Sean-Nós Singing and Oireachtas Na Gaeilge
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The North/South Language Body Annual Report and Accounts for the Year Ended 31 December 2001
The North/South Language Body Annual Report and Accounts for the year ended 31 December 2001 An Foras Teanga Tuarascáil Bhliantúil agus Cuntais don bhliain dár chríoch 31 Nollaig 2001 Tha Boord o Leid An Acoont o tha Darg for the year hinmaist 31 Decemmer 2001 North/South Language Body / An Foras Teanga / Tha Boord O Leid The North/South Language Body Annual Report and Accounts for the year ended 31 December 2001 An Foras Teanga Tuarascáil Bhliantúil agus Cuntais don bhliain dár chríoch 31 Nollaig 2001 Tha Boord o Leid An Acoont o tha Darg for the year hinmaist 31 Decemmer 2001 - i - TUAIRISC / REPORT 2001 - ii - North/South Language Body / An Foras Teanga / Tha Boord O Leid Contents Page Board Members of The Language Body ............................. 2 Joint Introduction ............................................................. 4 Report of Foras na Gaeilge ............................................... 7 Report of Tha Boord o Ulstèr-Scotch .............................. 39 Financial Statements ...................................................... 63 Clár Leathanach Comhaltaí Boird an Fhorais Teanga .................................. 3 Comhréamhra .................................................................. 5 Tuairisc Fhoras na Gaeilge ................................................ 7 Tuairisc Tha Boord o Ulstèr-Scotch ................................. 39 Ráitis Airgeadais ............................................................. 63 - 1 - TUAIRISC / REPORT 2001 Board Members of The Language Body Lord Laird of Artigarvan -
Pronouns and Prosody in Irish&Sast;
PRONOUNS AND PROSODY IN IRISH* RYAN BENNETT Yale University EMILY ELFNER University of British Columbia JAMES MCCLOSKEY University of California, Santa Cruz 1. BACKGROUND One of the stranger properties of human language is the way in which it creates a bridge between two worlds which ought not be linked, and which seem not to be linked in any other species—a bridge linking the world of concepts, ideas and propositions with the world of muscular gestures whose outputs are perceivable. Because this link is made in us we can do what no other creature can do: we can externalize our internal and subjective mental states in ways that expose them to scrutiny by others and by ourselves. The existence of this bridge depends in turn on a system or systems which can take the complex structures used in cognition (hierarchical and recursive) and translate them step by step into the kinds of representations that our motor system knows how to deal with. In the largest sense, our goal in the research reported on here is to help better understand those systems and in particular the processes of serialization and flattening that make it possible to span the divide between the two worlds. In doing this, we study something which is of central importance to the question of what language is and how it might have emerged in our species. Establishing sequential order is, obviously, a key part of the process of serialization. And given the overall perspective just suggested, it is *Four of the examples cited in this paper (examples (35), (38a), (38b), and (38c)) have sound-files associated with them. -
Bizourka and Freestyle Flemish Mazurka
118 Bizourka and Freestyle Flemish Mazurka (Flanders, Belgium, Northern France) These are easy-going Flemish mazurka (also spelled mazourka) variations which Richard learned while attending a Carnaval ball near Dunkerque, northern France, in 2009. Participants at the ball were mostly locals, but also included dancers from Belgium and various parts of France. Older Flemish mazurka is usually comprised of combina- tions of the Mazurka Step and Waltz, in various simple patterns (see Freestyle Flemish Mazurka below). Like most folk mazurkas, their style descended from the Polka Mazurka once done in European ballrooms, over 150 years ago. This folk process is sometimes compared to a bridge. French or English dance masters picked up an ethnic dance step, in this case a mazurka step from the Polish Mazur, and standardized it for ballroom use. It was then spread throughout the world by itinerant dance teachers, visiting social dancers, and thousands of easily available dance manuals. From this propagation, the most popular steps (the Polka Mazurka was indeed one of the favorites) then “sank” through many simplified forms in villages throughout Europe, the Americas, Australia and elsewhere. In other words, towns in rural France or England didn’t get their mazurka step directly from Poland, or their polka directly from Bohemia, but rather through the “bridge” of dance teachers, traveling social dancers and books, that spread the ballroom versions of the original ethnic steps throughout the world. Once the steps left the formal setting of the ballroom, they quickly simplified. Then folk dances evolve. Typically steps and styles are borrowed from other dance forms that the dancers also happen to know, adding a twist to a traditional form. -
The Haybaler's
The Haybaler’s Jig An 11 x 32 bar jig for 4 couples in a square. Composed 4 June 2013 by Stanford Ceili. Mixer variant of Haymaker’s Jig. (24) Ring Into The Center, Pass Through, Set. (4) Ring Into The Center. (4) Pass through (pass opposite by Right shoulders).1 (4) Set twice. (12) Repeat.2 (32) Corners Dance. (4) 1st corners turn by Right elbow. (4) 2nd corners repeat. (4) 1st corners turn by Left elbow. (4) 2nd corners repeat. (8) 1st corners swing (“long swing”). (8) 2nd corners repeat. (16) Reel The Set. Note: dancers always turn people of the opposite gender in this figure. (4) #1 couple turn once and a half by Right elbow. (2) Turn top side-couple dancers by Left elbow once around. (2) Turn partner in center by Right elbow once and a half. (2) Repeat with next side-couple dancer. (2) Repeat with partner. (2) Repeat with #2 couple dancer. (2) Repeat with partner. (2) #1 Couple To The Top. 1Based on the “Drawers” figure from the Russian Mazurka Quadrille. All pass their opposites by Right shoulder to opposite’s position. Ladies dance quickly at first, to pass their corners; then men dance quickly, to pass their contra-corners. 2Pass again by Right shoulders, with ladies passing the first man and then allowing the second man to pass her. This time, ladies pass their contra-corners, and are passed by their corners. (14) Cast Off, Arch, Turn. (12) Cast off and arch. #1 couple casts off at the top, each on own side. -
Understanding Irish Spelling
Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey i © Stenson and Hickey 2018 ii Acknowledgements The preparation of this publication was supported by a grant from An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, and we wish to express our sincere thanks to COGG, and to Muireann Ní Mhóráin and Pól Ó Cainín in particular. We acknowledge most gratefully the support of the Marie Skłodowska-Curie Fellowship scheme for enabling this collaboration through its funding of an Incoming International Fellowship to the first author, and to UCD School of Psychology for hosting her as an incoming fellow and later an as Adjunct Professor. We also thank the Fulbright Foundation for the Fellowship they awarded to Prof. Stenson prior to the Marie Curie fellowship. Most of all, we thank the educators at first, second and third level who shared their experience and expertise with us in the research from which we draw in this publication. We benefitted significantly from input from many sources, not all of whom can be named here. Firstly, we wish to thank most sincerely all of the participants in our qualitative study interviews, who generously shared their time and expertise with us, and those in the schools that welcomed us to their classrooms and facilitated observation and interviews. We also wish to thank the participants at many conferences, seminars and presentations, particularly those in Bangor, Berlin, Brighton, Hamilton and Ottawa, as well as those in several educational institutions in Ireland who offered comments and suggestions. -
Adding Value Report Vol.1
ADDING VALUE a report by Northern Ireland Screen NORTHERN BOOSTING CELEBRATING ENHANCING CONTENTS THE THE THE IRELAND OUR OUR OUR CHILDREN'S ECONOMIC CULTURAL EDUCATIONAL SCREEN ECONOMY CULTURE EDUCATION VALUE VALUE VALUE 08 Large-scale Production 44 Writers 84 Creative Learning Centres 18 Independent Film 46 Short Film 90 Moving Image Arts (MIA) 22 Animation 48 ILBF / CCG 92 After School FilmClub 26 Factual / Entertainment 56 USBF 30 Television Drama 64 Film Culture 34 Gaming and Mobile 74 Heritage and Archive 38 Skills Development 78 Awards 04 05 INTROduCTION As the government-backed lead Of course certain activity intersects In a similar vein, the work of the agency in Northern Ireland for the film, more than one area and the inter- Education Department, with regard to television and digital content industry, connectivity of the agency’s work will its intervention through FilmClub, has Northern Ireland Screen is committed become apparent. For example, the value in both education and culture; as to maximising the economic, cultural development and production funding for children learn through film in a pure and educational value of the screen indigenous projects made in Northern educational sense as well as gain a wider industries for the benefit of Northern Ireland by Northern Ireland film-makers appreciation of film culture and of the Ireland. This goal is pursued through our and shown at a Northern Ireland festival, culture of Northern Ireland through mission to accelerate the development will have value in all areas. An obvious watching content-relevant films. of a dynamic and sustainable screen case in point is the feature film Good industry and culture in Northern Ireland. -
180605 Report on the Effectiveness of Apps and Web Games in the Area Of
A review and report on the effectiveness of apps and web games in the area of education through Irish or in the teaching of Irish Prepared by: Aidan Harney Current Draft: May 2018 Confidentiality Agreement This is a confidential document prepared to review and report on the effectiveness of apps and web games in the area of education through Irish or in the teaching of Irish. The research was carried out with the support of COGG. While all information provided in this document was prepared and developed with the support of COGG, the viewpoint portrayed in it is not one that is held by COGG. COGG has permission to use the results of this research and to upload any or all of this text to their website. It is taken that any other reader of the document agrees not to disclose it without the express written permission of Aidan Harney and/or COGG. Copyright Copyright. All rights reserved. No part of this report may be copied or reproduced by any means without prior written permission from Aidan Harney and/or COGG. Effectiveness of apps and Webgames in the area of education through Irish or in the teaching of Irish TABLE OF CONTENTS EXECUTIVE SUMMARY 1 1 INTRODUCTION & LITERATURE REVIEW 2 1.1 AIMS AND OBJECTIVES 2 1.2 RESEARCH DESIGN AND METHODOLOGY 2 1.3 LITERATURE REVIEW 2 2 DESKTOP RESEARCH 5 2.1 SELECTED WEB GAMES 5 2.2 SELECTED APPS 6 2.3 SELECTED SURVEY AND INTERVIEW POOL 6 3 DATA COLLECTION 8 3.1 SURVEY 8 3.2 INTERVIEW 9 3.3 RESULTS OF INTERVIEWS 9 4 RESEARCH STUDY RESULTS 10 4.1 SUMMARY OF SURVEY RESPONSES 10 4.2 THE GENERAL USE OF WEB -
Gender in Irish Between Continuity and Change1
Gender in Irish between continuity and change1 Alessio S. Frenda Trinity College Dublin The gender system of Irish appears to have undergone a process of simplification: traditionally depending on both formal and semantic assignment rules, agreement in contemporary spoken Irish is still rather conservative within the noun phrase, but almost exclusively semantic anaphorically. Language contact and the resulting obsolescence seem to have had some influence on these developments: for instance, structures that have a functional counterpart in English seem more resilient than others. But language-internal developments, particularly the phonetic erosion and loss of word-final syllables, may have played an important role, too: similar developments have been observed in non-obsolescent languages like Dutch and French. In this article, I illustrate some specific aspects of the Irish situation with examples drawn from a corpus of spoken Irish and frame the simplification process in terms of structural convergence in the context of language contact. Keywords: Irish, grammatical gender, language change, language obsolescence, contact, convergence 1. Introduction In this article I present the findings of a comparison between two corpora of spoken Irish, representative, respectively, of a traditional Gaeltacht vari- 1 This research was funded by a Government of Ireland Exchange Scholarship and by an IRCHSS Postgraduate Scholarship. I am grateful to the following people for their com- ments on earlier drafts of this article: John Saeed, Brian Nolan, Gearóid Ó Donnchadha, Pauline Welby and two anonymous reviewers; thanks are also due to Eamonn Mullins for his assistance with the statistical analysis of the data. I take full responsibility for any errors or oversights. -
Honour and Early Irish Society: a Study of the Táin Bó Cúalnge
Honour and Early Irish Society: a Study of the Táin Bó Cúalnge David Noel Wilson, B.A. Hon., Grad. Dip. Data Processing, Grad. Dip. History. Submitted in partial fulfilment of the requirements of the degree of Masters of Arts (with Advanced Seminars component) in the Department of History, Faculty of Arts, University of Melbourne. July, 2004 © David N. Wilson 1 Abstract David Noel Wilson, Honour and Early Irish Society: a Study of the Táin Bó Cúalnge. This is a study of an early Irish heroic tale, the Táin Bó Cúailnge (The Cattle Raid of the Cooley). It examines the role and function of honour, both within the tale and within the society that produced the text. Its demonstrates how the pursuit of honour has influenced both the theme and structure of the Táin . Questions about honour and about the resolution of conflicting obligations form the subject matter of many of the heroic tales. The rewards and punishments of honour and shame are the primary mechanism of social control in societies without organised instruments of social coercion, such as a police force: these societies can be defined as being ‘honour-based’. Early Ireland was an honour- based society. This study proposes that, in honour-based societies, to act honourably was to act with ‘appropriate and balanced reciprocity’. Applying this understanding to the analysis of the Táin suggests a new approach to the reading the tale. This approach explains how the seemingly repetitive accounts of Cú Chulainn in single combat, which some scholars have found wearisome, serve to maximise his honour as a warrior in the eyes of the audience of the tale. -
Seanad Éireann
Vol. 207 Friday, No. 8 28 January 2011 DÍOSPÓIREACHTAÍ PARLAIMINTE PARLIAMENTARY DEBATES SEANAD ÉIREANN TUAIRISC OIFIGIÚIL—Neamhcheartaithe (OFFICIAL REPORT—Unrevised) Friday, 28 January 2011. Business of Seanad ………………………………385 Order of Business …………………………………385 Business of Seanad ………………………………403 Sittings of Seanad: Motion ……………………………403 Allocation of Time: Motion ……………………………403 Legal Proceedings: Motion ……………………………404 Finance Bill 2011: Second Stage ……………………………405 Adjournment Matters: School Placement ………………………………472 School Accommodation ……………………………473 SEANAD ÉIREANN ———— Dé hAoine, 28 Eanáir 2011. Friday, 28 January 2011. ———— Chuaigh an Cathaoirleach i gceannas ar 10.30 a.m. ———— Paidir. Prayer. ———— Business of Seanad An Cathaoirleach: I have notice from Senator Maria Corrigan that, on the motion for the Adjournment of the House today, she proposes to raise the following matter: The need for the Minister for Education and Skills to outline the steps being taken to alleviate the difficulties being experienced by parents seeking secondary school placements in Knocklyon and Rathfarnham in Dublin 16. I have also received notice from Senator Brendan Ryan of the following matter: The need for the Minister for Education and Skills to outline the reasons the long-standing application for a permanent building of six classrooms and two resource rooms remains unsuccessful at St. Sylvester’s infant school, Malahide, County Dublin. I have also received notice from Senator Brian Ó Domhnaill of the following matter: The need for the Minister for the Environment, Heritage and Local Government to give approval to Donegal County Council to seek tenders for the Dungloe and Glenties sewer- age scheme. I regard the matters raised by the Senators as suitable for discussion on the Adjournment and they will be taken at the conclusion of business. -
Ad Hoc Committee Bill of Rights on the 15Th April, 10Am Conradh Na Gaeilge
Ad Hoc Committee Bill of Rights on the 15th April, 10am Conradh na Gaeilge Before I begin this discussion, I should mention, and I'm conscious of my colleagues and fellow activists who have been here in previous weeks giving evidence across a broad range of issues from social housing, the bill of rights, the LGBT community, the women's sector, and others. We are privileged to work alongside them as a part of the equality coalition and support the initiative for a rights-based return to the institutions and in the introduction of a Bill of Rights here in the north. As you know, the focus of our talk, discussion, and submission today relate to the question of language rights here in the context of a bill of rights. In the Good Friday Agreement of 1998, a new era of equality was promised for the Irish language in the north. Specific and strong commitments were given regarding the promotion and protection of the Irish language, including: In the context of active consideration currently being given to the UK signing the Council of Europe Charter for Regional or Minority Languages, the British Government will in particular in relation to the Irish language, where appropriate and where people so desire it: • take resolute action to promote the language; • facilitate and encourage the use of the language in speech and writing in public and private life where there is appropriate demand; • seek to remove, where possible, restrictions which would discourage or work against the maintenance or development of the language; • make provision for liaising -
Irish Landscape Names
Irish Landscape Names Preface to 2010 edition Stradbally on its own denotes a parish and village); there is usually no equivalent word in the Irish form, such as sliabh or cnoc; and the Ordnance The following document is extracted from the database used to prepare the list Survey forms have not gained currency locally or amongst hill-walkers. The of peaks included on the „Summits‟ section and other sections at second group of exceptions concerns hills for which there was substantial www.mountainviews.ie The document comprises the name data and key evidence from alternative authoritative sources for a name other than the one geographical data for each peak listed on the website as of May 2010, with shown on OS maps, e.g. Croaghonagh / Cruach Eoghanach in Co. Donegal, some minor changes and omissions. The geographical data on the website is marked on the Discovery map as Barnesmore, or Slievetrue in Co. Antrim, more comprehensive. marked on the Discoverer map as Carn Hill. In some of these cases, the evidence for overriding the map forms comes from other Ordnance Survey The data was collated over a number of years by a team of volunteer sources, such as the Ordnance Survey Memoirs. It should be emphasised that contributors to the website. The list in use started with the 2000ft list of Rev. these exceptions represent only a very small percentage of the names listed Vandeleur (1950s), the 600m list based on this by Joss Lynam (1970s) and the and that the forms used by the Placenames Branch and/or OSI/OSNI are 400 and 500m lists of Michael Dewey and Myrddyn Phillips.