DOCSLIB.ORG

Language Assessment of Native Irish Speaking Children: Towards Developing Diagnostic Testing for Speech and Language Therapy Practice

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. Sarah-Ann Muckley Supervisors: Dr. Stanislava Antonijevi ć -Elliott Discipline of Speech and Language Therapy School of Health Sciences College of Medicine, Nursing and Health Sciences National University of Ireland, Galway. An Dr. Conchúr Ó Giollagáin Aonad na Pleanála Teanga Acadamh na hOllscolaíochta Gaeilge, Ollscoil na hÉireann, Gaillimh. April 2015 1 Table of contents Declaration…………………………………………………………………7 Dedication…………………………………………………………………..8 Acknowledgements………………………………………………………...9 List of figures……………………………………………………………...11 List of tables………………………………………………………………13 Chapter 1 Introduction and background …………………. …………..17 1.1 Introduction: overview of aims and methods……………………….17 1.1.1 Organisation of the thesis …………………………………... 18 1.1.2 The researcher’s standpoint……………………………….18 1.2 Background: clinical motivation…………………………………….20 1.2.1 Speech and Language Therapy practices in Ireland……..…. 23 1.2.2 Research: what has been done and what remains to be done.. 27 1.3 Background: sociolinguistic context………………………………...31 1.3.1 Language change……………………………………………. 35 Chapter 2 Literature review: effects of demographic and input factors on language development………………………………………………...41 2.1 Introduction…………………………………………………………...41 2.2 Birth order and language development……………………………..41 2.2.1 Possible reasons for a first born advantage…………………..43 2.2.2 Possible reasons for a later born advantage………………….44 2.2.3 Birth order effects in An Ghaeltacht…………………………… .46 2.3 Gender and language development………………………………….47 2.3.1 Gender effects in a context of language change……………..49 2.4 Socioeconomic status (SES) and language development…………...51 2.4.1 Differences in input across SES groups……………………...52 2.4.2 Difference in input: an explanatory theory…………………..53 2.4.3 SES effects on language developnment in An Ghaeltacht …..54 2.5 Quantity of input and language development………………………55 2 2.5.1 Effect of the relative difficulty of acquisition of languages on the quantity of input necessary…………………………………….56 2.5.2 Effect of the relative sociolinguistic status of languages on the quantity of input necessary…………………………………….57 2.6 Quality of input and language development………………………..58 Chapter 3 A description of major linguistic features of the Irish language…………………………………………………………………...66 3.1 Introduction…………………………………………………………...66 3.2 Syntax………………………………………………………………….66 3.3 Morphology…………………………………………………………...67 3.4 Communicative functions……………………………………………68 3.4.1 Time………………………………………………………….69 3.4.2 Possession……………………………………………………72 3.4.3 Location……………………………………………………...74 3.4.4 Plural…………………………………………………………75 3.4.5 Question……………………………………………………...77 3.4.6 Negative……………………………………………………...77 3.4.7 Relationship between two clauses/constructions ……………78 3.5 Gender marking: a grammatical element with very low communicative weight……………………………………………………80 Chapter 4 Methodology…………………………………………………..82 4.1 Introduction…………………………………………………………...82 4.2 Methodological approach…………………………………………….83 4.3 Participants…………………………………………………………...83 4.3.1 Ethics………………………………………………………...83 4.3.2 Recruitment of participants…………………………………..84 4.3.3 Selection of child participants……………………………….84 4.3.4 Further description of the child participant group…………...88 4.3.5 Selection and description of parent participants in the sample……………………………………………………………...93 4.4 Data collection: general overview……………………………………95 4.4.1 Narratives: procedures, justification and limitations ….…….95 3 4.4.2 Questionnaires: procedures, description, justification and limitations……………………………………………..………….100 4.5 Data analysis…………………………………………………………104 4.5.1 Narratives: transcription, coding and preliminary analysis...104 4.5.2 Questionnaires: preliminary analysis……………………….114 4.5.3 Statistical analysis: language production, input and demographic factors………………………………………………115 4.5.3.1 Introduction……………………………………….115 4.5.3.2 Summary statistics………………………………..116 4.5.3.3 Correlation tests…………………………………..116 4.5.3.4 Distribution and trend tests……………………….118 4.5.3.5 Multiple regression analyses……………………...121 4.5.3.6 Reporting language measures and independent variables: expected relationships…………………………122 Chapter 5 Results………………………………………………………..124 5.1 Introduction………………………………………………………….124 5.2 Summary statistics…………………………………………………..125 5.3 Productivity………………………………………………………….135 5.3.1 Productivity: correlation tests………………………………135 5.3.2 Productivity: distribution and trend tests…………………...138 5.3.3 Productivity: multiple regression analyses…………………142 5.3.4 Productivity: summary……………………………………...145 5.4 Multi-clause Syntax…………………………………………………147 5.4.1 Multi-clause Syntax: correlation tests……………………...147 5.4.2 Multi-clause Syntax: distribution and trend tests…………..150 5.4.3 Multi-clause Syntax: multiple regression analyses…………154 5.4.4 Multi-clause Syntax : summary…………………………….158 5.5 Verb Vocabulary…..………………………………………………...160 5.5.1 Vocabulary: correlation tests……………………………….160 5.5.2 Vocabulary: distribution and trend tests……………………163 5.5.3 Vocabulary: multiple regression analyses………………….168 5.5.4 Vocabulary: summary………………………………………171 5.6 Grammatical Accuracy……………………………………………..171 4 5.6.1 Investigating the possibility that parent inconsistency is due to poor measure design……………………………………………...180 5.6.2 Grammatical Accuracy: correlation tests…………………..191 5.6.3 Grammatical Accuracy: distribution and trend tests……….199 5.6.4 Grammatical Accuracy: multiple regression analyses……...214 5.6.5 Grammatical Accuracy: summary………………………….223 5.7 Conclusion…………………………………………………………...225 Chapter 6 Discussion……………………………………………………229 6.1 Introduction…………………………………………………………229 6.2 Review of chapter content…………………………………………..229 6.3 Summary of the thesis………………………………………………229 6.4 Discussion of main findings…………………………………………230 6.4.1 Investigating why there is a lack of grammatical accuracy development with age…………………………………………….232 6.4.1.1 Consistency and inconsistency in parents’ language…………………………………………………..233 6.4.1.2 Minimal grammatical accuracy development Between 3 and 6 years of age even in those measures on which parents are consistent……………………………...234 6.4.1.3 Considering inconsistency and minimal development after 3 years as symptoms of incomplete language acquisition or language attrition……………….235 6.4.1.4 The complexity of the system of rules and exceptions: one framework through which to consider consistent and inconsistent measures…………………….237 6.4.1.5 Communicative weight or value: a framework through which to consider consistent and inconsistent measures………………………………………………….241 6.4.1.6 Complexity, communicative weight and other studies of Irish language development……………………242 6.4.1.7 Summary………………………………………….244 6.5 Summary of implications for language planning in An Ghaeltacht……………………………………………………………245 5 6.6 Summary of implications for clinical practice…………………….245 6.7 Areas for future research…………………………………………...248 References ……………………………………………………………….250 Appendix 1 Information sheets and consent and expression of interest forms: Irish and English …………..……………………...271 Appendix 2 Questionnaires : Irish and English………………………..317 Appendix 3 Purpose and procedure of each subtest of WPPSI-III UK ….352 Appendix 4 Scripts and pictures for both stories………………………353 Appendix 5 Utterance segmentation and other transcription conventions used in this study…………………………………………381 Appendix 6 Further details on language measures outlined in Tables 18,19,20…………………………………………….…….387 Appendix 7 Comparison of the current and since birth Irish language input of child participants………………………………...407 Appendix 8 Acquisition of grammatical accuracy…………………….408 Appendix 9 Table 44. Verb Vocabulary Types included in the children’s narratives and how many children produced them at each age group: a selection…………………………………………414 6 Declaration by Candidate I hereby declare that this thesis is my own work and effort and that it has not been submitted anywhere for any award. Where other sources of information have been used, they have been acknowledged. 7 Dedication In loving memory of my Dad, Bernard. 8 Acknowledgements There are a great many people to whom I would like to pay tribute at this point. I will begin with my supervisor Dr. Stanislava Antonijevi ć-Elliott for her support, encouragement, patience and friendship. Many, many thanks. хвала . Ar an ábhar céanna ba mhaith liom mo chuid buíochais a chur in iúl do Chonchúr Ó Giollagáin (stiúrthóir), do Bhrian Ó Curnáin agus do mhuintir an Acadaimh as ucht na cabhrach a thug siad dom agus mé i mbun taighde. To all the faculty and staff of the Speech and Language Therapy Department in the National University of Ireland, Galway and to my fellow PhD candidates, Sarah Berthaud and Ciarán Lenoach, for their company, assistance and support: Thank you, merci beaucoup and go raibh míle maith agat. I offer my thanks and appreciation to the clinicians and researchers who have discussed their work on minority language development with me, both here in Ireland and abroad. Don Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta go raibh míle maith agaibh as ucht na cabhrach a thug sibh domsa agus do phobal na Gaeilge thar na blianta. Go maire sibh an céad! I would also like to thank my colleagues in the H.S.E. for their support and encouragement while I completed my thesis. This doctoral study would have not have been possible without the assistance and support of the Gaeltacht community of South Connemara.
Recommended publications
  • Opiate Abuse and the Growing Impact on Maternal and Child Health in West Virginia Overview

    Opiate Abuse and the Growing Impact on Maternal and Child Health in West Virginia Overview

    Opiate Abuse and the Growing Impact on Maternal and Child Health in West Virginia Christina Mullins, Director Office of Maternal, Child and Family Health Bureau for Public Health October 23, 2017 Mullins Overview • Describe the epidemic in West Virginia. • Discuss the collaborative relationships used to develop the Drug Free Moms and Babies Project. • Provide an overview of key strategies and results. • Discuss lessons learned. Mullins 1 1 Drug Overdose Rates by State US Resident Overdose Deaths by State, 2015 14.7 13.8 8.6 21.2 12.0 10.6 14.2 15.5 8.4 13.6 NH – 34.3 16.4 20.4 VT – 16.7 10.3 26.3 MA – 25.7 6.9 20.4 29.9 RI – 28.2 23.4 14.1 19.5 15.4 41.5 CT – 22.1 11.3 11.8 17.9 12.4 NJ – 16.3 29.9 DE – 22.0 15.8 MD – 20.9 19.0 19.0 22.2 25.3 13.8 15.7 DC – 18.6 12.3 15.7 12.7 9.4 19.0 16.0 16.2 West Virginia # 1 41.5 deaths per Age‐Adjusted Rate Per 100,000 Population 100,000 11.3 6.9 – 12.7 16.4 – 21.2 US Rate – 16.3 Data Source: CDC Wonder 12.8 – 16.3 21.3 – 41.5 2 Mullins West Virginia vs. United States 2001‐2015 Resident Drug Overdose Mortality Rate West Virginia and United States WV 45 41.5 40 36.3 35.5 35 32.0 32.2 28.9 30 25.9 25.7 22.3 22.4 25 20.4 Per 100,000 18.8 20 15.1 12.9 15 11.5 16.3 14.7 13.2 13.1 13.8 10 11.5 11.9 11.9 11.9 12.3 10.1 8.2 8.9 9.4 5 6.8 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Data Source: WV Health Statistics Center, Vital Surveillance System and CDC Wonder Rates are adjusted by age to the 2000 US Standard Million.
  • Siollabas Ardleibhéal 1 (C1)

    Siollabas Ardleibhéal 1 (C1)

    Siollabas Ardleibhéal 1 (C1) Ionad na dTeangacha, Ollscoil na hÉireann, Má Nuad Clár lch 1. Réamhrá…………………………………………………….…………………… 3 2. Cad é atá i gceist le hArdleibhéal 1 (C1)? ………………………….…………... 4 2.1 Cur síos ginearálta ar Ardleibhéal 1 (C1)………………………….……….…… 4 2.2 Téamaí agus stór focal…………………………………..........…………………. 5 2.3 Feidhmeanna ……………………………….........…………................................ 8 3. Comhairle maidir le clár teagaisc a chur le chéile ................................................ 8 4. An fheasacht teanga agus an próiseas foghlama teanga ....................................... 9 4.1 Ginearálta ……………………………….........…………..................................... 9 4.2 Ról an mhúinteora ……………………………….........…………...................... 10 5. Na scileanna ……………………………….........…………............................... 12 6. Cluastuiscint ……………………………….........…………............................... 12 6.1 Ginearálta ……………………………….........…………................................... 12 6.2 Cé chomh maith? ……………………………….........…………....................... 12 6.3 Cineálacha téacsanna éisteachta ……………………….........…………............ 13 6.4 Scenarios, téacsanna agus tascanna ……………………….........…………....... 13 6.5 Strateisí le cuidiú le foghlaimeoirí agus iad ag éisteacht le téacscanna ............. 17 6.6 Treoracha don mhúinteoir le cuidiú le foghlaimeoirí agus iad ag éisteacht ........19 7. Labhairt ……………………………….........…………...................................... 20 7.1 Ginearálta ……………………………….........…………................................... 20 7.2 Cé chomh maith?
  • Family Genealogy SURNAME INDEX to Date 12312015 A

    Family Genealogy SURNAME INDEX to Date 12312015 A

    Family Genealogy SURNAME INDEX to date 12­31­2015 A A A) Misc, VF Abbey A) Abbey 1, VF Abbott A) Abbott 2, VF A) Abbott, Benj. & Augustine 1, VF W) Woodruff Genealogy (Abbott), HC* Abell A) Abell 1, VF Acker C) Descendants of Henry C. Clark (Acker), SC* Adair A) Ancestral History of Thelma D. Adair (Gander), HC Adams A) Adams 1, VF A) Adams, Abner, Zerviah 3, VF A) Adams and Griswold (Riggins), HC A) Adams Family (Adams), HC* A) Adams, Frank 2, VF H) Early Connecticut Holcomb's in Ashtabula Co., Trumbull Co., OH and PA (Holcomb), HC* R) Root­Adams­McDonald­Hotling; Root­Hallam­Atwater­Guest Genealogy (Dubach), SC W) Wright Genealogy, Moses Wright (Adams), SC Addicott A) Addicott, Beer 1, VF A) Addicott, Hersel 2, VF Addicott, James Henry Early Settler 1850, An/Cert #078, An/Cert #079 Addington Grantham & Skinner Genealogy MFM #1513336, Mfm Btm Drw Grantham & Skinner Genealogy MFM #1513337, Mfm Btm Drw Addison S) Peter Simpkins Family Genealogy (Simpkins), HC* Adset A) Adset 1, VF Aho A) Aho 1, VF G) Desendants of Casper Goodiel (Aho), SC* Aiken A) Aiken 1, VF L) Linkswilers of Louisiana (Martin), HC S) Seegar/Sager and Delp Genealogy (Williams), SC Ainger A) Ainger 1, VF Akeley A) Akeley 1, VF 1 Family Genealogy SURNAME INDEX to date 12­31­2015 Alanko Berry, Gloucester Richard Heritage 1908, An/Cert #105 Brainard, David Pioneer 1820, An/Cert #109 Iloranta, Heikki Nestori Heritage 1919, An/Cert #106 I) The Iloranta and Soukka Families in America (Alanko), SC K) Klingman Family History (Alanko), SC* Albert A) Albert 1, VF Alden A) Alden, David 1, VF Alderman A) Alderman 1, VF A) Alderman 2, VF A) Alderman 3, VF A) Aldermans in America (Parker), SC A) Descendants of William Alderman.
  • Understanding Irish Spelling

    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.
  • Sense of Place in Appalachia. INSTITUTION East Tennessee State Univ., Johnson City

    Sense of Place in Appalachia. INSTITUTION East Tennessee State Univ., Johnson City

    DOCUMENT. RESUME ED 313 194 RC 017 330 AUTHOR Arnow, Pat, Ed. TITLE Sense of Place in Appalachia. INSTITUTION East Tennessee State Univ., Johnson City. Center for Appalachian Sttdies and Services. PUB DATE 89 NOTE 49p.; Photographs will not reproduce well. AVAILABLE FROMNow and Then, CASS, Box 19180A, ETSU, Johnson City, TN 37614-0002 ($3.50 each; subscription $9.00 individual and $12.00 institution). PUB TYPE Collected Works -Serials (022) -- Viewpoints (120) -- Creative Works (Literature,Drama,Fine Arts) (030) JOURNAL CIT Now and Then; v6 n2 Sum 1989 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Essays; Interviews; *Novels; Photographs; Poetry; *Regional Attitudes; Regional Characteristics; *Rural Areas; Short Stories IDENTIFIERS *Appalachia; Appalachian Literature; Appalachian People; *Place Identity; Regionalism; Rural Culture ABSTRACT This journal issue contains interviews, essays, short stc-ies, and poetry focusing on sense of place in Appalachia. In iLterviews, author Wilma Dykeman discussed past and recent novels set in Appalachia with interviewer Sandra L. Ballard; and novelist Lee Smith spoke with interviewer Pat Arnow about how Appalachia has shaped her writing. Essays include "Eminent Domain" by Amy Tipton Gray, "You Can't Go Home If You Haven't Been Away" by Pauline Binkley Cheek, and "Here and Elsewhere" by Fred Waage (views of regionalism from writers Gurney Norman, Lou Crabtree, Joe Bruchac, Linda Hogan, Penelope Schott and Hugh Nissenson). Short stories include "Letcher" by Sondra Millner, "Baptismal" by Randy Oakes, and "A Country Summer" by Lance Olsen. Poems include "Honey, You Drive" by Jo Carson, "The Widow Riley Tells It Like It Is" by P. J. Laska, "Words on Stone" by Wayne-Hogan, "Reeling In" by Jim Clark, "Traveler's Rest" by Walter Haden, "Houses" by Georgeann Eskievich Rettberg, "Seasonal Pig" by J.
  • Petitioner's Brief, Albin Littell V. Steve Mullins and Mcdowell Co

    Petitioner's Brief, Albin Littell V. Steve Mullins and Mcdowell Co

    ---- IN THE SUPREME COURT OF APPEALS OF WEST VIR( .~4u:-:~~~~:::-:~~:-::60::::~RT::::::RY'='lJF=i~=~:-LS-I ... OF WEST VIRGINIA SUPREME COURT NO: 15-0364 ALBIN LITTELL, individually, and as TRUSTEE OF THE LITTELL COAL INTEREST TRUST PETITIONER/ APPELLANT V. STEVE MULLINS, and DONALD HICKS CLERK OF THE COUNT COMMISSION OF MCDOWELL COUNTY, WEST VIRGINIA, RESPONDENTS/APPELLEES APPEAL FROM THE CIRCUIT COURT OF MCDOWELL COUNTY, WEST VIRGINIA (08-C-178) BRIEF OF APPELLANT ORAL PRESENTATION REQUESTED DERRICK W. LEFLER GIBSON, LEFLER & ASSOCIATES 1345 MERCER STREET PRINCETON, WV 24740 WV STATE BAR NO.: 5785 TELEPHONE: (304) 425-8276 FACSIMILE: (304) 487-1574 ATTORNEY FOR PETITIONER/APPELLANT TABLE OF CONTENTS PAGE TABLE OF AUTHORITIES---------------------------------------------------- iii ASSIGNMENTS OF ERROR-------------------------------------------------- 1 STATEMENT OF THE CASE-------------------------------------------------- 2 SUMMARY OF ARGUMENT-------------------------------------------------- 10 STATEMENT REGARDING ORAL ARGUMENT IN DECISION-------------- 15 ARGUMENT------------------------------------------------------------------- 16 I. The Trial Court Erred in Failing to Set Aside the Deed Dated April 26, 2006 Based Upon Appellee, Steve Mullins' Failure to Comply With West Virginia Code §11A-3-19 ---- 17 II. The Trial Court Erred in Failing to Set Aside the Deed Dated April 26, 2006 Based on the Denial of Appellant's Rights to Due Process Under the Constitutions of Both United States and the State of West Virginia. --------- 21 III. The Trial Court Erred Failing to Set Aside the Deed Dated April 26, 2006 Based Upon the Lack of Notice to Appellant ---------------------------------------------- 27 CONCLUSION--------------------------------------------------------------- 28 CERTIFICATE OF SERVICE --------------------------------------------------- 29 TABLE OF AUTHORITIES CASES Page Chystal R.M. v. Charlie A. L.r 194 W.Va. 138,459 S.E 2d 415 (1995) .......................
  • Gender in Irish Between Continuity and Change1

    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.
  • Irish Landscape Names

    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.
  • Galway and Roscommon Education and Training Board

    Galway and Roscommon Education and Training Board

    Galway and Roscommon Education and Training Board Annual Report 2016 2 Galway and Roscommon ETB Annual Report 2016 Contents: Chapter 1 – Organisation and Corporate Governance Chairperson’s Statement 7 CE Introduction 8 Legislative Background 9 Corporate Governance 10 Capital Projects 2014 13 Financial Information 16 Chapter 2 – Second Level Schools and Provision 18 Coláiste an Ardeaspaig Mhic Éil /Archbishop McHale College 19 Coláiste an Chreagáin 20 Coláiste an Eachréidh, An Coiléar Bán 21 Coláiste an Chláirín / Clarin College 22 Coláiste Bhaile Chláir 23 Coláiste Bhríde / St. Brigid’s College 24 Coláiste Chilleáin Naofa / St. Killian’s College 25 Coláiste Cholmcille 26 Coláiste Ghobnait 27 Coláiste Mhuirlinne / Merlin College 28 Coláiste na bPiarsach 29 Coláiste na Coiribe 30 Coláiste Naomh Éinne 31 Coláiste Naomh Eoin 32 Coláiste Naomh Feichín 33 Coláiste Pobail Ail Finn / Elphin Community College 34 Coláiste Pobail na Gaillimhe / Galway Community College 35 Coláiste Pobail na Mainistreach /Abbey Community College 36 Coláiste Pobail Ros Comáin / Roscommon Community College 37 Institiúid Theicniúil na Gaillimhe – GTI 38 Galway and Roscommon ETB Principals, Deputy Principals and Schools 39 Chapter 3 – Further Education and Training Services 40 Map highlighting the locations of GRETB schools and centres of Further Education and Training 42 Management Overview of Further Education and Training Services 2013/14 44 GRETB Training Centre 48 Community Education 49 Adult Guidance and Information Service 50 Provision of Teaching Services to
  • End of Year Statement 2020

    End of Year Statement 2020

    End of Year Statement 2020 • 7,363 full-time jobs in client companies at year end • 427 new jobs created in the Gaeltacht in 2020 • Net job reduction of 6% (481) in full-time jobs in 2020 • Major challenges for the tourism sector and related businesses due to COVID-19 • 258 new jobs approved in projects involving an investment of €13m • Support provided to 263 Gaeltacht companies to increase online trading • €7.4m in COVID-19 supports approved for Gaeltacht companies • €20.3m capital provision approved for the development of Gaeltacht business infrastructure • A series of supports provided to Gaeltacht companies in the context of Brexit • 21 Language Plans approved with a budget of €2.28m • gteic – the Gaeltacht digital network doubled again in 2020 → 16 gteic digital hubs opened – 13 more in development → Up to 450 spaces available during lockdown → Up to 200 people working in gteic hubs at year end 2020 END OF YEAR STATEMENT 2 Quick Links Summary & Statements 4 Analysis & Results 7 Development Activities 13 Key Initiatives 16 Subsidiaries 21 Review by County 22 3 There were 7,363 full-time and 437 part-time jobs in companies supported by Údarás na Gaeltachta at the end of 2020 and despite the impact of the COVID-19 pandemic, 427 new jobs were created in Gaeltacht companies during the year. Review of 2020 There were 7,363 full-time and 437 part-time jobs in companies supported by Údarás na Gaeltachta at the end of 2020 and despite the impact of the COVID-19 pandemic, 427 new jobs were created in Gaeltacht companies during the year.
  • O Maolalaigh, R. (2019) Fadó: a Conservative Survival in Irish? Éigse: a Journal of Irish Studies, 40, Pp

    O Maolalaigh, R. (2019) Fadó: a Conservative Survival in Irish? Éigse: a Journal of Irish Studies, 40, Pp

    O Maolalaigh, R. (2019) Fadó: A Conservative Survival in Irish? Éigse: A Journal of Irish Studies, 40, pp. 207-225. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/165727/ Deposited on 9 August 2018 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk Fadó: A Conservative Survival in Irish? Building on the insightful interpretations provided by Thurneysen (GOI), R. A. Breatnach (1951; 1954), Binchy (1984) and Hamp (1990), this brief contribution suggests an alternative explanation for the etymology and origin of the commonly used Irish adverb fadó (‘long ago’). It proposes a relation with the final element of the ancient legal phrase co nómad n-áu / n-ó and explores the possible connection with Manx er dy (‘since’). The temporal adverb fadó (‘long ago’) survives in Irish but is not found in Scottish Gaelic. The case for the possible survival of fadó in Manx is tentatively made in the appendix. The nearest equivalent in Scottish Gaelic is fada bhuaidh(e) (‘long ago, a long time ago’) – discussed further below – and (bh)o chionn f(h)ada: see, for instance, LASID IV (q. 726, pts a–g; q. 1035, pt c). In traditional tales, we find o chionn fada; o chionn tìm fhada; bho shean, etc. (e.g. McKay 1940–60, II: 54, 88, 358, 17).1 In Scotland, fada is often used with the simple preposition / conjunction (bh)o, e.g.
  • Weathered Mountains: a Qualitative Study of West Virginia Women and Their Perceptions of Strength, Land, and Womanhood Danielle Renee Mullins Mullins350@Marshall.Edu

    Weathered Mountains: a Qualitative Study of West Virginia Women and Their Perceptions of Strength, Land, and Womanhood Danielle Renee Mullins [email protected]

    Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2018 Weathered Mountains: A Qualitative Study of West Virginia Women and their Perceptions of Strength, Land, and Womanhood Danielle Renee Mullins [email protected] Follow this and additional works at: https://mds.marshall.edu/etd Part of the Appalachian Studies Commons, Demography, Population, and Ecology Commons, Family, Life Course, and Society Commons, Gender and Sexuality Commons, and the Regional Sociology Commons Recommended Citation Mullins, Danielle Renee, "Weathered Mountains: A Qualitative Study of West Virginia Women and their Perceptions of Strength, Land, and Womanhood" (2018). Theses, Dissertations and Capstones. 1171. https://mds.marshall.edu/etd/1171 This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. WEATHERED MOUNTAINS: A QUALITATIVE STUDY OF WEST VIRGINIA WOMEN AND THEIR PERCEPTIONS OF STRENGTH, LAND, AND WOMANHOOD A thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts In Sociology by Danielle Renee Mullins Approved by: Dr. Kristi Fondren, Committee Chairperson Dr. Maggie Stone Dr. Donna Sullivan Marshall University May 2018 © 2018 Danielle Renee Mullins ALL RIGHTS RESERVED ii iii DEDICATION I would like to dedicate this thesis to the sixteen West Virginia women who shared their stories, experiences, relationships, and childhoods with me, and to all the strong Appalachian women who demonstrate their grit each and every day.