DOCSLIB.ORG

GUIDANCE MATTERS Spring 2019 / Issue 2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GUIDANCE MATTERS Spring 2019 / Issue 2 ISSN 2009-6941 GUIDANCE MATTERS Spring 2019 / Issue 2 INCLUDED IN THIS ISSUE: • A Personal Account of Lifelong Guidance • 'Step-by-step' CPD - Using the Whole School Guidance Framework • 'A Day in the life' of an ETSS Guidance Counsellor K TO An Exploration of Guidance in FET C LI I N L K • C • The Art of the CV • The Importance of Subject Choice • Trinity Centre for People with Intellectual Disabilities And lots more inside K TO L IC IN L K CONTENTS C FURTHER EDUCATION & TRAINING An exploration of guidance in FET - Social Inclusion - from policy to practice 24 NEWS CPD for Staff of Adult Education Guidance Services 27 News 3 EUROGUIDANCE FEATURE ARTICLE An update from Euroguidance A Personal Account of Lifelong Ireland 28 Guidance 5 Learning by Leaving Conference 2018 31 GENERAL HIGHER EDUCATION Supports to school guidance programmes - Business in the The importance of subject choice 33 Community Ireland (BITCI) 8 UCC Works Award 35 P>TECH Pathways in Technology 10 UCC Graduate Attributes Project 37 Red C survey shows parents back languages 12 The Art of the CV 14 SPECIAL EDUCATIONAL NEEDS Trinity Centre for People with Intellectual Disabilities 39 PRIMARY Career-related Learning in Primary RESEARCH Schools: Make an early start 16 Guidance Counselling Supervision in a School Context 43 POST-PRIMARY Migration: Taking stock and 'A Day in the life' of an ETSS reaching out 46 Guidance Counsellor 19 Writing first person research in 'Step by Step' approach to Whole Guidance Counselling practice 49 School Guidance planning (CPD) 22 EUROPE IN PRACTICE Towards a more SUCCESSful Future 52 Contact Details Avoca House, 189 - 193 Parnell Street, Dublin D01 P6X2. Tel: +353 1 869 0715/6 Email: [email protected] www.ncge.ie © Copyright: National Centre for Guidance in Education 2 GUIDANCE MATTERS • ISSUE 2 • SPRING 2019 NEWS DES publication of the Indecon Review Welcome... of Career Guidance – A Reflection K TO L IC IN In 2018 the Minster for Education and Skills announced the review L K C of Career Guidance Tools and Information and subsequently issued a call for tenders. Indecon were subsequently appointed to carry out the objective independent review as per the Terms of Reference and an independent steering group of stakeholders was appointed, chaired by Professor Tom Collins. Our second edition of Guidance Matters marks a Following a substantial consultation process involving surveys, milestone for Guidance in Ireland. Since our first stakeholder submissions and bi-lateral meetings, (which included publication, the Department of Education and 1818 responses from learners, 440 responses from guidance Skills has published a key independent review professionals and 119 additional submissions) a national report of guidance - carried out in 2018 by Indecon consultation event was hosted in Farmleigh in July 2018. Consultants. This report provides a focused review The Department published the final Indecon Review Report on of the national provision of careers information April 24th 2019. The Report outlined 18 recommendations under and tools , and how people make their careers 4 key themes: decisions. This report also provides some insights into the views of parents, students, the general • Reforms to Governance and delivery arrangements public, national stakeholders and the guidance • Improvement in Career Guidance tools and career information profession across Ireland. It further provides a road • Enhancement of Enterprise Engagement map of recommendations to the Department of • Promotion of Inclusion Education and Skills to inform future planning on guidance provision in Ireland. The report recognises On publication of the Report, in recognition of the the holistic approach to guidance provision in the recommendations, the Minister announced that an internal task education and training sector which includes careers force would be established within the Department of Education information and tools and guidance counselling and Skills, chaired by the Secretary General, to examine the provision. This report additionally provides the basis recommendations and develop a priorities implementation plan. for the development of an Integrated Guidance The Review Report recognises the holistic model of guidance in Strategy in Further Education and Training (FET) the education and training sector in Ireland which encompasses and national access to impartial information and social/personal, vocational/careers and educational guidance guidance on education and careers options. counselling and the need to focus specifically on career guidance One key message of the Indecon report is the as appropriate. Indecon stated in the report that the results of requirement for the co-ordination and co-operation their analysis suggest that “guidance counselling is an effective of guidance provision and services. Within this mechanism to provide career information and impartial advice” edition of Guidance Matters, NCGE is highlighting (pg. 26). Employing an econometric modelling methodology for the breadth and quality of some of these services; analysis of their findings, Indecon noted on page 25, that those from the supervision of the counselling element students from lower income families have access to less career of guidance provision, to engaging positively with advice from within their families and “may therefore be in greatest business and enterprise within the wider community need of access to professional guidance counsellors drawing to support career planning along with reflecting on attention to the potential significance of guidance in breaking the the importance of research and engaging with our cycle of intergenerational disadvantage”. European international partners to inform our work. The 18 recommendations include issues of policy and This is an exciting time for the guidance community practice, ranging from the development of national policy and in Ireland. It is our opportunity now to plan to strategy on lifelong career guidance, to the involvement of further develop our model of guidance, recognising parents and students at regional careers fairs and enhancing that at the heart of our work is the individual, of employer engagement. Furthermore, Indecon have based the any age, who needs support with personal or social K TO L IC IN L recommendations of national policy developments on the ELGPN K concerns, educational, careers and life aspirations C Guidelines for Policies and Systems Development for Lifelong and expectations. Guidance including reference on P66 to the need for operational principles or a code of practice for the development of integrated We in NCGE look forward to working with our guidance services in FET national and European colleagues to inform this work. Jennifer McKenzie, Director As always we welcome your feedback! Is mise le meas, Jennifer McKenzie Director 3 BACK TO CONTENTS PAGE GUIDANCE MATTERS • ISSUE 2 • SPRING 2019 NEWS National Forum on Guidance On the 1st of May NCGE hosted the first National Forum on Guidance meeting of 2019 in the Department of Education and Skills. This provided the opportunity for the DES to present an outline of the Indecon report of the Review of Careers Information and Tools recommendations (as outlined in the previous news item) and to invite feedback from the Forum. Furthermore, the next FET Strategy would include the In addition, as SOLAS are currently engaged in a public development of the FET Integrated Guidance Strategy, as consultation process on the next SOLAS Further Education and highlighted in the DES Indecon Report, recommendation Training Strategy 2020 – 2024, Andrew Brownlee (Executive 5, the need to 'Integrate a consistent Learner Guidance Director, Strategy and Knowledge) outlined the key elements / and Support Service across FET'. At this point, SOLAS is challenges of the proposed strategy which included: welcoming consultation on proposed key principals for the development of this Guidance Strategy which could include: • The need for clarity on impact and the potential for consolidation • Autonomy of ETBs to plan and structure provision & • Having a strategy underpinned by data and a multi- services annual planning framework (delivery focussed) • Impartial advice on potential learning pathways • Clearly articulating the value and role in active inclusion • Consistent service across all FET provision and settings • Integrating the system - A reformed FET landscape with • Centralised resources to improve access to advice and reduced programme silos information • Being cognoscente of the 'Future of Work' including • Informed by labour market insight and pathway/outcome the impact of technological change (AI, IoT) and the data associated key challenges SOLAS welcomed the opportunity provided within the Forum • The importance of clearer learner pathways within the for participants to discuss these key aspects of the overall K TO L IC IN L K whole of education and training system FET Strategy and to consider which elements of the current C • Ensuring FET plays a key role in lifelong learning & FET Strategy 2014-2019, Section 10 Guidance, should workforce upskilling continue to inform the next Strategy. K TO L IC IN • Having a more empowered SOLAS overall (in L The full report, presentations and photos of the Forum are K C implementing any FET strategy) available on https://www.ncge.ie/national-forum-guidance Keeping you up to date Online Euroguidance publications Euroguidance 'Highlights' is the annual publication from the Euroguidance Network, detailing the activities of the
Load more

Recommended publications
  • The University of Dublin
    Research Centre ADAPT Centre, Centre for Digital Content Platform Research Post title Post-Doctoral Researcher in Sentiment Analysis Level on Framework Level 1 Post duration 30 Months As part of this role the researcher will be required to participate in the DCU Research Career Framework. This framework is designed to provide significant professional development opportunities to Researchers and offer the best opportunities in terms of a wider career path. Background & Role The ADAPT Centre, the centre for digital content platform research seeks to appoint a Post-Doctoral Researcher in Sentiment Analysis. ADAPT is Ireland’s global centre of excellence for digital content and media innovation. Led by TCD, it combines the expertise of researchers at four universities (Trinity College Dublin, Dublin City University, University College Dublin, and Dublin Institute of Technology) with that of its industry partners to produce ground-breaking digital content innovations. ADAPT brings together more than 120 researchers who collectively have won more than €100m in funding and have a strong track record of transferring world-leading research and innovations to more than 140 companies. With EURO 50M in new research funding from Science Foundation Ireland and industry, ADAPT is seeking talented individuals to join its growing research team. Our research and technologies will continue to help businesses in all sectors and drive back the frontiers of future Web engagement. Principle Duties and Responsibilities The Post-Doctoral Researcher will be required to carry out research in sentiment analysis and opinion mining, specifically focusing on the use of syntactic and semantic information in supervised and unsupervised approaches to sentiment analysis.
    [Show full text]
  • Thomas Ashe of Moone
    Thomas Ashe of Moone Reference documents (1) Query: Ashe of Moone (Journal of the County Kildare Archaeological Society: 1891, Vol. I, page 41); (2) Replies to Queries (Journal of the County Kildare Archaeological Society: 1892, Vol. I, No. 2, page 150-151); (3) Pedigree to illustrate the Diary of Anne Cooke (Journal of the County Kildare Archaeological Society: 1916, Vol. VIII, No. 3, facing page 219); (4) Marriage of the widow of Abraham Swift to Thomas Ashe (Journal of the County Kildare Archaeological Society: 1966-1967, Vol. XIV, No. 2, page 97). Location Moone is a small village on the N9 south of Kilcullen in County Kildare, Ireland. History An important Anglo-Norman Borough was established at Moone. The Charter outlining the privileges granted to the burgesses, was drawn up by William Marshal circa 1223. Moone had a castle, a hospice, bugage tenements, corn mills and a weekly court. The manor of Moone consisted of a messuage with its curtilage, and one hundred and thirty four acres. There were two water mills at Moone. In 1305, John Wogan was granted the lands and tenements at Moone. The manor of Moone had passed to the Eustace family, and when the lands were surveyed in 1654-6, there were two castles and a mill, which are shown on Petty’s map of county Kildare, dated 1685. (Journal of the County Kildare Archaeological Society: 1998-99, Vol. XVIII, Part IV). Parts of Moone, Kilkea and Dunlost, five miles south-east of Athy, came to the Eustaces in 1447 as part of the Wogan inheritance .
    [Show full text]
  • A New Vision of Education for All the Children of Ireland
    A new vision of education for all the children of Ireland Incorporation of St Patrick’s College Drumcondra, Mater Dei Institute of Education & Church of Ireland College of Education into Dublin City University The planned new Institute of Education at DCU A. The Institute of Education 1. Overarching strategy The Incorporation will create an internationally-significant Institute The planned coming together of St of Education, which will also conduct Patrick’s College, Drumcondra (SPD), pioneering research in priority areas for Mater Dei Institute of Education 21st Century education, including, for (MDI) and Church of Ireland College example, STEM (Science, Technology, of Education (CICE) with Dublin City Engineering and Mathematics) University (DCU) will herald a new education, special-needs and inclusive era for education in Ireland. This education, literacy and numeracy, development will create the largest arts education, further education, critical mass of education expertise assessment, digital learning, as well as on this island, and will provide both ethical and values-based education. Initial Teacher Education (ITE) and The Institute will become the fifth Continuous Professional Development faculty of DCU. It will engage with (CPD) for teachers and educators across schools and educational communities the full education continuum, from across Ireland and beyond, and it will be Early Childhood through Primary and an authoritative source of influence on Secondary to Third and Fourth Level. policy development. 1 DCU is, and will continue to be, a non- The following principles will underpin denominational, secular university with the governance and operational a strong commitment to pluralism, structure of the new Institute of social inclusion and diversity at its Education: core.
    [Show full text]
  • Welcome to UCD
    University College Dublin An Coláiste Ollscoile, Baile Átha Cliath Welcome to UCD Message from the Dean The mission of University College Dublin (UCD) is to advance knowledge, pursue truth and foster learning in an atmosphere of discovery, innovation and excellence, drawing out the best in each individual, and contributing to the social, cultural and economic life of Ireland in the wider world. In fulfilling this mission, UCD offers a wide range of high quality graduate programmes across its five Colleges. Each UCD College has its own Graduate School which has the remit to co-ordinate and develop graduate education in the College. There are currently over 6,000 students enrolled in graduate study at UCD, accounting for approximately 28% of our total student population. UCD has developed its graduate studies programmes in line with European best practice and is committed to the delivery of first-class graduate education. As an internationally recognised and research-driven university, UCD attracts talented students from around the world. UCD offers both taught and research graduate programmes in a range of disciplines. Taught programmes are available at certificate, diploma and Master’s level. These courses are modularised to facilitate access, continuing professional development and life-long learning. Graduate research opportunities are available at Master’s and Doctoral degree levels and allow students the opportunity to play an active role in UCD’s flourishing research community. Upon entering one of our graduate programmes you will begin on a path of intense intellectual stimulation, learning new skills and dramatically expanding your knowledge of your chosen discipline. It is a tremendously rewarding experience and one which will both enrich your life and enhance your career prospects.
    [Show full text]
  • Undergraduate Prospectus 2020 Dcu.Ie 2020 PROSPECTUS UNDERGRADUATE
    dcu.ie Dublin City University Undergraduate Prospectus 2020 Prospectus Undergraduate University City Dublin UNDERGRADUATE PROSPECTUS 2020 OPEN DAYS FRIDAY 15 NOVEMBER 2019 SATURDAY 16 NOVEMBER 2019 SPRING OPEN DAY SATURDAY 4 APRIL 2020 DCU is a place of discovery, where talent flourishes. See for yourself at our Open Days. Plain English is about enhancing readability and improving clarity. The Plain English mark displayed on this prospectus shows that it is Register your interest: clear, well-written and has achieved a high standard of written English. dcu.ie/studentrecruitment/opendays CONTENTS Accommodation 18 Alert List 6 Alumni 22 DCU LIFE Careers Service 14 DCU is a unique and vibrant DCU Clubs and Societies 24 community. Three eclectic DCU Sports and Wellbeing 27 and complementary Erasmus - study abroad 13 campuses, all close to the Improve Your Employment Potential 12 beating heart of Dublin Interfaith Centre 22 and the rural landscape INTRA (INtegrated TRAining) Programme 13 beyond, great transport links, Library 21 unmatched student support, List of Courses by Subject Area 4 state-of-the-art study Scholarships – Academic and Sporting 7 facilities: DCU has all you School Liaison Office 15 need for a happy and fulfilled Student Life 22 student life. Student Services and Supports 20 Studying in Dublin 8 Welcome from the President of DCU 9 COURSES DCU Business School 32 Find information on all DCU Connected – Online Education 200 courses with our colour coded Education 176 ‘quick reference’. Go to page Engineering and Computing 152 238 for the full course listing Humanities and Social Sciences 102 and index. Science and Health 50 Application Information Summary 220 Course/CAO Code Index 238 DARE 212 HOW TO APPLY Deferring Your Course 211 Find all the information you EU Applicants 214 need to make an application.
    [Show full text]
  • Trinity College Dublin, the University of Dublin 1
    Trinity College Dublin, The University of Dublin 1 Trinity College Dublin, The University of Dublin 2 Member Universities Brown University Columbia University • CASA is: a Study Abroad consortium of 12 leading Cornell University Dartmouth College comprehensive research universities Georgetown University • CASA offers: rigorous education abroad programs Harvard University Johns Hopkins University in collaboration with leading world universities Northwestern University • CASA’s mission is: to harness the combined Trinity College Dublin University of Melbourne resources of its member institutions — world- University of Pennsylvania renowned faculty and highly inquisitive students — Vanderbilt University to deliver full immersion opportunities that engage Associate Members Amherst College students with leading academics and thought- Barnard College leaders around the world. Grinnell College Swarthmore College Williams College Trinity College Dublin, The University of Dublin 3 What is the CASA-Trinity Programme A programme that offers the opportunity to study at Ireland’s most prestigious university, Trinity College Dublin, for a semester or year through a close-knit and academically rigorous programme through the Consortium for Advanced Studies Abroad (CASA). Combines benefits of direct enrol and immersion into a university with the support of a programme. Programme Features - Immersion into Trinity academic and social life - CASA Orientation led by CASA & Trinity’s School of Histories & Humanities - Individual study abroad and academic advising
    [Show full text]
  • Official Handbook 2019/2020 Title Partner Official Kit Partner
    OFFICIAL HANDBOOK 2019/2020 TITLE PARTNER OFFICIAL KIT PARTNER PREMIUM PARTNERS PARTNERS & SUPPLIERS MEDIA PARTNERS www.leinsterrugby.ie | From The Ground Up COMMITTEES & ORGANISATIONS OFFICIAL HANDBOOK 2019/2020 Contents Leinster Branch IRFU Past Presidents 2 COMMITTEES & ORGANISATIONS Leinster Branch Officers 3 Message from the President Robert Deacon 4 Message from Bank of Ireland 6 Leinster Branch Staff 8 Executive Committee 10 Branch Committees 14 Schools Committee 16 Womens Committee 17 Junior Committee 18 Youths Committee 19 Referees Committee 20 Leinster Rugby Referees Past Presidents 21 Metro Area Committee 22 Midlands Area Committee 24 North East Area Committee 25 North Midlands Area Committee 26 South East Area Committee 27 Provincial Contacts 29 International Union Contacts 31 Committee Meetings Diary 33 COMPETITION RESULTS European, UK & Ireland 35 Leagues In Leinster, Cups In Leinster 39 Provincial Area Competitions 40 Schools Competitions 43 Age Grade Competitions 44 Womens Competitions 47 Awards Ball 48 Leinster Rugby Charity Partners 50 FIXTURES International 51 Heineken Champions Cup 54 Guinness Pro14, Celtic Cup 57 Leinster League 58 Seconds League 68 Senior League 74 Metro League 76 Energia All Ireland League 89 Energia Womens AIL League 108 CLUB & SCHOOL INFORMATION Club Information 113 Schools Information 156 www.leinsterrugby.ie 1 OFFICIAL HANDBOOK 2019/2020 COMMITTEES & ORGANISATIONS Leinster Branch IRFU Past Presidents 1920-21 Rt. Rev. A.E. Hughes D.D. 1970-71 J.F. Coffey 1921-22 W.A. Daish 1971-72 R. Ganly 1922-23 H.J. Millar 1972-73 A.R. Dawson 1923-24 S.E. Polden 1973-74 M.H. Carroll 1924-25 J.J. Warren 1974-75 W.D.
    [Show full text]
  • The Generosity of Our Donors Has Changed Thousands of Lives Across the Island of Ireland and Around the World
    thank you The generosity of our donors has changed thousands of lives across the island of Ireland and around the world. The Ireland Funds has never wavered in its commitment and core mission: to deliver private philanthropy support to worthy causes that promote peace and reconciliation, arts and culture, education and community development. On behalf of the organizations doing extraordinary work, we thank you. connect 2017 • 6 “Co-operation Ireland is committed to peace-building on the island of Ireland and we will continue to deliver innovative programs which challenge people’s thinking and attitudes. Support we receive from The Ireland Funds highlights what can be achieved with funding that allows for more creativity and input from the people the programs aim to help.” — CO-OPERATION IRELAND “The Ireland Funds have been huge to our charity. We wouldn’t be here today if it wasn’t for The Ireland Funds. In those early years the funding was so critical because when we started there was nothing else coming in. It’s been a great relationship.” — IRISH DOGS FOR THE DISABLED Impact Report “Historically, there hasn’t been a tradition of private philanthropy in Ireland. But it’s organizations like The Ireland Funds that have taken the lead. Their role has been absolutely vital to philanthropy here.” — THE LITTLE MUSEUM OF DUBLIN “Our work is pioneering and without The Ireland Funds’ support we would not be able to deliver this. Support from The Ireland Funds is helping us to change the lives of these young people in Northern Ireland.” — THE PLAYHOUSE connect 2017 • 7 BELOW IS A SAMPLE OF THE OVER 3,000 OUTSTANDING ORGANIZATIONS YOUR GENEROSITY HAS ASSISTED.
    [Show full text]
  • Review of Technological University of Dublin's E-Learning Platform for Effective Teaching Fromative Assessment and Feedback
    Technological University Dublin ARROW@TU Dublin School of Surveying and Construction Conference papers Management 2011-7 Review of Technological University of Dublin's E-Learning Platform for Effective Teaching Fromative Assessment and Feedback Dermot Kehily Technological University Dublin, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/beschreccon Part of the Construction Engineering Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, and the Teacher Education and Professional Development Commons Recommended Citation Kehily, D.: Review of Technological University of Dublin's E-Learning Platform for Effective Teaching Fromative Assessment and Feedback. EDUCLEARN 2011, Barcelona, Spain, July 4-6,20 doi:10.21427/ szgy-wb54 11. This Conference Paper is brought to you for free and open access by the School of Surveying and Construction Management at ARROW@TU Dublin. It has been accepted for inclusion in Conference papers by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License REVIEW OF DUBLIN INSTITUTE OF TECHNOLOGY’S E-LEARNING PLATFORM FOR EFFECTIVE TEACHING, FORMATIVE ASSESSMENT AND FEEDBACK Dermot Kehily Dublin Institute of Technology (IRELAND) [email protected] Abstract This paper investigates Dublin Institute of Technology’s (DIT) ‘webcourses.dit.ie’ created for DIT with Blackboard Learning System software as an effective e-learning tool on a module in the School of Real Estate and Construction Economics in DIT. Webcourses.dit.ie is an e-learning platform providing support and assistance to both lecturers and students as part of their daily teaching and learning experience.
    [Show full text]
  • The Naughton Scholarships
    The Naughton Scholarships 2016 NAUGHTON SCHOLARS County Carlow John Harding, Presentation College Carlow Engineering, Trinity College Dublin County Cavan Oisin Quinn, St Patrick’s College Cavan Computer Science, University College Dublin County Clare Gavin O’Brien, St Joseph’s Secondary School, Tulla Design and Manufacturing Engineering, University of Limerick Pauraic Máirtín O’Gorman, St. Michael’s Community College, Kilmihil Mathematical Science, National University of Ireland, Galway Cork City Declan Shane Barry, Christian Brothers College Cork Mathematical Science, University College Cork County Cork Luke Fehily, Coláiste Muire, Réalt na Mara, Crosshaven Nanoscience, Physics and Chemistry of Advanced Materials, Trinity College Dublin County Donegal Pauraic Neely, Saint Eunan’s College, Letterkenny Mathematics, Trinity College Dublin Dublin City Jake McNicholl, Belvedere College, Dublin 1 Engineering, University College Dublin Dublin Dun Laoghaire / Rathdown Sinéad Ellison, Loreto College Foxrock Engineering, University College Dublin Dublin Fingal David Moloney, Sutton Park School Engineering with Management, Trinity College Dublin Dublin South County David Mullen, Coláiste Éanna, Ballyroan, Dublin 16 Theoretical Physics, Trinity College Dublin County Galway Eoin Corcoran, Holy Rosary College, Mountbellew Engineering, National University of Ireland, Galway County Kerry Muireann Hoare, Pobalscoil Chorca Dhuibhne Mathematical Sciences, University College Cork County Kildare Eilis Boyle, St. Wolstan’s Community School, Celbridge Science,
    [Show full text]
  • Trinity College Dublin
    Research Centre ADAPT Centre for Digital Content Technology Post title Research Fellow in Natural Language Processing Level on Framework Level II Post duration Fixed Term Contract up to 24 months Background & Role The ADAPT Centre for digital content platform technology seeks to appoint a research fellow in Natural Language Processing (NLP) on the platform research programme which addresses a wide spectrum of NLP research areas. It is envisaged that this post will commence in September 2018. ADAPT is Ireland’s global centre of excellence for digital content technology. Led by TCD, it combines the expertise of researchers at four universities (Trinity College Dublin, Dublin City University, University College Dublin, and Dublin Institute of Technology) with that of its industry partners to produce ground-breaking digital content innovations. ADAPT brings together more than 120 researchers who collectively have won more than €100m in funding and have a strong track record of transferring world-leading research and innovations to more than 140 companies. With €50M in new research funding from Science Foundation Ireland and industry, ADAPT is seeking talented individuals to join its growing research team. Our research and technologies will continue to help businesses in all sectors and drive back the frontiers of future Web engagement. Research Career Framework As part of this role the researcher will be required to participate in the DCU Research Career Framework http://www.dcu.ie/hr/ResearchersFramework/index.shtml This framework is designed to provide significant professional development opportunities to Researchers and offer the best opportunities in terms of a wider career path. Principal Duties and Responsibilities The successful candidate will work within a large group of postdoctoral researchers, PhD students and software developers.
    [Show full text]
  • D 1KB LI 1^1
    .« p..^—»«=.».^»,— » ~-pppf^l^J^P^ :d 1KB LI 1^1 c?-/? mlTeraiiir Cakntrar, /(,'/; uiB y:i:Ai!. 19 06-19 7 Vol. II m. :i,(Mjin:«, FJOiAis, and co,, i,n:,, i;i;Ai' L0>'1>0X. XEW YUEK, AN D 1' • - 1907, ^-'V?^'c«-a?or. vw. ~jun^>c<x-.oiEMMueHlBCdaB9 tiB I tyjwmmwpp Large 8vo, C/ofh. pp. xxvi + 606. Price 70/6 net CATALOGUE MANUSCRIPTS Hibrarp of €rinitp College, SDublin TO WHICH IS ADOKD A LIST OF THE FAGEL COLLECTION OF MAPS IN THE SAME LIBRARY COMPILKD BY T. K. ABBOTT, B.D., D.Litt. (librarian) DUBLIN: HODGES, FIGGIS, AND CO., Limited. LONDON : LONGMANS, GREEN, AND CO. ['] THE BOOK OF TRINITY COLLEGE, DUBLIN, 1591—1891- Descriptive and Historical Account of the College from its Foundation, with 22 Full-page Plates, and 50 Illustra- tions in the Text, consisting of Views, Plans, and Portraits of Famous Members. CONTENTS. CHAPS. i.-iv. —From the Foundation to the close of the Eighteenth Century. By the Eev. J. P. Mahaffy, d.d. v.— During the Nineteenth Century. By the Eev. J. W. Stubbs, d.d. VI. —The Observatory, Dunsink. By Sir Eobeut Ball, ll.d. VII. —The Library. By the Eev. T. K.Abbott, b.d., litt.d.. Librarian, VIII. —The Early Buildings. By Ulick E. Burke, m.a. IX.—Distinguished Graduates. By "W. M'Neile Dixon, ll.r. X.— The College Plate. By the Eev. J. P. Mahaffy, d.d. XI. —The Botanical Gardens and Herbarium. By E. Perceval Wbioht, M.D. XII. —The University and College Officers, 1892. Ode for the Tercentenary Festival.
    [Show full text]