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2019 PROSPECTUS UNDERGRADUATE TRINITY COLLEGE DUBLIN, THE UNIVERSITY OF DUBLIN UNDERGRADUATE PROSPECTUS 2019 Contents GENERAL INFORMATION 2 The Trinity Education Welcome to 2 #ThinkTrinity 10 Trinity: A University for Ireland… a University for the World! 11 Trinity’s Location 12 Student Life at Trinity Trinity 12 Your First Year in Trinity 13 Student Entertainment 14 Students’ Union 14 Student Societies 15 Trinity Publication 16 Trinity Sport 17 Accommodation 18 A Global Campus 19 Places to Eat and Relax 19 A Sustainable Campus 19 An Ghaeilge/The Irish Language 20 Your Support Network 20 Personal Tutor 20 Student Mentors 21 Access Services 21 Mature Students Officer 21 Disability Service 22 Students’ Union Supports 22 Health Service 23 Student Counselling Service 23 Chaplaincy 23 Day Nursery 24 Your Learning Supports 24 Supporting your Transition from Second-Level 24 A World-Class Library 25 IT Services 26 Starting your Career 30 A Global Education 31 Open Day 2018 32 Find Out More About Trinity 32 EU Students 32 Higher Education Fairs in Ireland 32 School Visits 32 Visiting Trinity and Campus Tours 32 Mature Students 32 Transition Year Programmes and Summer Schools 33 Non-EU Students 33 International Students’ Supports 33 Visit Trinity 33 Meeting Trinity Staff in Your Region 34 Admission Requirements 34 The Trinity International Foundation Programme 244 Fees, Financial Support and Scholarships 246 How to Apply 249 Non-European Union (Non-EU) Student Admissions 254 National Framework of Qualifications 255 Admission Requirements 263 Alert List for Guidance Professionals ARTS, HUMANITIES AND SOCIAL SCIENCES 38 Global Business 66 Economics (Joint Honours) 96 Modern Languages 40 Business, Economic and Social Studies 68 English Studies 98 French (Joint Honours) (B.E.S.S.) 68 English Literature (Joint Honours) 100 German (Joint Honours) Business Studies and a Language 44 102 Irish (French, German, Russian, Polish or 70 European Studies Spanish) 72 Film Studies (Joint Honours) 104 Italian (Joint Honours) Russian (Joint Honours) 140 Business: Computer Science and 74 Geography (Joint Honours) 106 Business 108 Spanish (Joint Honours) 76 History 46 Classics, Ancient History and 110 Modern Language and a subject Archaeology 76 History (Joint Honours) 112 Music 48 Classics: Ancient History and 78 History: Ancient and Medieval Archaeology (Joint Honours) History and Culture 112 Music (Joint Honours) 50 Classics: Classical Civilisation 80 History and Political Science 114 Music Education (Joint Honours) 82 History of Art and Architecture 116 Philosophy (Joint Honours) 52 Classics: Classical Languages 116 Philosophy (Joint Honours) (Joint Honours) 84 Law 118 Philosophy, Political Science, Clinical Speech and Language Studies 54 86 Law and a Language Economics and Sociology (P.P.E.S.) (French or German) 142 Computer Science and Language 120 Political Science 56 Deaf Studies 88 Law and Business 122 Political Science and Geography 58 Drama and Theatre Studies 90 Law and Political Science 124 Psychology 58 Drama Studies (Joint Honours) 208 Mathematics (Joint Honours) 126 Religion 60 Drama: Bachelor in Acting (non-CAO) 92 Middle Eastern and European 126 Religion (Joint Honours) Languages and Cultures 62 Drama: Diploma in Acting and Theatre 128 Social Studies (Social Work) (non-CAO) 94 Middle Eastern, Jewish and Islamic Civilisations (Joint Honours) 130 Sociology (Joint Honours) Drama: Bachelor in Stage Management Sociology and Social Policy 64 and Technical Theatre (non-CAO) 132 134 Trinity College Dublin and Columbia University Dual BA Programme ENGINEERING, Science and Mathematics HEALTH SCIENCES MATHEMATICS 158 Science 160 Biology and Biomedical Sciences 54 Clinical Speech and Language Studies AND SCIENCE with specialisations in: 214 Dentistry 162 Biochemistry Computer Science 164 Botany 214 Dental Hygiene 138 Computer Science 166 Environmental Sciences 216 Dental Nursing Computer Science and Business 168 Genetics 140 218 Dental Science Human Genetics 142 Computer Science and Language 170 172 Immunology 220 Dental Technology 144 Management Science and Information Microbiology Systems Studies (M.S.I.S.S.) 174 222 Dental: Orthodontic Therapy 176 Molecular Medicine 224 Human Health and Disease Engineering 178 Neuroscience 180 Physiology 226 Human Nutrition and Dietetics 146 Engineering (common entry), with specialisations in: 182 Zoology 228 Medicine Chemical Sciences with 184 Nursing 150 Biomedical Engineering specialisations in: 230 General Nursing 151 Civil, Structural and 186 Chemistry 230 Environmental Engineering 188 Chemistry with Molecular 230 General Nursing (Adelaide) Modelling 152 Computer Engineering 190 Medicinal Chemistry 230 Mental Health Nursing 153 Electronic Engineering 192 Nanoscience 230 Intellectual Disability Nursing Geography and Geoscience with 154 Electronic and Computer 194 Integrated Children’s and Engineering specialisations in: 230 General Nursing 196 Geography Mechanical and Manufacturing Midwifery 155 Geoscience 234 Engineering 198 200 Physical Sciences with 236 Occupational Therapy 156 Engineering with Management specialisations in: 238 Pharmacy 202 Physics 204 Physics and Astrophysics 240 Physiotherapy 206 Nanoscience 242 Radiation Therapy 208 Mathematics 210 Theoretical Physics Ranked as Ireland’s leading university 104th QS World University Rankings 2018 1592 Year in which Trinity was World ranking founded QS World University Rankings 2018/2019 18,000+ Students in Trinity 2of the 6student% body are from more than 120 countries from outside of Ireland 300+ Erasmus & worldwide Size in acres of student exchange Trinity’s main campus agreements 47 Trinity Students in Key Facts Trinity from all #ThinkTrinity counties in Ireland 32 170+ Sports clubs and Student societies % international 39academic sta 6,000,000 Number of printed books in Trinity's libraries 27th in the world and Dublin’s world ranking 1st in Ireland for th for Best Student Cities international outlook 34 QS Rankings 2018 Times Higher Education Rankings 2018 2 Trinity College Dublin, The University of Dublin General Information The Trinity Education World class education Ireland’s Research- top centred at university every level Think Global # Trinity Flexible citizenship career path At the centre of Supportive things community TRINITY GRADUATE ATTRIBUTES To Think To Communicate To Develop To Act Independently E ectively Continuously Responsibly www.tcd.ie/study 3 Experience world class education Trinity education fosters in our students a life-long desire for knowledge and understanding, a capacity for creativity and innovation, cross-cultural awareness and a sense of global citizenship. › At Trinity, we provide a liberal environment where independence of thought is highly valued and where all are encouraged to achieve their full potential. We believe that creativity is born out of debate and questioning, and we encourage our students to question and challenge the status quo. › As we have for generations, we will continue to educate our students to be leaders in intellectual, cultural, social, political and economic life. A Trinity Education extends beyond the classroom and embraces co- and extra-curricular activity within the Student Experience, facilitating student internships with multi-national industry partners. › Trinity promotes diversity and inclusivity, creating a community based on collegiality and where everyone is encouraged to use their talents to realise their potential. Our international partnerships with leading universities and Study Abroad opportunities enable you to travel internationally to experience other cultures. Trinity can offer you a world class education at Ireland’s leading University. Be in a research-centred environment At Trinity, you will be given the opportunity to work with and learn from global leaders in research, to benefit from their experience and networks. › As the only Irish member of the prestigious League of 23 European Research Universities (LERU), Trinity is committed to providing excellence in education and research. We meet the highest standards in learning, innovation and independent critical enquiry, and we win more than 50% of the European Research funding coming into Ireland. › Trinity prides itself on being a community of scholars, where our research-inspired curriculum attracts staff and students of the highest calibre from all continents. A research-centred education means you will be taught from day one by leading researchers and gain first-hand exposure to research activity, completing an independent piece of original research work as part of your Trinity degree, known as the Capstone project. › Staff and students at Trinity conduct research at the frontiers of their disciplines, with exciting interaction between disciplines such as biology and engineering, business and social policy, creating new ideas. 4 Trinity College Dublin, The University of Dublin General Information Build flexible career paths In a world of new opportunities, today’s graduates need to be adaptable, flexible and innovative. › Trinity instils in its graduates the confidence and capability to nurture and build a career that may span fields and industries, or address industrial and societal challenges which may not yet exist. › As a Trinity student you will have access to mentorship through our Student-2-Student programme, in which trained student mentors share their experiences, or via our Alumni mentoring programme, where Trinity graduates who have gone on to various careers volunteer to provide inspiration and advice
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    18_121726-bindex.qxp 4/17/09 2:59 PM Page 486 Index See also Accommodations and Restaurant indexes, below. GENERAL INDEX Ardnagashel Estate, 171 Bank of Ireland The Ards Peninsula, 420 Dublin, 48–49 Abbey (Dublin), 74 Arigna Mining Experience, Galway, 271 Abbeyfield Equestrian and 305–306 Bantry, 227–229 Outdoor Activity Centre Armagh City, 391–394 Bantry House and Garden, 229 (Kildare), 106 Armagh Observatory, 394 Barna Golf Club, 272 Accommodations. See also Armagh Planetarium, 394 Barracka Books & CAZ Worker’s Accommodations Index Armagh’s Public Library, 391 Co-op (Cork City), 209–210 saving money on, 472–476 Ar mBréacha-The House of Beach Bar (Aughris), 333 Achill Archaeological Field Storytelling (Wexford), Beaghmore Stone Circles, 446 School, 323 128–129 The Beara Peninsula, 230–231 Achill Island, 320, 321–323 The arts, 8–9 Beara Way, 230 Adare, 255–256 Ashdoonan Falls, 351 Beech Hedge Maze, 94 Adrigole Arts, 231 Ashford Castle (Cong), 312–313 Belfast, 359–395 Aer Lingus, 15 Ashford House, 97 accommodations, 362–368 Agadhoe, 185 A Store is Born (Dublin), 72 active pursuits, 384 Aillwee Cave, 248 Athlone, 293–299 brief description of, 4 Aircoach, 16 Athlone Castle, 296 gay and lesbian scene, 390 Airfield Trust (Dublin), 62 Athy, 102–104 getting around, 362 Air travel, 461–468 Athy Heritage Centre, 104 history of, 360–361 Albert Memorial Clock Tower Atlantic Coast Holiday Homes layout of, 361 (Belfast), 377 (Westport), 314 nightlife, 386–390 Allihies, 230 Aughnanure Castle (near the other side of, 381–384 All That Glitters (Thomastown),
  • Academic Curriculum Vitae

    Academic Curriculum Vitae

    ACADEMIC CURRICULUM VITAE FIORA SALIS CFUL-Centro de Filosofia Universidade de Lisboa, Faculdade de Letras Alameda da Universidade, 1600-214 Lisboa, Portugal LANCOG - Language, Mind and Cognition Research Group http://www.lancog.com/ LOGOS - Logic, Language and Cognition Research Group http://www.ub.edu/grc_logos/index.html Main areas of interest • Philosophy of Mind and Language • Aesthetics • Metaphysics • Formal Semantics • Philosophical Logic Position • January 2012 – Postdoctoral Fellow, Philosophy Centre, University of Lisbon, Portugal Academic Education • June 2011 Ph.D. in Philosophy, University of Barcelona, Spain • July 2007 Master in Cognitive Science and Language, University of Barcelona, Spain • July 2006 Laurea Specialistica in Filosofia e Storia delle Idee, University of Turin, Italy • February 2004 Laurea Triennale in Filosofia e Storia delle Idee, University of Turin, Italy Membership in research groups • 2012 – eidos - the Centre in Metaphysics of the University of Geneva • 2011 – LANCOG - Research Group in Language, Mind and Cognition • 2007 – LOGOS - Research Group in Logic, Language and Cognition Academic visits • July 2012 – December 2012 Visiting Scholar, University of Geneva, Switzerland • September 2009 – December 2009 Visiting Research Student, University of Nottingham, United Kingdom • September 2008 – December 2008 Visiting Research Student, Heythrop College, University of London, United Kingdom • September 2004 – June 2005 Visiting Student, Friedrich Schiller Universität Jena, Germany Awards • May 2007 – December
  • Trinit DUBLIN UNIVERSITY's NEWSPAPER

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    EVELYN TENT makes her trinit bow on page six, more vitriolic than ever. THE RISE AND FALL OF %[ DUBLIN UNIVERSITY’S NEWSPAPER PRIVATE EYE ~ examined by Charles Dutton (page 5). Thursday, 27th October, 1966. Vol. XIV, No. 1 Price Threepence i, NEW COLUMNS "i "Trinity News " Ten Years J 98 0 of landladies Ago, compiled by Gordon Godfrey (page 5); Broad- bent, edited by Pepeta I Harrison (page 6); The say"no coloureds Bird Walk (mainly for the birds) edited by Jenny .? Storey (page 6). need apply" BIAS appears, aided and abetted by Steven Harris Only 10 of the 600 land- following the notorious Green and William Young (page ladies on Trinity’s list will Tureen case, when an Indian 5). take coloured students. Of student was convicted of the these even less will take murder of a young Irish girl "Africans." whose body was found INCREASED NEWS AND SPORT COVERAGE AND This startling fact emerges hacked to pieces in a Dublin from some recent surveys restaurant’s cellar. COMMENT. over the vacation into the Students as a whole tend problem of student accom- to be living further from the city centre each year. The modation in Dublin. So ’ i:! average price for a single ,) I ’ serious indeed has the situ- Launderette by ,! ation become (" It is now room and partial board is practically impossible to now 5 guineas, but many next year find rooms for coloured offers of accommodation are students ") t h a t College refused because they are too It now seems as though far out. This year students, authorities have had to set Miss Chloe Sa)’er, this ),ear’s Miss Fresher PHIL McMASTER that much-aired plan to have aside rooms in College for and especially male students, a launderette in College may coloured Freshmen, in con- are being more exacting in be consummated at last, by trast to the general policy of their demands than ever be- the end of next year.
  • Curated by Michael Dempsey Sara Reisman Introduction

    Curated by Michael Dempsey Sara Reisman Introduction

    Curated by Michael Dempsey Sara Reisman Introduction SELECT AN ARTIST t Lieven De Boeck Elaine Byrne John Byrne Tony Cokes Chto Delat Dor Guez Lawrence Abu Hamdan Dragana Juriši´c Ari Marcopoulos Raqs Media Collective Dermot Seymour Mark Wallinger “In the year 2000 there was a total of fifteen fortified border walls and fences between sovereign nations. Today, physical barriers at sixty-three borders divide nations across four continents.” — Lawrence Abu Hamdan, 2018 Introduction Historically, borders tend to be the location of international trouble spots. Prior to the global lockdown, there was a utopian vision of open borders, alongside the reality of a populist push towards border fortification. This dichotomy has now been eclipsed by a pandemic that doesn’t respect borders. Politicisation of the pandemic, displacement of people, and contagion, as well as the drive towards an ever-increasing economic globalisation, have created further complex contradictions. The curatorial idea for the exhibition Worlds Without End (WWE) was first conceived a year ago as a research-based collaboration between Sara Reisman, Executive and Artistic Director of the Shelley & Donald Rubin Foundation, New York and Michael Dempsey, Head of Exhibitions, Hugh Lane Gallery, who are the co-curators of WWE. WWE is a visual dialogue on the impact of borders on individuals and communities. The twelve participating artists are drawn from different regional traditions and challenge our perceptions of national identities, envisioning utopian possibilities for understanding the place of borders, their proliferation and seeming obsolescence, in contemporary society. These artists reveal their deep interest in current geo-political positions and social conditions with works that interrogate power structures, positions of privilege and human rights issues.
  • International Engineering Programme with Thapar Institute of Technology

    International Engineering Programme with Thapar Institute of Technology

    Thapar Institute of Engineering and Technology (TIET): International Engineering Programme 2 Years at TIET + 2 Years at Trinity An Engineering Degree that’s twice as Powerful Discover Trinity Trinity College Dublin, the University of Dublin has been inspiring generations of brilliant thinkers for over 400 years. Trinity is an international university, steeped in history, with a reputation for excellence in education, research and innovation. World Rankings Your Career Strong Research Trinity is ranked 1st in Ireland Trinity is committed to preparing Reputation and 101st in the world (QS World our students for the ever-changing Our students receive a University Ranking 2021). Trinity challenges of the 21st century world-class education in a also ranks in the top 100 in 18 workplace. Trinity ranks in the research-centred, collaborative subjects, globally (QS World Top 100 in the World for Graduate environment and have the University Rankings 2020). Employability (QS Graduate opportunity to work with global Employability Rankings 2020). Find leaders in their field. Trinity is Our Vibrant Campus Life out more at: www.tcd.ie/careers also the only Irish member of the prestigious League of 23 With over 170 clubs and societies, Join Our European Research Universities including many international (LERU). Find out more at: groups, there’s something for Diverse Community www.tcd.ie/research everyone. At Trinity, involvement Our current students come from 120 in student organisations is an countries around the world. 28% of Join Our Esteemed Alumni integral part of your education. the student body are from outside Find out more at www.tcd.ie/ of Ireland, providing a truly global Trinity has produced some of the students/clubs-societies community.
  • MATTHEW CHRISMAN University of Edinburgh Matthew.Chrisman@Ed.Ac.Uk 3 Charles St., Edinburgh EH8 9AD, U.K

    MATTHEW CHRISMAN University of Edinburgh [email protected] 3 Charles St., Edinburgh EH8 9AD, U.K

    MATTHEW CHRISMAN University of Edinburgh [email protected] 3 Charles St., Edinburgh EH8 9AD, U.K. CURRICULUM VITAE ……………………………………………………………………………………………………………………………………………………………………… MAY 2014 EMPLOYMENT Reader, Philosophy, University of Edinburgh 2013-present Lecturer, Philosophy, University of Edinburgh 2006-2013 EDUCATION University of North Carolina at Chapel Hill M.A. Philosophy 2002, Ph.D. Philosophy 2006 Eberhard Karls Universität Tübingen Fulbright Scholar, Philosophisches Seminar 1999-2000 Rice University, Houston B.A. Philosophy, Cum Laude 1999 University College, London Visiting Student, Philosophy 1997 SPECIALIZATION Ethics, Philosophy of Language, Epistemology OTHER INTERESTS Action Theory, Deontic Logic, Environmental Ethics, Political Philosophy AUTHORED BOOKS Philosophy for Everyone (co-authored with Duncan Pritchard, et. al.), Routledge (2014) The Meaning of ‘Ought’: Beyond Expressivism and Descriptivism in Metaethics, Oxford University Press (in final revisions, under contract) What Is This Thing Called Metaethics, Routledge (in preparation, under contract) EDITED BOOKS Deontic Modality (edited with Nate Charlow), Oxford University Press (in preparation, under contract) ARTICLES “(How) Is Ethical Neo-Expressivism a Hybrid View” (with Dorit Bar-On and Jim Sias) in Guy Fletcher and Michael Ridge (eds.) Having It Both Ways: Hybrid Theories and Modern Metaethics, Oxford University Press (forthcoming) [peer-reviewed] “Attitudinal Expressivism and Logical Pragmatism” in Graham Hubbs and Douglas Lind (eds.), Pragmatism, Law, and Language, Routledge (2014): 117-135 [peer-reviewed] “The Normative Evaluation of Belief and the Aspectual Classification of Belief and Knowledge Attributions” Journal of Philosophy 109(10) (2012): 588-612 [peer-reviewed]* “On the Meaning of Ought” in Russ Shafer-Landau (ed.) Oxford Studies in Metaethics, vol. 7, (2012): 304- 332 [peer-reviewed]* “‘Ought’ and Control” Australasian Journal of Philosophy 90(3) (2012): 433-451 [peer-reviewed] “Is Epistemic Expressivism Compatible with Inquiry?” (with J.
  • Constellations Creative Arts Practice at Trinity College Dublin

    Constellations Creative Arts Practice at Trinity College Dublin

    CONSTELLATIONS CREATIVE ARTS PRACTICE AT TRINITY COLLEGE DUBLIN EDITED BY NICHOLAS JOHNSON & PHILIP COLEMAN 1 CONTENTS The Pregnant Box 9 The Lir 6-7 Raising the Curtain on Performance Pedagogy 10 Trinity Journal of Literary Translation 8 The Stoic Man 12 COPD Behavioural Change, Self- Management, and Peer Perspectives 13 Postcards from the Near Future 11 A rainbow in the palm of my hand 20 Samuel Beckett Laboratory 16-17 Time Present and Time Past 18 Trinity Long Room Hub 14-15 Tall Ships: Obedienta Civium Urbis Felicitas 21 Synaptic Serenades 19 Produced by the Creative Arts Practice Research Theme Steering Committee Funded by the Trinity Long Room Hub Arts and Humanities Research Institute Design and Production by Vermillion © 2015 Mapping the Former Soviet Union 25 Samuel Beckett Theatre 22-23 A PhotoVoice Project 28-29 Dynamo Island: The History and Geography of a Utopia 24 Engineering Fictions 27 Nyet! Nyet! Soviet 26 Viking Ghost Hunt / The Stoic Man 12 Haunted Planet 33 BLAST at 100 32 Border Play: TARDIGRADE 34-35 Science Gallery 30-31 Green-graphs The Long Goodbye 36 and IRIS 37 Pen & Palette 40-41 Douglas Hyde Gallery 38-39 AntiMidas, or Book of Kells Bankers in Hades 43 for iPad 42 How Do Artists Learn? 45 Centre for Literary Index of Projects by Title / Translation 44 Researchers 48 Synaptic Serenades 19 Index of Organisations / Collaborators 49 - 52 Acknowledgments 54 Courses in Creative Arts Practice Fields at TCD 53 Oscar Wilde Centre 46-47 About the Research Theme CREATIVE ARTS PRACTICE Creative Arts Practices are integrated into a range of their practices are analysed as social processes in the research activities and themes across all disciplines social sciences; they might be purveyed as content in Trinity: Humanities, Engineering, Science, and for creative technologies, as economic markers for Medicine.
  • Baby Girl Names Registered in 2018

    Baby Girl Names Registered in 2018

    Page 1 of 46 Baby Girl Names Registered in 2018 Frequency Name Frequency Name Frequency Name 8 Aadhya 1 Aayza 1 Adalaide 1 Aadi 1 Abaani 2 Adalee 1 Aaeesha 1 Abagale 1 Adaleia 1 Aafiyah 1 Abaigeal 1 Adaleigh 4 Aahana 1 Abayoo 1 Adalia 1 Aahna 2 Abbey 13 Adaline 1 Aaila 4 Abbie 1 Adallynn 3 Aaima 1 Abbigail 22 Adalyn 3 Aaira 17 Abby 1 Adalynd 1 Aaiza 1 Abbyanna 1 Adalyne 1 Aaliah 1 Abegail 19 Adalynn 1 Aalina 1 Abelaket 1 Adalynne 33 Aaliyah 2 Abella 1 Adan 1 Aaliyah-Jade 2 Abi 1 Adan-Rehman 1 Aalizah 1 Abiageal 1 Adara 1 Aalyiah 1 Abiela 3 Addalyn 1 Aamber 153 Abigail 2 Addalynn 1 Aamilah 1 Abigaille 1 Addalynne 1 Aamina 1 Abigail-Yonas 1 Addeline 1 Aaminah 3 Abigale 2 Addelynn 1 Aanvi 1 Abigayle 3 Addilyn 2 Aanya 1 Abiha 1 Addilynn 1 Aara 1 Abilene 66 Addison 1 Aaradhya 1 Abisha 3 Addisyn 1 Aaral 1 Abisola 1 Addy 1 Aaralyn 1 Abla 9 Addyson 1 Aaralynn 1 Abraj 1 Addyzen-Jerynne 1 Aarao 1 Abree 1 Adea 2 Aaravi 1 Abrianna 1 Adedoyin 1 Aarcy 4 Abrielle 1 Adela 2 Aaria 1 Abrienne 25 Adelaide 2 Aariah 1 Abril 1 Adelaya 1 Aarinya 1 Abrish 5 Adele 1 Aarmi 2 Absalat 1 Adeleine 2 Aarna 1 Abuk 1 Adelena 1 Aarnavi 1 Abyan 2 Adelin 1 Aaro 1 Acacia 5 Adelina 1 Aarohi 1 Acadia 35 Adeline 1 Aarshi 1 Acelee 1 Adéline 2 Aarushi 1 Acelyn 1 Adelita 1 Aarvi 2 Acelynn 1 Adeljine 8 Aarya 1 Aceshana 1 Adelle 2 Aaryahi 1 Achai 21 Adelyn 1 Aashvi 1 Achan 2 Adelyne 1 Aasiyah 1 Achankeng 12 Adelynn 1 Aavani 1 Achel 1 Aderinsola 1 Aaverie 1 Achok 1 Adetoni 4 Aavya 1 Achol 1 Adeyomola 1 Aayana 16 Ada 1 Adhel 2 Aayat 1 Adah 1 Adhvaytha 1 Aayath 1 Adahlia 1 Adilee 1
  • Kit Kat All-Ireland Schools' Track & Field 2006

    Kit Kat All-Ireland Schools' Track & Field 2006

    2006 IRISH SCHOOLS’ ATHLETICS CHAMPIONSHIPS Tullamore Harriers Kit Kat All-Ireland Schools’ Track & Field 2006 Junior Girls 100m 1 T Paxton Glenlola Collegiate 12.92 2 H Todd Ballyclare HS 12.93 3 J Healy Col na Toirbhirte 13.00 4 E Crotty Notre Dame 13.10 4 C Morrissey St Declan’s Kilmacthomas 13.10 6 N Field Scoil Dara 13.24 7 N Ni Cathain Bower Athlone 13.52 8 K Codyre Col Iognaid 13.88 200m Wind: -1.7 1 K Colwell Glastry Coll 26.20 2 J Healy Col na Toirbhirte 26.29 3 T Paxton Glenlola Coll 26.36 4 K Humphries St Angela’s 26.43 5 S Creanor Loreto St Stephen’s Green 26.67 6 C Mooney St Wolstens CS 26.89 7 A Cunningham Bower Athlone 27.83 8 R Allen Taylor’s Hill 27.99 800m 1 A Brennan Heywood CS 2.17.00 2 S Hooks BRA 2.17.07 3 L Woods Col Muire Ennis 2.18.94 4 R Shaw Galway CC 2.19.71 5 C McMahon BRA 2.25.10 6 S Hennessy Rosbercon 2.30.89 7 D O’Keefe Col Treasa Kanturk 2.37.48 8 A Hurley Bower Athlone 2.39.06 1500m 1 T Jamieson Dom Wicklow 4.51.90 2 C Mageean Assumption B’hinch 4.55.66 3 E Tangney St Brigid’s 4.55.96 4 F McKenna Loreto Dalkey 4.59.04 5 J McBrien Ballyclare HS 5.08.57 6 E Mills Strathearn 5.10.11 7 S Moloney Ursuline Thurles 5.19.30 8 S Nugent Col Muire Ennis 5.23.95 1200m Walk 1 F Dennehy Mercy Waterford 5.51.65 2 M Curley Seamount Kinvara 5.56.77 3 J Prendeville Tarbert CS 6.09.79 4 E Prendeville Pres Dingle 6.19.33 5 C O’Dowd Ballinamore PPS 6.27.08 6 C Harrington SH Westport 6.27.36 75m Hurdles Wind: -1.3 1 C McManus St Dominic’s Cabra 11.70 2 S Furnan Maryfield 11.99 3 A McNeilly Regent House 12.13 4 O Finn Kinsale CS 12.91 1 2006 IRISH SCHOOLS’ ATHLETICS CHAMPIONSHIPS Tullamore Harriers 5 C.
  • Philanthropy and Alumni Engagement

    Philanthropy and Alumni Engagement

    13 Philanthropy and Alumni Engagement Philanthropy and alumni This year Trinity celebrated two crucial capital development engagement have played a crucial projects made possible through philanthropy: the comple- tion of the Trinity Business School and a new Engineering, role in the university since Trinity’s Environment and Emerging Technologies development known foundation, empowering lasting as the E3 Initiative. With both these projects, exceptionally global impact in research and generous philanthropy enabled the leveraging of significant education. state investment and loans. In 2019 Trinity will publicly launch its first ever comprehensive philanthropic campaign which will be the most ambitious fundraising campaign ever undertaken on the island of Ireland. The focus of the Campaign will be on the two ‘umbrella’ areas for which philanthropy is essential: investment in staff and students through a series of transformative pro- fessorships and scholarships; and investment in major capital development and research infrastructure projects, including the Trinity St James’s Cancer Institute, E3 Institute, the Trinity Business School, and the Library and its unique collections. RIGHT – Dr Martin Naughton, Trinity STEM student Aedin McAdams (Zoology) and Provost Patrick Prendergast at the announcement of the new E3 initiative Trinity College Dublin – The University of Dublin ≥ The Naughton Foundation announced the single largest private philanthropic donation in the history of the state to Trinity, a gift of €25 million, paving the way for Trinity’s ambitious new E3 Initiative... Annual Review 2017–2018 94 | 95 13.0 Provost’s Council 13 The Naughton Foundation and E3 support Computer Science and Engineering students through In 2018 we continued to witness the transformative contribution the Student Hardship Fund.
  • What's in an Irish Name?

    What's in an Irish Name?

    What’s in an Irish Name? A Study of the Personal Naming Systems of Irish and Irish English Liam Mac Mathúna (St Patrick’s College, Dublin) 1. Introduction: The Irish Patronymic System Prior to 1600 While the history of Irish personal names displays general similarities with the fortunes of the country’s place-names, it also shows significant differences, as both first and second names are closely bound up with the ego-identity of those to whom they belong.1 This paper examines how the indigenous system of Gaelic personal names was moulded to the requirements of a foreign, English-medium administration, and how the early twentieth-century cultural revival prompted the re-establish- ment of an Irish-language nomenclature. It sets out the native Irish system of surnames, which distinguishes formally between male and female (married/ un- married) and shows how this was assimilated into the very different English sys- tem, where one surname is applied to all. A distinguishing feature of nomen- clature in Ireland today is the phenomenon of dual Irish and English language naming, with most individuals accepting that there are two versions of their na- me. The uneasy relationship between these two versions, on the fault-line of lan- guage contact, as it were, is also examined. Thus, the paper demonstrates that personal names, at once the pivots of individual and group identity, are a rich source of continuing insight into the dynamics of Irish and English language contact in Ireland. Irish personal names have a long history. Many of the earliest records of Irish are preserved on standing stones incised with the strokes and dots of ogam, a 1 See the paper given at the Celtic Englishes II Colloquium on the theme of “Toponyms across Languages: The Role of Toponymy in Ireland’s Language Shifts” (Mac Mathúna 2000).

  • Annual Review 2017– 2018

    Annual Review 2017– 2018 DR PATRICK PRENDERGAST PROVOST & PRESIDENT Trinity College Dublin – The University of Dublin 01 01.0 Introduction from the Provost 02 02 02.0 Trinity at a Glance 06 03 03.0 Trinity’s Global Relations 14 03.1 Dual BA Programme with Columbia University 18 04 04.0 Research Case Studies 20 04.1 Áine Kelly 22 04.2 Anne-Marie Brady 24 04.3 Brendan Tangney 26 04.4 Eoin Mac Cárthaigh 28 04.5 Joan Geoghegan 32 04.6 Louise Bradley 34 04.7 Na Fu 36 04.8 Nicholas Johnson 38 04.9 Oran Doyle 40 04.10 Paul O’Grady 42 04.11 Paula Mayock 44 04.12 Sergey Frolov 46 05 05.0 Trinity at Grand Canal Quay 48 06 06.0 Innovation and Industry Engagement 52 07 0 7. 0 Public Engagement 56 08 08.0 The Student Experience 62 09 09.0 Strengthening Initiatives in Education 66 10 10.0 Developing a Sustainable Campus 70 11 11.0 Sporting Talent 74 12 12.0 New Professor Interviews 78 12.1 Professor Jennifer McElwain 80 12.2 Professor Mark Cunningham 83 12.3 Professor Maeve Lowery 86 12.4 Professor Michael Cronin 90 13 13.0 Philanthropy and Alumni Engagement 94 14 14.0 Trinity’s Visitors 98 15 15.0 Trinity’s Trees 102 16 16.0 Governance 106 17 1 7. 0 Financial Elements 110 Annual Review 2017–2018 2 | 01 01 Introduction from the Provost It’s hard to pick among the many highlights of the with the message that Trinity is worth supporting because academic year 2017/18, which has seen such stand-out initi- it performs so competitively and contributes so decisively to atives across the full range of our college activities.