Relevant bibliographies by topics / Polish and Irish students

Academic literature on the topic 'Polish and Irish students'

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

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Journal articles on the topic "Polish and Irish students"

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Gąsior, Weronika. "Cultural Scripts and the Speech Act of Opinions in Irish English: A Study amongst Irish and Polish University Students." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 1 (June 22, 2015): 11–28. http://dx.doi.org/10.4312/elope.12.1.11-28.

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Studies in pragmatics have been limited to a handful of illocutionary acts such as requests, apologies or compliments, and opinions remain underrepresented in the existing literature. In this paper I present the results of a study of opinions in Irish English, conducted in an intercultural environment of Irish-Polish interactions. Departing from a traditional approach of speech act realisation studies, I applied the theory of cultural scripts to analyse opinions. In contrasting the Irish and Polish formulas for expressing opinions, as well as sociopragmatic attitudes towards this speech act, a difference in the cultural scripts for opinions in each culture was observable. Apart from already documented Polish frankness in opinions, the study discovered also a rational approach to presenting good arguments to support one’s assertions among the participants. In relation to the Irish script for opinions, the findings are in line with previous classifications of opinions in Australian English, showing a certain level of variational uniformity amongst the English-speaking cultures in this regard.
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Gmerek, Katarzyna. "Shane Leslie and the Irish Support for Language Struggle in Poland." Studia Celtica Posnaniensia 3, no. 1 (January 1, 2018): 89–108. http://dx.doi.org/10.2478/scp-2018-0005.

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Abstract This paper tells a little known story of the collecting and delivery of signatures of Irish school children from the northern part of Ireland as an act of moral support for Polish students on strike in defense of the Polish language at schools in the Prussian partition of Poland, in the first decade of the 20th century (Płygawko 1991). The bound signatures are in the Czartoryski Museum in Cracow, Poland, but the information about the action has not been found in Irish sources, and the Polish signatures collected in response seem to be missing. The role of the organizer of the initiative, Shane Leslie, is emphasized in this paper. It describes the background of this exchange of sympathy, and discusses possible reasons why the story remains obscure.
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Bush, Jonathan. "Lay Catholic Support for Exiled Polish Intellectuals in Britain, 1942–1962." Downside Review 135, no. 4 (October 2017): 199–222. http://dx.doi.org/10.1177/0012580617735778.

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This article examines the hitherto unexplored role of lay Catholics in the tertiary education of Polish exiles in Britain, from the early 1940s to the beginning of the Second Vatican Council in 1962. It will examine the work of the Newman Association, a predominantly lay Catholic graduate society, as a case study to reveal how lay activism towards European exiles was influenced by a range of social, theological and political factors. It will highlight the ways in which support for Polish Catholic education could be manifested, including the establishment of a cultural hub in London, a scholarship programme to assist Polish students in British and Irish universities, and the development of cultural links with individuals and organisations within Poland. Ultimately, this article demonstrates the growing confidence of educated lay Catholics in breaking out of their historically subordinate role within the English Catholic Church in the years prior to Vatican II.
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Murray, Peter. "An Irish Sociology Professor Writes a Student Reference, May 1958." Irish Journal of Sociology 22, no. 2 (November 2014): 96–101. http://dx.doi.org/10.7227/ijs.22.2.6.

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From the Dublin Diocesan Archives a May 1958 letter from Maynooth Sociology Professor Jeremiah Newman to the Director of the Dublin Institute of Catholic Sociology appraises the contribution that a group of students about to be ordained for the Dublin archdiocese might best make to the Institute's work. A Cold War context of politico-ideological struggle links this peculiarly Irish epistle with an international literature concerning letters of recommendation and reports to police agencies about practitioners of sociology.
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Rawther, Fathima, Sophie Bondje, Anisah Rahman, Adelaide Duku, Selani Gooneratne, Matthew Beck, Surajdeep Ubhi, Christina Gleeson, Bharathy Kumaravel, and Joanne Harris. "Community immersion project to enhance medical students understanding of the health needs of the most vulnerable in the community." BMJ Leader 6, no. 1 (March 25, 2021): 60–63. http://dx.doi.org/10.1136/leader-2020-000382.

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AIM: A group of eight fourth year medical students formed the ‘UBMS public health crew’ to conduct a community immersion project within elderly ethnic minority communities. The aim of the study was to understand their health perceptions regarding influenza vaccinations and learn about the enablers and barriers in accessing the vaccination.METHODOLOGY: Interviews were held by the students at community lunch clubs with the help of questionnaires.RESULTS: 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey.CONCLUSION: This project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.RESULTS: 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey. this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.METHODS: Interviews were held by the students at community lunch clubs with the help of questionnaires. 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey which found that this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.AIM: A group of eight fourth year medical students formed the ‘UBMS public health crew’ to conduct a community immersion project within elderly ethnic minority communities. The aim of the study was to understand their health perceptions regarding influenza vaccinations and learn about the enablers and barriers in accessing the vaccination. Interviews were held by the students at community lunch clubs with the help of questionnaires. 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey which found that this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.
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Hogan, Pádraig, and Mykhailo Boichenko. "Education as a calling and way of life: Interview with Doctor Pádraig Hogan. October 19 – December 17, 2021." Filosofiya osvity. Philosophy of Education 27, no. 2 (March 2, 2022): 257–65. http://dx.doi.org/10.31874/2309-1606-2021-27-2-15.

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This paper presents an interview with Pádraig Hogan – a prominent Irish educator and researcher in the field of pedagogy, well-known in the European Union and beyond it. This interview is an echo of discussions at an International Conference – The 9th Congress of the Philosophy of Education Society of Poland “Education and the State” on September 24-26 2001 in Krakow, organized by the Institute of Pedagogy at the Jagiellonian University, the B. F. Trentowsky Society of Philosophical Pedagogy, the Polish Philosophical Society and other authorities. Pádraig Hogan opened this Congress with a report “Uncovering Education as a Practice in its Own Right”. Pádraig Hogan is a Professor-Emeritus of the National University of Ireland Maynooth. He has a keen research interest in the quality of educational experience and in what makes learning environments conducive to fruitful learning. Now he is an active participant in several international scientific-educational researches. For a long period (from 2003) he was leader of the research and development programme ‘Teaching and Learning for the 21st Century’ (TL21), a schools-university initiative. His books include The Custody and Courtship of Experience: Western Education in Philosophical Perspective (1995); The New Significance of Learning: Imagination’s Heartwork (2010); Towards a better Future: A Review of the Irish School System (co-authored with J. Coolahan, S. Drudy, Á. Hyland and S. McGuinness, 2017). To date he has published over 130 research items, including books, journal articles, book chapters and commissioned pieces. This interview give answers on the questions about topicality of personal education, issues of educational experience, cognitive and emotional aspects of the communication of teacher and students, perspectives and limits of educational hermeneutics and the best maintenance of educational traditions.
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Stalmaszczyk, Piotr. "Celtic Studies in Poland: Recent Themes and Developments." Studia Celto-Slavica 1 (2006): 43–59. http://dx.doi.org/10.54586/wmro7332.

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Though works devoted to various aspects of Celtic philology and history appeared in Poland already by the end of the 19th century, it is Stefan Czarnowski (1879–1937) who deserves to be called the forerunner of Celtic studies in Poland. Czarnowski, the author of numerous studies on sociology, religion, history and theory of culture, also published several articles devoted to Celtic issues, especially literature and religion, and translations of specimens of Celtic literatures. However, his most important achievement in the field of Celtology was Le culte des héros et ses conditions sociales: Saint-Patrick, Héros national de l’Irlande (Paris 1919), an historical and sociological study of St. Patrick and mediaeval Ireland, in which he followed the methodological assumptions worked out by Émile Durkheim. Though published more than eighty years ago, this study has lost very little of its value and importance, and still deserves to be closely analysed. Today, several Polish scholars and institutions conduct research pertinent to Celtic Studies: most notably at the Chair of Celtic Studies at the Catholic University of Lublin, the only place in Poland where regular courses in modern Irish and Welsh have been offered, and where vigorous research, especially in the phonology of the Celtic languages is conducted. Also other universities offer more or less regular courses and seminars, such as the ‘Introduction to Celtic Studies Seminar’ at the Department of English Language at Łódź University. Hopefully, the future will see more of such initiatives. In the paper, I also stress the importance and appropriateness of providing information about Celtic Studies to students of English.
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Zulkifli, Juliana, Brad Noel, Deirdre Bennett, Siun O’Flynn, and Colm O’Tuathaigh. "Medical students’ perceptions of professional misconduct: relationship with typology and year of programme." Journal of Medical Ethics 44, no. 2 (August 5, 2017): 133–37. http://dx.doi.org/10.1136/medethics-2016-104003.

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AimTo examine the contribution of programme year and demographic factors to medical students’ perceptions of evidence-based classification categories of professional misconduct.MethodsStudents at an Irish medical school were administered a cross-sectional survey comprising 31 vignettes of professional misconduct, which mapped onto a 12-category classification system. Students scored each item using a 5-point Likert scale, where 1 represents the least severe form of misconduct and 5 the most severe.ResultsOf the 1012 eligible respondents, 561 students completed the survey, providing a response rate of 55%. Items pertaining to disclosure of conflict of interest were ranked as the least severe examples of professional misconduct, and this perception was highest among finalyear students. While ratings of severity declined for items related to ‘inappropriate conduct not in relation to patient’ and ‘inappropriate use of social media’ between years 1 and 3, ratings for both categories increased again among clinical cycle (fourth and final year) students.ConclusionsIncreased clinical exposure during years 4 and 5 of the undergraduate programme was associated with better recognition of the importance of selected professional domains. Disclosure of conflict of interest is identified as an area of medical professionalism that requires greater emphasis for students who are at the point of transition from student to doctor.
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Goggins, Jamie, and Magdalena Hajdukiewicz. "The Role of Community-Engaged Learning in Engineering Education for Sustainable Development." Sustainability 14, no. 13 (July 5, 2022): 8208. http://dx.doi.org/10.3390/su14138208.

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This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day.
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Manzano-Sánchez, David, Noelia Belando-Pedreño, and Alfonso Valero-Valenzuela. "Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility." Sustainability 14, no. 14 (July 8, 2022): 8380. http://dx.doi.org/10.3390/su14148380.

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The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor’s degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students’ previous experiences must be taken into account.
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Dissertations / Theses on the topic "Polish and Irish students"

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Bełza, Anna. "A questionnaire-based comparative study of Irish English and Polish speech act of requesting." Doctoral thesis, Katowice : Uniwersytet Śląski, 2008. http://hdl.handle.net/20.500.12128/5206.

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Przedmiotem niniejszej rozprawy doktorskiej jest analiza porównawcza jednego z grzecznościowych aktów mowy, a konkretnie, aktu mowy wyrażania próśb w komunikacji interpersonalnej pomiędzy przedstawicielami dwóch różnych społeczności językowo-kulturowych: irlandzkiej i polskiej. Autorka przeprowadziła pragmatyczna analizę kontrastywną próśb używanych w różnych kontekstach w angielszczyźnie irlandzkiej oraz w języku polskim, ze szczególnym uwzględnieniem różnic i podobieństw na płaszczyźnie leksykalnosyntaktycznej. Badanie miało również charakter ilościowy – dla lepszego zilustrowania dyskutowanych zagadnień uzyskany materiał empiryczny został przeanalizowany procentowo, a następnie przedstawiony w postaci tabel oraz wykresów. Praca składa się ze wstępu, pięciu rozdziałów, konkluzji, bibliografii oraz dodatku zawierającego kwestionariusz, który stanowi podstawę analizy. Rozdział pierwszy przedstawia zarys historyczny rozwoju Językoznawstwa kontastywnego, przybliża również definicje podstawowych pojęć związanych z wyżej wymienioną dziedziną nauki o języku. W rozdziale drugim opisane zostały językoznawcze teorie aktów mowy Austina (1962) i Searla (1969), ze szczególnym uwzględnieniem próśb. Wprowadzone zostało tutaj także pojęcie pośrednich aktów mowy używanych w celu nakłonienia rozmówcy do wykonania danej czynności. Rozdział trzeci omawia teorie komunikacyjne – zasadę kooperacji Grice’a (1975), podkreśla jej istotną rolę w rozwoju późniejszych badań, które doprowadziły do powstania wielu nowych studiów mających na celu poszerzenie dotychczasowych maksym i reguł konwersacyjnych. Po przedstawieniu Teorii Relewancji Sperbara i Wilsona (1986), opisane zostały teorie grzeczności (zasady grzeczności sformułowane przez Lakoff (1973), teorie grzeczności Leecha (1980, 1983), Brona i Levinsona (1987)). W rozdziale tym nawiązano również do kulturowych systemów wartości charakterystycznych dla kultury irlandzkiej i polskiej. Rozdział czwarty zawiera pragmatyczną analizę kontrastywną próśb w języku angielskim i polskim. Omawia poszczególne strategie wyrażania wyżej wymienionego aktu mowy w obu językach. W celu usystematyzowania poszczególnych typów strategii, posłużono się schematem kodowania próśb, który stworzono na potrzeby międzynarodowego projektu CCSARP (1989). W związku ze stosunkowo mała ilością dostępnej literatury zajmującej się badaniem próśb w angielszczyźnie irlandzkiej, autorka wykorzystuje tutaj materiał językowy uzyskany przez językoznawców na drodze badań różnych dialektów języka angielskiego. W rozdziale piątym niniejszej rozprawy doktorskiej przedstawiono opis przeprowadzonego projektu. Na wstępie podane są: cele podjętego badania, charakterystyka uczestników oraz metodologia badania, która stanowiła podstawę badań i nakreśliła tok analizy. Przeanalizowano wszystkie sytuacje zawarte w kwestionariuszu, scharakteryzowano nie tylko poszczególne strategie realizacji aktu prośby użytego przez respondentów w podanych kontekstach, lecz także typy modyfikacji owych próśb pojawiających się w uzyskanym materiale językowym. Całość rozważań podsumowana jest w konkluzjach końcowych. Jak wykazała analiza zebranego materiału empirycznego, odmienna realizacja próśb w badanych językach może wynikać z odmiennych wartości kulturowych postrzeganych przez przedstawicieli danej grupy językowo-kulturowej. Dla przykładu przeważający indywidualizm w kulturze anglosaskiej, a kolektywizm w kulturze polskiej ma wpływ na sposób formułowania próśb – irlandzkie prośby są pośrednimi aktami mowy, formułowanymi za pomocą konstrukcji zdań pytających, chroniącymi „twarz” mówców oraz słuchaczy, natomiast polskie prośby występują często w postaci trybu rozkazującego, który nie narusza reguł uprzejmości i jest akceptowany w kulturze polskiej. Dystans do władzy – stosunkowo wysoki w kulturze polskiej, a niski w kulturze irlandzkiej znajduje również swoje odzwierciedlenie w sposobie formułowania aktu prośby. Ponadto analiza leksykalno-syntaktyczna oraz pragmatyczna próśb dowiodła, iż teza Leecha (1980) mówiąca, że bezpośredniość wypowiedzi jest odwrotnie proporcjonalna do jej grzeczności została podważona. Stwierdzenie to może być prawdziwe dla kultury anglosaskiej, ale niekoniecznie dla polskiej. Pomimo, iż przedmiotem badań był tylko jeden akt mowy, autorka ma nadzieję, iż analiza materiału empirycznego może zostać wykorzystana w dalszych badaniach z zakresu językoznawstwa kontastywnego, pragmatyki oraz komunikacji międzykulturowej. Z wyników przeprowadzonych badań będą mogli skorzystać zarówno nauczyciele języków obcych, tłumacze, osoby uczące się języków obcych, jak i przeciętni użytkownicy języka, którym zależy na poprawnym komunikowaniu się z uwzględnieniem form grzecznościowych stosowanych w określonej kulturze.
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Bruen, Teresa. "'Mature students' narratives of Irish higher education : a critical Bourdieusian analysis." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6316/.

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This thesis examines the experiences of mature students on entering Higher Education within the Republic of Ireland. The research question is “What do the experiences of mature students who are undertaking an under graduate degree programme in applied social studies reveal about the field of Higher Education in the Republic of Ireland?” A narrative approach was employed drawing on data from the narratives of 6 mature students within an Institute of Higher Education within the West of Ireland. The conceptual framework for the inquiry is built on Bourdieu’s Theory of Practice, particularly the concepts of habitus, capital and field. Six key themes emerged from the narratives these were; Experiences of first and second level education; Family support; Going to college; Balancing study and work and family commitments; Supportive networks; Pleasant surprise. The lack of economic, social and cultural capital and the disparity between their habitus and the institutional habitus impacted upon their experiences of Higher Education. They revealed the difficulties faced when trying to amass social capital, managing the transition of first year in Higher Education and the challenges they faced due to lack of cultural and economic capital. The field of Higher Education is uncompromising in terms of curricula delivery and time commitments which did not at times suit the lives of the mature students. However the mature students were pleasantly surprised by their experiences of Higher Education particularly because of the pedagogical practices of shared learning and a sense of equality between the academic staff and the mature student The narratives revealed the need to consider the overall structure of the field of Higher Education aligning systemic and structural aspects with mature students’ requirements. Educational policy should address the lack of social, cultural and economic capital through the development of flexible programmes. The habitus of the mature student needs to be valued to enhance pedagogical practice.
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Fitzsimons, Mary Claire. "Irish nursing students' experiences and understanding of reflective practice : a narrative inquiry." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10706/.

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This thesis examines nursing students’ experiences and understanding of reflective practice in the Republic of Ireland. The aim of the study was to provide nurse educators with a deeper insight about reflection from a nursing student’s perspective, with the intention of integrating reflective practice into undergraduate nursing education more effectively. A narrative approach was employed using a convenience sample of eight newly graduated general nurses who had completed the nursing undergraduate four-year Bachelor of Science education programme in a Higher Education Institute in the West of Ireland. A narrative approach had not previously been employed to explore this phenomenon within an Irish context heretofore and therefore contributes to the body of knowledge on reflective practice in nursing. Schön’s methodological framework (1983) of reflective practice was employed for the study. Four themes emerged from the narratives: looking back at practice, seeking support, getting through, and ward reality: tensions and conflict. The data revealed that participants had a positive view of reflective practice and understood reflection to mean looking back at an occurrence to inform future practice. Students also identified models of reflective practice as beneficial in providing guidance to students for reflection. Schön’s reflection-on-action was apparent within the participants’ narratives. However, reflection-in-action was not as evident. Nonetheless participants may have engaged in this process in year four without acknowledging it. The findings indicate that participants positively regarded reflective practice as a method of learning within nurse education. Findings identified that support mechanisms had diverse levels of satisfaction. Clinical Placement Coordinators (CPCs) were considered by the participants as essential for reflective practice. Collegial support was also identified as effective. To a lesser extent the lecturing staff were acknowledged for the classroom teaching of reflective practice and for structured protected reflective time in year four of the programme but were not identified as helpful to the students while on clinical placement. Preceptors were not viewed as a significant source of support by the participants. The findings demonstrated significant variations concerning the facilitation of protected reflective time (PRT) during clinical placements which had previously not been explored within an Irish context. The study also found that the ward culture strongly influenced the facilitation of this time. The more experienced the participant became the less likely it was that PRT was offered. Furthermore, the narratives revealed conflict and confusion among qualified staff nurses about reflective practice which were motivated by power struggles between staff nurses and management. This was compounded by a perceived general lack of knowledge or understanding and value of reflective practice among nursing staff.
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Barry-Joyce, Mary. "The effects of a Logo environment on the metacognitive functioning of Irish students." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396060.

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Долгова, Наталія Олександрівна, Наталия Александровна Долгова, Nataliia Oleksandrivna Dolgova, and N. V. Lourens. "Choreography in the process of physical education of students in Polish universities." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54002.

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In the conditions of the university education reforming in Ukraine, there is an urgent necessity to bring the training-educational activities of educational institutions according to the tasks of the main moral and national principles implementing of Ukraine, providing the unity of consciousness, love to the national culture in the professional and social sphere of life of future generation. Problems of the national education of young people are constantly in the focus of educators, social workers, public and political figures.
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Chambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.

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In Ireland, formal mentoring as a mechanism for supporting student learning in the Teaching Practice (TP) phase of Initial Teacher Education (ITE) is at a developmental stage. The Irish Government appears to support mentoring initiatives in ITE, however, there is little evidence of a clear policy on student teacher learning, and the role of mentoring within it. This study investigates physical education teacher education (PETE) student learning on TP within a community of practice framework. Currently, the process of informal mentoring of PETE students during TP is undertaken by untrained cooperating teachers (CTs) as an unacknowledged gesture of goodwill. This has implications for the quality of PETE student learning during TP and became the subject of this research. Employing a range of qualitative data collection methods, this study focused on one umbrella case study (Greendale University, schools and PETE students) and five individual case studies: tetrads of PETE student, CT, university tutor (UT) and school principal (SP) during one academic year. PETE student learning was investigated from the perspectives of each member of the tetrad and data collected were analysed using grounded theory. Findings from this research concluded that (a) untrained CTs were unsuitable mentors and (b) untrained UTs were inappropriate tutors for PETE students as they both needed teaching expertise, a positive disposition and adequate training to embrace their respective roles. The study also found that within TP, there was a perceived lack of parity between the schools and university, with SPs feeling excluded and taken for granted by the university. This often led to open hostility between CTs and UTs, who were unclear about their respective TP roles. The combination of these factors resulted in PETE students learning the powerful hidden curriculum of TP which encouraged them to learn pedagogical content knowledge (PCK) in an unsupported and often isolated manner.
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Dunican, Enda Noel. "Learning computer programming in Irish third-level institutions : a study of first year students' experiences." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30918.

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Over the last three decades there has been a significant amount of research conducted in the area of novice computer programming. Within the Irish context however, there has been limited amount of research in this area with the vast majority of studies conducted being quantitative in nature. Given the fact that Ireland is becoming hugely dependent on its knowledge economy, the attrition and non-completion rates in computer science reported in both Irish and international studies is becoming a cause for concern. In this study, the actual experiences of Irish novice programming students are presented in the form of a theory and the implications of this theory for the teaching and learning of the subject are discussed. This thesis presents findings from research conducted across four Irish higher education institutes with 31 participants studying first year computer programming as part of a formal course in computing. Data collection and analysis was conducted using the Strauss and Corbin (1988) variation of the Grounded Theory methodology. This model was chosen based on its suitability for inductive theory generation and learner type categorisation. The outcome of this study is a twofold. Firstly, it generates a grounded theory containing the major phenomena experienced by first year programming students. Secondly, it uses this theory to identify a number of novice programming learner types presented in the form of a learning continuum. This thesis analyses the various phenomena experienced by students as they progress through a programming syllabus and how the challenge posed by the subject may affect them in both positive and negative ways.
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Simon, John. "Ireland, from boom to bust : to what extent has the downfall in the Irish economy impacted on Polish migrants living and working in Ireland?" Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28972.

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The need for workers during Ireland’s so-called ‘Celtic Tiger’ era attracted migrants from many countries. In 2004 Ireland opened its borders to the New Member States (NMS) favouring migrant workers from the accession countries. This resulted in migrants from the NMS entering the country seeking employment, the largest group being from Poland. When the Irish economy started to decline in the late 2000s both nationals and migrants started to leave the country. However, many Polish migrants have continued to remain in the country. This thesis explores the reasons why Polish migrants came to Ireland and why they continue to remain in the country despite its economic decline post 2010 when austerity became a reality. This thesis argues that most of those Polish migrants who took part in this study are well educated. Most claim that they have not been discriminated against in terms of their social needs, conditions of employment, salary, or promotion in their place of work. Although they originally migrated to Ireland for economic reasons the recent measurers of austerity introduced since 2010 has not had any major impact on their standard of living. This thesis argues that despite high unemployment and measurers of austerity introduced by the Irish government since 2010, most Polish migrants wish to remain in Ireland because of their quality of life, better job opportunities and personal commitments. It concludes that leaving Ireland is not that simple, their domestic circumstances have now changed, and some have got married, have families and enjoy a better quality of life in Ireland than in Poland. Their decision whether to remain or leave Ireland no longer rests solely with them. They now have to consider their domestic situation, their family’s opinions, and their future. Most are of the opinion that even if they became unemployed while in Ireland they could survive financially and returning to Poland is an option that they do not wish to contemplate.
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Palacz, Michal Adam. "Polish School of Medicine at the University of Edinburgh (1941-1949) : a case study in the transnational history of Polish wartime migration to Great Britain." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/31032.

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More than 400 Polish medical refugees were associated with the Polish School of Medicine (PSM) at the University of Edinburgh between 1941 and 1949. This dissertation argues that the history of the PSM can fully be understood only as a part of the refugees’ broader experience of impelled or forced migration during and immediately after the Second World War. The key findings of this case study demonstrate that the opportunity to study or work at the PSM enabled the majority of Polish exiles to overcome, to a varying extent, their refugee predicament, while medical qualifications, transferable skills and trans-cultural competency obtained in wartime Britain allowed them to pursue professional and academic careers in different countries of post-war settlement, thus in turn contributing to a global circulation of medical knowledge and practice, especially between the University of Edinburgh and Poland. This specific case study contributes to the existing knowledge of Polish wartime migration to Britain in three interrelated ways. Firstly, an overarching transnational approach is used to combine and transcend Polish and British scholarly perspectives on, respectively, emigration or immigration. Secondly, the conceptual insularity of the existing literature on the topic is challenged by analysing archival, published and digital sources pertaining to the PSM with the help of various theoretical models and concepts borrowed from forced migration and diaspora studies. Thirdly, the conventional historiography of Polish-British wartime relations is challenged by emphasising the genuinely global ramifications of the PSM’s history. By interpreting the history of the PSM with the help of different analytical tools, such as Kunz’s and Johansson’s models of refugee movement and Tweed’s theory of diasporic religion, this dissertation provides a conceptual blueprint for further research on Polish wartime migration to Britain. In turn, this case study contributes to the development of forced migration and diaspora studies not only by empirically testing the explanatory power of existing theoretical models, but also by suggesting possible new conceptual avenues, such as analysing the pre-existing trans-cultural experiences of both Polish medical refugees and their hosts at the University of Edinburgh, and adding to the ‘triadic relationship’ of diaspora, homeland and host society a fourth dimension, i.e. conflict and cooperation between different migrant or refugee communities within the same host society.
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Gormley, Brian. "Commuting versus resident students : differences in Irish student engagement, social and living conditions based on place of residence." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13603/.

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This is the first study into resident students and commuter students in Ireland and was carried out to facilitate a more informed and targeted approach to supporting specific student groups. The research is based on secondary data analysis of three national Eurostudent surveys undertaken in 2006, 2009 and 2013. Four different student groups were studied to examine differences in their living and social conditions and their levels of student engagement. The groups were: resident students; those living with their parents; renters; and home-owners. Much of the previous research into student residential arrangements has taken place in the US, and this study finds that the US research may not be applicable to the Irish situation. The research indicates that, contrary to research from the US and the UK, students who live with their parents in Ireland are not from lower socio-economic groups. Indeed, they rank highest on many socio-economic indicators. As annual household income increases, the likelihood of a student living with their parents increases. It was also found that student halls in Ireland primarily serve students from higher socio-economic groups, and do not appear to serve the needs of mature students, who are more likely to own their own home or rent. International research indicates that living in student halls has a positive impact on student engagement, which is not supported by this research. Students living on-campus spend a lower amount of time in educationally purposeful activities than average. Those in rented accommodation or home-owners spend the most time on these activities. However, resident students do spend the most amount of time on college activities (extra-curricular), which is positive for student engagement. Resident students are more likely to drink, consume more alcohol than students in other living arrangements, and are more likely to exceed safe limits for alcohol consumption on a regular basis. Several recommendations are made to improve the student engagement of the different groups.
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Books on the topic "Polish and Irish students"

1

Michael, Morley, and Foley Edel, eds. Modern management: Theory and practice for Irish students. 3rd ed. Dublin: Gill & Macmillan, 2006.

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Chambers, Ron. Justice and jellybeans: From Ulster policeman to Otago University proctor. Edited by Sorrell Paul and Gilks Alex. Dunedin, N.Z: Missing Stocks Press, 2006.

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Daniel, McCarthy. Modern economics for Irish students. Dublin: Mentor Publications, 1992.

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Carolan, Bruce. EU law for Irish students. Dublin: Gill & Macmillan, 2004.

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Nursing law for Irish students. Dublin: Gill and Macmillan, 2005.

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Marketing: An introduction for Irish students. 3rd ed. Dublin: Gill & Macmillan, 2007.

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Egger, Sabine. Polish-Irish encounters in the old and new Europe. Oxford: Peter Lang, 2011.

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Europeizacja w diasporze: Studenci polscy na uczelniach w Londynie po 2004 roku. Warszawa: Wydawnictwo IFiS PAN, 2013.

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Bednarski, Zenobiusz Michał. Polacy na Wydziale Lekarskim Uniwersytetu Dorpacko-Jurjewskiego w latach 1889-1918 i Estońskiego Uniwersytetu Narodowego w latach 1919-1940. Olsztyn: Ośrodek Badań Nauk. im. Wojciecha Kętrzyńskiego, 2005.

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Siobhán, Tiernan, Morley Michael, and Foley Edel, eds. Modern management: Theory and practice for Irish students. Dublin: Gill & Macmillan, 1996.

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Book chapters on the topic "Polish and Irish students"

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O’Donoghue, Tom, and Teresa O’Doherty. "Schooling of Students from the Gaeltacht and the National Policy of “Saving the Language” Through All Primary Schools, 1922–1965." In Irish Speakers and Schooling in the Gaeltacht, 1900 to the Present, 97–133. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26021-7_5.

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Marciniak, Mateusz. "Social and civic engagement of students versus risky behaviours." In Polish Students and Alcohol, 129–52. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.129.

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Pyżalski, Jacek. "Alcohol intake by students and alcohol-related problems." In Polish Students and Alcohol, 53–62. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.53.

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Pyżalski, Jacek. "Introduction and Methodology." In Polish Students and Alcohol, 7–26. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.7.

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Walter, Natalia, and Jacek Pyżalski. "The activity of students on the Internet." In Polish Students and Alcohol, 109–28. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.109.

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Karmolińska-Jagodzik, Ewa. "The ability of students to cope with stress and the abuse of alcohol." In Polish Students and Alcohol, 71–80. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.71.

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Karmolińska-Jagodzik, Ewa, and Natalia Walter. "Description of the early adulthood period." In Polish Students and Alcohol, 27–36. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.27.

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Pyżalski, Jacek. "Other health-related behaviours of students." In Polish Students and Alcohol, 63–70. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.63.

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Karmolińska-Jagodzik, Ewa. "Depressive disorders among the surveyed students." In Polish Students and Alcohol, 81–98. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.81.

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Cybal-Michalska, Agnieszka. "Identity problem solving by students." In Polish Students and Alcohol, 153–62. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.153.

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Conference papers on the topic "Polish and Irish students"

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Brown, Ken, Ana Paula Lopes, Filomena Soares, Viola Larionova, Anna Cellmer, and Jarkko Hurme Hurme. "PERCEPTIONS, BELIEFS, AND ATTITUDES OF FIRST YEAR THIRD-LEVEL STUDENTS: AN EMPIRICAL STUDY OF PORTUGUESE, RUSSIAN, POLISH, FINNISH, AND IRISH STUDENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0301.

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O'Sullivan, Katriona, Gareth Burns, and Niamh Bird. "Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9409.

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Recognition of the growing homogeneity of the Irish teaching body (Keane & Heinz, 2016), and increasing awareness of the positive impact a more diverse teaching population have on disadvantaged and diverse students’ educational engagement, has precipitated an Irish policy response which has included funding a university foundation course (FC) which supports students who are underrepresented in teaching, to progress into initial teacher education (ITE).There is a dearth of empirical research on who is accessing these interventions, and how these students differ from those who ‘usually’ apply to and enter ITE directly. Consequently, in September 2018, twenty FC students and eighteen students from the direct entry group completed an on-line survey in order to compare the demographic make of both groups.The results of the descriptive analysis indicate that students utilising the ITE FC are more diverse in ethnicity, disability status and academic history, and have greater levels of disadvantage in terms of family history of education and family occupation than those entering ITE directly. These results highlight the value of utilising alternative entry routes to ITE, and their potential to support those disadvantaged and underrepresented to take the initial step into ITE.
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Azcona, David, Owen Corrigan, Philip Scanlon, and Alan F. Smeaton. "Innovative Learning Analytics Research at a data-driven HEI." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5245.

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A university campus is comprised of Schools and Faculties attended by students whose primary intention is to learn and ultimately graduate with their desired qualification. From the moment students apply to a university and thereafter gain acceptance and attend the campus they create a unique digital footprint of themselves within the university IT systems. Students’ digital footprints are a source of data that is of interest to groups including teachers, analysts, administrators and policy makers in the education, sociology, and pedagogy domains. Learning analytics can offer tools to mine such data producing actionable knowledge for purposes of improving student retention, curriculum enhancement, student progress and feedback, and administrative evolution. In this paper, we summarise three ongoing Learning Analytics projects from an Irish university, demonstrating the potential that exists to enhance Higher Education pedagogical approaches. First year students often struggle with making the transition into University as they adapt to life and study at a Higher Education Institution. The research projects in the area of Learning Analytics at our institution focus on: improving test performance using analytics from a general-purpose VLE like Moodle, identifying studying groups and the performance peer effect using on-campus geolocation data, and detecting lower-performing or at-risk students on programming modules.
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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.

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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.
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Butler, Tom. "A Case Study of Social and Corporate Responsibility in Bridging the Digital Divide." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2450.

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Being on the wrong side of the digital divide limits the life chances of the socially excluded, who have had neither the wherewithal nor the opportunity to obtain highly paid, skilled positions in IT. Irish policy makers see education as the solution to this problem. However, providing institutional support for third level education in IT for the socially disadvantaged poses significant challenges. This paper describes these problems and explains how they were overcome in implementing an undergraduate university course. This diploma course has been an unqualified success has achieved its objectives and those of the policy makers who instituted it. However, what made it so was the commitment of concerned stakeholders, from members of the executive steering committee who developed and implemented the course, to the lecturers who delivered it, and the students who participated in it.
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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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Chmielarz, Witold, and Marek Zborowski. "CLOUD COMPUTING AND FOG COMPUTING IN POLISH STUDENTS' CONSCIOUSNESS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0265.

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Cleary, Yvonne, and Ann Marcus-Quinn. "Use of m-learning among Irish technical communication students." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235836.

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Chmielarz, Witold, and Marek Zborowski. "THE AWARENESS OF THE INTERNET OF THINGS AMONG POLISH STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0123.

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Jóźwik, Agnieszka, and Feng Shi. "Analysis of monosyllabic tones in Mandarin Chinese produced by Polish students." In 9th International Conference on Speech Prosody 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/speechprosody.2018-193.

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Reports on the topic "Polish and Irish students"

1

Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».
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