Kirjahaku

This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 - College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a 'lived' project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students' capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider 'a life of value'. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.

This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 - College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a 'lived' project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students' capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider 'a life of value'. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.

This book is a compilation of personal journeys experienced by twelve members of the Bob Proctor coaching program, a one-year elite program offered by the Proctor Gallagher Institute. Each of the authors were coached by Bob Proctor, until his passing in February 2022, and each experienced incredible life changes and personal transformations as a result of their time in Bob's program, learning and applying the ideas and concepts which Bob spent his life sharing.Bob Proctor was a giant in the world of personal development, and his legacy continues through the work of his company and in the lives of everyone he inspired. This book is a tribute to him and the gift of awareness that he gave to world.

An uplifting, comical memoir of a lady set on escaping her busy life after being kept at home during the long pandemic. Due to her family's other commitments, Cliona ends up on a trip to Wales with some much-needed time to herself, as well as joining her friends and their families for activities and entertainment. Cliona comes home with symptoms of Covid and starts to question at which point on her trip to Wales she contracted this scary disease.

Ebook available to libraries exclusively as part of the JSTOR Path to Open initiative. Among the many communities of memory associated with the Algerian War of Independence (1954-1962), the group perhaps most evocative of the complexity of this conflict and its aftermath are the harkis: Algerian men who served as auxiliary soldiers in the French army. Demobilized following Algerian independence, many of those who succeeded in reaching France found themselves and their families housed in ‘transit’ camps for several years. Presenting readings that consider works by prominent authors as well as self-published narratives in their specific generational, gendered and (post)colonial contexts, this book argues that writing by daughters and granddaughters of harkis challenges the notion that this community is locked in a static or competitive logic of memory. Instead, second- and third-generation memory work by female descendants of harkis demands forms of imaginative projection and reconstruction which call into question often universalizing or individualist configurations of identity, trauma and testimony. Reconstructive Memory Work demonstrates how these texts probe the complexities of belonging, inheritance and reparation, allowing their authors and narrators to gain knowledge of painful pasts, while also bringing transgenerational silences and sedimented affect into the open. Focusing in particular on these works’ complex interweaving of memory and imagination, this study explores how diverse and dynamic forms of memory work test the boundaries of individual and collective experience, of past and present, and of unspeakability and the necessity of bearing witness, creating unprecedented dialogues across and between subjectivities, memories and temporalities.

Ebook available to libraries exclusively as part of the JSTOR Path to Open initiative. Among the many communities of memory associated with the Algerian War of Independence (1954-1962), the group perhaps most evocative of the complexity of this conflict and its aftermath are the harkis: Algerian men who served as auxiliary soldiers in the French army. Demobilized following Algerian independence, many of those who succeeded in reaching France found themselves and their families housed in ‘transit’ camps for several years. Presenting readings that consider works by prominent authors as well as self-published narratives in their specific generational, gendered and (post)colonial contexts, this book argues that writing by daughters and granddaughters of harkis challenges the notion that this community is locked in a static or competitive logic of memory. Instead, second- and third-generation memory work by female descendants of harkis demands forms of imaginative projection and reconstruction which call into question often universalizing or individualist configurations of identity, trauma and testimony. Reconstructive Memory Work demonstrates how these texts probe the complexities of belonging, inheritance and reparation, allowing their authors and narrators to gain knowledge of painful pasts, while also bringing transgenerational silences and sedimented affect into the open. Focusing in particular on these works’ complex interweaving of memory and imagination, this study explores how diverse and dynamic forms of memory work test the boundaries of individual and collective experience, of past and present, and of unspeakability and the necessity of bearing witness, creating unprecedented dialogues across and between subjectivities, memories and temporalities.

Presents stories, memories and recollections by a varied group of Cork inhabitants. Including those who have lived in Cork for generations, as well as many newer migrants to Cork, from all over Ireland and abroad, this book charts the evolution of Cork and its changes. It touches on past-times, food, childhood and favourite Cork places.

This innovative book reassess the place of Maria Edgeworth within the Irish literary canon by illuminating the connections between her views on gender and her construction of Ireland, beginning in the revolutionary decade of the 1790s and ending in the aftermath of Catholic emancipation and parliamentary reform. O Gallchoir addresses the full scope of Edgeworth's writing, creating a context within which Edgeworth's Irish novels can be read alongside tales and novels set in England and France: undervalued texts are recovered and better-known ones are shown in a new light. Edgeworth's commitment to the values of the Enlightenment is explored in the context of her indebtedness to the work of French women writers and her sophisticated awareness of the precarious position of the woman writer in society.

This innovative book reassess the place of Maria Edgeworth within the Irish literary canon by illuminating the connections between her views on gender and her construction of Ireland, beginning in the revolutionary decade of the 1790s and ending in the aftermath of Catholic emancipation and parliamentary reform. O Gallchoir addresses the full scope of Edgeworth's writing, creating a context within which Edgeworth's Irish novels can be read alongside tales and novels set in England and France: undervalued texts are recovered and better-known ones are shown in a new light. Edgeworth's commitment to the values of the Enlightenment is explored in the context of her indebtedness to the work of French women writers and her sophisticated awareness of the precarious position of the woman writer in society.

This book looks at a cohort of poets who studied at University College Cork during the 1970s and early 1980s. Based on extensive interviews and archival work, the book examines the notion that the poets form a “generation” in sociological terms. It proposes an analysis of the work of the poets, studying the thematics and preoccupations that shape their oeuvre. Among the poets that figure in the book are Greg Delanty, Theo Dorgan, Seán Dunne, Gerry Murphy, Thomas McCarthy, Gregory O’Donoghue, and Maurice Riordan. The volume is prefaced by Eiléan Ní Chuilleanáin.

This book looks at a cohort of poets who studied at University College Cork during the 1970s and early 1980s. Based on extensive interviews and archival work, the book examines the notion that the poets form a “generation” in sociological terms. It proposes an analysis of the work of the poets, studying the thematics and preoccupations that shape their oeuvre. Among the poets that figure in the book are Greg Delanty, Theo Dorgan, Seán Dunne, Gerry Murphy, Thomas McCarthy, Gregory O’Donoghue, and Maurice Riordan. The volume is prefaced by Eiléan Ní Chuilleanáin.

This, the fifth and final volume in the Trinity Tales series, completes a cycle that began with tales from the 1960s. It invites readers to step into the world of Trinity College as it was in the first decade of this century through the reflections of students who attended the university during those years. Within its pages lie the stories of twenty-eight graduates from a mix of diverse backgrounds whose experiences may dispel the myths of what it means to be a ‘Trinity student’. The collection reveals the rapidly changing world of the early 2000s. This was a time of the internet revolution, when social media first affected student life, when mobile phones and laptops became ubiquitous, when handwritten work was passing into history, when The Buttery closed its doors – and all this coming against the backdrop of an overheating then imploding Irish economy. This kaleidoscope of recollections captures a student body in transformation and features stories of personal discovery and achievement against the odds. For some it proved a life-changing era when sexual, racial or class barriers were confronted. This volume concludes a remarkable half-century journey, portraying the lives of others, and of ourselves.

A personalised storybook for girls called CLEONA. The story is based on the letters of the child's own name. All books are different from one another. The girl wakes up but can't remember her name. Magic Mouse knows how to solve the problem. Magic Mouse takes her on a wonderful adventure in his Magic Bus Translated and adapted by the author from the Top-Selling Finnish language personalised children's namebook series "Tytt /Poika, joka unohti nimens ". And the beautiful hand-drawn pictures will delight both the young and the young-at-heart Looking for a namebook "What's my name?" but couldn't find the right name for your child? Please don't hesitate to contact me with your name request -Tiina Walsh Author fb.me/whatsmynamestorybooks for more details about the storybooks

This volume analyses and presents the results of the trade, service and financial operations between any given country and the rest of the world. Among other issues the volume discusses tax measures of the 1920s, ascertaining the trend of foreign assets, verifying economic theory, providing analysis of war and reconstruction problems, and discussing foreign investments from the USA, France, Canada and Britain.

This volume analyses and presents the results of the trade, service and financial operations between any given country and the rest of the world. Among other issues the volume discusses tax measures of the 1920s, ascertaining the trend of foreign assets, verifying economic theory, providing analysis of war and reconstruction problems, and discussing foreign investments from the USA, France, Canada and Britain.