardiman, Justice Adrian. "The jurisdiction of the European Court of Human Rights and the case of O’Keeffe v. Hickey." In Judges, politics and the Irish Constitution. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781526114556.003.0007.

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The chapter of Mr. Justice Adrian Hardiman positions the European Convention on Human Rights in the context of the Irish domestic legal system and highlights the political motivations behind the decision to give effect to the Convention in Irish law at a sub-constitutional and interpretive level. The chapter argues that the the principle of subsidiarity is under threat in the decision in O’Keeffe, where, in his view, the Strasbourg Court dramatically expanded its jurisdiction and encroached upon national sovereignty. Mr. Justice Hardiman is particularly concerned that the Strasbourg court entertained a claim that was not presented in the High Court or Supreme Court and that the judgment appeared to merge O’Keeffe’s claims under direct State responsibility and vicarious liability. He argues that this reflects a departure from prior case law for the ECtHR. Mr. Justice Hardiman’s second concern centres on the use by the court of language of ‘objective’, ‘core objective’ and ‘core grievance’, suggesting that use of these terms implies that, at the discretion of the ECtHR, the simple word ‘all’ may mean ‘some’ or even ‘at least one’.
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O’Donoghue, Tom, and Judith Harford. "The Monastic Monolith in Operation." In Piety and Privilege, 41–61. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0003.

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The general patterns established during the period 1922–67 regarding the political and administrative arrangements relating to the Irish education system began to break down after following the introduction of free second-level education in 1967 and a subsequent great increase in attendance at second-level schools. In 1965, The OECD-sponsored Investment in Education report contributed greatly to portraying the economic, social, and geographic inequalities of opportunity in Ireland at the time. In particular, it drew attention to the fact that one-third of all children left full-time education upon completion of primary schooling and only 59 per cent of all 15-year-old children were in school. What was less clear in the public mind at the time was that levels of provision had been even bleaker on the establishment of the State and had not changed substantially over the succeeding four decades. That reality constitutes the background to considerations in this chapter. It opens by elaborating on the various types of primary, second-level, and continuation schools that existed across the nation. The overall patterns of access to and attendance at secondary school are then detailed. A very general exposition of the economic and social conditions in the country that influenced the existence of these patterns follows.
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O’Donoghue, Tom, and Judith Harford. "Looking Backwards, Looking Forwards." In Piety and Privilege, 189–204. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0010.

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A pluralist, outward-looking approach to Catholic education in Ireland now characterizes some of the latest changes at the level of governance and curriculum. Regarding piety, the first of the two main themes addressed throughout this book, change is also evident. In particular, the manner in which it is promoted and practised in the Catholic secondary schools now is more benignant, personal, ecumenical, and inclusive of those of other faiths than it was in the past. Regarding the second theme considered throughout, namely, the role of the Church historically in favouring at secondary school level those privileged in Irish society socially and economically, the situation is that while expansion of education provision has raised national standards of education, it has not led to the kind of reduction in relative social class inequalities that many believed it could or would. Thus, while so much has changed in relation to second-level schooling in the country from the end of the period 1922–1967 and the move away from the theocratic State, the Church in Ireland still continues to be enmeshed in social reproduction through the position it continues to hold within the nation’s secondary school sector.
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Mullen, Martin. "Promoting informal learning by integrating smartphones into the language classroom." In CALL and professionalisation: short papers from EUROCALL 2021, 232–37. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1338.

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Although smartphones have become normalised in people’s everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners’ existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what ‘actual, proper study’ entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices.
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O’Donoghue, Tom, and Judith Harford. "The Church Ascendant, 1831–1967." In Piety and Privilege, 16–40. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0002.

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In the latter half of the eighteenth and early decades of the nineteenth century the priests’ leadership role in Ireland increased, aided by the relaxation of the Penal Laws and the eventual granting of Catholic Emancipation throughout the United Kingdom in 1829. Concurrently, a new generation of reforming bishops shook off the approach of caution of their predecessors towards government and became increasingly assertive about Catholic interests, including in education. That assertiveness is central in the considerations of this chapter. Developments in relation to the role of the Catholic Church (the Church) in Irish society from the decades prior to the Great Famine of 1845–48 are outlined. Relations between the Church and the State on education from the establishment of the Irish National School System in 1831 to the advent of national independence in 1922 are then examined. In the third section the activity of ‘the triumphalist Church in Ireland’ for the period from 1922 to the introduction of ‘free second-level education’ in 1967 is detailed.
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Farrell, David M., Michael Gallagher, and David Barrett. "What do Irish voters want from and think of their politicians?" In The post-crisis Irish voter, 190–208. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526122643.003.0010.

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This chapter assesses how the record-breakings levels of electoral flux in 2016 may have impacted on attitudes towards representative politics in Ireland. First, it examines voter attitudes to the role of TDs (MPs) in 2016. The Irish tradition of high degrees of localism in representative politics is based on the strong attachment of Irish voters to a constituency orientation from their politicians. The analysis shows that this remains as strong as ever. There are, however, some changes in how voters make contact with their elected representatives – the second theme dealt with in this chapter. The intensity (or degree) of contact is resilient, but its form is shifting to more impersonal or virtual means of contact (especially among younger voters): the days of the ‘weekly clinic’ – that classic mainstay of representative politics in Ireland – may be numbered. Finally, the chapter examines what Irish voters thinks of their politicians overall – this latter theme referencing ongoing international debates about the emergence of populist attitudes. The evidence from the Irish case is a pretty positive one, with many voters indicating a favourable disposition towards their politicians – though this is not universal.
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Conference papers on the topic "Irish second level"

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McElvaney, O. J., B. D. Hobbs, M. Murphy, O. F. McElvaney, C. Gunaratnam, E. P. Reeves, and N. G. McElvaney. "Attitudes of Irish Second-Level Students Towards Vaping." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a1080.

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Devereux, Aisling, and Markus Hofmann. "Factors that Influence Student Retention." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

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With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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Finnicum, David J., Charles L. Kling, and Mario D. Carelli. "IRIS PRA Preliminary Results and Future Direction." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49500.

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Westinghouse is currently conducting the pre-application licensing of the International Reactor Innovative and Secure (IRIS) on behalf of the IRIS Consortium. One of the key aspects of the IRIS design is the concept of safety-by-design. The PRA is being used as an integral part of the design process. As part of this effort, a PRA of the initial design was generated to address two key areas. First, the IRIS PRA supported the evaluation of IRIS design issues by providing a solid risk basis for design and analyses required for the pre-licensing evaluation of the IRIS design. The PRA provides the tool for quantifying the benefit of the safety-by-design approach. Second, the current PRA task is beginning the preparation of the more complete PRA analyses and documentation eventually required for Design Certification. One of the key risk-related goals for IRIS is to reduce the EPZ to within the exclusion area by demonstrating that the off-site doses are consistent with the US Protective Action Guidelines (PAGs) for initiation of emergency response so that the required protective actions would be limited to the exclusion area. The results of the preliminary PRA indicated a core damage frequency of 1.2E−08 for internal initiators. This is a very good result but much work is needed to meet the ambitious goal of no emergency response. The next phase of the PRA analyses will involve a two-fold expansion of the PRA. First, as the design and analyses approach a greater level of detail, the assumptions used for the initial PRA will be reviewed and the models will be revised as needed to reflect the improved knowledge of the system design and performance. Furthermore, as the full plant design advances, the PRA will be expanded to incorporate risk associated with external challenges such as seismic and fire, and to address low power and shutdowns modes of operation. As with the initial work, the PRA will serve as a tool to help improve, not just to evaluate the design.
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Este`ve, Simon J., and Marty E. Johnson. "Development of an Adaptive Helmholtz Resonator for Broadband Noise Control." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61179.

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This paper presents the development of adaptive Helmholtz resonators aimed at controlling broadband disturbance for the reduction of noise transmission into rocket payload fairing. Helmholtz resonators are commonly used for narrow band control application and so are designed to present the lowest amount of damping yielding maximum impedance. For this particular application however, optimal damping ratios usually superior to 4% are required. This relatively high level of damping permits more lightweight and compact design options to be considered that are not possible for low damping applications. Two design solutions are presented. The first tunes the resonator by varying the length of an accordion neck. The second varies the HR opening using an iris diaphragm. The characteristics of these two devices are measured, and a solution to maintain the damping level relatively constant is also proposed. Finally, experimental result obtained in a large cylinder representative of a payload fairing using 8 adaptive resonators is presented.
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Palma, Gabriel, Ana Aquino, Patricia Monticelli, Luciano Verdade, Charles Markham, and Rafael Moral. "A machine vision system for avian song classification with CNN’s." In 24th Irish Machine Vision and Image Processing Conference. Irish Pattern Recognition and Classification Society, 2022. http://dx.doi.org/10.56541/mhzn4111.

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Soundscape ecologists aim to study the acoustic characteristics of an area that reflects natural processes [Schafer, 1977]. These sounds can be interpreted as biological (biophony), geophysical (geophony), and human-produced (anthrophony) [Pijanowski et al., 2011]. A common task is to use sounds to identify species based on the frequency content of a given signal. This signal can be further converted into spectrograms enabling other types of analysis to automate the identification of species. Based on the promising results of deep learning methods, such as Convolution Neural Networks (CNNs) in image classification, here we propose the use of a pre-trained VGG16 CNN architecture to identify two nocturnal avian species, namely Antrostomus rufus and Megascops choliba, commonly encountered in Brazilian forests. Monitoring the abundance of these species is important to ecologists to develop conservation programmes, detect environmental disturbances and assess the impact of human action. Specialists recorded sounds in 16-bit wave files at a sampling rate of 44Hz and classified the presence of these species. With the classified wave files, we created additional classes to visualise the performance of the VGG16 CNN architecture for detecting both species. We end up with six categories containing 60 seconds of audio of species vocalisation combinations and background only sounds. We produced spectrograms using the information from each RGB channel, only one channel (grey-scale), and applied the histogram equalisation technique to the grey-scale images. A comparison of the system performance using histogram equalised images and unmodified images was made. Histogram equalisation improves the contrast, and so the visibility to the human observer. Investigating the effect of histogram equalisation on the performance of the CNN was a feature of this study. Moreover, to show the practical application of our work, we created 51 minutes of audio, which contains more noise than the presence of both species (a scenario commonly encountered in field surveys). Our results showed that the trained VGG16 CNN produced, after 8000 epochs, a training accuracy of 100% for the three approaches. The test accuracy was 80.64%, 75.26%, and 67.74% for the RGB, grey-scaled, and histogram equalised approaches. The method’s accuracy on the synthetic audio file of 51 minutes was 92.15%. This accuracy level reveals the potential of CNN architectures in automating species detection and identification by sound using passive monitoring. Our results suggest that using coloured images to represent the spectrogram better generalises the classification than grey-scale and histogram equalised images. This study might develop future avian monitoring programmes based on passive sound recording, which significantly enhances sampling size without increasing cost.
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Gallagher, Sarah, Roxana Tiron, and Frederic Dias. "A Detailed Investigation of the Nearshore Wave Climate and the Nearshore Wave Energy Resource on the West Coast of Ireland." In ASME 2013 32nd International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/omae2013-10719.

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The western coast of Ireland possesses one of the highest wave energy resources in the world and consequently is a promising location for the future deployment of Wave Energy Converters (WECs). Most wave climate studies for this region have focused primarily on the offshore area since it enjoys higher energy densities. However, recent studies have shown that nearshore locations offer a similar potential for the exploitation of wave energy as offshore sites [13]. Furthermore, the proximity of WEC devices to the shore will likely reduce losses in power transport, and facilitate access for maintenance activities. In this context, we analyse the wave climate over a ten year period for several nearshore sites off the Irish West Coast. The wave climate is estimated using a spectral wave model, WaveWatch III, forced with wind and spectral wave data from the ECMWF (European Centre for Medium Range Weather Forecast) operational archive. The wave model is validated with wave buoy data from intermediate to shallow depths (< 60 m). Our focus is on two aspects of the wave climate resource assessment. Firstly, we characterise the directionality of the wave energy resource (mean direction, directional spread) which affects the site selection, design and performance of nearshore WECs. Secondly, we discuss the climate data from the perspective of accessibility for maintenance. When selecting sites for the deployment of WECs, a balance needs to be found between two opposing criteria: the existence of sufficiently long, continuous time intervals of calm sea states (weather windows) which are necessary for maintenance activities to take place, and a high, consistent level of wave energy density, essential for economically viable wave energy extraction.
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8

Sagals, Genadijs, Nebojsa Orbovic, and Thambiayah Nitheanandan. "Applicability of Sub-Modelling Technique for Dynamic Analysis of Concrete Structures With Attached Equipment Under Missile Impact." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16523.

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Abstract This paper describes the work conducted by the Canadian Nuclear Safety Commission (CNSC) related to the numerical simulations of reinforced concrete (RC) structures under deformable missile impact. The current paper is a continuation of the work conducted in the frame of the OECD/NEA* IRIS (Improving Robustness Assessment Methodologies for Structures Impacted by Missiles) Phase 3 benchmark project. The concrete mock-up with two simple structures attached, one welded and another bolted, was built and tested at the VTT Technical Research Centre in Espoo, Finland. This mock-up was impacted by three subsequent missiles with varying velocities in order to obtain the damage accumulation. To examine vibration transmission through the mock-up, the simple structures modelling equipment were attached to the rear wall of the structure, while the missile impact was at the centre of the front wall. The parameters of the missiles and the RC structure were selected to ensure a flexible behaviour of the RC target in the impact area with only moderate damages, specifically cracking and permanent deformation without perforation. The non-linear dynamic behaviour of the reinforced concrete slabs under missile impact was analyzed using the commercial FE code LS-DYNA. A hybrid FE model using both 3-D solid and 2-D shell FE models was developed for the target discretization. Since the ultimate objective of this work is to model the entire structure over long time periods, a simplified combined shell-solid model with distributed (smeared) reinforcement was selected and validated. This model employs solid FE around an impact area and shell FE for the rest of the mock-up. Detailed modelling of a large RC structure with all equipment attached leads to a very large finite element (FE) model. Therefore, two-level FE modelling using sub-modelling approach was employed: first, analyze the vibrations of a reinforced concrete structure with simplified equipment modelling, and second, analyze in detail the equipment connected to it. This approach assumes uncoupled dynamic behaviour of the structure and the equipment. While the sub-modelling technique is commonly used in static analysis, a special sensitivity analysis was conducted to prove the applicability of sub-modelling for impact analysis. Finally, the effect of structural damping was examined and the best possible damping was selected. The selected damping values and sub-models resulted in relatively good agreement with the test results for both global (RC mock-up) and local (equipment) behaviour.
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Reports on the topic "Irish second level"

1

Sheridan, Anne. Annual report on migration and asylum 2016: Ireland. ESRI, November 2017. http://dx.doi.org/10.26504/sustat65.

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The Annual Report on Migration and Asylum 2016 provides an overview of trends, policy developments and significant debates in the area of asylum and migration during 2016 in Ireland. Some important developments in 2016 included: The International Protection Act 2015 was commenced throughout 2016. The single application procedure under the Act came into operation from 31 December 2016. The International Protection Office (IPO) replaced the Office of the Refugee Applications Commissioner (ORAC) from 31 December 2016. The first instance appeals body, the International Protection Appeals Tribunal (IPAT), replacing the Refugee Appeals Tribunal (RAT), was established on 31 December 2016. An online appointments system for all registrations at the Registration Office in Dublin was introduced. An electronic Employment Permits Online System (EPOS) was introduced. The Irish Short Stay Visa Waiver Programme was extended for a further five years to October 2021. The Second National Action Plan to Prevent and Combat Human Trafficking was published. 2016 was the first full year of implementation of the Irish Refugee Protection Programme (IRPP). A total of 240 persons were relocated to Ireland from Greece under the relocation strand of the programme and 356 persons were resettled to Ireland. Following an Oireachtas motion, the Government agreed to allocate up to 200 places to unaccompanied minors who had been living in the former migrant camp in Calais and who expressed a wish to come to Ireland. This figure is included in the overall total under the IRPP. Ireland and Jordan were appointed as co-facilitators in February 2016 to conduct preparatory negotiations for the UN high level Summit for Refugees and Migrants. The New York Declaration, of September 2016, sets out plans to start negotiations for a global compact for safe, orderly and regular migration and a global compact for refugees to be adopted in 2018. Key figures for 2016: There were approximately 115,000 non-EEA nationals with permission to remain in Ireland in 2016 compared to 114,000 at the end of 2015. Net inward migration for non-EU nationals is estimated to be 15,700. The number of newly arriving immigrants increased year-on-year to 84,600 at April 2017 from 82,300 at end April 2016. Non-EU nationals represented 34.8 per cent of this total at end April 2017. A total of 104,572 visas, both long stay and short stay, were issued in 2016. Approximately 4,127 persons were refused entry to Ireland at the external borders. Of these, 396 were subsequently admitted to pursue a protection application. 428 persons were returned from Ireland as part of forced return measures, with 187 availing of voluntary return, of which 143 were assisted by the International Organization for Migration Assisted Voluntary Return Programme. There were 532 permissions of leave to remain granted under section 3 of the Immigration Act 1999 during 2016. A total of 2,244 applications for refugee status were received in 2016, a drop of 32 per cent from 2015 (3,276). 641 subsidiary protection cases were processed and 431 new applications for subsidiary protection were submitted. 358 applications for family reunification in respect of recognised refugees were received. A total of 95 alleged trafficking victims were identified, compared with 78 in 2015.
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