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This paper, through the use of Joycean narrative inquiry, offers a qualitative narrative analysis of two types of language input the South Korean community was exposed to when the doors opened to a large number of western teachers in 1993 (i.e., General American and Received Pronunciation). Specifically, this paper provides examples of lexical choice and quotes from two groups of teachers at this time (i.e., American and British). This analysis is accomplished through a reflective narrative drawn from the style found in a story in Joyce's The Dubliners (i.e., The Dead), where groups are personified into characters, and the events of one day are presented as representative of each groups' people and their language use. Using this technique, this paper reports that the representative of each group held fast to his/her individual varieties to preserve identity. This paper also found that each representative used acts of convergence to reduce social distance. Noting that narrative inquiry is an emerging, recognized, and widely used area in the field but that the use of Joycean narrative inquiry is underrepresented, this reflection provides both a historical perspective and a starting point for future examinations of non-native speaker (NNS) communities' present use of English. Specifically, investigations into what influences such historical examples have had on present language use. Regarding the lack of research using this instrument, this paper is also offered as a starting point for the use of Joycean narrative inquiry as a research instrument in TESOL and its related fields.

Thirty-one participants engaged in this oral history research study aimed at exploring the lived experience of intellectual disability nurses and healthcare assistants' knowledge of the trajectory of intellectual disability nursing over the last 30 years in the Republic of Ireland and England. This paper documents some of these experiences offering perspectives on intellectual disability nursing and what is important for the future. Findings from Ireland consider the nature of intellectual disability services and the registered nurse in intellectual disability. Findings from England focus on opportunities and restrictions in intellectual disability nursing, shared visions, the changing context within which work took place and also the internal and external supports that impacted their roles. It is evident that intellectual disability nurses must be responsive to the changing landscape of service provision and also the requirements for contemporary new roles to meet the changing needs of people with intellectual disabilities.

In this paper, I examine the re-contextualisation of particular versions of solo traditional set dances from the region of North Kerry, Ireland, by teachers and step dancers of competitive step dancing for competition. These set dances, namely the Blackbird and Saint Patrick's Day, were choreographed by Jeremiah Molyneaux, the last of the itinerant dancing masters of the rural region of North Kerry (circa 1881-1965). The objective of the paper is to enquire into the reasoning behind the relatively recent appropriation of these dances and how competitive step-dance teachers and dancers learned to embody them as representative of a regional step-dance style. The paper proposes a particular model of transmission: a multi-sensory method of transmission where proprioceptive training and somatic sensation are considered in the stylistic embodiment and assessment of these solo set dances, and a theoretical engagement with relevant literature in the fields of Irish dance studies and ethnochoreology to contextualise and historicise the practice for deeper cultural understanding. This model might also be applied to the transmission of other dance practices.

As a language, Irish is unique to Ireland and is, therefore, of crucial importance to the identity of the Irish people, to Irish culture and to world heritage. The Irish language however has had a turbulent and traumatic history and has endured a complex and varied relationship with the Irish people. Since the foundation of the Irish Free State, the education system has been targeted as an agency and model for Irish language planning, education and language revitalisation and has had a critical role in generating linguistic ability in the Irish language. This paper reviews the complex and controversial relationship between the Irish language, the State and the education system from an historical perspective. Some key acts of recent legislation and government initiatives, which impact on the status of the Irish language are considered and barriers and challenges to progress in the education system are outlined. The paper concludes with a discussion on significant positive factors which may revolutionise and "reawaken" the Irish language through our education system.

This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by "Educational Philosophy and Theory" brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the 'conventional wisdom' associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By providing conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than 'radicalization studies' has been eager to acknowledge.

The years of the Second World War (1939-1945), a period known as The Emergency in Ireland, were pivotal for the development of the nation. Immediately after the outburst of the war in the continent, the Fianna Fáil cabinet led by Éamon de Valera declared the state of emergency and adopted a neutrality policy. Brian O'Nolan (1911-1966), better known as Flann O'Brien or Myles na gCopaleen, wrote a comic and satirical column in "The Irish Times" entitled "Cruiskeen Lawn" (1940-1966). In his column, O'Brien commented on varied problems affecting Dublin and Ireland as a whole. One of the many topics he began discussing was precisely Ireland's neutral position in the war. Therefore, this paper aims at examining Ireland's neutral position in the war as seen through a selection of columns from "Cruiskeen Lawn," devoting special attention to the oppression of censorship and the distracting measures developed by de Valera's government.

This paper focuses upon the emergence of micro-level practices in language planning in both the Republic of Ireland and Northern Ireland. These practices are set against the historical context for language planning in the Republic of Ireland, characterised by a macro-level approach. It is argued that the limitations of this approach are reflected in the eventual circularity of state policy and the ongoing contraction of the Gaeltacht--the territory defined as officially Irish-speaking by the Irish Government. The emergence of some micro-level language planning practices beginning in parts of the Republic of Ireland during the second half of the 1960s and continuing through to contemporary Northern Ireland is analysed. The author draws from models of microlevel language planning in Wales to indicate the potential inherent in such practices for the transformation of the dynamics of the Irish language in both the Republic of Ireland and in Northern Ireland. The paper proposes that an appropriate model could make a substantial contribution towards attaining cross-community engagement with regard to the Irish language in Northern Ireland, helping secure the intergenerational transmission of the language in the Gaeltacht in the Republic of Ireland and, in addition, provide more effective direction to language planning activity outside of the Gaeltacht. (Contains 6 tables.)

Among the responsibilities of international educators is to help students begin the process of identifying the foreign in their new environments in order to learn from it. The major obstacle for Americans studying abroad in developed economies, especially in English-speaking countries, is to become sensitive to the subtleties of foreignness. The purpose of this essay is to highlight how an English-speaking country with a developed, open, globalized economy in Western Europe--in this case, Ireland--can be used to teach American undergraduates how to identify, appreciate, and learn from the foreignness they inevitably encounter when they travel beyond the boundaries of the United States. American students must leave behind the mindset of a superpower and become sensitive to the strategies that a small, relatively powerless nation must adapt in order to survive and thrive economically, politically, and militarily in the community of nations. They can participate in a society and culture where both the spoken and written word wields real power and where storytellers, writers and poets are venerated. They enter an ancient culture that has maintained a remarkable continuity for millennia despite significant linguistic, political and social disruptions; that has suffered the loss of a language and its literature; that has been subjugated by a powerful neighbor and recovered its independence; that for centuries has had its population dispersed worldwide and yet retained a sense of identity. (Contains 7 endnotes.)

This paper examines, in their social context, the origins and history of TG4. It notes that TG4 broadcasts mainly but by no means exclusively in the Irish language, being one of the Republic of Ireland's four national terrestrial television services and one of three operated under the umbrella of the state-owned RTE. The paper focuses on the purposes and functions of TG4 and analyses the cultural assumptions that lie behind it. It considers the development of TG4 as an aspect of Irish language policy generally and assesses the channel's significance for contemporary Ireland.

Feminist historians have long argued that women have been absent from history, and recovering their position in the historical discourse has been one of the main projects of academic feminism for the last 40 years. But while women's marginal position as historical subjects has been recognized and addressed their actual contribution to the historiographical operation is still a grey area that needs further research and exploration. Narratives are at the heart of how women have attempted to write history and it is this marginalized area that I address in this paper by focusing on Maud Gonne's controversial autobiography, "Servant of the Queen", as well as on moments of her correspondence with her life-long friend William Butler Yeats. Gonne's auto/biographical narratives are read as discursive effects of fierce power relations at play, but are also theorized as recorded processes wherein Gonne as the author of her political story emerges from the margins of knowledge production and actively inserts herself in the discourses of Irish history.

This paper sets out a framing analysis for a public policy debate on the future of schools that resonates with practitioners in teaching and teacher education on the island of Ireland, north and south, but also in other countries. This is informed by a democratic impulse to facilitate public policy debates, particularly on the ways schools and higher education institutions are directed and constrained by budget cuts and the shrinking of public funding in this age of austerity and gross inequalities. This is also informed by a need for policy learning about global neoliberal agendas, free-market capitalism and its push towards profit-making schools in systems that are deregulated but experience tighter centralized control, which can result in the domination and control of teachers' work by politicians, corporate-funded think-tanks, entrepreneurs and business managers. Even though Ireland boasts checks and balances in the form of current structures and education legislation in both jurisdictions, the global financial crisis and the collapse of the "Celtic Tiger" together with the "troika" bail-out and Ireland's exit from the troika in tandem with the unravelling of the common economic model built up over the last three decades have troubled the constituent social and political settlements with regard to teaching and teacher education. The authors also take inspiration from Vere Foster (1819-1900), an Anglo-Irish gentleman, philanthropist and "social worker" with the poor in post-famine Ireland, as well as a significant social campaigner renowned for his contribution to emigration and education. His ideas, generated at a time of great social upheaval, can be reworked to be appropriate in the Ireland of today to address the neoliberal agenda that has brought the Republic of Ireland economy to the brink of disaster. It is argued that imaginative responses about future possibilities for teaching and teacher education, their form, regulation and accountability are but a few of the terms needed for public policy debate that engages the profession on the type of schooling that would best meet the needs of Irish society now and into the future.

The article presents information on a session of the 2013 Annual Conference of the Eighteenth-Century Ireland Society focused on Huguenots, held on June 8, 2013 at the National University of Ireland (NUI) in Maynooth, Ireland. Topics discussed in the session include the Huguenot community in Dublin, Ireland and the role of Huguenots in Ireland's linen and wool industries.

This paper is based on the premise that controversial issues related to diversity are an important aspect of teaching and learning with all pupils. It was stimulated by a newspaper article which criticised teaching Key Stage 1 (5-7-year-old children) about Grace O'Malley, an Irish Queen. We argue that sixteenth century Anglo-Irish relations can be taught across all key stages and illustrate this through a detailed examination of how this was undertaken with Key Stage 1 pupils. To support our case we draw on literature related to diversity in a range of contexts and age groups.

In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship in terms of values and ethical considerations, resulting in an antiseptic curriculum which fails to address some of the sharper issues that lie deep in the complexity of experience and identity, issues that should be addressed in the pursuit of being-together in a pluralist society.

The "Journal of the Experimental Analysis of Behavior" was founded in 1958 by a group of male psychologists, mainly from the northeastern USA and connected with either Harvard or Columbia. Fifty years later about 20% of both editors and authors reside outside this country and almost the same proportion is women. Other changes in the journal include having its own website for more than a decade and now publishing online as well as on paper. A recent connection with PubMed Central of the National Library of Medicine has made possible the completely free electronic presentation of the entire archive of about 3,800 articles. (Contains 5 tables and 3 figures.)

Language planning for the Irish language in the Republic of Ireland has featured prominently in international language policy and planning literature over the years. Researchers in the field may not be up to date, however, with recent developments in the area of Irish language planning and their impact on the language ecology. This monograph describes the language planning situation in the Republic of Ireland in its historical and social contexts as well as delineating language policy and planning for the Irish language implemented over the past number of years, showing developments in education, community, media, religion and local politics. (Contains 1 table and 1 note.)

Drawing on archival material and oral testimony of former students, this paper examines the lives and experiences of women in Catholic primary teacher training colleges in Ireland in the period 1922–1974. It commences with a brief overview of the historical context in which these colleges emerged, situating their development within the socio-political and cultural context of the emerging Free State and the changing primary school curriculum. Residential and single-sex, the paper argues that the colleges promoted a gendered ideology and culture of femininity which mirrored the conservative, nationalistic and ultramontane agenda of post-Independence Ireland. Paradoxically, while this often led to a limited, anti-intellectual experience and a hegemonic framing of women teachers' professionalism, many graduates used their new-found professional status as teachers to embrace high-profile leadership roles in twentieth-century Ireland, often in male-dominated fields. [ABSTRACT FROM AUTHOR]

This paper argues that Ireland has been a consistent contributor to peacekeeping since 1958 and examines how the nature of Irish participation has evolved. The maintenance of an effective UN forms a key objective of Irish foreign policy within which peacekeeping and a policy of military neutrality have come to play a central role. In 1993, Ireland revised the legal basis for participation. This brought about a fundamental change in policy, after which participation in peacekeeping not specifically of a police nature was permitted. Ireland displays evidence of both self-interest and altruism in relation to peacekeeping. Unlike many other European countries, it did not ‘withdraw’ from engagement during the 1990s. Despite greater clarity around decision-making processes in recent years, it is still difficult to discern a clear Irish policy strategy. Challenges identified for the future include the changing nature of UN peacekeeping, budget limitations and downsizing of the Defence Forces, legal obstacles to participation in non-UN approved missions, risk assessment, national caveats and a lack of clear doctrine. [ABSTRACT FROM PUBLISHER]

Historians have observed that the period 1860-1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod - General Synod, Diocesan Synods, Boards of Education and Education Committees - was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The 'art' of the title refers to Synod's adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod's role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. [ABSTRACT FROM AUTHOR]

As in community settings, intangible narrative evidence may exist within a family's living memory, awaiting a trigger to inspire investigation. During the 2016 SFLS annual conference in Dublin, marking the 1916 Easter Rising, such a catalyst appeared to the author. A replica newspaper, recounting the 'Burning of Cork' revived his interest in a story told to him by his father. On the night of 11 December 1920, horrendous destruction and violence occurred in Cork city, Ireland. In retaliation for attacks against Crown Forces by Irish Volunteers, supporting Irish Independence, the Government sent in an irregular military force commonly known as the 'Black and Tans'. This paper explores the conflict as experienced and remembered by the author's family in both oral and written testimonies. Comparison with newspaper reports and other sources attempts to unravel the various threads in a complex story. [ABSTRACT FROM AUTHOR]

Geography has received great attention since the 19th century. Kant established it as a discipline which resulted in the development of geographical equipment. Consequently, surveying projects were launched in England. This paper argues that Friel's Translations depicts the extinction of the Irish culture, done by the Army's implementation of Ireland Ordnance Survey in 1830, in which Irish/Gaelic toponyms, carrying a great volume of a people's history, were anglicised. The English Empire strengthened its domination over Ireland through creating new maps of the Northern territories. The paper does a Foucauldian reading of geography, as a contemporary knowledge, which aided the reconstitution of the British power to hamper the contemporary revolutions or invasions. It maintains that Translations is a play on space and history, in which the role of space outweighs that of time, so does the production of a new space and the extinction of old spaces through Ordnance Survey. [ABSTRACT FROM AUTHOR]

The example of the Republic of Ireland has been used to illustrate the argument that policies and ideologies operating in and transforming institutions at the nation-state level cannot be understood solely by reference to forces confined within nation-state boundaries. (Author/KC)

Historians have traditionally framed debates over Irish policy in the early 1840s between London and Dublin Castle in sectarian terms. Robert Peel's 'liberal-minded' attitudes towards Catholics have been portrayed as conflicting with his lord lieutenant's, which were supposedly anti- Catholic, sectarian and 'Orange'. Using the Earl de Grey's political papers in addition to Peel's for the first time in historical analysis, this article shows this is a misinterpretation which has concealed the actual nature of the policy debates between Peel and De Grey during the 'Repeal Year' period. Conflict arose, not along sectarian or ideological lines, but over the cause of the sudden rise in popular support for the Repeal Association and the nature of public policy which would best counteract this. De Grey thought the 'Repeal Year' crisis was the result of economic grievances, while Peel considered it a religious issue. In the resulting disagreement over the most effective policy, De Grey favoured policies based upon economic conciliation, and Peel prioritized religious concessions towards Irish Catholics. This anticipated debates in Irish policy much later in the nineteenth century between constructive unionists, who advocated economic conciliation to combat the rise of Irish nationalism, and those who supported religious and constitutional reforms. [ABSTRACT FROM AUTHOR]

This paper takes the opportunity of the current child welfare system change in Ireland to promote the value of learning from history to better understand the interface between family support and child protection. The paper draws from the histories of child protection and family support to illuminate the commonalities and differences that have come to define the two practices. Using findings from two historical studies - one on family support and the other on child protection - the paper demonstrates the unique features and the many integrated elements of family support and child protection in Ireland. It is argued that students and practitioners need to be provided with a stronger sense of the historical developments that have shaped the present. This will enable comprehension of the complex context within which current relations between 'protection' and 'support' are negotiated and help to avoid operating in a vacuum of a present only viewpoint. The paper concludes with reference to the need for students and practitioners to navigate the complex relationship between family support and child protection at practice, policy and organizational level through a well-informed knowledge of the historical as well as the present context. [ABSTRACT FROM AUTHOR]

Ireland has a temperate climate influenced by the Atlantic Gulf Stream. This, combined with fertile soils and adequate rainfall, provides an environment ideally suited for grass. Grass is an inexpensive, nutritious feed for livestock, giving Ireland a competitive advantage in this sector. Tillage farming is also an important sector for Ireland, and evidence of the Great Irish Famine of the mid-eighteen hundreds is still visible in the landscape. In this paper, we examine aspects of meteorological involvement in Irish agriculture, from the perspective of the Irish Meteorological Service. We examine the rise of agrometeorology in Ireland and take a look at the development of related services, including potato blight warnings. Two influential characters of Irish agrometeorological history, Austin Bourke and Tom Keane, are examined, as well as organisations such as the AGMET Group. The paper concludes with a brief snapshot of current Irish agrometeorological activities along with future ambitions. [ABSTRACT FROM AUTHOR]

This paper examines the role of William Graham Brooke as advocate of women’s higher education and access to university. His work as advocate is considered against the religious, political, social and economic backdrop of late nineteenth century Ireland. A barrister, as Clerk in the Lord Chancellor’s office, he was centrally involved in the organisation of Anglican schooling as part of a broader Irish-Church re-structuring in the wake of its Disestablishment (1869). For Brooke, education, including the education of women, constituted a single project; it was also a public project. He was ideally positioned to execute his role as advocate: descending from a family with a long tradition of involvement in Church education, Brooke had a thorough knowledge of the problems confronting women in education and in the workplace. The paper traces how Brooke, in a largely male-dominated society, exploited the relationships between the various bodies with which he had close connections to enable women to fruitfully engage with these same bodies in order to facilitate their access to university. [ABSTRACT FROM PUBLISHER]

This paper aims to promote thinking about care leave leaving from a historical perspective. It suggests that Bronfenbrenner's social ecological modelling of human development provides a promising conceptual framework for doing that. It not only provides a micro to macro layered systemic perspective but also draws attention to the 'chronosystem', covering both biographical and historical changes. The potential use of the historical dimension to Bronfenbrenner's modelling will be illustrated by considering the development of care leaving within Northern Ireland over a 50‐year period (1968–2018). Reflecting the historical trajectory of recent political conflict in this UK jurisdiction, the dynamics of the chronosystem of care leaving within two periods will be described and discussed: the 'Troubles' (1968–1998) and 'Post Conflict' (1998–2018). It will be concluded that there is a need for further work of this type because acknowledging history in this way as part of social ecology provides a deeper understanding of the systemic dynamics of care leaving. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explain the path that the Irish health system has taken towards achieving good clinical governance, exploring the historical influences on its' development, some of the major initiatives that have been implemented and the obstacles that have been encountered. Design/methodology/approach -- The paper draws on the author's experience researching and teaching in health systems and healthcare management. Findings -- The paper offers some explanations for why earlier attempts failed to change the system as well as why recent attempts have met with more success. Greater efforts need to be made to progress clinical governance in the primary care services. In addition it is argued that there is a need to institute systems that enable learning form errors, to involve the public and patient groups and to invest in research that enables answers to the how and why questions that are so often neglected in the reform process. Originality/value -- The paper discusses clinical governance in the Irish Health system and identifies some of the challenges yet to be addressed, many of which are common to clinical governance efforts in other jurisdictions. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to provide an overview of the changing food culture of Ireland focusing particularly on the evolution of commercial public dining in Dublin 1700-1900, from taverns, coffeehouses and clubs to the proliferation of hotels and restaurants particularly during the latter half of the nineteenth century. Design/methodology/approach – Using a historical research approach, the paper draws principally on documentary and archival sources, but also uses material culture. Data are analysed using a combination of hermeneutics (Denzin and Lincoln, O'Gorman) and textual analysis (Howell and Prevenier). Findings – The paper traces the various locations of public dining in Dublin 1700-1900 and reveals that Dublin gentlemen's clubs preceded their London counterparts in owning their own premises, but that the popularity of clubs in both cities resulted in a slower growth of restaurants than in Paris. Competition for clubs appeared in the form of good hotels. The Refreshment Houses and Wine Licences (Ireland) Act 1860 created a more congenial environment for the opening of restaurants, with separate ladies coffee or dining rooms appearing from around 1870 onwards. Originality/value – There is a dearth of research on the history of Irish food and commercial food provision in particular. This paper provides the most comprehensive discussion to date on the development of commercial dining in Dublin 1700-1900 and suggests that the 1860 legislation might be further explored as a catalyst for the growth of restaurants in London and other British cities. [ABSTRACT FROM AUTHOR]

The spectacular growth and equally spectacular decline of the eighteenth-century charity school movement prompts this examination of the contribution made by the movement to nineteenth-century schooling – particularly superior or secondary schooling. Educational historians have argued that the movement was a failure. This paper argues that only in the case of one charity school-type – the charity day school – may failure be safely attributed to the charity school movement. The charity boarding schools, hospitals and asylums were far from being a failure. Indeed, in nineteenth-century Ireland, these schools, in response to social change, advanced from “straw bonnets” to superior schooling. Historians have also noted that the real difficulty surrounding the charity school is that of defining it. For Jones, it was an omnibus term that embraced all schools of a like nature. And indeed charity schools constitute a broad genre of schooling. In order to qualify the received assessment of the charity school movement in terms of “failure”, it has been found necessary to classify the charity school types within the broad genre they constitute. The paper assembles a number of charity school types and identifies the charity boarding school as that institution that successfully made the transition to superior status. The characteristics of the superiorisation process are outlined, as are the unique circumstances of nineteenth-century Ireland that facilitated, indeed required, it. [ABSTRACT FROM PUBLISHER]

The topic of institutionalisation and child welfare in Ireland has garnered increasing national and international public and scholarly attention over the past twenty years. This is not an Irish phenomenon. Governments internationally have utilised commissions to investigate a range of historical abuses against children and young adults, many in an institutional setting (see Age of Inquiry, ). One of the most recent shocking historical revelations opens the paper – the discovery of the burial of 796 children in a septic tank in a mother and baby home in Tuam, Co. Galway (). Following this, the historical approach – a history of the present – is explained. A number of questions about the past use of institutions in Ireland are posed to help illuminate the importance of this issue to the present day. We consider the nature of institutionalisation and the development of law and policy prior to and after the Second World War. Our questions lead us to a discussion of three themes: the role of economics; parentage and gender; and the relationship between the State and the Church. We conclude with a commentary on why such interrogation of institutional care is important in the present. [ABSTRACT FROM AUTHOR]

This paper addresses the theme of gender balance in the Irish curriculum in relation to the teaching of history at secondary level. It is based on research conducted over a two-year period examining curriculum policy, textbooks, examinations and a national survey of practising history teachers in the Republic of Ireland. Successive Irish governments have made strong commitments to gender balancing the curriculum. Policy analysis is combined with an examination of the textbooks used by students in secondary schools in Ireland. Textbooks are written to the demands of the curriculum, and are the main resource used by teachers in the classroom. They provide homework and study aids and are heavily relied on in order to pace the teaching of the course. The research found that there is a lack of gender balance in the textbooks, with a preference for information on males rather than females, or even males and females together. There is thus a gendered historical narrative being presented that is not inclusive of both male and female perspectives, and therefore not cognisant that history has been made by men and women together. This paper examines the gender-balanced nature of textbooks used by students. It concludes that there is a lack of gender balance in the curriculum, despite official commitments, and that textbooks compound this problem by the exclusion of women's history. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to use two case studies of digital archives designed by library and information professionals and historians to highlight the twin issues of academic authenticity and accuracy of digital representations. Design/methodology/approach - Using secondary literature, the author established a hypothesis about the way in which academic researchers engage with electronic texts. It is argued that academics are often distrustful of the authenticity of much that appears in digital form and doubtful as to its accuracy. The case studies are used as a means to demonstrate the measures that library and information professionals can take to assuage these concerns. Findings - Given reasonable financial resources and staff, it is relatively easy to adopt a transparently academic approach. Accuracy is much more problematic, and is often compromised by the unwieldy nature of these types of projects. Originality/value - Most evaluations of digitisation projects have not focused on the issues of academic authenticity and textual accuracy; indeed, the latter is difficult to gauge when the ASCII text is hidden and where there is little incentive for designers to be honest about the potential flaws in their search engines. Also, there has been little discussion in academic literature on the distribution of staff and financial resources within projects. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including nineteenth-twentieth-century graveyard filled with remains of ponies and cattle, memorials for Irish mariners, and relationships between warrior and kings in early medieval north-west Europe.

The United Kingdom s Old Age Pensions Act of 1908 instituted means-tested, non- contributory pensions for men and women aged 70 or over. The pension and the lack of civil registration of births before 1864 caused many Irish to exaggerate their ages in the Census of 1911. In this paper a linked sample from the manuscript censuses of 1901 and 1911 is used to estimate the magnitude and determinants of this age mis- representation. Our results show three types of age discrepancies: those associated with a significant reduction in age-heaping; those associated with efforts to obtain a pension before age 70; and some apparent age-exaggeration unconnected with the Old Age Pension. [ABSTRACT FROM AUTHOR]

This paper has developed estimates of the age-specific mortality rates prevailing during the Great Irish Famine and has analyzed fertility trends during the 25 years before the Famine. Our calculations confirm that 1 million Irish people perished as a result of this disaster. This figure does not include the deaths among the 1.3 million emigrants who left Ireland during the Famine period. The Famine produced a significant drop in the fertility rate, and we estimate that more than 300,000 births did not take place as a result of the Famine. The effects were especially severe on the very young and the very old, a result echoed in the findings of demographic analyses of other famines. Our procedure permits a reconstruction of the Irish population by age and sex during the period 1821-1841. In addition, it yields year-by-year estimates of the birth rate over this period. We estimate that the rate fell by about 14 percent, a result robust to our assumptions regarding emigration. Economic historians have debated this issue, and we hope that our evidence, although preliminary, will be of assistance. Our analysis also permits year-by-year reconstruction of Irish population totals for the period 1821-1851. Two years are of particular interest. Virtually all recent writers, with the notable exception of Lee (1981), have suggested that the 1831 census returns overestimated the actual population resident in Ireland at that date. Our reconstruction supports the validity of the 1831 census figure. We obtain a total of 7,847,000, which is in good agreement with the disputed census figure of 7,767,000. But perhaps the most interesting figure is the population total for the end of 1845, the highest ever achieved in Ireland. We estimate that the population on the eve of the Great Famine was 8,525,000. Throughout the paper we have tried to highlight those areas in which the data are unreliable, unavailable, or distorted. We have tried to devise cross-checks for consistency and to test the sensitivity of the results to a range of assumptions. A case in point concerns the age-sex profile and volume of emigration to England, Scotland, and Wales. Additional work at the micro level would be helpful here. More solid evidence on Famine births would also be helpful. The parish registers we have sampled certainly provide a clue to trends, but we have only made a start in that respect. A much more comprehensive survey is needed to convey the national picture.(ABSTRACT TRUNCATED AT 400 WORDS) [ABSTRACT FROM AUTHOR]

The most commonly accepted view internationally is that addiction is an individualised brain-based disease or disorder. This view is buttressed by neuroscientific evidence, which is interpreted as demonstrating that the addicted brain undergoes long-term structural and functional changes as a result of substance use. Proponents of this model argue that such evidence is conclusive and that we have finally, over many decades, arrived at an enlightened, evidence-based, scientific understanding of addiction and dispensed with outdated 'moral models'. However, critical scholars have argued that what we mean by addiction very much depends on the political–economic and socio-culture structure of a particular society at a particular temporal juncture. This paper seeks to build on this critical scholarship by examining shifting addiction understandings across time in Ireland. (This refers to the 26 counties of the southern Irish state.) This has involved analysing various documents, archives, and journal articles relating to the main 'claim-making' groups in Irish society (Catholic Church, medical profession, government, and media). It is argued that understandings of addiction through time in Ireland have tracked the country's political–economic and socio-cultural development and have not developed according to 'objective evidenced-based Science'. Furthermore, the portrayal of addiction across time has directed attention inwards to the diseased or disordered individual and away from macro-level processes. This has also led to the neglect of potentially vital areas of inquiry in relation to addiction scholarship in Ireland. To this end, the present research paper intends to highlight some of these macro-level processes in order to suggest fruitful avenues for future research. [ABSTRACT FROM AUTHOR]

The Anglo-Irish Treaty of 1921 provided monetary independence to the newly established Irish Free State. The existing historiography views Irish monetary and banking policy post-independence as following British precedent in terms of the structure and design of state monetary institutions. However, this article considers how Professor Henry Parker-Willis's experience of establishing the United States (US) Federal Reserve system in 1913 had a direct impact on his work as chair of the Irish banking commission in 1926. This research highlights that Parker-Willis played a significantly more important role in formulating the Irish Currency Act 1927 than is currently recognized. It further identifies that Parker-Willis's design for a wholly independent, non-political Irish currency commission was primarily based on his disillusionment with the political interference then evident in the management of the Federal Reserve system. This article, therefore, challenges the dominant view that Irish monetary institution building in the 1920s automatically followed British precedent, but rather identifies the direct influence of US monetary structures on the development of Irish institutions. This is an internationalist dimension not recognized in the existing historiography. [ABSTRACT FROM PUBLISHER]

This paper is focused on Elizabeth's Reformation in the Irish Pale around Dublin, the key religious battleground in Tudor Ireland. It highlights the strength of opposition to Elizabeth's religious settlement from the start of her reign. It shows in stark terms that Ireland experienced a Reformation virtually without reformers, and suggests that that was a major reason for its failure. The contrasting experiences of England and the Pale suggest, in turn, that revisionist historians have underestimated the progress of Protestantism in England before Elizabeth's reign. [ABSTRACT FROM PUBLISHER]

This paper explores the career of the Irish Olympian Pat O'Callaghan. He won successive hammer-throwing titles in the 1924 and 1928 Olympics as a representative of the independent Irish state. The paper argues that in these Olympics, O'Callaghan can be considered as representing a postcolonial state, in line with much scholarship on other aspects of Irish culture. However, the Irish later fell into a dispute with the International Amateur Athletics Federation and the International Olympic Committee, which were largely steered by the British in dealing with contentious issues over the Irish border, and the Irish were thus effectively banned from the 1936 games. The paper concludes with a discussion over the nature of postcolonial identities in sport, and the complexities around the issue in relation to the constant mediation over what national identities mean within the context of rule-making by international sporting bodies. [ABSTRACT FROM PUBLISHER]

This paper examines the osteological evidence for decapitation from 30 skeletal assemblages dated to the medieval period (6th to 16th century) from Ireland. This is the first time that these data have been examined in a comparative manner and across the population of medieval Ireland. Decapitation is traditionally presented and interpreted in the literature on a case study basis with decapitations being attributed to an action that was carried out as a direct result of warfare or as judicial practice. This paper aims to use the osteological data to examine these interpretations in terms of the Irish data and to use these data along with historical and literary sources to try to gain a fuller understanding of decapitation in medieval Ireland. [ABSTRACT FROM AUTHOR]

This paper provides a critical commentary on researching social work in transition to make the case for why history is important at crucial moments of change. The present transition of child protection and welfare practice from a Health Services Executive Structure to an Independent Child and Family Agency (Tusla) is focused on for illustration. This development signifies a major transition of services within the country influenced by a number of factors, most notably a number of high profile cases of child abuse within institutions in the past and child deaths/neglect cases in the present. In particular, a discourse of prevention, early intervention and the promotion of children's rights are most dominant in light of a quest to purge the mistakes of the past. Supported by a history of the present approach, the author argues that while the existence of a ‘discursive shift’ typified by the establishment of an independent agency is arguably conclusive, the evidence of changes in practice, culture and underpinning analytical approaches is much more vague and complex. The paper concludes with reflections on implications for a wider European and global context and a call for the need for more critically informed approaches to history to inform present transformations. [ABSTRACT FROM PUBLISHER]

This paper studies institutional changes in Irish savings banks and their functionality from 1817 to 1914. These changes saw market incumbents, trustee savings banks, suffering from a loss of confidence and displaced by a functionally equivalent but institutionally distinct competitor, the Post Office Savings Bank. The paper finds that, despite significant institutional change, savings banks of all types were consistently loss-making. This suggests that Irish savings banks were subsidised. In addition, despite contemporary accusations of credit shortages, Irish savings banks, due to legal restrictions, did not engage in any private sector lending, thus arguably crowding out private investment. [ABSTRACT FROM AUTHOR]

In eighteenth-century Dublin, coffee houses were early public information centres while circulating and subscription libraries acted as early public libraries. These institutions offered services -- facilitated by their close relationship with the print trade -- that preceded today's public library provision. This paper examines the functions and procedures of Dublin's early public libraries and their interconnectivity with the print trade. While Marsh's Library stands out as a public library during this time, other institutions provided a rudimentary public library service in the eighteenth century. [ABSTRACT FROM AUTHOR]

A body of scholarship on the history of the lives of Catholic teaching sisters has thrown up various challenges to educational historians. One challenge can be posed by asking how teaching sisters were able to go on to take up leadership positions. This is prompted by the observation that a particular body of literature for the period 1940–1965 indicating that they underwent a strict ‘formation’ regimen intended to prepare them for total obedience to their superiors, inculcate in them a non-questioning attitude and deprive them of opportunities to take initiative, how then were they able to go on to take up leadership positions? The paper outlines the results of an oral history project which addressed this apparent paradox in the case of a group of women who worked as sister principals in Ireland. The results suggest they had a significant amount of freedom and room for questioning and initiative, and that this stood them in good stead when they went on to become sister principals. [ABSTRACT FROM PUBLISHER]