Education Magazine 27 3i

Vol.

27

Issue

3

Engineering Design Eureka!

Engineering Innovation and Entrepreneurship at Cork Institute of Technology The path to a bullying-free school ● DSPCA educating students about animals Mary Hanafin on Junior Cert history ● UCD Agri and Food Science ● Reviews

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VOLUME 27, ISSUE 3 3

News: Budget to create 1,700 new posts - Minister; News: Record Number of Entries for 2015 RDS Primary Science Fair: News: Science Gallery's major new exhibition programme for 2015;

Editor Niall Gormley

News: New figures show gender imbalance across colleges and universities;

Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: education@clubi.ie www.educationmagazine.ie

News: Trinity scientists reveal parchment's secrets; News: Students across Ireland give their opinions on their college experience; News: Student Theatre Awards launched; 11

A professional qualification in fitness education

13

Opinion: History should be a core part of the reformed Junior Certificate, argues Mary Hanafin

15

DSPCA - 12,000 children educated in responsible pet care

17

Shape a future with Saint Nicholas Montessori College Ireland

Printers Nicholson & Bass Ltd.

19

Cover Story: Engineering Innovation and Entrepreneurship at Cork Institute of Technology

At the time of press information in Education is believed to be accurate and authoritative. However, some information may change due to circumstances beyond our control. Acceptance of advertisements, does not constitute an endorsement of products or services by the publishers.

27

Feature: The path to a bullying-free school

32

University of Limerick: Computing as if people mattered

34

Are you a tech enthusiast? Would a career in the tech sector tick all your boxes? The FIT ICT Associate Professional programme.

Š2014. All rights reserved.

Reproduction in whole or in part without permission is prohibited.

37

UCD School of Agriculture and Food Science

38

Education and fieldwork opportunities at the Marble Arch Caves Global Geopark

41

Discover and learn with field studies at Castlecomer Discovery Park!

42

Reviews

Layout Real Issues, Drumhaldry, Moyne, Co. Longford 086-8986827

ISSN 0791-6161

Education Magazine is available to read online in the same format as the paper edition.

Cover story:

Engineering Design - Eureka!

www.educationmagazine.ie

CORK INSTITUTE OF TECHNOLOGY Simielle De Morais,CIT Final Year Biomedical Engineering Student, demonstrates her capstone project on Design, Development and Te s t i n g o f C a r d i a c O u t p u t Simulator carried out in conjunction with Cork University Hospital to Dr. Aoife Burke and Lecturer Sally Bryan at the Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition.

Pages 19-26 EDUCATION 3

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News..................................................................................................................................

Budget to create 1,700 new posts - Minister ADDITIONAL funding for the Education budget will ensure 1,700 new teachers and SNAs will be employed during 2015, according to Minister for Education and Skills, Jan O’Sullivan. The funding will help provide for 900 new classroom teachers, 480 new resource teachers and 365 new Special Needs Assistant posts.

The Minister also highlighted funding dedicated to continuing the reform agenda with the following investments in 2015:

• Literacy and numeracy strategy €6m additional on 2014 investment, bringing the annual budget to €13.8 • Junior cycle reform €5m additional on 2014 investment, bringing the annual budget to €9.3m • Music Generation €1m • High Speed Broadband €3m • New pre-school inspectors €0.6m €5m will be invested in capital funding as part of the planned three year €15m

investment to extend book rental schemes to cover all primary schools, resulting in lower back to school costs for families.

Three major capital projects in Irish universities will benefit from €20m of funding in 2015. These are a major library project at the University of Limerick (€10m), a new Human Biology Building at NUI Galway (€7m) and construction of the Confucius Institute at University College, Dublin (€3m).

■ 2014 RDS Primary Science Fair particpant from Scoil Bhríge agus Bhreandáin, Corondulla, Co Galway

Record Number of Entries for 2015 RDS Primary Science Fair THIS January over 2,700 class students from across the country will be at the RDS Primary Science Fair (PSF) with their class projects that answer questions such as ‘do cows have blue eyes?’ ‘Why don't aeroplanes fall from the sky?’ And ‘what type of cup keeps liquid hot the longest?’.

A 43% increase in applicants saw the 2015 RDS Primary Science Fair oversubscribed by 130%, with half of the schools being first time entrants.

Representing 26 counties from Ireland north and south, the 120 primary school class projects at the PSF will display at the BT Young Scientist & Technology Exhibition in January. The RDS Primary Science Fair encourages primary school teachers to focus on developing students’ core scientific skills by investigating a question or problem by ‘working scientifically’ and ‘designing and making’ as per the primary science curriculum.

Teachers’ feedback indicates that it’s not just science skills that benefit but that literacy, oral language and numeracy skills can improve through PSF participation.

For further information, please visit www. rds.ie/primarysciencefair.

4 EDUCATION

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..................................................................................................................................News

Science Gallery launches major new exhibition programme for 2015 IS our personal data the new global currency? How will the future of design, technology, families and communities shape how and where we live in the 21st century? After learning how to code in the language of computers, will we soon teach computers to ‘code human’? And what impact does the upheaval of trauma have on our lives and how do we heal? These are just some of the questions posed by the 2015 programme unveiled by Science Gallery at Trinity College Dublin.

Through the new programme, which explores lifelogging, trauma, the future of ‘home’ and code, Science Gallery is aiming to attract over 300,000 visitors in 2015, including more than 120,000 young adults aged between 15 and 25.

Full details of the 2015 programme are available online at www. sciencegallery.com/2015.

13.02.15 – 12.04.15 LIFELOGGING LAB LIFELOGGING LAB will combine laboratory and exhibition, where visitors will be ‘tooled up’ to explore one of the remaining frontiers of data science: themselves. A future of sensors, recordings, reflections, and analysis – how will we choose to use the quantifiable self, and how will we record and analyse the unquantifiable?

01.05.15 – 19.07.15 HOME What is HOME? An instantly recognisable word that means something different to everyone. How will the future of technology and design, communities, families, resources, and nations change the nature of what we define as ‘home’? Is it a uniquely human construct, a right, a state of mind, or a place?

From migration to innovation, and from a constitutional right of ‘home’ to the future of homes beyond Earth, we will search for home in an open-call exhibition curated by Dublin City Architect Ali Grehan.

07.08.15 – 01.11.15 CODE Code is everywhere: in codebreaking, encryption, quantum cryptography, algorithmic art, security, surveillance, hacking, Fibonacci numbers, ‘codification’ of behaviour, societies, human-machine interfaces, and mathematical structures in nature.

Can you code a dance the way you code an app? Explore computer code and human code, including codes of ethics, behaviour, and even gender codes. Vistiors can get coding, looking at symbolic languages, and finding codes in unexpected places, from idioms and ATMs to specialist lingo and design.

20.11.15 – 07.02.16 TRAUMA A sudden, violent, stressful and disturbing event, often a physical injury, trauma can be short-lived or longlasting with impacts that range from deeply personal to universal.

In this open-call exhibition visitors will experience a range of works by artists, scientists and designers that connect with the emotional upheaval of trauma on a physical, biological and psychological level. Explore the post-traumatic flipside of healing physiologically, emotionally and socially.

EDUCATION 5

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ENGINEER YOUR FUTURE The School of Engineering in WIT has approximately 1,200 students on our full-time and parttime undergraduate, postgraduate and research programmes. Our staff, students and graduates have established an excellent reputation with industry and the relevant professional institutions.

The School has the following undergraduate courses on offer: Department of Engineering Technology Higher Certificate in Mechanical Engineering (2 years) BEng in Manufacturing Engineering (1 year follow-on) BSc (Hons) in Computer Aided Manufacturing (1 year follow-on) BEng (Hons) in Mechanical & Manufacturing Engineering (4 years) Higher Certificate in Electronic Engineering (2 years) BEng in Electronic Engineering (1 year follow-on) BEng (Hons) in Electronic Engineering (4 years) BSc (Hons) in Applied Electronics (2 year follow on) Department of the Built Environment Higher Certificate in Building Services (2 years) BEng in Building Services Engineering (1 year follow-on) BEng (Hons) in Sustainable Energy Engineering (4 years) BEng in Civil Engineering (3 years) BEng (Hons) in Sustainable Civil Engineering (2 year follow-on) BSc (Hons) in Quantity Surveying (4 years) BSc (Hons) in Construction Management & Engineering (4 years) Department of Architecture BArch of Architecture (5 years) BSc (Hons) in Architectural & BIM Technology (4 years) Postgraduate opportunities are also available: Taught Programmes MEng Electronic Engineering MSc Innovative Technologies Engineering MSc Sustainable Energy Engineering MSc Construction Project Management

Research Areas: Electronics & Telecommunications Materials & Nanotechnology Sustainable Technologies BIM & Knowledge Management

Further information and application forms are available from www.wit.ie/engineering T: 051 306160 E: cmfitzpatrick@wit.ie Claire Fitzpatrick, School Administrator, School of Engineering, WIT, Waterford.

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..................................................................................................................................News

New figures show gender imbalance across colleges and universities THE HEA published a detailed breakdown of the gender divide of senior academic posts across publicly funded higher education institutions. While the HEA have previously published overall percentages of male/female staff and senior staff, this is significantly more detailed. It confirms that while the overall academic staff divide in higher education is 50/50, that males significantly outnumber females in senior posts.

While academic appointments are matters for the institutions themselves, the HEA says that it supports a number of initiatives that encourage greater equality in the system. For example, the Athena Swan project UCD Professor

recognises institutions that support female employees while the the Irish Research Council’s Gender Strategy & Action Plan 2013–2020: Ensuring Excellence and Maximising Creativity and Innovation in Irish Research aims to ensure genderequality in the research arena.

The statistics for the universities are shown below and the figures for the whole third level sector are available on the HEA website.

Commenting on the figures,Kathleen Lynch, professor of equality studies in the School of Social Justice in UCD told the Irish Times, said she was unsurprised.

“Higher education is male dominated;

this has been so for a very long time,” she said. “Women are often frozen out...I think a lot of women are aware that they are not welcome in senior posts.”

She believes that it is not a case of direct discrimination. “That’s too simplistic. There are cultural issues at play at senior level. It is expected that men will be leaders but it is not expected that women will be leaders and these messages are communicated in very subtle ways.

“It’s not just a question of women not being promoted; often women don’t even apply. If you’re told you have to work 24/7 what message does that send to women, and indeed men, with young families?”

UCC

NUIG

NUIM

TCD

UL

DCU

%M

%F

%M %F

%M %F

%M %F

%M %F

%M %F

%M %F

%M %F

80%

20%

84% 16%

86% 14%

77% 23%

86% 14%

69%

83%

81% 19%

31%

All Universities 17%

Associate Professor

73%

27%

75% 25%

88% 13%

83% 17%

55% 45%

83%

17%

76%

24%

74% 26%

Senior Lecturer

63%

38%

67% 33%

70% 30%

67% 33%

62% 38%

61%

39%

67%

33%

65% 35%

Lecturer

48%

52%

50% 50%

48% 52%

55% 45%

51% 49%

52%

48%

50%

50%

50% 50%

Senior Academic Staff

71%

29%

73% 27%

79% 21%

72% 28%

67% 33%

67%

33%

73%

27%

71% 29%

We are proud and happy to be

Faithful Companions of Jesus (FCJ)

Marie Madeleine d'Houet Foundress Faithful Companions of Jesus

The FCJ Society is an International Congregation of women religious founded by Marie Madeleine d’Houet, in 1820, in France. Like the holy women of the Gospel, they accompany Jesus and the people they meet in the world of today.

Ireland's Premier language tour specialists

Ignatian Spirituality is at the root of the FCJ way of life..

FCJ sisters are contemplatives in action. Through discernment and reflection they try to find God in all and are messengers of God’s saving Word.

FCJ’s long to share the gift of this spirituality so that it may reach the lives of many more people.

In their work and prayer FCJ Sisters are called to be… ✥ Companions of Jesus and companions to all whom they meet ✥ Involved in education of people at all stages of life ✥ Chaplains and counsellors ✥ Actively involved in the pastoral life of the Church ✥ Spiritual Directors ✥ Advocates of social justice, especially committed to the needs of people who are poor and disadvantaged ✥ Are committed to gender equality in church and society.

For further information contact: Sr. Geraldine Lennon, FCJ Residence, Bruff, Co. Limerick.

(061) 382106 / 086 3423692 email: geraldinefcj@ yahoo.ie

For over 30 years, Global Languages and Tours have been organising high quality, great value language programmes across Europe. Whatever your motivation; learning, fun, or personal development, we have a programme to suit you. Perhaps you fancy a group tours to see the sights with your friends, or a school integration to immerse yourself in a different culture and language, or maybe a 2 or 3 week summer programme with a mixture of language lessons and fabulous activities and excursions.

For more information, please see our website or call us today, the world is waiting for you!

www.glt.ie - 1800 948 353 EDUCATION 7

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News..................................................................................................................................

Students across Ireland give their Trinity scientists reveal parchment's secrets opinions on their college experience MILLIONS of documents stored in archives could provide scientists with the key to tracing agricultural development across the centuries, according to new research completed at Trinity College Dublin and the University of York.

With increasingly progressive genetic sequencing techniques, the all-important historical tales these documents tell are no longer confined to their texts; now, vital information also comes from the DNA of the parchment on which they are written.

Researchers used these state-of-the-art scientific techniques to extract ancient DNA and protein from tiny samples of parchment from documents from the late 17th and late 18th centuries.

The resulting information enabled them to establish the type of animals from which the parchment was made, which, when compared to genomes of their modern equivalents, provides key information as to how agricultural expansion shaped the genetic diversity of these animals.

THE results of a national survey of third level students, was published in November with the aim of helping Irish higher education institutions to enhance the quality of education they provide.

Over 19,800 students across 30 higher education institutions responded to the survey and details of their experiences will be used to inform institutional and programme/course development, as well as national policy. It is the first system-wide survey of its kind in Europe and one of only a handful of similar surveys worldwide.

Some of the findings include: • 63% of all participating students selected often or very often, when asked if they were improving knowledge and skills that will contribute to their employability (62% in 2013 pilot) • 67% of all participating students reported positive relationships with teaching staff, finding them to be available and helpful (a score of 5 or greater on 7 point scale). (72% in 2013 pilot) • 52% of all participating students selected quite a bit, or very much when

asked if they were solving complex real world problems (50% in 2013 pilot) • 80% of all participating students selected good or excellent, when asked how they would evaluate their entire educational experience at their institution (79% in 2013 pilot) • 65% of students selected often or very often, when asked if they used an online learning system to complete an assignment (60% in 2013 pilot) • 60% of all participating students selected often or very often, when asked if they had conversations with students of a different ethnicity/nationality (58% in 2013 pilot) • 29% of all participating students selected plan to or done, when asked if they were considering Study abroad/ student exchange (25% in 2013 pilot) • 78% of all participating students selected quite a bit or very much, when asked if they spend a significant amount of time studying and on academic work (76% in 2013 pilot).

A Career in Horticulture...

Situated in the National Botanic Gardens Glasnevin the Teagasc College of Amenity Horticulture offers the following courses in Horticulture. This wonderful setting provides the unique blend of the fi nest park setting in the Capital coupled with the experience of the staff of the gardens and the Teagasc staff. All students can avail of work experience in the Botanic Gardens as well as on parks around the city and other placements further afield.

Botanic graduates are leaders in the field of Horticulture and develop clear career pathways. Careers in landscape design and construction, parks, garden centres and fruit and vegetable production are all followed by the graduates.

Teagasc are proud to have new state of the art classrooms and drawing studio to support the learning of the next generation of Horticulturalists in the National Botanic Gardens.

CAREERS AND COURSE INFORMATION DAY: Thursday 19th March 2015 @ 2.00 to 4.00pm in the College.

● FETAC Level 5 Certificate in Horticulture ● FETAC Level 6 Advanced Certificate in Horticulture (Open to all holders of FETAC Common Awards Level 5 Horticulture) ● HETAC Level 7 Degree in Horticulture in Partnership with WIT (WD097) Details on all courses can be found at www.teagasc.ie/botanicgardens Telephone 01 8040201 or email: botanic.college@teagasc.ie Application for HETAC courses through CAO application process www.cao.ie

8 EDUCATION

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............................................................News

PEOPLE’S COLLEGE For Adult Education 31 Parnell Square, Dublin 1

■ Harry Potter star Evanna Lynch launched the Bord Gáis Energy Student Theatre Awards. Picture Jason Clarke Photography

Student Theatre Awards launched HARRY Potter star Evanna Lynch has launched the Student Theatre Awards which were set up by Bord Gáis Energy to recognise and reward participation in drama in schools across Ireland.

Open to primary school students from 3rd – 6th class and all students in secondary school, this year’s awards have been expanded and will feature 11 categories including best performance in a leading role, best director, best musical, best costumes and best set design.

The deadline for entries is 12th January 2015 and shortlisted schools will be invited to a special awards ceremony at The Bord Gáis Energy Theatre on Wednesday 4th March 2015 where selected schools will perform on stage and winning schools will share a prize fund of up to €10,000.

More information on www.bgesta.ie.

The People’s College for Adult Education organises adult education in a wide range of subjects for trade unionists, their families and the general public at very reasonable prices. Most are evening classes but Spanish, Yoga, Creative Writing and Wildlife are offered in the morning.

Courses offered include Creative Writing, Languages, Music & Art Appreciation, Yoga, Pilates, Painting, Photography, History and Genealogy. The college also has a choir, debating society and a drama group.

ENROLMENTS SPRING 2015: Monday 8th to Thursday 18th December 2014 Time 5.30 pm to 8 pm (Except Fridays, 7.30pm) ----------------January 2015 Tuesday 6th to Thursday 8th Time 2pm to 5 pm VENUE: PEOPLE’S COLLEGE, 31 PARNELL SQUARE, DUBLIN 1 POSTAL ENROLMENTS WELCOMED. For further Information:

Tel: 8735879 • Email: info@peoplescollege.ie www.peoplescollege.ie

EDUCATION 9

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National Council for Exercise and Fitness (NCEF)

A professional qualification in fitness education

D

O you have an interest in health, fitness and physical activity? Are you energetic, motivated and eager to learn ? Would you like to help others lead healthy and active lifestyles?

If yes, then becoming a fitness instructor will give you the opportunity to work at what you love. Fitness instructors work in a variety of settings such as fitness centres, leisure clubs, gyms, community centres, hotels and cruise ships. Many fitness instructors set up their own businesses while others work part time or on a freelance basis.

The Certificate and Higher Certificate in Exercise & Health Fitness (CEHF) offers a quality professional university accredited qualification. It is the only university accredited fitness instructor qualification in Ireland and it is placed at Level 6 on the National Qualification Framework and Level 5 on the European Qualification Framework. In addition to academic requirements the NCEF has completed the mapping of the Certificate in Exercise and Fitness (CEHF) Level 6 QQI/NFQ to European industry standards Exercise for Health Specialist EQF Level 5.

The Certificate is the primary course offered by the National Council for Exercise and Fitness (NCEF). The NCEF is an academic affiliate of the University of Limerick (UL) and it offers courses from Certificate to Degree level.

A VARIETY OF CLASSES The Certificate course provides education and training in such areas as fitness assessment, designing fitness programmes, step aerobics, body condit i o n i n g , re s i s t a n c e training and circuit training. Qualified fitness instructors can design individual fitness programmes and teach a variety of classes.

T h e NCEF Head Office is based in UL and operates the CEHF, HCEHF, Diploma and

Degree courses on campus. NCEF Certificate course operates in many centres nationwide where students take the first year with an option to continue to further study or graduate with a Level 6 Certificate.

Courses run in commercial (Gym based) and Educational centres. Locations include Cork, Waterford, Kilkenny, Galway, Dublin , Athlone and Drogheda. The NCEF network of course providers has been in place for over 20 years and all course fees are fully bonded with course provision guaranteed. Full list of NCEF approved centres are available on www.ncef.ie.

On successful completion o f t h e C E H F, N C E F / U L graduates can begin working and they can also avail of an exciting range of further qualifications on the NCEF pathway.

This flexible learning pathway offers graduates the opportunity to progress at their own pace to a Higher Certificate, followed by a the Diploma in Exercise & Health Fitness (DEHF) culminating in the Bachelor of Science in Exercise & Health Fitness.

FIND OUT MORE For more information on the NCEF Flexible Learning Pathway go to www.ncef.ie.

Phone: 061 202829

Become a fitness instructor - Qualify with the Best

Certificate & Higher Certificate in Exercise & Health Fitness Statutory Award of the University of Limerick

Find us on FACEBOOK

Full and Part-Time Course Options Applications for grants must be made directly with SUSI (Student Universal Support Ireland) for HCEHF, DEHF and BSc courses

For details on courses Nationwide Contact: www.ncef.ie or phone 061-202829

For details on the courses in Galway and Kilkenny Contact: www.maltingstraining.ie or phone 057-8621216

For details on the courses in Dublin Contact: www.motions.ie or phone 087-2445205

EDUCATION 11

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Opinion

History - a thing of the past?

History should be a core part of the reformed Junior Certificate, argues Mary Hanafin

P

REPARATIONS for commemorating the 1916 rising have begun, the First Dail will be remembered in the Mansion House, acknowledging the Civil War will be more complex, but at least we have the knowledge of history to guide us. For generations, students in Irish schools, and in the Hedge Schools before them, have learned about the events and people which formed our character as a nation.

Currently, the vast majority of Irish students study history until age 15 years and take it as a subject in the Junior Cert Exam. Sadly that is about to change. Proposals for the new Junior Cycle envisage only three compulsory subjects, Gaeilge, English and Maths. I believe very strongly that History should be included in this list. History gives students a sense of identity, develops citizenship, shows the relationship between current and past events, and fosters an appreciation of diverse traditions and cultures. The skills which are developed through the study of history are transferable into many aspects of life. Critical thinking, analysis,the ability to distinguish fact from fiction, truth from prejudice all support the development of a stronger society.

What is to happen the memory of our great leaders if we don't learn about them in secondary school? In future, are Robert Emmet and De Valera to be simply names of bridges of housing estates? Will O'Connell Street be presumed to honour Paul O'Connell, Captain of the Irish Rugby Team? Will Michael Collins be solely a film character, or did 'Game of Thrones' really happen?

In future, Junior Cycle students will take a combination of full and short courses. If 12-year-old students are faced with a choice of subjects, the pressure will be to select a language for university entry, science for employment opportunities, technology for the digital economy, and business for entrepreneurship. History will suffer, and so will our understanding of ourselves and the world we live in.

The option of taking history as a short course would lead to a lack of context or international

setting. How, for example, can the 1916 Rising be understood without referring to World War 1 or the Home Rule Bill?

There is a real danger that students would not choose history even as a short course as it will be competing with modules more immediately attractive to the young teenager. The NCCA has developed short courses which include 'Caring for Animals' and 'Exploring Forensic Science'. Given a choice between the 'Land War'and 'The benefits of a having a dog', Davitt might lose out to Buster, or 'collecting fabric fibres and fingerprints' might sound more exciting than a local history project. Giving students of all abilities and background the opportunity to develop new skills and interests is to be welcomed but not to the detriment of learning history.

Without a knowledge of history, we cannot fully appreciate literature from Yeats to McCann. In an increasingly globalised world, our history is part of what distinguishes us from others. Many of the problems in Israel, Ukraine, Syria and elsewhere are rooted in the past, but without a sufficient knowledge of history, our understanding for today and tomorrow is limited.

Every education system in Europe, with the exception of England and Albania, requires students to take history until the age of 15.

The removal of compulsory history in England led to a class and gender divide in those who chose it, and they are currently trying to reverse the decision. Let us not follow their mistake.

All interested parties welcome reform of the Junior Certificate but at the outset some difficulties were identified: the need for a State Exam, which has now been granted, and the problem of teachers assessing their own students, which is currently being negotiated.

The inclusion of History as a core, compulsory subject is equally fundamental and should be resolved immediately for the benefit of the students and for our understanding of ourselves and our place in the world.

â– Fading out... Will future generations know what happened here?

EDUCATION 13

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DSPCA Education Department

12,000 children educated in responsible pet care

T

HE DSPCA's Educational Service (Dublin Society for Prevention of Cruelty to Animals) offer a FREE education programme, including visits by their Education Outreach Officers to schools and tours to their extensive centre in Rathfarnham, Dublin.

The DSPCA believes that raising people's awareness is the best insurance against cruelty to all animals for this generation of children and the adults of the future. The Society's Education Service plays a leading role in raising public awareness by providing a comprehensive package in animal welfare education for students, teachers, youth organisations and the general public with a focus on life-long learning.

The DSPCA strives to promote respect and compassion for animals in all sections of our community and beyond.

WHY STUDENTS BENEFIT: ✒ The DSPCA's education service teaches compassion and responsible behaviour towards animals, humans and the environment we all share. ✒ They encourage children to recognise that all animals and creatures matter, not only the cute friendly ones. ✒ Children may realise that while humans dominate the planet we live on, they must learn to share it with all other creatures. ✒ The DSPCA believes that by understanding our place in the world we develop empathy and respect for all life.

EDUCATION IN SCHOOLS Primary Schools: Through tours and in-class talks the DSPCA work with all ages of students and are happy to create an age/ ability appropriate session tailored to a group’s interests. They can work around any subject including the ‘Myself and the Wider World’ strand of the S.P.H.E. and S.E.S.E. curriculum. Students can also sign up for a Primary School Newsletter Email online.

Secondary Schools: Again through tours and in-class talks the education department can work with all ages of students and are happy to create an age/ability appropriate session. They can work around any Civics, Social, Political, Science project, and have assisted many students as part of their 'Community Action Projects'. The DSPCA can also advise students with regard to Career Guidance.

Tours of the Animal Rescue & Rehoming Centre: School/Group Tours will take approximately 1½ hours. This time includes: discussion session in the lecture room including safety issues and a tour of the Centre including Cattery, Kennels, Small Animals, Horse Paddock and Wildlife Section. Groups can use our coffee shop which sells drinks and light snacks.

Education Poster Pack: The DSPCA produce an Education Poster Pack which can be used by teachers in primary schools as a stepping stone to educate students on the basic responsibilities of responsible pet care

and animal welfare. This pack is designed to bring our animal welfare message direct to schools.

If you would like to get a printed version of our Education Poster Pack please send a cheque or postal order for €5 made payable to The Education Department, DSPCA. Mount Venus Road, Rathfarnham, Dublin 16.

EDUCATION ACTIVITIES: Last year, the DSPCA Education Officer Gillian Bird, along with her team of Education Outreach Volunteers spoke to in excess of 12,000 young people by visiting and giving tours to pre-school, primary and secondary schools, third level colleges as well as adult and family project groups and correctional facilities.

By summer this year they had spoken to over 75 schools/groups and given over 100 talks. The Education Department also worked with Transition and Leaving Cert Applied students and over 350 work experience students completed placements for the school year 2013/2014.

The Education team are happy to work with all ages and will create an age/ability appropriate session to suit each group. If you would like to arrange work experience, or appointment to visit the DSPCA Animal Centre or for Gillian or one of her team to visit your school or summer camp please Tel: (01) 49947054 or email your enquiry to gillian.bird@dspca.ie.

FIND OUT MORE: www.dspca.ie EDUCATION 15

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Shape a Future Courses:

Higher Certificate in Arts in Early Years Montessori Education (Level 6) BA in Montessori Education (Level 7) BA (Honours) in Montessori Education (Level 8)

Higher Diploma in Arts in Early Years Montessori Education (Level 8)

Go to www.snmci.ie Call 01-2806064 / 01-2300080 email: admissions@snmci.ie or visit us at 16 Adelaide Street, Dun Laoghaire, Co Dublin

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Vol. 27

Issue 3

Engineering Design Eureka!

The Educational Company of Ireland is Ireland’s leading publisher of postprimary textbooks, e-books, exam papers and revision books To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie

Vol. 27

Issue 2

Engineering Innovation and Entrepreneurship

at Cork Institute of Technology

animals The path to a bullying-free school l DSPCA educating students about Reviews Mary Hanafin on Junior Cert history l UCD Agri and Food Science l SPEAK Ireland ● Understanding Electricity ● National Learning Network Reviews Young Europeans learning about Europe ● Asian Studies at UCC ●

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Saint Nicholas College

Shape a future with Saint Nicholas Montessori College Ireland

S

AINT Nicholas Montessori College Ireland (SNMCI) has been the source of many graduates in Montessori and early years’ education since 1984. The College’s programmes aim to develop educators of the highest quality, based on the Montessori principles of education.

While many think of Montessori teaching as confined to 0 - 6 year old children, it is only part of the story. There are a number of Montessori schools providing the National Primary Curriculum to children up to the age of 12. Indeed, there is one such school on the College’s campus in Dún Laoghaire.

PEERS AS A ROLE MODEL Montessori Education is based on the premise that children are best supported in a learning environment which meets all their needs. This in turn will assist them to become valued members of society. Key to this is the multi-aged groupings, which fosters children’s development as role models for their peers. Encouraged by this supportive environment, each child learns to co-operate.

Furthermore, in the eyes of pedagogical experts, the Montessori Method is also strongly aligned to working in the field of Special Education. This is linked with the use of concrete, manipulative materials to support the cognitive development of the child. Montessori’s multi-sensory approach has, for example, been found to be successful for developing literacy and numeracy skills in children with learning difficulties in inclusive educational settings.

Education Sector. Also, 2015 will see the introduction of a Level 6 Higher Certificate in Arts in Early Years Montessori Education, in response to a recognised need, from both learners and stakeholders, for the provision of a solid foundation programme for early years’ education.

This year, school leaver enrolment onto SNMCI’s Level 6 and Level 7 programmes will be managed via the CAO Handbook.

Applications for part-time provision, Recognition of Prior Learning or the Higher Diploma programme should continue to be made directly to the College.

PART-TIME STUDY OPTIONS Many school leavers choose to defer fulltime study and opt to work instead.

SNMCI’s Level 6 and Level 7 programmes are available on a part-time basis and have recently been reformatted in order to improve on their delivery.

SNMCI’S PROGRAMMES

FINANCIAL CONSIDERATIONS

SNMCI’s programmes of study are accredited by Quality and Qualifications Ireland (QQI), so applicants can be assured of the quality of its programmes. Each of these programmes continues SNMCI’s strong tradition of developing educators of the highest quality, who will serve and support children within all sectors of Early Childhood Care and Education (ECCE) settings.

Not only does the College deliver highly regarded undergraduate Level 7 and Level 8 Bachelor of Arts programmes, we have recently changed the format of our postgraduate programme, the Higher Diploma in Arts in Early Years Montessori Education, to meet changing demands within the

Uniquely among private colleges, full time students of SNMCI are eligible to apply for financial assistance under the Higher Education Maintenance Grants scheme operated by SUSI. If school leavers don’t qualify for this, the College has an instalment plan in place to assist with the payment of fees. This plan is also available to those wishing to pursue SNMCI programmes on a part-time basis.

CAREER OPPORTUNITIES On successful completion of their programme, SNMCI graduates are ready to enter the workforce, with many pursuing careers in ECCE settings. Depending on the level of the qualifications, career opportuni-

ties include teaching in Montessori pre-schools, working as Special Needs Assistants and as expert practitioners in ECCE settings.

Furthermore, Graduates of the Bachelor of Arts (Hons) in Montessori Education receive restricted recognition from the Teaching Council under Regulation 3 for working with children with special educational needs in recognised mainstream primary schools and in recognised special schools where Irish is not a curriculum requirement. (Please note that this is currently the subject of consultation).

Many graduates opt to progress to Level 9 programmes in education, special education or other care, therapy, or education related programmes. They may also progress to Higher Diplomas in Primary Education in Ireland, or to a Post-graduate Certificate in Education in the UK. LOOKING TO THE FUTURE One message should be clear from recent Government publications such the Right from the Start report and wider policy initiatives. There is an increased emphasis on professionalising the early years’ work force, including developing a graduate-led workforce in ECCE settings. While this may take some time to achieve, a Saint Nicholas Montessori College qualification will be a distinct advantage for educators.

Full details of our programmes are available on our website at www.snmci.ie FIND OUT MORE: The College welcomes requests for more information email admissions@snmci.ie.

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Cork Institute of Technology

Engineering Design

Eureka!

Engineering Innovation and Entrepreneurship at Cork Institute of Technology

T

HE remarkable sustained global engineering design, innovation and entrepreneurship achievements of the students of Cork Institute of Technology is founded on a continuous and rigorous design core to the engineering courses at the Institute.

This success has been underlined by the major international and national achievements of CIT student design projects during 2014 including Innovact 2014 Reims France European Campus Student Innovator of the Year 2014 First Place and Outright Winner, International Medical Engineering Finals Westminster London 2014 JRI Prize for Best Undergraduate Medical Engineering Project Exhibition and Poster Presentation First Place and Outright Winner, Engineers Ireland Innovative Student Engineer of the Year 2014 Level 8 sponsored by Siemens National Award First Place and Outright Winner, Enterprise Ireland Institution of Mechanical Engineers Speak Out for Engineering National Award Dublin 2014 First Place, CADFEM Ireland and Ansys Users Conference EI HQ Dublin Best Presentation Paper ( 2014 ) First Place and M E E TA - A s s e t M a n a g e r s a n d Maintenance Association National Student Award 2014 Dublin.

CIT engineering degrees courses are centered on a strong hands-on design core in all years. Students undertake design projects from literature research, analysis, experimentation and validation right up to prototype production and commercial evaluation/business plan development.

Many of the International and National Adjudication panels have averred to the integrated structure of the CIT student projects as a critical element in their success on the global stage.

A strong innovation and entrepreneurship ethos is encouraged within the CIT student body and links have been developed with students from other disciplines including ground-breaking multi-discipline team projects in liaison with Marketing, Accounting and Information Systems students. From student concept, current issues and needs are assessed and

addressed through applied engineering design solutions under the supervision of a young and vibrant staff via oral and written presentations and round-table student/staff fora.

A continuous design core, a strong innovation ethos, product development from student concept to prototype manufacture and optimisation, multi-discipline teamwork, business plan development, communication and exhibition skill

enhancement and a unique engineering education model have all combined to create a critical mass leading to the remarkable International and National successes over a sustained period of the students of CIT’s engineering degree courses.

The 2014 successes capstone a remarkable decade of sustained CIT achievement both nationally and internationally as detailed and described in the box below:

National Prize-Winners in Engineering Innovation, Design and Entrepreneurship Innovative Product Development Laboratories including: Eleven Engineers Ireland Innovative Student Engineer of the Year Awards sponsored by Siemens (2014 L8, 2013 L8, 2012 L8, 2011 L7, 2009 L7, 2008 L8, 2007 L7, 2006 L8, 2005 L8, 2004 L8, 2003 L8) ■ Five Enterprise Ireland I.Mech.E Speak Out for Engineering Awards (2014, 2013, 2007, 2006, 2004) ■ Five MEETA Asset Management and Maintenance National Awards (2014, 2013(x2), 2011, 2006 ) ■ One CADFEM Ireland and Ansys Users Conference EI HQ Dublin Best Presentation Paper ( 2014 ) ■ Two Enterprise Ireland / Invest Northern Ireland Young Entrepreneur of the Year First Place Award ( 2013, 2007 ) ■ Four Cruickshank Most Technologically Innovative Project First Place Award ( 2013, 2009, 2008, 2007 ) ■ Seven Enterprise Ireland / Invest Northern Ireland National Awards of Merit ( 2013, 2012, 2010, 2009, 2008, 2007) ■ One GradIreland Graduate Employee of the Year First Place Award Mansion House Dublin ( 2012 ) ■ One NCBI Inclusive Technology Showcase Grand Prize Wood Quay Dublin ( 2012 ) ■ Three Abbott Ireland Intern of the Year Awards ( 2012, 2011, 2009 ) ■ Two Enterprise Ireland / Invest Northern Ireland Academic Innovation Awards ( 2012, 2009 ) ■ One Engineers Ireland Excellence Awards - Inaugural “ Best in Class ” Engineering Education Award (2011) ■ One Engineers Ireland Excellence Awards - ESB Award for Outstanding Contribution to Engineering (2011) ■ One Engineers Ireland Excellence Awards - Chartered Engineer of the Year (2011) ■ One Inaugural Enterprise Ireland / Invest Northern Ireland Young Entrepreneur of the Year Solving Problems for Industry €7,500 Award (2009) ■ Two HP Invent Awards for Best Science/Engineering/IT project in Ireland ■ Three William Eccles Institution of Production Engineers National Awards ■

International Prize-Winners in Engineering Innovation, Design and Entrepreneurship Innovative Product Development Laboratories including: Two European Laureate of Innovation First Place Award - European Student Innovator of the Year 2014 and 2012 - European Student Innovation Finals - Innovact Reims France ( 2014, 2012 ) ■ Eight First Places and Seven Runner Up Finalists in the Institution of Mechanical Engineers Best Medical Engineering and Design and Development of a Biomedical Device Competitions, London ( 2014, 2011, 2010, 2008, 2007, 2006, 2005 ) ■ European Science Engineering and Technology Best European Mechanical Engineering Student One First Place and One Runner Up Babcock Award - SET Finals London UK ( 2013, 2011 ) ■ Two Enterprise Ireland / Invest Northern Ireland Think Outside the Box Academic Innovation Awards ( 2012, 2009) ■ One European Laureate of Innovation Third Place Award – European Student Innovation Finals - Innovact Reims ( 2010 ) ■ Two Gold Medals Undergraduate Awards of Ireland and Northern Ireland Engineering/Mechanical Sciences ( 2011, 2010 ) ■ Seven First Places and Six Runner Up Finalists in the Institution of Mechanical Engineers Best Medical Engineering and Design and Development of a Biomedical Device Competitions, London ( 2011, 2010, 2008, 2007, 2006, 2005 ) ■ One Global Student Entrepreneur Finalist Award sponsored by the Entrepreneurs’ Organisation in conjunction with Mercedes-Benz Financial at the GSEA Finals in Kansas City, Missouri, USA ( 2009 ) ■ One SOFE Paris Second Place Award - Institution of Mechanical Engineers ( 2009 ) ■ One First and One Second Place in the ISEA International Sports Engineering Competition, London ■ Two Queen’s Silver Jubilee awards for Best Mechanical Engineering Degree Project in Ireland and Britain ■ One Genius 2000 Award for Best New Invention at the Nuremburg Inventors’ Fair ■ Two Society of Manufacturing Engineering Outstanding Young Engineer Worldwide Awards ■

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Cork Institute of Technology

European Student Innovation Awards Innovact 2014 Reims France European Campus Student Innovator of the Year 2014 First Place and Outright Winner

First Place European Campus Student Laureate of Innovation 2014 John Roberts PyraAidTM "Wheelchair Enablement Device" Cork Institute of Technology, Ireland IT has been announced on Wednesday 2nd April 2014 before a packed auditorium at the European Innovation Finals Innovact 2014 Reims, France, that First Place and Outright Winner of European Campus Student Innovator of the Year 2014, from hundreds of international entries and 20 shortlisted international finalists is John Roberts of Cork Institute of Technology.

John would like to pay particular tribute to his third year Multidisciplinary Engineering and Business student colleagues: Siobhan Hickey, Alan O’Reilly, Laura Hannon, Sandra Hayes, Thomas Thornton and Stephen O’Brien, who were central and crucial to the early inspiration and development of the enablement project and whose support and encouragement persuaded John to continue on the project as a most challenging and rewarding final year capstone mechanical engineering project.

Pic: David Keane Pic: Guillaume Gellert

First Place European Campus Student Laureate of Innovation 2014 John Roberts, PyraAidTM, "Wheelchair Enablement Device" Cork Institute of Technology, Ireland

Pic: Guillaume Gellert

Pic: Guillaume Gellert

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Cork Institute of Technology

Engineers Ireland Innovative Student Engineer of the Year 2014 sponsored by Siemens

Pic: Naoise Culhane

■ Engineers Ireland Innovative Student Engineer of the Year 2014 James King with Shirley McDonald EI and Aiden Cawley Siemens

First Place €1,500 National Award Winner: James King Mechanical Engineering, Cork Institute of Technology “Drone Compatible Medical Transportation Pod Design, Development and Testing”

Pic: Naoise Culhane

THE self-conceived product Medical Transportation Pod - Medi-PodTM - is an aerodynamic self-cooling pod for transporting medical supplies via aerial drone or personal transportation methods.

Between the years of 2001-2011, there have been 4,596 combat related fatalities in Iraq and Afghanistan. A study (1) carried out in 2012, stated that 26.3% of these combat deaths were potentially survivable - it was suggested that if the ideal conditions, i.e. if the equipment and expertise were available, these troops would have had a stronger chance of survival and the percentage of combat deaths could have been significantly lowered.

The developing Medi-PodTM device is designed to be attachable to aerial drones - allowing fast and safe trans-

portation of critical medical supplies between medical facilities and over large distances to remote, inaccessible and war torn areas without danger to personnel.

Drone compatibility requirements determined include operation, efficiency, safety, robust external shell, aerodynamic shape, temperature stabilisation at extreme temperature ranges, ease of attachment, low material coefficient of friction, versatility and drone attachment universality.

The design, testing and build of the self-conceived product Medical Transportation Pod - Medi-Pod TM prototype has been comprehensively undertaken yielding the finished functional conforming prototype. Validation has been achieved by both computer simulations and physical model testing.

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Cork Institute of Technology

Engineering in Medicine and Health Division Westminster London 2014 International Medical Engineering Finals - Thursday 27th February 2014 First Place - JRI Prize for Best Undergraduate Medical Engineering Project Exhibition and Poster Presentation

First Place: Shane Fogarty Cork Institute of Technology “Medication Capsule Thermoforming Process Improvement and Electrostatic Analysis” Runner Up Finalists: David Williams, Cardiff University “Exploring Knee Loading Using Magnetic Resonance Imaging” Alaa Abdulali Alsaffar University of Huddersfield “Development of Methods To Pressure Map The Patient Device Interface In Support Surface” First Class Honours: Mechanical Engineering Graduate Shane returns to a most highly sought after graduate placement in the prestigious professional development programme at Biomedical company Abbott Vascular in Clonmel, Co. Tipperary.

Medimaton Prize for Best PhD Medical Engineering Project Exhibition and Poster Presentation First Place: Dr. Chi Leng Leong, Imperial College London “Bioengineered Microfluidic Devices for the Real-Time Clinical Measurement of Neurochemicals” Runner Up Finalist: Dr. Shona Cunningham, Cork Institute of Technology “Carbon Dioxide Absorption and Channelling in Closed Circuit Rebreather Scrubbers” Dr. Shona Cunningham of Cork Institute of Technology takes up a most highly sought post-doctorate research position in the area of Computational Fluid Dynamics at the world renowned National Physics Laboratory (NPL) in London

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Cork Institute of Technology MEETA - Asset Managers Association

National Student Awards 2014 MEETA National Student Award 2014 Damien McAuliffe. Mechanical Engineering CIT “Incinerator Scrubber System Analysis and Optimisation in conjunction with GlaxoSmithKline”

WHEN specifying equipment for industrial use, that equipment is regularly oversized to ensure suitability and potential for expansion. The prevalent view is that, if oversized, equipment can adequately achieve specified function, but that undersizing may result in both non-functionality and restriction on expansion.

Research is undertaken on the GlaxoSmithKline Incinerator Scrubber System to design, develop and implement modifications to reduce running costs while providing capacity for future expansion.

Scrubber operation investigation was carried out to determine critical parameters affecting operation, resulting in determination of an ideal water droplet size to ensure efficient water use and pump motor requirements to supply this water.

Testing was successfully undertaken utilising advanced high speed camera technology thereby allowing comparison of droplet size and spray pattern from original and optimised nozzle configuration systems. The recommended and specified new nozzle size configuration enables a 60% reduction in water volume with a payback period of 0.8 years.

CADFEM Ireland and Ansys Users Conference 2014 Best Paper Presentation Award

“An Analysis into Wind Induced loading Effects on a Ship-to-Shore (STS) Crane and Investigation into Design Optimisation” CORK Institute of Technology’s Brian Hand Final Year Undergraduate Engineering Project “An Analysis into Wind Induced loading Effects on a Ship-to-Shore (STS) Crane and Investigation into Design Optimisation” wins Best Paper Presentation Award at CADFEM Ireland and Ansys Users Conference 2014 in Engineers Ireland HQ Dublin Brian’s self-devised final year undergraduate capstone project on “An Analysis into Wind Induced Loading Effects on a Ship-to-Shore (STS) Crane and Investigation into Design Optimisation” arose from his work placement at Liebherr Container Cranes of Killarney, Co. Kerry.

Brian had already been extended the exceptional honour for an undergraduate student of being invited to publish and present his findings at this major conference. Competing against primarily PhD students at the conference, Brian’s achievement, as the sole undergraduate presenter, in winning the CADFEM Ireland award is a remarkable testament to the rigour and innovativeness of the work undertaken.

Details of Brian’s award winning work, including illustrated summary, full capstone project report and two developed videos, can be found at: www.cit.ie/ equaliser Brian is to graduate on 20th October 2014 at Cork Institute ■ Derek Sweeney of CadFem Ireland Presents Best of Technology with a Bachelor of Paper Award to Brian Hand

Engineering in Mechanical Engineering Level 8 First Class Honours Degree. Brian has also been awarded a CIT Rísam PhD Scholarship EDUCATION 23

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Cork Institute of Technology

Engineers Ireland Excellence Awards 2014 Four Seasons Hotel Dublin • Friday November 7th 2014

CIT Graduates Receive 2 Major Awards

■ CIT graduates Robert Hobbs and James King Winners of Engineers Ireland Excellence Awards 2014

CONTINUING PROFESSIONAL DEVELOPMENT CPD EMPLOYER OF THE YEAR 2014 AWARD Winner - DePuy Synthes Cork “The Journey from Follower to Global Leader” DePuy Synthes Cork “The Journey from Follower to Global Leader” submitted by a team led by 2007 CIT Mechanical Engineering Graduate Robert Hobbs has won the Engineers Ireland Excellence Award for Continuing Professional Development CPD Employer of the Year 2014 Award.

Runner Up Short-listed Companies- Continuing Professional Development CPD Employer of the Year 2014 ➤ 30 Million by 2017 - A Business Transformation Roadmap - GE Healthcare ➤ Delivering Value Through Knowledge Management and External Learning Linkages - Roughan & O'Donovan Consulting Engineers ➤ RPS GMIT BIM Revolution - RPS Group Ltd ➤ Continuous Improvement and Adaptability Brings Growth for Zimmer Shannon - Zimmer Orthopedics Manufacturing Ltd

ENGINEERS IRELAND EXCELLENCE AWARDS STUDENT ENGINEER OF THE YEAR 2014 AWARDS First Place and Engineers Ireland Innovative Student Engineer of the Year 2014 (Level 8) James King - Mechanical Engineering - Cork Institute of

PRESENTED at the glittering and prestigious Engineers Ireland Excellence Awards Ceremony at the Four Seasons Hotel, Ballsbridge, Dublin 4: DePuy Synthes Cork “The Journey from Follower to Global Leader” submitted by a team led by 2007 CIT Mechanical Engineering Graduate Robert Hobbs, has won the Engineers Ireland Excellence Award for Continuing Professional Development CPD Employer of the Year 2014 Award. See following link for EI Summary Paper authored by Robert on the DePuy Synthes Team Submission: www.engineersjournal.ie/de-puy-engineering-cpdstrategy.

Engineers Ireland Excellence Award for First Place and Engineers Ireland Innovative Student Engineer of the Year 2014 ( Level 8 ) - James King - Mechanical Engineering - Cork Institute of Technology “MediPod - Drone Compatible Medical Transportation P o d D e s i g n , Development and Testing”.

S e e w w w. c i t . i e / medipod Technology, “MediPod - Drone Compatible Medical Transportation Pod Design, Development and Testing”.

Runner Up Finalists ➤ Brian Hand - Cork Institute of Technology: “An Analysis into Wind Induced loading Effects on a Ship to Shore (STS) Crane and Investigation into Design Optimisation” ➤ Oisín Moore - National University of Ireland Galway "Improving Breast Cancer Screening - Design of a Microwave Breast Imaging Prototype" ➤ Niall Ó Murchú - Dublin Institute of Technology "Design and Build of an Electromechanical Test Rig"

Congratulations also to two other CIT graduates who were also nominated for excellence awards Hewson Consulting’s Bridget Mullane, CIT 2008 Structural Engineering Graduate, Department of Civil, Structural and Environmental Engineering, was short-listed for Chartered Engineer of the Year 2014 .

The Naval Service’s Cdr Michael Malone, 1985 Marine and Plant Engineering Graduate, Cork RTC, paper on "P60 Naval Offshore Patrol Vessel" was short-listed for the Best Paper/ Presentation of the Year 2014.

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Cork Institute of Technology

Sounds good at CIT

Pic: Darragh Kane

CORK Institute of Technology is a major supporter and one of six local funders of Music Generation Cork City, which is part of Music Generation, Ireland’s national music education programme.

Recently two of CIT’s engineering students who graduated this autumn, designed and developed new assistive music technologies to help facilitate music making for the SoundOUT programme.

Students James Fogarty and Nicola O’Mahony worked closely with the SoundOUT team and the young musicians involved, in order to develop specific types of technology which would best suit the musicians’ needs.

CIT Student Nicola O’Mahony (top picture) demonstrates her capstone Biomedical Engineering project on the Adaptation of “The Magic Flute” for People with Restricted Movement carried out in conjunction with the SoundOUT organization.

“MUSICABILITY”

Pic: Clare Keogh

Pic: Darragh Kane

CIT Biomedical Engineering Student James Fogarty (middle picture) developed an assistive music technology system “Musicability”to help facilitate music making for the SoundOUT programme in Cork City. With James and the developed instrument is Jenny Garde from the SoundOUT programme.

James demonstrates his final year enablement project to Rebecca Casey (bottom picture) at the Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition.

James' project was highly commended in the Engineering and Mechanical Sciences category of The Undergraduate Awards 2014, and was ranked in the top 10% of submissions to the 2014 programme, which received 4,792 submissions from undergraduate students around the world.

James is to commence a graduate internship in Abbott Vascular in Clonmel, Tipperary shortly and he is also planning to continue developing the Musicability system, which can be adapted for other users.

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Cork Institute of Technology

Pic: Naoise Culhane

■ Engineers Ireland Innovative Student Engineer of the Year 2014 Level 7 Finalists CIT Mechanical Engineering Students Shane O'Gorman, Mark O'Flynn and Patrick Walsh present their project on Design Development and Testing of a Motorcycle Transport Device to Shirley McDonald EI and Aiden Cawley Siemens.

Pic: Darragh Kane

■ The Design and Development of a Lineout Training Device carried in conjunction with Munster Rugby whose Elite Training Facility is located on the CIT Campus.

■ Motor Rally Car Engine Cylinder Measurement and Performance Optimisation by CIT Mechanical Engineering Students Dan O’Brien, Sean Moynihan and Maurice McSweeney.

■ The Design Development and Testing of a Bovine Jaw Breaking Device

by CIT Mechanical Engineering Student Jeremiah Brennan.

Pic: Darragh Kane

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The Anti-Bullying Centre

The path to a bullying-free school THE Anti-Bullying Research and Resource Centre (ABC) was founded in 1996 by Professor Mona O’Moore. In 2014, ABC was relaunched as the National Anti-Bullying Research and Resource Centre and is located within the School of Education Studies, DCU. Since it was founded ABC has led the field of research in school and workplace bullying in Ireland and is an internationally recognised centre of excellence in bullying research. The centre also provides resources and training to those who wish to address school and workplace bullying.

BULLYING in Ireland is a behavioural problem which affects the lives of thousands of school children and their families. The humiliation, fear, frustration, social isolation and loss of self esteem which children experience when bullied results in absenteeism from school, poor or deteriorating schoolwork, personality changes, illness, depression and unfortunately sometimes suicide.

Most people are aware that bullying exists, yet this behaviour often remains largely unchallenged

The aims of ABC are: • To conduct research into the multi-level and multi-factorial nature of workplace and school bullying.

• The creation of greater awareness and understanding of bullying behaviour.

• The promotion of ways and means by which bullying behaviour may be prevented or reduced.

• To support the implementation of the National Action Plan on Bullying.

until it manifests itself as either directly impacting on someone we know and care about or as a problem that has become too serious to ignore.

National and International research has shown that bullying knows no boundaries of age, sex or socio-economic background. It can take many forms, it can be short term, or continue over long periods, even years. Bullying behaviour quickly causes pain and distress to its victims.

TYPES OF BULLYING

accompanies bullying behaviour.

Verbal Bullying... ...can leave children feeling angry, frightened and powerless, if children are unable to share their feelings with someone else it can leave them emotionally bruised and exhausted.

Their powers of concentration can suffer, adversely affecting their capacity for learning. Verbal attacks can be of a highly personal and sexual nature. They can be directed at the child's family, culture, race or religion.

Malicious rumours are particularly insidious forms of verbal bullying.

Exclusion Bullying... ...is particularly hurtful because it isolates the child from his/her peer group and is very hard for the child to combat as it attacks their self confidence/self image.

Physical Bullying... ...is often written off as "horseplay", "pretend" or "just a game" when challenged. While children can and do play roughly, in the case of bullying be aware that these 'games' can be a precursor to vicious physical assaults.

Both boys and girls indulge in physical bullying, boys perhaps more so as they have a greater tendency towards physical aggression.

Gesture Bullying... ...there are many different forms of non-verbal threatening gestures which can convey intimidatory and frightening messages, i.e. The state or look which

Extortion Bullying... ...young children are particularly vulnerable to extortion bullying. Demands for money, possessions or equipment, lunch vouchers or food may be made, often accompanied by threats. Children may also be dared or forced to steal from the school leaving them (at the mercy of the bully) open to further intimidation.

E-bullying... ...in an ever more technologically advanced world, a new strain of bullying has emerged amongst children, which utilises web pages, emails and text messaging to abuse, intimidate and attack others, either directly or indirectly i.e. rumour mongering.

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The Anti-Bullying Centre WHY DO PEOPLE BULLY? WHILE constitutional factors play a part in aggressive behaviour, it is recognised that factors within the home, school and wider society influence the development of aggressive behaviour.

If aggressive behaviour is not challenged in childhood, there is a danger that it may become habitual. Indeed, there is research evidence, to indicate that bullying during childhood puts children at risk of criminal behaviour and domestic violence in adulthood.

Factors which contribute to aggressive behaviour in the home are: • Lack of love and care • Too much freedom • Inconsistent discipline • Permissive management of aggressive behaviour • Violent emotional outbursts on part of adults

WHO GETS BULLIED? FOR most people when you talk about a child who gets bullied there is a clear mental image in their head of the "classic" school victim. The small, perhaps chubby, bespectacled individual straight out Tom Brown's School Days or Billy Bunter.

The truth of who gets victimised is, however, far less clear cut. Any pupil, through no fault of their own may be bullied. Anything, no matter how small, that sets the victim apart from the bully or bullies may be sufficient "justification" in their eyes. Sometimes all it takes is for the child to be in the wrong place at the wrong time. Therefore it is not unusual to find that there are many children victimised through bullying who are popular and socially well adjusted.

It has been recognised that many of the negative and unsympathetic characteristics that are often ascribed to victims may be the result of long-term bullying rather than a cause of bullying.

There are, though, some children who unwittingly invite attacks by behaving in ways that cause tension and irritation in their immediate vicinity. Such children, often referred to as 'provocative' victims may have inadequate social skills or learning difficulties.

Sadly however, research shows that no matter what the true origin of the bullying is, children who are bullied tend to see the cause of bullying in themselves and feel or imagine that there is something "wrong" with them.

• Excessive physical punishment • Cruelty Factors which contribute to aggression in school are: • Inconsistent and inflexible rules • Poor staff morale • Inadequate supervision • Punishment that is too harsh, abusive or humiliating • Few incentives and rewards for non-aggressive behaviour • Curriculum that affords few feelings of success and achievement Other factors in wider society include violence portrayed on cinema screens and on television. Research suggests that children who constantly view violence on TV and video develop more aggressive tendencies and less empathy with victims of aggression.

This is especially true of children who experience violence in their home and their neighbourhood as part and parcel of their daily lives.

BULLYING AT SCHOOL IN IRELAND: HOW WIDESPREAD IS IT? THE Nationwide Study of Bullying in Irish first and second level schools conducted by Dr Mona O'Moore in Trinity College Dublin indicates that some 31% of Primary Students and 16% of Secondary Students have been bullied at some time.

From our circa 870,000 school going population, approximately 23% or 200,000 children are at risk of suffering the ill effects of bullying.

WHERE DOES BULLYING TAKE PLACE? BULLYING can occur almost anywhere, but particularly where there is either inadequate or no adult supervision.

Results from the Nationwide Study on Bullying Behaviour in Irish Schools (O'Moore, 1997) show that in Primary schools in Ireland 74% of children who said they were bullied, reported that they were bullied in the playground.

While 31% claimed that the bullying occurred in the classroom.

At Secondary level the most common place to be bullied was in the classrooms, with 47% of victimised children placing the incidents there. The next most likely place, at 37%, was in the corridors, with the playground at 27%.

Other areas, within the school, where children reported bullying to go on, at both levels, included the toilets, changing rooms, locker areas and dormitories in boarding schools.

19% of primary school children who said they were bullied said that the incidents occurred going to or from school, while 8.8% of post-primary students said the same.

EFFECTS OF BULLYING Some of the effects of include: • Stress • Reduced Ability to Concentrate • Lack of Motivation Or Energy • Poor / Deteriorating School Work • Anxiety About Going To School

• Loss of Confidence & Self Esteem • Lack Of Appetite / Comfort Eating • Alcohol, Drug Or Substance Abuse • Aggressive Behaviour • Depression • Problems with Sleeping: Nightmares, Bedwetting, Sweats • Panic Attacks • Nervous Breakdown • Attempted Suicide EDUCATION 29

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The Anti-Bullying Centre THE TELL TALE SIGNS Watch out for: • Unexplained bruising, cuts or damaged clothes • Visible signs of anxiety or distress - refusal to say what is wrong • Unexplained mood swings or behaviour - becoming withdrawn - becoming clinging - attention seeking - aggressive behaviour • Out of character in class

• Deterioration in educational attainments • Loss of concentration • Loss of interest in school • Erratic attendance • Mitching • Lingering behind in school after classes are over • Increased requests for pocket money or stealing money • Loss of or damage to personal possessions or equipment • Artwork expressing inner turmoil

WHAT PARENTS CAN DO? Empower schools to act ...remember, your child can be either the victim or the bully, we all have the ability to bully others within us. Make sure that your child's school has the policy and the programme in place that ensures that, ineither eventuality, your child's problems will be identified and acted upon.

Empower pupils to report incidents ...statements to children like 'you shouldn't tell tales' and discouraging "whistleblowing" at a young age, can have detrimental repercussions when it comes to incidents of bullying.

Always make it clear to your children that it is always right to tell when they see something wrong.

WHAT TO TELL CHILDREN What to Do Act as confident as you can. Face them and tell them clearly to stop. Try and be calm and move away from them.

Don't Hit Out If someone is bullying you don't try to hit/kick them. You may get badly hurt in a fight and even if you don't, the bully can sometimes use how you hit them against you.

If They Call You Names If they tease you or slag you off, try and laugh it off. Don't let them see that they have hurt you. Bullies like to get a reaction, if they don't get one there is no point in them bullying you.

Remember, It's Not About You Often people who bully other people do it to make themselves feel better, because they are unhappy, at school or at home. Remember that they have the problem not you. Don't believe what they say to you, and don't blame yourself.

Tell Your Friends//People You Can Trust In Class Tell them what is going on and how you feel. Ask them to come with you to tell a teacher if you are afraid. Ask them to stand up with you against the bully.

Tell Someone If you're being bullied, try and tell someone about it.

Talk to: - Your parents - Your family - Your teachers - A Helpline If your school has a peer mediation or mentoring program try to use it. No one can help you if you don't tell them.

Don't hit back with violence. Getting into a physical fight with someone can be dangerous.

If you are afraid to tell because it might make things worse, tell the person you talk to that you are afraid if they do anything it might make it worse, ask them to help you deal so it won't.

What To Say When You Tell Tell them what has happened; Who is doing it; How often it has happened; Did anyone see or hear what went on; What have you tried to do about it.

THE KEY TO CHANGE TO prevent the cycle of violence from one generation to the next, adults, in all possible situations must intervene.

Failure to act gives a silent but powerful message that aggressive behaviour is appropriate and acceptable. Moreover, valuable opportunities are lost for shaping society's general attitude to violence and oppression.

Discuss Bullying Behaviour with your children ...make them aware that bullying is not simply "physical" and discuss what kind of effects it can have.

Challenge every incident of Bullying that is witnessed ...lead by example. Where you see negative behaviour highlight it.

Be aware of your own behaviour. ...don't confuse your children by talking one way and acting another, avoid inconsistent discipline and power-assertive methods of discipline. Exercise democracy in your home, give the children responsibility. Promote confidence and enhance their self esteem.

WHAT SCHOOLS SHOULD DO THERE is no such thing as a bully-free school. Just because there are no reports of incidences or because they are not witnessed by school staff it does not mean it is not happening.

The National Study on Bullying in Irish Schools reported that children often don't tell.

All schools should implement the recommendations put in place by the Department of Education's Guidelines.

Raise Awareness of Bullying in the School ...run an annual awareness week where various classes and events are run to increase knowledge of what bullying is and what impact it can have. ...run a staff day for the teachers and solicit suggestions on how to proceed. Set up a working party. ...invite the parents, school management and wider community to the school and involve them in drafting school policy.

Draft a School Policy on Bullying ...develop a whole school, pro-active and constantly evolving policy on bullying within the framework of an overall school code of behaviour and discipline. Involve and inform the parents and wider community.

This policy should include: • a clear definition of bullying and the forms it takes • a statement that bullying will not be tolerated.

• that pupils should support each other by reporting bullying.

• that all reports of bullying will be investigated and be dealt with sympathetically.

• A clear statement on how the school will handle an alleged case of bullying.

Implement Preventative Measures ...put in place programmes designed to help children view and deal with conflict in a positive manner. ...Give them the skills and the mandate to deal with some forms of conflict themselves. Put in place peer mediation programmes.

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Department of

Computer Science & Information Systems

Why Study at CSIS?  A wide range of courses in digital and software disciplines  Excellent facilities  Dedicated and enthusiastic staff  Graduates are highly sought after by employers

LM023 BSc in Health Informatics

http://www.csis.ul.ie/course/LM023 Health Informatics is an intriguing and rewarding subject of growing importance. Increased emphasis and investment on the application of ICT in health care has given rise to the need for suitably qualified graduates in this sector.

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LM051 BSc in Computer Systems

http://www.csis.ul.ie/course/LM051 Despite all the advances, software intensive systems continue to present many demanding challenges for the professionals who design, build, test and deploy them. The development of computer-based systems promises to be an exciting and indispensable career for the foreseeable future.

LM110 BSc in Computer Games Development http://www.csis.ul.ie/course/LM110

Computer games development is innovative and exciting from a technological and creative perspective, providing career opportunities for imaginative, logical, and energetic students.

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LM Di

htt

s

ent

s

What Is Unique About UL?  Scenic

riverside campus  Pioneering and European leaders in Cooperative Education  Outstanding sporting facilities  Excellent

on-campus accommodation

 “UL

graduates enjoy an employment rate 8% higher than the national average for all other Irish graduates” Source: Higher Education Authority, 2010

LM113 BSc in Digital Media Design

http://www.csis.ul.ie/course/LM113 There is an increasing need for graduates with the ability to cross social and technical boundaries, in order to exploit the opportunities offered by computer technology in a range of industries and services such as recording, general media, broadcasting and education.

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LM114 BSc in Music, Media and Performance Technology

http://www.csis.ul.ie/course/LM114 Develop the technical and creative skills required to be successful media practitioners in both the music and media industries.

www.csis.ul.ie

12/12/2014 11:11

ICT Education

FIT ICT Associate Professional Are you a tech enthusiast?

Would a career in the tech sector tick all your boxes?

F

IT ICT Associate Professional is a new IT apprenticeship-style (learn & earn) pathway to a career in the technology sector. Over 7,000 jobs are currently available in ICT sector – as highlighted by the FIT ICT Skills Audit 2014 – 75% of which are at entry and competent levels.

THE ICT SECTOR WANTS YOU!

The technology sector is not all about STEM (science, technology, engineering, and maths) – there is a larger and growing requirement for people just like you who attain good technical skills, combined with project management, employability and customer facing skills. The technology sector in Ireland is much broader and more varied than most people realise – with an appetite for ‘Smart People with Smart Skills’ – who have a wide range of talents and attributes, and most importantly the enthusiasm to work in the sector.

We know it works! FIT’s experience of designing and promoting a broad range of ICT programmes in a variety of areas has resulted in over 12,000 job seekers securing employment.

We can confidently say that the tech sector today provides a multitude of different and interesting jobs for both women and men: for the technically minded – setting up, configuring and securing networks and infrastructure; for the arithmetically minded – building programmes and creating apps; for the creative and artistic – working in the sphere of online media, marketing and design; for the ‘people minded’ – building relationships in sales, customers services and support; for the entrepreneurs – trading online; as for the geographers – they are helping us navigate the globe in the comfort of our cars; and so on it goes...

People with developed ICT skills are not just in demand in the ICT sector – more and more jobs require various levels of proficiency in ICT skills, a trend which is likely

to continue as more companies utilise technologies to manage their activities, market their products, communicate with their customers, increase productivity, etc.

The enhanced capabilities emerging through the Internet of Things (wearable technologies etc) will result in the emergence of new roles, skill sets and careers paths yet to be defined across all sectors of the economy.

WHAT IS FIT ICT ASSOCIATE PROFESSIONAL? FIT ICT Associate Professional is a dualeducation apprenticeship-style format of ICT skills training and development which has been endorsed by the industry and government.

This ‘learn and earn’ model of provision is a two year programme during which you will attain a Level 6 ICT and Professional Development Qualification and will be awarded the title of FIT ICT Associate Professional by the industry. The first 6 months are college-based where candidates will acquire the technical acumen.

The remaining 18 months are a combination of work-place application and college-based learning where candidates will further their skills development and apply their learning to live projects within their sponsoring company.

knowledge and capabilities to progress your career in ICT. ■ Lead to internationally recognised qualifications.

■ Match you with a Sponsor Company within the ICT Industry who values your talent.

■ Provide the opportunity to apply theoretical education and training in a real work setting helping you to build confidence in your abilities and gain independence.

WHY SHOULD I CONSIDER FIT ICT ASSOCIATE PROFESSIONAL? The FIT ICT Associate Professional programme offers technical education and training soundly grounded in practical experience ensuring you are ready for work on completion.

The FIT ICT Associate Professional Programme will: ■ Provide a hands-on learning mode to attain the skills demanded by industry.

■ Enable you to earn and learn and acquire a national qualification over a two year period equipping you with the

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A FIT ICT Associate Professional spends much of their time training with a company, helping them to effectively learn the skills needed in the work place using modern technology and equipment and getting involved in real-life work processes.

WHAT DOES IT COST? The FIT ICT Associate Professional training is funded by SOLAS and the Education & Training Boards so you don’t need to pay fees.

WHAT WILL I EARN? Once you commence your work experience with your Sponsor company in the 7th month of the programme, you will receive an allowance of between €260 and €290 per week for the reminder of the first year.

In the second year of the programme, you will receive between €340 and d€385 per week.

WHAT SUBJECT OPTIONS ARE AVAILABLE TO ME? Systems and Networks The primary role of a network engineer is to design, install, maintain and support communication networks within an organisation or between organisations.

Network engineers need to maintain high levels of operation of communication networks in order to provide maximum performance and availability for their users, such as staff, clients, customers and suppliers.

They understand and work in areas such as network configuration, cloud, network administration, security and performance management, and are able to give technical advice and guidance.

Software Development The primary role of a software developer is to be able to build, test and modify highquality code. A developer will typically be working as part of a larger team, in which

What our students say about the FIT initiative “I had always had an interest in software development and I was lucky to secure a place on the FIT Software Development and Testing with Project Management course. The work placement was invaluable and gave me more confidence to pursue a role in the IT sector. Shortly after finishing the FIT programme and work placement I secured a job in a well-established and successful company.”

John, Software Development Student “FIT provided me with training in the IT sector which in turn lead to a work placement and eventually to full time employment in the IT security industry. I am very grateful for the time and effort that FIT put into helping me get back on my feet again.”

Andrew, Software Development Student “I found that the FIT course gave me an up-to-date qualification in a short period of time and with the assistance of the FIT employment team gave me access to employers I wouldn't normally have had access to. Within a short period of time I was offered a full time IT position within a large multinational in the ICT sector.”

Stiofain, Virtualisation & Cloud Computing Student they will have responsibility for some of the straightforward elements of the overall project. The developer will need to be able to interpret design documentation and specifications.

Examples of work include information databases, programs that control robotic systems, and cloud and mobile applications.

With experience, you could become a senior developer with responsibility for project management, planning and

research, or move into related areas, such as systems design, IT architecture and business systems analysis.

HOW DO I SIGN UP? If you are a keen tech enthusiast and are interested in participating in the FIT ICT Associate Professional programme, then contact FIT at ICTAP@fit.ie or call us on 01 8825570 or lo call on 1890 815 704.

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UCD School of Agriculture and Food Science

First choice in agriculture and food science

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HE UCD School of Agriculture and Food Science is the only academic institution in Ireland that delivers education and research on the complete food chain from initial on farm production through processing to final consumption by the consumer.

The School is the first destination of choice in Ireland for students interested in developing their careers in agriculture and food science. The prospects for the Agrifood sector are the best that they have been for many decades and graduates of the School have an enviable employment record both in Ireland and overseas, competing and succeeding in a market place that extends well beyond traditional agricultural and food roles.

Feeding and caring for a growing population, the provision of energy and the protection of the environment are the biggest global challenges facing society and these are areas where UCD Agriculture, Food Science and Human Nutrition graduates play a central role.

With a fully modularised academic system, UCD Agriculture, Food Science and Human Nutrition students can tailor their degree to their own particular interests. In addition, Professional Work Experience and international study abroad opportunities contribute to the development of highly sought after graduates with innovation, entrepreneurship, critical thinking and problem solving skills.

For 2015 entry, the following undergraduate programmes are available • DN250 Agricultural Science • DN250 ACP Animal and Crop Production • DN250 ASC Animal Science • DN250 ENT Engineering Technology • DN250 FAM Food and Agribusiness Management • DN251 Animal Science -Equine • DN252 Dairy Business • DN261 Food Science • DN262 Human Nutrition • DN271 Forestry • DN272 AES Agri-Environmental Sciences • DN272 HLS Horticulture, Landscape and Sportsturf Management • Non CAO: Dip/BSc in Rural Development by Distance Learning (also available as a diploma programme) FIND OUT MORE: www.ucd.ie/myucd/ag EDUCATION 37

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Marble Arch Caves Global Geopark

Education and fieldwork opportunities at the Marble Arch Caves Global Geopark

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GEOPARK is an area with really special rocks and landscapes.

These may be special because they are good for education, or because they are of great scientific value.

They may also be special because the rocks and landscapes are very rare, or simply because they are exceptionally beautiful.

Geoparks aren’t just about rocks and landscapes though, they also include places that have important history and archaeology, fascinating plants and wildlife, and often intriguing folklore. After all, many of these are intimately linked with the ground beneath our feet.

ABOUT THE MARBLE ARCH CAVES GLOBAL GEOPARK United Nations Educational Scientific and Cultural Organisation (UNESCO) endorsed Geopark status was first awarded to the Marble Arch Caves and adjoining Cuilcagh Mountain Park in 2001 and since this time the Geopark has expanded rapidly from these two original sites.

In 2007 and 2008, the Geopark underwent two phases of expansion first into public access lands in west Fermanagh and secondly into west Cavan making the

Geopark not only one of the largest in the world but, also the first cross-border Geopark in the world. The Geopark now stretches from the northern shores of Lower Lough Erne in County Fermanagh to Lough Oughter in County Cavan. The Geopark is jointly managed by Fermanagh District Council and Cavan County Council.

EDUCATION AND FIELDWORK OPPORTUNITIES 1. Primary & Post-Primary The Geopark offers many environmental educational packages including site specific packages for both primary and post-primary school pupils. A number of workbooks and guided education programmes are on offer for primary and post-primary school pupils.

These are delivered at the Marble Arch Caves Visitor Centre, Cuilcagh Mountain Park or at the Cavan Burren Park. Key curriculum components covered focus on the topics of geology, biodiversity, archaeology and history.

Indeed, specific programmes can be tailored to suit individual needs upon request.

An Earth Science Education field Guide is available for Leaving Certificate and AS/A2 level Geography teachers. This is a self-led

study guide with information on sites to visit and the features of interest within them.

For primary school pupils Earth science workshops are organised as part of Science Week every March and November. Training courses are also offered for both primary and post-primary teachers in how to teach Earth science more effectively and these are typically delivered twice a year at the Marble Arch Caves Visitor’s Centre.

Education Activities and learning areas • Cave Tours • Woodland and Habitat studies • Vegetation Studies • Sustainable Tourism • Glacial Processes • Rock cycle and Resources • Sustainable living 2. Tertiary Education & Lifelong Learning The Geopark has produced a small booklet with information on areas of study within the Geopark. The Geopark employs a Geologist and Education Officer whom are both on hand to provide information prior to or during a visit. Where possible, programmes can be tailored to suit individual requests. A number of university accredited courses are offered within the Geopark.

Other Services Geopark staff members can carry out visits to schools and also organise special education events at various times throughout the year.

■ Educational activities on lower slopes of Cuilcagh Mountain

FIND OUT MORE Further information please contact: Martina O'Neill Geopark Development Officer Marble Arch Caves Global Geopark 43 Marlbank Road, Legnabrocky, Florencecourt, Co.Fermanagh BT92 1EW. Tel: 028 6634 8855 (NI) Tel: 048 6634 8855 (RoI) E-mail:mac@fermanagh.gov.uk www.marblearchcavesgeopark.com

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Marble Arch Caves Marble Arch Caves are one of Europe’s finest showcaves allowing visitors to explore a fascinating, natural underworld of rivers, winding passages and lofty chambers.

Lively and informative guides conduct tours past a bewildering variety of cave formations. Stalactites glisten above streamways and chambers, while fragile mineral veils and cascades of creamy calcite coat walls and create shimmering terraces.

Spectacular walkways allow easy access while powerful lighting reveals the stunning beauty and grandeur of the caves.

Electrically powered boats glide through huge caverns carrying visitors along a subterranean river. Tours last for 75 minutes and are suitable for people of any age and of average fitness.

Comfortable walking shoes and a warm sweater are recommended.

The Caves are open daily at 10.00am from mid/late March to September. The last tour of the day is at 4.30pm (5.00pm in July/August). It is advisable to telephone prior to your visit to ensure that you can be accommodated and to check the availability of guided tours as the caves can be effected by heavy rain.

Marble Arch Caves are located in a National Nature Reserve in the shadows of Cuilcagh Mountain and have coach and car parking, toilets and baby changing facilities, souvenir shop, restaurant, exhibition area, free audio-visual presentation and free WiFi. Education packages are available for school children and for those interested in lifelong learning. An events programme is delivered throughout the year.

Cuilcagh Mountain Park CUILCAGH Mountain and the Marlbank area provides some of the most spectacular scenery in Fermanagh.

At 665m, Cuilcagh is the highest point in Fermanagh, and the only true mountain. Its distinctive table-top profile is easily identified across the region and forms the focus of an area rich in geology, archaeology, folklore, flora and fauna. The mountain itself is topped by gritstone, exposed in places as dramatic cliffs sweeping down to the lower sandstone and shale slopes.

The middle slopes of Cuilcagh Mountain are covered with a thick layer of peat and form one of the best examples of a blanket bog ecosystem in the north of Ireland. The lower slopes of Cuilcagh Mountain are formed of limestone with its associated (karst) landforms and complex cave systems.

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Green News..........................................................................................................................

Irish renewables company to build the world's first gigawatt offshore windfarm EDDIE O'Connor's Mainstream Renewable Power led consortium has won permission to develop the world's biggest offshore wind farm.

The Hornsea Project One plan in the North Sea is scheduled to commence operation by 2020 when it will become the world’s first gigawatt scale far from shore wind farm. Project One is located 120km off the Yorkshire coast and covers approximately 407 square kilometres, when completed, Project One will be able to meet the electricity needs of around 800,000 UK homes.

Hornsea Project One is being developed by SMartWind – a consortium of Mainstream Renewable Power and Siemens Financial Services – and DONG Energy.

Andy Kinsella, Mainstream Renewable Power’s Chief Operating Officer, said “SMart Wind are delighted with the decision following a robust examination from the Planning Inspectorate. The announcement is testament to the world-class expertise of the Mainstream team who have been developing this project for the past six years. This has been a landmark year for Mainstream’s

offshore team as we were recently awarded consent for our 450MW offshore wind farm in Scotland.”

Eddie O'Connor, formally of Airtricity, has long proposed a Supergrid (below) for Europe where wind power and other renewables could be linked across the continent, thus reducing any intermittancy in renewable supplies.

Ireland's energy use in 2013 - the results are in A NEW report 'Energy in Ireland 1990-2013' published by the SEAI details Ireland's energy statistics for 2013. ➤ Ireland’s primary energy supplied decreased by 1.2% to 13.3 Mtoe while the economy grew by 0.2%. ➤ Ireland’s energy-related CO2 emissions (excluding international aviation) fell by 3.8% but they are still 17% above 1990 level. ➤ Ireland’s import dependency increased marginally to 89%. The cost of all energy imports to Ireland was approximately �6.7 billion. ➤ Ireland’s primary energy mix continues to be dominated by oil (47%) and natural gas (29%). Renewables share in primary energy increased to 6.8%, coal’s share fell to 10% and peat’s share fell to 5.4%.

ELECTRICITY ➤ Electricity consumption was almost static at 24 TWh while primary energy input for electricity generation fell by 5.2% and related CO2 emissions fell by 11%.

➤ The carbon intensity of electricity dropped to a new low of 469 g CO2/kWh in 2013. ➤ 178 MW of new wind capacity was added in 2013 bringing total wind generation to 4 TWh of electricity, resulting in an avoidance of approximately 1.7 Mt CO2 and approximately €240 million in fossil fuel imports.

PROGRESS TOWARDS TARGETS ➤ Ireland’s target is 16% of gross final consumption from renewables by 2020, with separate targets for contributions of renewable energy in electricity (40%), transport (10%) and heat (12%). In 2013 Ireland was approximately half way towards each of these targets ➤ The average specific emissions from new passenger cars purchased in Ireland were 121g CO2/km which is below the EU target of 130g CO2/km for 2015. ➤ Electricity output from combined heat and power (CHP) installations fell by 3.1%.

Installed capacity in 2013 was 334 MWe, compared with a national White Paper target of 800 MWe by 2020.

➤ Emissions in the transport sector grew by 2.3% to 12.6 Mt accounting for one third of energy related CO2 emissions.

SECTORAL HIGHLIGHTS ➤ Energy use in industry increased by 1.2% to 2,234 ktoe (similar to 1999 level). ➤ Industry energy-related CO2 emissions fell by 5.4% to 7.9 Mt CO2 in 2013.

Electricity accounted for 55% of energy related CO2 emissions in industry. ➤ Transport energy use increased 2.5% to 4,279 ktoe, 25% below the peak in 2007. ➤ Residential energy use grew by 1.3% to 2,763 ktoe. Related CO2 emissions were 9,956 kt (27% of total energy related CO2 emissions). ➤ Correcting for weather, the average dwelling consumed 18,652 kWh and emitted 6 tonnes of energy-related CO2, with 3.7 tonnes from direct fuel use and 2.2 tonnes from electricity. ➤ Energy use per dwelling fell by one third since 1990 while average floor area increased by a half in the same period.

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Discover and learn with field studies at Castlecomer Discovery Park!

A

WORLD of discovery awaits at Castlecomer Discovery Park, Co. Kilkenny! Curriculum-based, student-centred active learning takes place in and around our beautiful 80 acre woodland site. Education Officer Nichola Salmon commented “We ensure our content reflects the school curriculum meeting teachers’ needs while at the same time encouraging students to address real-world problems through active, engaged learning”.

ECOLOGY FIELD STUDIES Castlecomer Discovery Park is gaining a reputation as a centre of excellence in delivering Leaving and Junior Certificate Ecology Field Study Days.

Our Ecology Field Studies encourage students to utilise a range of key skills such as questioning, observing, analysis, classification, investigation, recording, communication and teamwork.

Students carry out a detailed study of the plant and animal life in our woodland ecosystem using a range of sampling methods and equipment to observe, examine and record data collected (e.g. square and gridded quadrats, line transect, light-intensity meters, pH meters, classification keys, sweep nets, pooters and Longworth small mammal traps (LC only)).

The effect of biotic and abiotic factors are explored to aid further analysis and understanding of the study site along with physical and behavioural adaptations within the habitats and ecosystem.

Food chains, webs and pyramids are addressed along with briefly considering the impact of humans and invasive species on our woodland.

Our popular Footprints in Coal interactive multimedia exhibition is also experienced during the Ecology Field Study Day. Students learn about the processes that have shaped the Earth through time, discover more about prehistoric flora and fauna a nd our fossil room is also explored.

OTHER EDUCATION ACTIVITIES Our wider Education Programme reflects and compliments themes across Geography, Science, LCVP, Business, History Transition Year and LCA: Community Enterprise Case Study; Geology and the Rock Cycle; Map Skills and Orienteering; Weather and Climate; Exploring Tourism.

TEAM-BUILDING DAYS Move out of your comfort zone whilst building team spirit! We provide a range of recreational activities so you can create a memorable, action-packed visit to Castlecomer Discovery Park.

Choose from our exciting Tree Top Adventure Course, Leap of Faith, Climbing Wall, Orienteering Trails, Boating and Fishing Lessons, all in the heart of our beautiful woodland.

Booking your Visit Web: www.discoverypark.ie/education-tours Email: educationofficer@discoverypark.ie Tel: +353 56 4440707 Facebook: CastlecomerDiscoveryPark Castlecomer Discovery Park is a Social Community Enterprise operating on a Not-for-Profit basis. Chy. 12152.

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Recently Published...............................................................................................................

Educating Ireland: Schooling and Social Change 1700-2000

By Karin Fischer & Deirdre Raftery (editors) THIS significant study traces the relationship between education and social change in Ireland from the seventeenth to the twentieth century, marking the effects of the successes, as well as the failures, of educational policy on the conditions of Irish society.

Incisively written by a leading group of contributors, this text is both sweeping and thorough in accounting for the various manifestations of education in Ireland from the 17th century until recent times.

The book’s material measures how the education system altered the times as well as how it changed with them; issues such as the training of the Garda Síochána are illustrated along with the policing of

SALES TALES: True Stories of How Great Sales Happen

By Conor Kenny For the last 30 years Conor Kenny has made huge mistakes in selling, learnt by trial and error and, most of all, worked hard to understand what inspires a reaction and what makes people zone out.

SALES TALES is based on his personal experience and real encounters in pursuit of sales excellence.

The purpose of the book is to tell some real life stories that the reader will relate to. It is not prescriptive and does not shout out what is right and what is wrong. On the cont r a r y, i t i s descriptive and each story is underpinned with a powerful lesson that helped Conor the next time around.

In the early 1990s Conor worked for a particularly kindly Jewish family in London.

Arnold, the family head, was wise, successful and wealthy. Conor had made a costly mistake in his youthful eagerness to sell.

The next day, Conor was summoned to Arnold’s office. He was nervous and feared the worst. In his soft voice Arnold said, “Conor, good decisions come from wisdom. Wisdom comes from experience.

Experience comes from bad decisions”.

Stories in SALES TALES include: The nut in the sports car; How Conor got past the gatekeeper; The man in the sauna; What we can learn from geese Oaktree Press • Around €15

the Irish education system by the Church and State, to the implementation of the greater schools co-operation policy and vocational education committees in 1960s Ireland Combining scholarly rigour and lively analysis, this material is presented in a manner that is varied yet thematically unified – it is a narrative concerning education that broadly encompasses the character of the Irish state and nation as a whole.

Karin Fischer is a Senior Lecturer in the English Department at the University of Orléans, France.

Deirdre Raftery is a Senior Lecturer in History of Education, UCD. Irish Academic Press • From €23

Histories of the Irish Future

By Brian Fanning

HISTORIES of the Irish Future is an intellectual history of Ireland and a history of Irish crises viewed through the eyes of twelve key writers.

Their analyses of the shifting conditions of Ireland and their efforts to address Ireland's predicaments are located within the wider social, political, economic and cultural anxieties of their times.

The result is a pioneering interdisciplinary contribution to modern Irish history and Irish Studies that will appeal to students of politics, economic history, and philosophy.

1. Modest Proposals and Irish Futures 2. William Petty's Final Solution 3. William Molyneux and the Case for Ireland 4. Edmund Burke and the Case for Union 5. Thomas Malthus and Emancipation

6. Richard Whately and End of Ascendancy 7. Friedrich Engels and the Crisis of Irish Character 8. John Mitchel and the Last Conquest of Ireland 9. James Connolly and the Triumph of Catholic Nationalism 10. Hannah Sheehy Skeffington versus the Free State 11. Jeremiah Newman and Catholic Decline 12. The Lonely Passion of Conor Cruise O'Brien 13. Fintan O'Toole's Second Republic 14. Ghosts of Futures Past Bloomsbury • Around €20

The Irish Countrywomen's Association Book of Tea and Company

By Irish Countrywomen's' Association ICA IT is said that ‘where there is tea there is hope’, and the women of the ICA have long recognised the value of teatime as a source of comfort to punctuate the day.

But tea needs company and now they share with you their favourite accompaniments: food to eat and food for thought.

You will find favourite teatime recipes to suit every occasion from Irish homes all across the country. These are the tried and tested homely recipes you remember from your mammy and granny.

As well as taking comfort in the food, you will be inspired by a selection of the ICA women’s favourite words of wisdom:

cherished lines from poetry, prayer, quotes and sayings.

So whether you are having a busy day, a quiet day, a good day or a bad day, you are guaranteed to find inspiration here to stop for a moment and take stock before getting on with your day again with lifted spirits.

Gill & MacMillan • Around €20

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