V o l . 2 3 I s s u e 3

Front Cover 23-3.indd 1 27/09/2010 16:30:04

NST 23-3.indd 1 22/09/2010 13:49:40

EditorNiall Gormley

ProductionCatherine Dwyer

SalesTel: 01 832 9243Fax: 01 832 9246

E-mail: education@keelaun.ieweb: www.educationmagazine.ie

PublishersKeelaun Ltd.

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LayoutReal Issues,Drumhaldry,

Moyne, Co. Longford086-8986827

PrintersNicholson & Bass Ltd.

At the time of press information in Education is believed to be accurate and authoritative.

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©2010. All rights reserved.Reproduction in whole or in part without

permission is prohibited.

ISSN 0791-6161

VoLumE 23, ISSuE 3

The changing face of MIC

mary Immaculate College has recently gone through one of the most exciting phases of growth and development in its history.

Cover Story Pages 23-26

EDuCATIoN 1

2 National Library

4 Special Feature: Eating disorders: working on prevention

7 Environmental science at IT Sligio

9 Ulster Bank Moneysense

12 Montessori teaching at St. Nicholas College

15 The Cloughjordan Ecovillage

17 Clinical Legal Education at

NUI Galway

21 College of Progressive Education

& Montessori Education Centre

23 Cover Story: The changing face of

Mary Immaculate College

27 Pensions

29 Motions Health and Fitness Training

33 Sound Training Centre

34 Blackarch student accommodation

35 Thomond Park stadium tours

37 Sight & Sound

39 Screenflex

46 The Global Issue: Bridging the gender gap

48 Reviews

Eating disorders:working on prevention

It is very important that those working with young people have access to information

about eating disorders to ensure that they can support their

students, according to Bodywhys

Special Feature Pages 4-5

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Education 3

An exciting programme of exhibitions, events and learning

The National Library of Ireland

History and ColleCtions

Since 1877 the national Library of ireland has been home to the world’s largest collection of books, manuscripts, newspapers, maps and drawings relating to ireland. a copy of every book, news-paper and magazine published in ireland is sent to us and each year we welcome thousands of people of all ages and inter-

for those intending to use the Library’s resources and reading rooms, workshops, lectures and courses aimed at meeting the needs of those involved in primary, post-primary, higher education and life-long learning.

the Library also organises Poetry aloud, an annual poetry speaking com-petition for post-primary students, which celebrates the joy of speaking and listen-ing to poetry.

exHibitions

three exhibitions are currently running at the Library. the multi-award winning Yeats: the life and works of WB Yeats continues at the main Library in Kildare Street until the end of 2011.

discover Your national Library: Explore, Reflect, connect at 2-3 Kildare Street invites visitors to explore the richness of Library collections using digital interac-tives. Power and Privilege: Photographs of the Big House in ireland, 1858-1922 at the national Photographic archive in temple Bar explores the world of irish country houses and the people who lived in them.

the Library has also developed a num-ber of online exhibitions, including the award-winning 1916 Rising: Personalities and Perspectives as well as online ver-s ions o f the Yeat s and d i scover exhibitions.

new developments

the Library has recently digitized over 34,000 photographs from its collections. these include images from the Lawrence, Eason, independent and Poole collec-tions, documenting scenes from all over ireland from the late 19th century onwards, as well as social and political events. Search our catalogue at http://catalogue.nli.ie/.

ests to read and research at our premises on Kildare Street.

explore and learn

We offer an exciting programme of exhibitions, events and learning oppor-tunities for the education community. these include customised tours of the Library’s exhibitions, introductory tours

Find oUt moredetails of education programmes and further information on national library collections and exhibitions are available at www.nli.ie.

National Library 23-3.indd 2 21/09/2010 20:25:35

4 Education

Eating disorders: working on prevention

Student Welfare - Eating Disorders

Eating disorders are becoming increasingly prevalent amongst a generation of young people under pressure at school, in the home

and in the workplace. these day to day pressures are compounded by an environ-ment filled with images of a very narrowly defined ‘beauty ideal’ which few of us can ever hope to measure up to. For some, these pressures, combined with difficult individual circumstances, can lead to the development of an eating disor-der.

it is estimated that amongst irish ado-lescent girls, 1% are at risk of developing anorexia with 2% at risk of developing bulimia. the rates of those who engage in significant eating disordered behaviours are much higher. a further 10-25% of cases of eating disorders occur in men. With these disorders becoming so wide-spread, it is all the more important that

while giving teachers the opportunity to start a discussion with students about what can be a very sensitive issue.

Bodywhys schools Programme

Every year Bodywhys receives a sub-stantial number of requests from schools and youth groups looking for speakers to talk about body image and eating disor-ders. in response to this ongoing interest, this year Bodywhys are getting ready to launch a brand new school talks pro-gramme. this will involve regionally based volunteers, who have been fully trained by Bodywhys, being available to deliver talks across the country.

Bodywhys youth Panel

in 2009, a study by the office of the Minster for children and Youth affairs found that young irish people themselves identified Self image as the top issue that ‘hurts’ their mental health. dáil na nÓg have similarly identified body image as an area of considerable concern for young people. in response to this demand, Bodywhys have launched the Be Body Positive campaign to encourage people to talk more about body image, and in particular to encourage young

those working with young people have access to information about eating disor-ders to ensure that they can support their students, and themselves.

the role of Prevention

Low self-esteem and poor body image are often key factors in the development of an eating disorder. For this reason, prevention work around boosting a per-son’s body image and separating their sense of themselves from their physical self can be crucial.

Since 2006 Bodywhys have worked with schools on a prevention-based pro-gramme. the iFigure cd-RoM resource is an interactive tool produced by Bodywhys which covers areas like Body image, Self Esteem and Media awareness. this allows students to explore these areas in a way that is accessible to them,

Bodywhys on siteIf you would like to have a talk or information stand at

your school or college, contact info@bodywhys.ie for a range of posters and information leaflets.

Tips for speaking to a student you may be concerned about

n arrange to talk to the person in private and with plenty of time to avoid feeling rushed. Be sure to communicate care and concern, and focus on specific inci-dents or behaviours that have given rise to your concern. if appropriate, let them know how they can seek help and provide them with information about support services where possible.

n Listen to what they say without interruption and without making any judge-ments. they may deny there is a problem or become upset. try to remain calm and reflect back to them what they have said to make sure that they feel they have been accurately heard. Restate the view that they should talk to someone, and decide with them what will happen next. it may be that their parents need to be informed. it is important to be aware of your own organisation’s policies around child protection and reporting issues.

n Help them to explore what supports are available to them and how they might go about accessing these supports. detailed information for teachers and youth workers is available from our website at www.bodywhys.ie

By Ruth Ní EidhinCommunications Officer, Bodywhys

It is very important that those working with young people have access to information about eating disorders to ensure that they can

support their students, according to Bodywhys

Bodywhys 23-3.indd 1 21/09/2010 20:27:16

EDUCATION 5

FIND OUT MOREInformation is the greatest tool avail-able to anyone trying to support a person affected by an eating disorder. Understanding what an eating disor-der is, and how it can be treated, is a huge part of helping the person on the road to recovery.

SCHOOLS CONTACTIf you would like to find out more abou t t he Bodywhys S choo l s Programme or Youth Panel, email Fiona Flynn, youthdevelopment@bodywhys.ie

FIND OUT MORE

people to promote positive body image amongst their peers.

A key part of this campaign is the Bodywhys Youth Panel which is currently being developed. The youth panel is an opportunity for those aged 13-20 to work with Bodywhys to develop new services and supports that are age appro-priate and meet their needs.

NEW SERVICES FOR YOUNG PEOPLE

A common feature of an eating disor-der is that the person will hide or deny

their behaviours to their friends and loved ones. For this reason and to ensure that our support services are as accessible as possible, Bodywhys have launched a range of services aimed specifically at young people.

Bodywhys YouthConnect is a weekly online support group facilitated by trained volunteers, which can be accessed through the Bodywhys website at www.bodywhys.ie. The group is open to those aged 13-18 and takes place on Sunday nights from 7-8:30pm. Users register via the website and can then access confi-dential support from their own computer. A separate service, BodywhysConnect, is available for those aged 19 and over.

BODYWHYS SERVICES

Bodywhys – the Eating Disorders Association of Ireland – provides a range of support services for those affected by eating disorders as well as friends and family members.

Services include:• LoCall Helpline 1890 200 444• Email support alex@bodywhys.ie• Network of support groups including

groups for family & friends• Online support groups, including

YouthConnect for 13-18 year oldsOur website, www.bodywhys.ie pro-

vides a wide variety of information on eating disorders, treatment options and support services. Our online support groups and message boards are also accessible from the site.

What are eating disorders?

AN eating disorder is a serious men-tal health condition characterised by severe disturbances in eating, emotional and psychological dis-tress, and physical consequences. Eating disorders can be seen as a way of coping with unmanageable feelings.

Eating disorders include anorex-ia nervosa, bulimia nervosa, eating disorder not otherwise specifi ed and binge eating disorder. Behav-iours vary between the different disorders but can include restricting food intake, binging on large quan-tities of food, exercising to excess, and abusing laxatives or diuretics.

EATING disorders are becoming increasingly common amongst men and in particular younger men.

It is important to be aware that male students may be experiencing the same pressures and may turn to the same method of coping. A young man may exercise excessively instead of restricting his diet. This can be equally damaging and should be addressed at an early stage.

Not just girls!

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Education 7

Simulated learning in Environmental Science

IT Sligo

it Sligo pioneered environmental science education in ireland as far back as (in) the mid-1970s. over the years innovative methods in the

delivery of education in various aspects of this broad discipline have been intro-duced.

one area of major importance is the treatment of municipal and industrial wastewaters by the activated sludge process which represents the largest and most common industrial application of micro-organisms. the process essentially involves the use of micro-organisms to accelerate the breakdown of organic pol-lutants in wastewater under controlled conditions.

there are hundreds of these types of wastewater treatment plants throughout ireland and their efficient operation is essential for the production of a good quality effluent to prevent pollution in freshwater and marine environments.

Students often have difficulty in under-standing the concepts of the wastewater treatment process as the learning experi-ence i s detached f rom an actua l wastewater treatment plant.

laroratory-scale

at it Sligo a simulated learning envi-ronment has been developed whereby students operate and monitor the waste-w a t e r t r e a t m e n t p ro c e s s u s i n g laroratory-scale wastewater treatment plants. Such plants have been used in industry and in postgraduate research to assess the affects of certain types of industrial wastestreams on the treatment process.

in the environmental science under-graduate programme, students work in teams and take responsibility for the maintenance, operation and monitoring of a their own lab-scale wastewater treat-ment plant. the wastewater consists of diluted milk similar to that of wastewater produced in a milk processing industry.

Each team comprises four students and each team member is assigned a number of tasks which are conducted twice weekly over a two-week period. the tasks are then rotated between the team members until each student has com-

responsibility to look after the treatment plant etc. making it less college like, more like real world work environment.

this experimental approach to teaching and learning is supported by naiRtl (national academy for the integration of Resarch teaching and learning)

pleted all of the tasks over a 10-week period.

the students upload their results onto a shared website which can be viewed by all the students and staff, however, edit-ing rights are restricted to the students assigned to each team. Students are able to use their results to carry out calcula-tions and produce tables and graphs relating to the performance of their treat-ment plant over time.

Positive feedback from student surveys and improved student performance has been the basis for incorporating this new method of learning into the curriculum for laboratory modules dealing with wastewater treatment.

student responsibility

one student’s response to the survey sums up the experience as:

the Wastewater treatment Plant lab gives the student practical understanding of how a treatment plant works. Repeating the analyses a number of times improves the student’s technique reduc-ing errors. it also gives the student more

Find out Morewww.itsligo.ie

Institute of Technology, Sligo

EnvIronmEnTal ScIEncE courSES

l B.Sc. in Environmental Protection (Level 7, 3 years)

l B.Sc. (Hons) in Environmental Science (Level 8, 4 years)

l Higher Certificate in Environmental Management by distance learning (Level 6, 2-3 years)

l B.Sc. in Environmental Management by distance learning (Level 7, 2 years)

l Postgraduate Diploma/M.Sc. in Environmental Protection by distance learning (Level 9, 2-3 years)

More Information:Dr. Billy Fitzgerald, Head of Department of Environmental Science,

Institute of Technology, SligoTel: 071 91 55284 • Email: fitzgerald.billy@itsligo.ie • Website: www.itsligo.ie

IT Sligo 23-3.indd 1 27/09/2010 12:50:36

An Post 23-3.indd 1 21/09/2010 20:29:45

Education 9

Help your students make sense of money topics

Moneysense

MonEy burns a hole in the average teenager’s pocket, and most students don’t connect what they learn in

the classroom with the real world of money and how to manage it. if you’re trying to breathe new life into ‘dry’ topics like budgeting, borrowing and interest rates, you’ll be glad to find some useful resources to help you.

there’s quite a large bank of resources out there on these topics. the information available online at www.itsyourmoney.ie (the finance website of the national consumer agency) is comprehensive and always up to date. Many of the banks and some credit unions also offer financial education materials for primary and secondary schools.

Focus on the classroom

the issue for teachers is that most of these resources are information based and are not designed specifically for the classroom. one exception is a resource called MoneySense for Schools.

What makes this programme different is that teachers were actively involved in developing it. the result is a more relevant learning resource that’s tailored for classroom delivery to different age groups. it uses interactive media such as video clips, quizzes and case studies to introduce real-life dilemmas and encour-age students to think about the pros and cons of various options.

the topics covered are also better connected to the secondary curriculum - particularly for business studies but for other subject areas too. of the range of resources out there, this is probably the most student-focused.

year students - you can work through a sequence of lessons within one module, or take the students through a whole module at a time, such as the We’re in Business.

teacher support

MoneySense for Schools also offers teachers the option to have one or more lessons delivered by a volunteer. ulster Bank, who developed the programme, have trained about 360 volunteers to deliver the programme. the emphasis is on support and collaboration with teachers. you have the option to work with a volunteer for one lesson only, or to schedule a series of sessions to cover one or more modules. as all the resources are available online, you can of course deliver the programme independently, and print down classroom exercises as you need them.

registration

the resource is free to use by all secondary schools. Registration is straightforward, at www.ulsterbank.ie/moneysense and you can either use the contact details on the website or send an email to jill.smyth@ulsterbank.com to request volunteer support.

modular lessons

teachers who collaborated in creating MoneySense also created teacher’s notes for each module – a set of useful guides to the learning outcomes and a descrip-tion of the exercises you can use. the programme covers four modules in all:

•Bank on it: introduces students to bank accounts, the documents needed to open one and how to manage an account. the atM simulator in this module is a good example of the inter-active approach to student learning.

•We’re in Business: gets students work-ing in groups to set up and run a coffee shop business, within a deadline and budget. the module builds team-work, presentation skills, marketing, business problem solving and accounting. it lends itself well to running a classroom ‘dragons den’.

• the credit File: explores borrowing, debt, the importance of saving and the financial decisions of moving away from home for the first time.

•money for life: for older students, this module explores real-life scenarios and decisions young people face in mov-ing into higher education, work and training. it covers payslips, renting accommodation, food costs and other challenges of living away from home.

the modular nature of the programme makes it a good resource for transition

"Of the range of financial learning resources out there, MoneySense is probably the most student-focused"

By Mary O’SullivanPresident, Business Studies Teachers Association of Ireland

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Edco 23-3.indd 1 21/09/2010 20:31:06

Education 11

Now is the time to prepare for the future Consider studying business at the Galway Mayo Institute of Technology in Castlebar

GMIT Castlebar

the castlebar campus provides students with the opportunity to study business at all levels from higher certificate to honours

degree. Programmes on offer include:• The Higher Certificate in Business in

computer applications• The Bachelor of Business • The Bachelor of Arts in Accounting &

Financial Management• The Bachelor of Business (Honours)• The Bachelor of Business (Honour) in

accounting

are you interested in studying business starting next September at GMit in castlebar? if so then there are three programmes you should consider apply-ing for with the cao.

The Higher Certificate in Business in computer applications aims to provide students with business knowledge, skills in ict and competencies in interpersonal and communication techniques.

The Bachelor of Business produces graduates with a comprehensive knowl-edge of the key functional areas of business and organisational management (including marketing, finance, operations,

industrial and commercial enterprises in accounting, financial services, marketing and administrative fields. often graduates with suitable experience progress to a career at senior management level. other graduates start their own business.

these qualifications enhance graduate long-term employability, flexibility and adaptability and have relevance to the needs of potential employers in a variety of organisations and economics sectors (including industry, commerce, services, self employment, voluntary and com-munity sector and publ ic sector). Graduates often continue with further studies at masters level.

MIS, and personnel), with particular ref-e r e n c e t o s m a l l a n d m e d i u m enterprises.

The Bachelor of Arts in Accounting & Financial Management provides students with a specialised education in accounting and financial management. Exemptions are available from the professional accountancy bodies for graduates.

Successful gradates from the above programmes can progress their studies in business further by ultimately taking a Bachelor of Business (Honours) or a Bachelor of Business (Honours) in accounting.

Graduates thereafter often work in

Business Studies AT GMIT, CASTLEBAR

n The Higher Certificate in Business in Computer Application – 2 Years – Programme Code – GA869

n The Bachelor of Business – 3 Years – Programme Code – GA877

n The Bachelor of Arts in Accounting & Financial Management – 3 Years – Programme Code – GA878

n The Bachelor of Business (Honours) – Apply direct to the Institute

n The Bachelor of Business (Honour) in Accounting – Apply direct to the Institute

Individuals interested in applying for the Higher Certificate, Bachelor of Business and Bachelor of Arts in Accounting & Financial Management can do so through the CAO. Individuals with a previous

business qualification can make a direct application to the Institute for admission. Applications are particularly welcome from graduates of other Institutes of Technology.

CONTACTSMichael Gill Hugh McBride Shane Byrne Declan Hoban Caroline Clarke094 9043174 094 9043139 094 9043253 094 9043250 094 9043271michael.gill@gmit.ie hugh.mcbride@gmit.ie shane.byrne@gmit.ie declan.hoban@gmit.ie caroline.clarke@gmit.ie

Head of Department Bachelor of Business (Honours) Bachelor of Business Higher Certificate in Business Bachelor of Arts in Accounting Bachelor of Business (Honours) in Computer Applications & Financial Management in Accounting

Higher Certificate in Business in Computer

Applications - GA869 – level 6

Bachelor of BusinessGA877 – level 7

Bachelor of Arts in Accounting &

Financial ManagementGA878 – level 7

Bachelor of Business (Honours) in Accounting

Level 8

Bachelor of Business (Honours)

Level 8

CAO applicants interested in studying business

GMIT Business 23-3.indd 1 27/09/2010 12:46:41

12 Education

Leaders in montessori teacher education

St. Nicholas College

among the many institutes in ireland offering teacher educa-tion, St. nicholas college in dun Laoghaire, co. dublin

provides degree programmes in this dis-cipline. From Pestalozzi to dewey’s progressive education, the montessori method has stood the test of time and is being used today in schools all over the world.

dr. maria montessori, at the beginning of the twentieth century, based her child- centred on careful observation of what children revealed about their develop-mental needs. However, montessori education in ireland is synonymous with the pre-school sector and it is important to dispel this misconception. throughout Europe and the united States, the montessori method of Education is uti-lized both at Primary and Secondary level.

today, as it was a century ago, educa-tion is rightly seen as a means to tackle poverty, inequality, anti-social behaviour and other ills of society. the fundamental problem with education is the lack of faith in the child to guide his/her own development and to guide the educators in supporting this task. montessori Education worldwide shows that the child is best supported in an learning environ-ment which meets all his/her needs in order to become a valued member of his/her society.

Teacher's role

the teacher's role in the montessori classroom is to observe children engaged in activities that follow their own natural interests. this indirect teaching to control the environment, not the child, contrasts sharply with the ordinary teacher's role of implementing a pre-determined cur-riculum. For example, a montessori class has the teacher resolving misbehavior by refocusing the child to some positive activity, freely chosen rather than engag-ing in the system of rewards and

mini-societies. the auto-education facili-tated by the prepared environment learning means that each child is always successful learning and developing at his/her own pace.

Degree programmes

St. nicholas montessori college ireland (Snmci) offers the student the possibility of obtaining this degree either full-time or part time (accS mode). the degree programmes – (levels 7 & 8) and the Higher diploma in arts in Early childhood montessori Education (level 8) are accred-ited by the Higher Education and training awards council (HEtac) which is the qualifications awarding body for third level education and training institutes outside the university sector.

Stage 1 of the programme delivers the pre-school curriculum to students and requires them to have an internship of 200 hours teaching practice in montessori pre-schools. Stage 2 is the 6-9 curriculum

punishments.children learn from each other in a

spontaneous manner that supports their independent self-directed activity. in the family, in the workplace and society as a whole we are in constant interaction with those who are older or younger. children in traditional schools are the only mem-bers of society segregated by age. a mixed-aged environment is an important feature of montessori Education. Since the children need different environments at different stages in their development, classes are mixed within bands, for example, 3-6 yrs, 6-9yrs and 9-12yrs.

Each child is surrounded by role models a little more developed than him/her or becomes a role model for younger peers. Similarly, the older child finds him/herself in a position of responsibility, and by showing younger children what s/he knows, affirms to him/herself, more surely than any test, the extent of his/her learning. co-operation replaces competi-tion as the driving force within these

St Nicholas Montessori 23-3.indd 1 21/09/2010 20:34:04

Education 13

Courses: BA in Montessori Education (Level 7)BA in Montessori Education (Level 8)Higher Diploma in Montessori Education (Level 8)

Go to www.snmci.ieCall 01-2806064 / 01-2300080email: info@snmci.ieor visit us at 16 Adelaide Street, Dun Laoghaire, Co Dublin orCentury Court, 100 George's Street, Dun Laoghaire, Co Dublin

and the students have a block of 6 weeks in Primary schools or Special Education schools. the college has an Erasmus exchange with the Hogeschool in Rotterdam and 4 lucky Stage 2 students will spend from February to May attend-ing college and complete the required teaching practice there.

Stage 3 requires the student to study the requirements for teaching children from 9-12 years which requires the stu-dent to teach for at least 6 weeks in the Primary sector, Montessori sector or Special Education schools. throughout the four years of study, all students become competent in implementing all aspects of

the Primary School curriculum 1999 util-ising in particular the Montessori Method of Education to facilitate each child’s learning.

Students who have met the learning outcomes of the programme will be con-ferred with a level 7 degree and those who receive a merit grade will be inter-viewed and present their lesson plans portfolio for entry onto the level 8 pro-gramme.

However, in november 2009 the teaching council announced that only those with level 8 qualifications will be eligible to register as Montessori teachers from april 1st 2013. (Montessori teachers

are entitled to register for Restricted Recognition, as per dES Special Education circulars 25/00 and 36/06)) the college is now in the process of submitting a new suite of programmes for HEtac valida-tion. these will hopefully commence in September 2011.

accordingly, the college recognises the need to differentiate its product and is also designing a level 6 Higher certificate in the Montessori Method of Education for those wishing to obtain a qualification to teach in the pre-school sector only.

the college welcomes requests for further clarification – email info@snmci.ie.

St Nicholas Montessori 23-3.indd 2 27/09/2010 12:51:47

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Education 15

Sustainable living brought to life

The Cloughjordan Ecovillage

SuStainability is much talked about, not least in education – and it is not hard to find isolated examples of good pract ice.

However, ireland has few examples of a holistic demonstration of sustainability in all its dimensions, the kind of demonstra-tion that brings classroom learning to life.

cloughjordan Ecovillage provides just such an example. designed from the outset as an educational resource, it now attracts numerous visitors. Student groups, professional bodies and individu-als come from all parts of ireland – and even from overseas, reflecting the inter-national significance of the project. class visits from second and third-level students represent a wide range of subject areas, from environmental studies and planning to community development. there is material of relevance to many branches of science and engineering – and, of course, to construction-related disci-plines.

Visitors will see a diverse set of eco-houses on one site, both occupied and under construction. construction methods

range from kits assembled on site to diy self-build. building materials are as varied as timber-frame, hemp-lime and cob. there is a district heating system fuelled by wood-chip, to be backed up from autumn 2010 by a 500 m2 array of ground-mounted solar thermal panels, the largest in ireland.

Visitors will meet some of the people who had the vision to create this unique development and the commitment to plan their own futures around it. longer visits can give the chance to interact with resi-dents and with the many future residents living nearby.

the Ecovillage can cater for most edu-cational needs, ranging from half-day visits to field trips, project work and resi-dential courses – a 30-bed hostel opens in november 2010. a typical programme for a half-day visit (11am to 4pm) would be: introduction to the Project, then lunch, then a tour of the development, followed by a closing Q&a Session. alternatively, a speaker can visit you. any interested group is welcome to call us and discuss their needs.

Please note, however, that the site

remains under construction, so it is closed to casual visitors, except on advertised open days. it is not visible from any public road.

the objectives of the ecovillage include analysis of the effectiveness of all aspects of the project. We are therefore keen to play active roles in relevant research proj-ects and would welcome discussion of any such project in the planning stages. the 'research' section of our website gives more detail. again, the range of relevant disciplines is very wide.

cloughjordan lies near the offaly-tipperary border, within easy reach of most parts of ireland. it is served by trains on the dublin-nenagh-limerick railway line and the station is a pleasant 1-km walk from the ecovillage. by road, it is 10km north of the n7 at Moneygall, between birr, nenagh and Roscrea.

to arrange a site visit or a visiting speaker or to discuss a short course, email dara@thevillage.ie or call 086 8377 906.

Find OUT MOREMore information on the ecovillage can be found at www.thevillage.ie.

Ecovillage 23-3.indd 1 21/09/2010 20:36:40

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FIND OUT MOREFor more information on any of the above programmes, please visit: www.nuigalway.ie/law

EDUCATION 17

Clinical Legal Education at NUI Galway School of Law

NUI Galway

“I INTERVIEWED with a couple of the big five law firms and have received offers from both of them. I believe that

it was due to my work placement last year. They were really interested in the work I carried out and it gave me an opportunity to demonstrate that I could work on my own initiative outside of the lecture theatre. It was an invaluable work experience and definitely a major step-ping stone.” Evelyn O’ Donnell, NUI Galway School of Law Graduate.

The above comment illustrates per-fectly the aim of the Clinical Legal Education Programme at NUI Galway School of Law. Since its launch in the academic year 2006/2007, final year students of the Bachelor of Civil Law degree have been given the opportunity to demonstrate their acquired legal skills in a real working environment. The aim of the placements is to give students the chance to gain both great experience that will help their CV stand out while, at the same time, seeing how law can be an effective tool for advancing the public interest.

Past final year students in the Bachelor of Civil Law, have used their legal skills in placements with government agencies, quasi- and non-governmental organisa-tions, and with practicing lawyers throughout Ireland. During the pro-gramme, they work on a part-time basis instead of taking an additional subject and receive academic credit for their efforts.

A PERFECT OPPORTUNITY

Among others, students have worked in the: Equality Authority, the Immigrant Counc i l o f I re land, the Nat iona l Federation of Voluntary Bodies, the Director of Public Prosecutions, Northside Community Law Centre, Ability West and with lawyers who specialise in a number of different areas. The programme offers a perfect opportunity for those students who are interested in ‘giving something back’ to society, while at the same time gaining credit for their efforts!

Apart from offering the optional Clinical Legal Education programme, as part of the Bachelor of Civil Law, the School of Law at NUI Galway offers many opportunities for students interested in gaining an internationally recognised & interesting degree.

law. The BA Legal Science offers students the chance to study law alongside any three other subjects from the large range available in First Year Arts. In second & third year, students may then specialise in law and one other subject. This means that students can combine their legal studies with a language, a policy-focused discipline such as economics or politics or a subject of personal interest like history, philosophy or classics. Students wishing to enter the BA in Legal Science should apply for the Bachelor of Arts degree in NUI Galway.

For those who are still unsure about law & may have a stronger interest in other areas, there is good news! The School of Law at NUI Galway also con-tributes extensively to the teaching of other programmes in the University. Law is an important feature of the BA in Public & Social Policy & is also, a popular elec-tive option for students in the Bachelor of Commerce. The Irish Centre for Human Rights, which is part of the School of Law at NUI Galway, also offers subjects in Human Rights Law as a component of the innovative BA Connect programme.

The Bachelor of Civil Law (BCL) in NUI Galway offers students a well-rounded, solid, law degree. It is best suited to stu-dents who have already decided that their career objectives lie in legal practice. Upon completing this degree, graduates will have studied the necessary law sub-jects that will enable them to proceed to sit the professional exams (in order to become a solicitor or a barrister).

KEEPING YOUR OPTIONS OPEN

For those who have a keen interest in Business & would like to combine it with a legal education, the Bachelor of Corporate Law is a perfect choice. This three year degree programme combines elements of the BCL and subjects from the Bachelor of Commerce offered by the J.E. Cairnes School of Business & Economics. This degree suits students that wish to keep their options open; they combine the best of both regarding busi-ness & law preparing them for careers in either discipline and equipping them to work at the highest level in major law firms.

Another route which appeals to many students is the BA Legal Science. This programme proves popular among stu-dents that do not necessarily know exactly what career they would like to pursue, but still have an interest in the

Law at NUI Galway…Be Inspired

“I will always be glad that I chose NUI Galway to study law. The staff here in my opinion are of the highest standard available,” Tara Gibbons, 2nd Year B. Corp. Law

NUI Galway is one of Ireland’s most innovative universities. Situated in the vibrant city of Galway, it is the perfect place to begin your university experience.If you’re looking for:

• A fi rst-rate degree in Law

• The opportunity to be taught by leading experts in the fi eld, and

• The chance to study at one of Ireland’s leading universities

Then, Law at NUI Galway is for YOU

For more information:Tel: 091 492389Email: law@nuigalway.ieWeb: www.nuigalway.ie/law

NUI Galway Law 23-3.indd 1 21/09/2010 20:38:15

Visit Dublin's popular sights in an entertaining and informative way when you take a Viking Splash Tour. With a mixture of good humour and fun, our guides take you through the streets of Dublin in World War II amphibious vehicles called Ducks.

The tour lasts 1 hour 15 minutes with the Duck making a splash down at the Grand Canal Basin for a water cruise and a unique view of the new Docklands area U2's recording studios. Tours run 7 days a week.

Viking Splash Tours, 18 Mill Street, Dublin 8

Tel: 01 - 707 6000 • www.vikingsplash.com

Page 18.indd 1 27/09/2010 12:58:47

Education 19

Compupac

thE college of Engineering and informatics, college of arts, Social Sciences, and celtic Studies and the college of Business,

Public Policy, and Law at nui Galway have once again joined forces with Pc manufacturers Lenovo and compupac to present students with the opportunity to purchase a high performance laptop at a 40% discounted price. this is the second year in a row the university has provided this scheme, the only university in ireland and the uK to have established such an initiative.

the initiative was originally introduced to ensure that all students within the engineering and informatics disciplines have access to a quality laptop with the capability of meeting the demands and challenges of a student on campus, as well as having the performance specifica-t i on s requ i red to run advanced applications.

the college of Engineering and informatics, in conjunction with Lenovo and compupac, have identified a specific high performance laptop which is spe-cially built to last the four-year duration of the degree programmes. Each laptop is preloaded with software tailored for engineering and informatics which is essential for the students. the university has also negotiated a credit agreement with the local Bank of ireland branch which will allow students the option of paying for the laptop over three years.

When students purchase the Lenovo thinkPad t410 notebook they will have access to an introductory workshop, on-c a m p u s s u p p o r t s e r v i c e s , n e x t working-day consulting facilities, a four-year warranty and four-year accidental damage insurance. Students will also have access to the 85 wireless hotspots across the nui Galway campus. a new addition to this year’s scheme is the inclu-sion of 3G, making mobile computing a reality, allowing the student to work

Find OUT MOREFor more information on the Laptop Programme visit http://nuiglaptops4students.compupacit.ie/ or contact Aodh dalton at aodh.dalton@nuigalway.ie or 091 495288.

NUI Galway offer discounted laptops for all its students

anywhere anytime.Speaking about the initiative, aodh dalton, chief

technical officer, Electrical and Electronic Engineering at nui Galway, said: “the college of Engineering and informatics is delighted with the h i g h - p e r f o r m a n c e L a p t o p Programme as it gives our stu-dents a distinct advantage with their studies. this initiative also ensures that the students have and familiarise themselves with the tools used in the industry”.

Compupac partner with Lenovo and HP to supply laptops to schools and colleges. n 27 Years in business

n We facilitate the integration of ICT requirements

n We provide technical support and maintenance

n We offer laptops to suit any budget

n Microsoft Office 2010 Pro Plus with Free Home Use for teachers available at unbeatable prices

Contact Brian Vickers, Education Sales Manager Phone: 071-9158700

Compupac 23-3.indd 1 21/09/2010 20:43:05

Low Cost Bus Hire for Any Occasion

Aardvark Bus & Chauffeur Hire

● Aardvark Bus Hire is a medium-sized bus hire company based in Dublin.

● We provide low cost transport solutions for any occasion

● We specialize in corporate outings, golf trips, weddings and short and long distance transfers anywhere in Ireland.

Web: www.aardvarkbushire.com

Email: aardvarkbushire@gmail.com

Tel: 083 3036476 • Fax: 01-4370789

Contact Us Now For An Immediate Low Cost QuoteContact Us Now For An Immediate Low Cost QuoteContact Us Now For An Immediate Low Cost Quote

Looking to make a difference and increase your skills and

experience at the same time? By campaigning with Trócaire you can challenge the causes of poverty and injustice, and make a real difference in the world while developing new talents.

Global ecomonic inequality and the denial of basic human rights make it impossible for developing countries to become self-suffi cient. It is keeping millions of individuals trapped in an endless cycle of poverty. Trócaire is always looking for new volunteers to stand up against poverty, challenge the political norm and increase awareness about these issues.

For more information on getting involved with Trócaire's campaigns work, contact Orla Quinn (oquinn@trocaire.ie) if you're based in the Republic of Ireland and if you're in Northern Ireland, please contact Gemma McCourt (gmccourt@trocaire.ie.

Log onto www.trocaire.org/takeaction or check us out on www. facebook.com/trocaireireland

Bytaking action with Trócaire you can help us lobby for change on these crucial issues. Each person who campaigns brings us a step closer to a more just world for all.

Page 20.indd 1 22/09/2010 13:31:28

Education 21

Quality in montessori education

College of Progressive Education & Montessori Education Centre

thE Montessor i Method of Educat ion i s a cu r r i cu lum approach for teaching children basic skills in the areas of lan-

guage, mathematics, culture and practical life skills.

it is one of many curriculum approaches available today, e.g. Froebel, highscope and Steiner to name a few. Maria Montessori began its development almost a century ago in 1907 and today it is still regarded as an excellent curriculum for young children throughout the world with the largest Montessori school based in india.

it is also extremely popular throughout the Scandinavian countries. trained Montessori teachers can travel the world choosing to teach children in the 3-6 year old category, primary school age group and indeed in some countries on into the

the Montessori Education centre. (http://montessori.progressivecollege.com).

the programme is available full-time, part-time or distance learning/online to suit individual needs of learners. the online programme includes very useful video demonstrations to support the learning.

the programme gives learners all the information they need to develop a Montessori curriculum for children in the age range 3-6. the Montessori Education centre, in addition to a number of other colleges, also offers follow up pro-grammes for children in the 6+ age range.

an added bonus is that learners can also opt to study for their advanced certificate in Supervision in childcare FEtac Level 6 thus broadening their horizons.

secondary school age category. there is a Montessori European asso-

ciation see www.montessori-europe.com for details. this curriculum approach uses a range of specialised equipment that is both sensorial and educational which encourages the child to use it as a means of learning. it provides practitioners with a high degree of job satisfaction as they watch a child grow in understanding over a period of time as they move from the simple through to the more complex equipment.

HigH quality

two renowned long established private colleges in dublin have come together to deliver a high quality one year FEtac Level 6 programme for learners who wish to become Montessori teachers namely the college of Progressive Education and

Progressive College 23-3.indd 1 21/09/2010 20:54:21

22 EDUCATION

Trips to challenge!Celtic Horizon Tours

Some of the best lessons are out-side of the classroom! And it is true that travel broadens the mind! It's amazing what you can

achieve in just one day away from the classroom, and even better when they have a few days away!

A school trip will often challenge your pupils, fill them with enthusiasm and let them experience the thrill of practical learning, first hand.

But the fun element is important as well and trips are also beneficial to per-sonal development.

Celtic Horizon Tours offer various, custom-built packages which give you a wide range of options. Celtic Horizon Tours will listen to your specifications and work with you in designing a trip to suit your needs.

Sample itineraries would include trips to:

• Alton Towers• Soccer for Schools to the UK: all major

Premier League clubs as well as Glasgow Celtic

• Soccer for Schools to Europe: Barcelona, Real Madrid, AC Milan, Inter Milan plus many more

• London• Edinburgh/Glasgow• Shakespeare Country• Bronte Country• Barcelona/Salou• Paris/Eurodisney• Rome• Lake Garda/Milan• School Tour to Heineken Cup 2011• Rugby for Schools

FIND OUT MOREFind out more, visit our new website www.celtichorizontours.com or join us on Facebook www.facebook.com/celtichorizontours.

Celtic Horizon Tours specialise in School Tours. Our range of products is more than just sport, there is educational value also. Book in confi dence with Celtic Horizon Tours.

● All School Tours are designed to suit your requirements● Free offer to teachers of 2 places on a trip to London for each school tour booked● Wide variety of sporting trips for all ages for football, rugby, basketball etc…● Alton Towers can also be combined with Premier League matches ● West End London theatre breaks with workshop and back stage tours are available● Trips to continental Europe inc Barcelona, Rome, Milan, Lake Garda, Paris & Eurodisney● Special packages to attend Champion League games can be organized● Teacher’s lunch allowance provided● We offer 1 free place for every 10 paying students on coach & ferry packages● We offer 1 free place for every 8 paying students on fl ight packages● Travel insurance is included in our prices

Contact us by phone, e-mail or fax.

Celtic Horizon ToursGroup Travel SpecialistsUnit 5, Block G,Maynooth Business Campus,Maynooth, Co Kildare, Ireland

Tel (01) 629 2000Cork (021) 437 7501Fax (01) 629 2545Email: info@celtichorizontours.comWeb: www.celtichorizontours.com

Celtic Horizon 23-3.indd 1 27/09/2010 12:53:40

The changing face of

Mary Immaculate College

Mary Immaculate Feat 23-3.indd 1 27/09/2010 12:20:05

MIC has recen t l y gone through one of the most exciting phases of growth and development in the

history of the College. A recent comple-tion of a major capital investment programme to a total of €40 million has enabled the complete reshaping of the campus. Under this current phase of the College’s building programme two state–o f - the -a r t bu i l d i ng s have been constructed, Tailteann and Teamhair / TARA.

Teamhair / TARA, which was officially opened by the Tánaiste in September 2010, includes various large lecture the-atres, extensive computer facilities, language laboratories and a 500 seater multi-purpose theatre.

Tailteann, a multi-purpose sports com-plex was voted Leisure Building of the Year 2008 by the RIAI. In addition the College has a full size GAA pitch, training pitch, astro turf tennis court and 480 m running track.

The College is situated in the southern suburbs of Limerick City at the N20 Cork/Tralee entrance to the new Shannon underground tunnel, linking Limerick with Clare, and is within ten minute’s walking

80,000 and has a beautiful location on one of Ireland’s most picturesque rivers, the River Shannon. Conquered by the Vikings in the ninth century, this bustling modern city has a rich medieval past,

distance of the city centre, the main rail and bus terminus and a few miles from Shannon International airport.

Limerick is the third largest city in Ireland (Republic) with a population of

MIC – the place to be!

Student profile

Hollie O'Donoghue (ECCA BA)

The ear ly Ch i ldhood Care and educa t ion P rogramme in Mary Immaculate College has given me a great grounding and understanding in the whole area of child care and educa-tion. I thoroughly enjoy all aspects of this course be it being on placement in different childcare settings, project work, classes in child development, play and learning, or teaching methods - and that's only the basics.

It delves into a deep learning about children's overall development and gives you great a preparation for branching out into any field of employ-ment. This course is perfect for anyone

who has an interest in working with children.

Apart from the theory and practical work, MIC is like a home with a very friendly atmosphere. There is a vast amount of extracurricular activities and one that I personally love is the Mary I Dramatics Arts Society (MIDAS). having just finished RTe casting for Fame the Musical, the support from the College staff and students was over-whelming. I found the College to be very accommodating as they are for all their students, encouraging a balance between your studies and personal endeavours.

24 EdUCATIoN

Mary Immaculate Feat 23-3.indd 2 27/09/2010 12:20:27

To say that I enjoyed my time in Mary Immaculate College would be a huge understatement! It was great to be in a place where people knew who you were - that you were not just a number.

In first year I chose subjects that I found interesting and that I had not had the chance to study in school, things like psychology and philosophy. I r e m e m b e r i n f i r s t y e a r d o i n g Anthropology and other subjects that really raise your awareness about the

world around you and about other life-styles and cultures.

That is what is so great about a B.A. degree. It trains your mind to be open and allows you to think for yourself. I remember one of my English lecturers asking us why we bother to do subjects like English, philosophy, media or theol-ogy.

To other people these may be a waste of time because they do not physically produce anything, not the way a car-

penter does or the way a nurse can help sick people. But then he said that peo-ple who do these subjects are the thinkers of the future, the teachers, diplomats, crusaders of the mind who shape our society.

Every generation needs these people and doing a B.A. is a great fun way to set out on the road to achieving this! It will open so many doors for you in the future and now, having finished mine, I would recommend it to anyone.

Student profile

Laura Danaher (B.A.)

which resounds around its ancient streets.

Limerick is the cultural capital of the Shannon region and offers its inhabitants and visitors alike a wealth of attractions to explore. As well as the internationally renowned Hunt Museum with its excep-tional art collection including works from Picasso, da Vinci and Renoir, Limerick also boasts a wonderful medieval precinct with the famous 800 year-old Kind John’s Castle.

ArTs ATMosphErE

The magnificent University Concert Hall stages a wide variety of perfor-mances. In the city centre the revamped Belltable Arts Centre, which is a short walking distance from the College, stages

theatrical productions by national and local drama companies.

Limerick is the sporting capital of the region. The city is unique in having a strong tradition and success in both rugby and Gaelic games and can now boast of a multi-purpose stadium facility, in the redeveloped Thomond Park, to rival any modern stadium across Europe.

With a combined student population of almost 20,000 Limerick is a bustling, vibrant and exciting city. Packed with excellent shops, fine restaurants and cafes and an excellent night life scene Limerick will provide you with plenty of opportuni-ties to enjoy.

rElAxEd EnvIronMEnT

Mary Immaculate College provides a relaxed and harmonious environment in which to study. The College is character-ised by an informal atmosphere, friendly rapport between staff and students, con-cern for the individual student and a warm welcome for new students from Ireland and abroad.

The College provides the academic, physical and social environment in which

EdUCATIon 25

Mary Immaculate Feat 23-3.indd 3 27/09/2010 12:20:54

Making a poster about an emu at four o’clock in the morning, dressing up and performing the pied piper ‘as gaeilge’, trying to design the most realistic wolf costume using an over-coat and a brown wig! The B.Ed. is a course like no other. it can be challeng-ing and sometimes stressful but it was the most enjoyable, rewarding and memorable time you could imagine.

The course was extremely practical and hands-on as every lecture and activity is geared towards making you a better teacher. From Psychology of Education to P.E. every aspect of Primary Education is covered in the course. Teaching Practice provided an excellent opportunity to apply these theories and activities to a real class-room setting. The preparation and attention to detail is testament to the vast expertise of the lecturers who ensure that the quality of teachers graduating from MiC is unparalleled by any other college in the country.

There is a real sense of community in the College, it was impossible to walk through the College without

meeting someone you knew (which can be a disaster if you’re rushing to a lecture!). This sense of community contributes greatly to a vibrant social scene, with events and activities organised almost every night of every week.

There is also a strong sporting tradi-tion within the College; soccer, camogie, hurling, football, basketball are all well represented, however there is also an opportunity to try dodgeball, badminton, volleyball, tennis, circuit training, aerobics, tennis, table tennis and even taekwon-do. Soccer provided me with memories i will never forget while developing lifelong friendships along the way.

i am currently teaching 5th class in an all-boys school in my home town of Mallow. i have been employed there on a permanent basis since i graduated from MiC. i look back with fond memories on my time spent in Mary immaculate College, the experiences i’ve had, the lessons i’ve learned and most importantly the friends i’ve made.

Student profile

Paul Moroney (B.Ed.)

not only learning but also personal devel-opment are encouraged and facilitated. The College seeks to create an environ-ment where Christian values, personal freedom and responsibility are hon-oured.

Mary Immaculate College is strongly aware of the need for skills upgrading. One of their main aims is to equip the student with a transferrable skill set that will help ensure the students success within a third level environment and beyond.

MIC is long renowned for the high calibre of students it has attracted down through the years. The fostering of excel-lence in academic achievements has been a hallmark distinguishing MIC since its establishment over a century ago. This tradition is maintained with graduates of Mary Immaculate College widely recog-nised as high merit contributors to all areas of social, cultural and professional life in Ireland, inspired by the College’s entreaty to “make a difference”.

Find OUT MOREaddress: Mary immaculate CollegeSouth Circular Road, LimerickPhone: 061 204300Web: www.mic.ul.ieEmail: admissions@mic.ul.ie

The College has an active and inclusive Students’ Union and has a range of clubs and societies including an equestrian society, a drama society and a radio soci-ety with its own station – Wired FM! Both on-campus and off-campus residential accommodation are available.

26 EdUCaTIOn

Mary Immaculate Feat 23-3.indd 4 27/09/2010 12:21:18

Education 27

The importance of pensionsfor expectations for retirement

Pensions explained

it's well known that we are all living longer; today’s life expectancy figures show that the average person retiring tomorrow aged 65 years should live

for another 20 – 23 years and many of us live for far longer.

in tandem with this our living standards are on the increase. For the majority of us retirement will be a significant time in our lives. Have you ever considered what kind of lifestyle you would like in retirement? it is important to plan well in advance for retirement to ensure that you will be able to meet all your needs and be able to enjoy your own financial independence. What kind of plans have you made and will they meet your expectations for retirement?

there are a number of ways to plan for

retirement and a pension is one of them. a pension is, in essence, a long term sav-ings product which, doesn't mean you should start contributing to it and never properly consider it again until you reach retirement.

You should stay informed throughout your contributing years and ensure that you understand the information being sent to you by those looking after your pension.

level of benefit

You should understand the level of benefit you should expect at retirement. if this will not meet your expectations you should look at other ways of increasing or supplementing it. if you are looking at

supplementing you should consider all the relevant options. Prior to retiring you should also explore the various options that are available before you make any decisions about your future.

to find out more information about your pension or starting a pension you should talk to your employer about the options at work.

depending on the pensions arrange-ments at work there are obligations employers must fulfill with regard to pro-viding access to a Personal Retirement savings account, providing information and remitting pension contributions.

if you would like to find out more infor-mation about your pension options log onto www.pensionsboard.ie.

Pensions Board 23-3.indd 1 21/09/2010 21:00:18

28 Education

A fascinating view over Ireland’s Necropolis

Glasnevin Museum

nEwly opened th i s year, Glasnevin Museum is a won-derful introduction to the wealth of national history

within the walls of Glasnevin cemetery. this interactive visitor attraction offers

a fascinating view of ireland’s necropolis and the many renowned figures that shaped the country we live in today. a trip to Glasnevin cemetery includes a guided tour of the cemetery and a visit to the museum and is a unique opportu-nity to gain an understanding of ireland’s complex history.

Glasnevin Museum is a must see for anyone interested in irish Heritage and Genealogy. the exhibitions over two floors show the social, historical, political and artistic development of modern ireland through the lives of the genera-tions buried in ireland’s necropolis. the tour also includes a visit to the crypt of daniel o connell.

Glasnevin Museum and tours bring history to life for children and adults of all ages. School groups to Glasnevin can make use of our Education Packs for Primary, Junior and leaving cert.

For Primary Schools we offer the opportunity for active exploration and investigation of our archive material. Glasnevin allows children to experience a number of the Strands for 5th and 6th class such as Era of change and conflict; Pol it ics, confl ict and Society and

monument and is a vital part of the irish Heritage story. Glasnevin trust, who operates both the museum and Glasnevin cemetery, is a non for profit organisation (cHy 5849).

Opening HoursMonday to Friday 10am – 5pmSaturday Sunday & Bank Hol iday Mondays 11am – 6pm

Cemetery Tours Daily10.30am, 11.30am & 2.30pm (additional tours on Sundays at 3.30pm)

For Groups over 10 advance booking is required please contact: museum@glasn-evintrust.ie 01 8826550.

Admission PricesExhibition & cemetery tour €10.00, Family ticket €25.00 (2 x adults, 2X children)

literature, arts, craft and culture.a visit for Junior certificate history

students can link into the curriculum in Section iii: understanding the Modern ireland, as Glasnevin is such an important place in our political and social landscape as many of those who shaped the mod-ern ireland are buried here.

transition year Students have even more possibilities as projects and visits can be developed around History, Religion, Genealogy and travel & tourism.

For students of the leaving certificate History syllabus Glasnevin offers a unique insight into three of the later Modern ireland section of the curriculum. our Religions exhibition offers a comprehen-sive view of the many different faiths which are interred in ireland’s first non-denominational cemetery.

Museum facilities include the tower cafe which offers a wide and varied menu and the Glasnevin trust Shop which stocks exclusive gifts and souve-nirs.

Glasnevin cemetery is the largest cem-etery in ireland and was first opened in 1832. it was established as a place where people of all religions and none could bury their dead with dignity. the ceme-tery has grown to become a national

FinD OUT MOREwww.glasnevinmuseum.ieFollow us on facebook!

Glasnevin Museum 23-3.indd 1 28/09/2010 11:48:30

Education 29

A healthy careerMotions Health and Fitness Training

HavE you ever considered a part time career, working at some-thing you love? do you have an interest in health & fitness?

Maybe you know a friend or student who would make an ideal fitness instructor. the uL accredited certificate in Exercise & Health Fitness is run by Motions Health & Fitness training in dublin and it offers an interesting career path in a vibrant service industry

The course

the certificate in Exercise & Health Fitness course is primarily for anybody who would like to become a fitness instructor or personal trainer. Many people take the course with a career in the fitness industry in mind but an increasing number are taking the course because of their interest in health and fitness.

the certificate in Exercise and Health Fitness is awarded by the university of Limerick. this is a professional qualifica-tion and it is the only fitness instructor course that is university accredited and on the national Qualification Framework (level 6).

Graduates are educated and trained to design fitness programmes, conduct fit-ness assessments, and teach a variety of exercise classes, such as body condition-ing, step, aerobics and circuit training as well as designing weight training pro-grammes. Fitness instructors and personal trainers also advise on healthy lifestyle, weight loss and exercise for beginners. Many of the graduates go on to work as fitness instructors, aerobic and step teach-ers, sports trainers, personal trainers and fitness advisers. Some work full time but many work part time.

the course is open to applicants with an interest in health and fitness. Last year the youngest applicant was 18 and the oldest was 65.

The syllabus

the course consists of nine modules covering a wide variety of topics. the course is very practical in nature but provides a thorough understanding of each aspect of health and fitness.•Module1:HumanMovementStudies

The Venues

Motions Health and Fitness training run two part time courses and one full time course each year. the 2010 time-table shows the venues, times and dates of each course. the full time course takes place in ucd and lasts four months. the part time courses take place in dublin city centre and Palmerstown, and last seven months.

all of the venues where the courses take place are commercial fitness centres. this is important for a course of this nature as students undertake their train-ing in an environment that is relevant to their course.

•Module2:Lifestyle,FitnessandWellness

•Module3:FitnessAssessmentandProgramme design

•Module4:ManagementandWorkPlacement

•Module5:OccupationalFirstAid•Module6:ExercisetoMusic•Module7:ResistanceTraining•Module8:CircuitTrainingandBody

conditioning•Module9:StepTrainingand

Flexibility.

Find ouT MoreFor more details check out the website at www.motions.ie

Motions 23-3.indd 1 28/09/2010 09:46:58

Dutec 23-3.indd 1 21/09/2010 21:06:16

Dutec 23-3.indd 2 21/09/2010 21:06:36

Mediascene 23-3.indd 1 27/09/2010 15:57:47

Setting standards in music productionSound Training Centre

LOCATED in the heart of Dublin’s Temple Bar, the Sound Training Centre has been setting standards in the education and evolution of

music production, sound engineering, live sound, lighting and stage production, DJ and electronic music technology for over 20 years.

The opportunities for students to suc-ceed within the music industry are unmatched anywhere in the world. The college incorporates a very impressive list of facilities including the Temple Bar Music Centre, Apollo, Sun, and Elektra Studios in Dublin, The Button Factory and Tripod music venues, Temple Lane Rehearsal Studios and Grouse Lodge Res ident ia l Record ing Stud ios in Westmeath. All students get hands-on working experience in these facilities and will also receive work placements at top festivals such as Electric Picnic and Festival of the Fires.

Past pupils include Mark Carolin (Snow Patrol, Muse and the Cure), Owen Lewis (REM, Robert Plant, Hole, Lady Gaga, Chris Brown and the Game). James

Durkin (Black Eyed Peas, Kanye West, Rihanna) Gareth Mannix (Republic of Loose, Damian Dempsey) and Dani Castelar (Michael Jackson, Paulo Nutini) and Timmy and Tommy (Full Tilt Records).

Sound Training Centre is now enrolling for this years courses. For more information contact Maggie Gallagher on 01 6709033 or soundtrainingcentre@gmail.com or visit www.soundtraining.com

● Enjoy our swimming pools complete with our thrilling 65-metre waterslide & pirate ship.

● Relish the carnival atmosphere of our outdoor amusement park open seasonally

Swim only/ Swim & Food Packages available for school tours/ groups for as little as €4.00 per student.

Splash… Slide… Swim…from €4.00 in Leisureland

Please contact 091 521455 or email leisureland@galwaycity.ie

Leisureland, a guaranteed tour favourite for all ages.

Why choose World Maps - tomorrow's maps today?

● Our wall maps are Write on-Wipe Off with Water Based Felt tip pens

● All maps are Matt Finish (non glare), so they are viewable from all parts of the offi ce or classroom

● Our maps will last for decades

● Never be Lost again

● Maps are available in English, French, Spanish German and other major languages

● We are suppliers of the Latest and most up to date maps

● Volume specialist and Competitive Prices

● Our Detailed Route maps are ideal for haulage fi rms to aid with route planning

World Maps - Tomorrow's Maps TodayLeinster Lodge, Athy, County Kildare, Ireland

Contact: V. Behan Phone: 059 8631706 • Mobile: 087-7912799www.wall-maps.net • Email: worldmaps@eircom.net

Page 33.indd 1 28/09/2010 12:38:09

34 Education

Offering comfortable modern living

Blackarch Student Accommodation

Blackarch manage two superb developments of high quality student accommodation located in the central dublin area. all

three blocks are within just ten minutes walk from dublin’s city centre.

Blackarch student apartments offer, comfortable modern living in vibrant city centre locations.

We have accommodation for over 200 students during the academic year. the majority of our apartments cater for three students sharing.

the specification of a typical apartment is:-

Each bedroom within an apartment is equipped with a single bed, some have a wash hand basin, a bed-side shelf, ward-robe, desk, chair, and desk lamp, and a

and crockery are included.Each apartment will have a floor area

of approximately 55 square meters, and is tastefully decorated.

heating is provided by way of a wall mounted electric panel heater in the bedrooms (including timer) with electric storage heaters or gas in common areas. utility costs for heating and lighting will be charged separately.

internet access points will be provided in individual bedrooms and are free of charge. Students are required to bring their own bed linen (ie sheets, pillowcases and duvet covers).

tVs and Stereos are not provided. if required, students can supply their own. Students are responsible for their own tV licences.

waste paper bin. the rooms are fully carpeted or have wooden floors.

Each three bedroom apartment has one main bathroom, including wash hand basin, Wc and Shower. Each four/six bedroom apartment has two main bath-rooms.

Each disabled accessible apartment is provided with en-suite disabled accessible bathroom, one single bed, a bed-side shelf, wardrobe, desk, chair, and desk lamp and a waste paper bin. the rooms are fully carpeted and include a wash hand basin.

the combined living and kitchen area in each apartment is provided with an electric oven, electric ceramic hob, micro-wave, fridge/freezer, storage cupboards, electric kettle and toaster. utensils, cutlery

BlackArch Student Accommodation

Superb New ApartmentsThree Locations in Central Dublin.

9 – 13 Blackhall Place, Dublin 7 (100+ beds)39a Mountjoy Street, Dublin 1 (70+ beds)

Contact Details BlackArch Property

ManagementDMG Business Centre,

9-13 Blackhall Place, Dublin 7.(t) +353(0)1 7994566(f) +353(0)1 7994501

Accommodation Officer Cathy Flynn

(t)+353(0)1 7994566 Direct(m)+353(0)86 3858261

(email) cflynn@blackarch.ie

Blackarch 23-3.indd 1 27/09/2010 15:59:44

Education 35

The proud history and heritage of Munster Rugby

Thomond Park Stadium

Follow in the footsteps of your Munster heroes by taking a look behind the scenes at the historic thomond Park Stadium.the sta-

dium tour takes you to places that are only accessible to the players and officials on match days, so from a walk down the tunnel to a seat in the home dressing room, the stadium tour gives you the unique opportunity to experience how the Munster players feel on big match days.

the Full Stadium tour consists of a Museum visit and Film, plus visits to pitch side and the Munster dugout, the home and away dressing rooms, post match interview area, and the extensive hospi-tality facilities.

MUSEUM VISITS

the new stadium has incorporated a spectacular interactive museum that showcases the proud history and heritage of Munster Rugby including an impres-sive range of memorabilia such as the match ball from the famous victory against the all Blacks in 1978 and the 2006 Heineken cup trophy.

the Museum also contains fantastic interactive displays and touch screens suitable for all ages with a specially com-missioned film titled “we are Munster” that portrays the tradition & history of the club and the unique bond that it shares with its loyal supporters.

FInd OUT MOREwww.thomondpark.ieTo book for museum please call 061-421109

Thomond Park 23-3.indd 1 22/09/2010 13:37:49

Topflight 23-3.indd 1 27/09/2010 16:00:21

Education 37

Qwizdom classroom response systems

Sight & Sound

Qwizdom interactive class-room solutions from Sight and Sound are designed to engage and motivate stu-

dents whilst giving the teacher the tools to monitor and record student progress.

Qwizdom’s Student Response Systems; (SRS), sometimes referred to as classroom Voting Systems or clickers, help to improve the educational experience for learners and save teachers valuable time to better cater for their students’ needs.

What can Qwizdom do for you? Remove the difficulties of keeping your learners interested. Qwizdom technology is designed to encourage total class par-ticipation.

Involve Reluctant ParticipantsQwizdom’s Student Response System can create a lively and enjoyable atmosphere capturing the attention of even the most reluctant learners.

Track Performance & Measure SuccessView class feedback and monitor knowl-edge and understanding. display and record the responses of your learners using various graph formats.

Qwizdom’s extensive reporting facility will allow you to seamlessly export your class feedback for post lesson analysis and evaluation.

verbally or on screen, with the class responding via remotes.

Responses are instantly sent to the teacher’s computer and recorded imme-diately allowing him/her to easily manage and control the format and speed of their lesson.

with instant feedback, teachers can immediately monitor the level of partici-pation and view class responses.

this proves invaluable, eradicating the risk of manually marking, as all class feedback is available in a spreadsheet format at the simple touch of a button.

Save TimeQwizdom eradicates valuable time nor-mally spent on marking, interpreting and manually collating responses to questions. Pre-made lessons and assessment soft-ware helps save time creating curriculum content.

How does the Qwizdom Classroom Response System Work? Each learner is given a small remote to communicate with the teacher through-out the lesson.

the teacher then poses questions either

Sight & Sound 23-3.indd 1 21/09/2010 21:19:57

38 Education

New course booking service update

DCS Course Management Service

dcS has announced a new version of its Web based course Booking Service to manage training courses and education programmes. Regardless of the number of courses you run - the dcS course Management

Service will save you time and money by improving productivity and reducing administration. it will also enable you to build your business and allow you to offer on-line booking to your students and clients.

over 1,000 users in 250 schools/colleges in ireland and the uK use the service. the service is provided as a set of modules. these include:-

• Online Registration• Course Management • Integrated Contract ManagerYou simply subscribe to use one or more of the modules and

they are delivered over the internet as a service. So, you can do away with the upfront costs and the complexity of traditional software and see results in days! it also means you can rest easy while the 24/7 service takes your bookings!!

Paul Mccorry, director of adult Education at castleknock community college: “it has brought our enrolment system into the 21st century. now we can rapidly generate reports and eas-ily manage around 1000 students. the web text feature means we can also keep our students informed as to relevant develop-ments and schedules. it also requires little specialised technical knowledge.”

An exhilarating experience Westport Paintball Wargames

WE S t P o R t P a i n t b a l l Wargames is situated on the outskirts of Westport, co. Mayo just three miles

from Westport on the n59 Leenane and clifden Road. our venue is specifically designed for an exhilarating experience. all our game zones are designed to create adrenaline packed scenarios. Whether you've played paintball before or not we can guarantee you an action packed adventure you will not forget!

Each mission has it's own objective should - you choose to accept it! We have 12 different scenarios that will put you under pressure, it's not just simply aim point and fire! our games require strat-egy, teamwork and determination.

We at Westport Wargames are one of the longest established Paintball Sites in ireland and understand the needs of the groups we cater for. We have an exem-plary safety record with full public liability insurance and fully enclosed safety areas. We have a marshall player ratio of one marshal for every seven players, so that a member of staff is on hand at a moment's notice to ensure safe play and enjoyment at all times for everybody. We

apply a minimum shooting distance of 10m throughout all our missions.

We cater for all types of groups including birthday/christmas parties, school/college outings, stag and hen groups, and corporate outings. We provide all equipment onsite all you need to bring is yourself! Wear

comfortable clothing and sensible footwear - we'll do the rest!

to find out more visit our website www.westportwargames.ie or telephone 098 21886. You can also email us at info@west-portwargames.ie.

Look forward to your visit!!

Page 38.indd 1 27/09/2010 16:37:40

Education 39

Creating the classroom of the future

Screenflex

LEarning is changing. a funda-mental force in bringing about this change is creating the class-room of the future . We at

Screenflex are proud to be associated with this change, one indeed which embodies our mission of transforming environments/improving performance.

it is for this reason also, that Screenflex has recently established some new part-nerships•WithPromethean – to provide an

interactive classroom technology solution that meets school needs. the availability of digital and interactive technologies brings a new richness of resources to the classroom

•WithP3D – specialising in the devel-opment of personalised teaching software. this software is currently being introduced and piloted in a number of post primary schools dur-ing the autumn term in 2010. the software is designed to add visual and kinetic information to oral/written explanations generating a comprehensive learning environment. the initial subjects incorporated into this exciting new strategy are geography, Biology and chemistry and are ideally suited for the irish post primary curriculum. Michael Shields (Md) has indicated that his vision is also that teachers would use 3d images according to their own pedagogies. the award winning software solutions open

won the best technical staging award for staging in ireland. Screenflex won the award both for the product which has high technical specifications (meeting department of education requirements and for the uniqueness of the concept). our stage systems are unique in that they allow a school or community centre or church hall to transform their hall or open space into a modern theatre in a very short time to accommodate award ceremonies, school produc-tions, fashion shows and the like.

our stage solutions are perfect for any event, for any purpose and for any bud-get. We will find it for you. Put us to the test.

unbounded teaching possibilities, are extremely easy to use and totally interactive allowing teachers to gen-erate personalised and context specific teaching materials.

•WithSagus International also, we believe that by enhancing the physi-cal environment of education, we can help achieve continuing school improvement. Screenflex offers a wide range of green, ergonomic and affordable classroom products to transform schools into 21st century learning environments.

•Ourinnovative education solutions for performing arts areas ‘has put irish schools on stage’. recently, our award winning mobile stage solutions

Screenflex 23-3.indd 1 21/09/2010 21:35:12

Parchment Square 23-3.indd 1 22/09/2010 10:06:38

School of Adult & Community LearningAll Hallows College

All Hallows College is a college of Dublin City University and all degrees are accredited by DCU. The college specialises at under-graduate level in the teaching of theology, philosophy, psychology, and English literature.

The postgraduate range of programmes focus on leadership and management in the pastoral arena and the community and voluntary sector. Three new MA programmes for 2010 are in the area of spirituality, ecology and religion and supervisory practice. The college also offers research opportunities at Masters and PhD level.

All Hallows also offers a wide range of short seminars, courses and workshops as part of its Continuing Education Programme under its School of Adult & Community learning. The brief for this School is to make education and training accessible to the widest number of people and a new part-time, Adult learning BA started in September 2009 to facilitate second chance learn-ers. It has proven extremely popular among those who are looking to further advance their academic qualifications and job prospects. Other courses provided cover areas such as Spirituality, Human Development, leadership, Teamwork, The Art of Stillness, pre- Marriage courses, Facilitation Skills, Spirituality and literature and many more.

All Hallows combines a commitment to the achievement of academic excellence with all the advantages of a small campus, and is committed to the individual development of its students.

Find OUT MOREContact: Carolanne Henry, Marketing Manager, All Hallows College, drumcondra, dublin 9. T: 01 852 0719, E: chenry@allhallows.ie or visit www.allhallows.ie

Sharing a rich heritage Pontifical University, St Patrick’s College, Maynooth

St Patrick’s College Maynooth opened its doors as an edu-cational institution in 1795 and, over the intervening two centuries, it has established for itself an impressive reputa-tion for scholarship and learning.

Theology makes for an excellent discipline – combining research, critical analysis, independent learning and self-devel-opment.

Students who have studied Religious Studies at A-level, and those who take it as a leaving Certificate examination subject, will be well-equipped to embark on a theology degree; having experienced moral questions and philosophies, including secular and humanist accounts of morality at a more basic level.

While a number of theology students currently use their qualification as a foundation for a Postgraduate Diploma in Education (PGDE) and a career in teaching, people are learning that the skills acquired have a diverse applicability. like philoso-phy, theology is a valuable component of general education and the expertise gained in these disciplines is of value in many dif-ferent career paths. Recent graduates of theology have entered into careers such as teaching, communication, publishing, chap-laincy, finance, business, journalism, social services including both private and public sectors.

Students who choose to study theology in Maynooth will come to share the College’s rich heritage and contribute to its evolving traditions. Find OUT MOREPontifical University, St Patrick’s College, Maynooth, Co KildareTelephone: 01-708 4772Web site: www.maynoothcollege.ie

PONTIFICAL UNIVERSITY St St Patrick’s CollegeMaynooth UNdERgRAdUATE dEgREE PROgRAMMES

BA in Theology & Arts (BATh) ..................................CAO code MU001BA in Theology (BTh) ..................................................CAO code MU002The above programmes qualify under the Free Fees initiative and the Higher Education Grants Scheme. Mature students are very welcome to apply.

*POSTgRAdUATE PROgRAMMES• Doctoral Degree in Theology (PhD)• Master’s Degree in Theology (MTh) • Master’s Degree in Pastoral Studies (MPS) • Master's Degree in Liturgical Music (MLM)• Postgraduate Diploma in Christian Communication & Development• Higher Diploma in Pastoral Liturgy• Higher Diploma in Theological Studies* The Higher Diploma in Theological Studies is a one-year part-time evening course. It caters for graduates of disciplines other than theology.

* The Higher Diploma in Theological Studies is recognised by the Department of Education & Science as entitling teachers holding Department-recognised degrees and teacher training qualifications to teach up to 15 hours' Religious Education per week in a voluntary secondary school.

* Some Postgraduate programmes qualify for the Higher Education Grants scheme and tax relief where applicable.

OPEN DAYS: The last Friday & Saturday in November annually (same dates and venue as NUI Maynooth)

Further information on all courses may be obtained from:The Admissions Office Telephone: +353-1-708 4772Pontifical University Fax: +353-1-708 3441 St Patrick’s College E-mail: admissions@spcm.ie Maynooth, Co. Kildare Web site: www.maynoothcollege.ie

Page 41.indd 1 22/09/2010 10:09:28

Your life could make the differenceSince 1918 Columban Missionaries have been making a difference in the lives of the poor and marginalized. Originally founded to proclaim the Gospel in China, today Columban Missionaries work in 16 countries throughout the world. Crossing boundaries of country, language and culture we endeavour to walk with people and to create a better world.

If you see your life today making a difference, like some of the young people in this advertisement and feel drawn to work as a missionary overseas why not join us and explore our possibilities for you: as a Columban Lay Missionary, Priest, Sister, or a Columban Companion in Mission:Join us in Dalgan Park for a Day or a Weekend of Personal Refl ection and Prayer, of Group sharing, of Companionship, of Discovering giftedness, of Lay Mission and Vocations programs.If you are between 18 and 40 yrs and interested to learn more about any of the above activities.

COLUMBAN MISSIONARIES

WHERE? St. Columban’s, Dalgan Park, Navan.WHEN? Every Month CONTACT: Fr. Padraig O’DonovanTel: 046-9021525.Email: columbanvoc@yahoo.comWeb pages: www.columban.comwww.columbancompanions.ie

Angie Escarsa (Columban Lay Missionary).• Fr. Liam O'Callaghan (Pakistan) • Fr. Jude Genovia (Korea)

Fr. Cireneo Matulac (China) • Kevin Sheerin (Columban Lay Missionary) • Fr.Nguyen Xuan Tien (Japan)

Fr. Finbar Maxwell (Pakistan) • Noel Murray (Columban Lay Missionary) • Sr. Cho-Young Mi (Peru)

Marie Madeleine d'HouetFoundress Faithful Companions

of Jesus

We proud and happy to be

Faithful Companions of Jesus (FCJ)

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

FCJ sisters are contemplatives in action. Through discernment and refl ec-tion they try to fi nd 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✥ Committed to gender equality in church and society.

For further information contact:Sr. Geraldine Lennon,FCJ Residence,Bruff, Co. Limerick.(061) 382106 / 086 3423692email: geraldinefcj@ yahoo.ie

In 1839, Jeanne Jugan, (the Foundress of the Little Sisters of the Poor), was devastated by the misery and desolation of the poor around her. She heard through them God’s gentle and persistent cry for help. She picked up a blind paralysed old lady from the street and gave her, her own bed. The door of her heart was open, never to close again. Young girls, inspired by her example, began to join her and the work flourished...

“Jesus gives us the example of prayer... He teaches us how to

pray and He sends His Spirit to pray in us.”

For more information please contact Sister MonicaPhone: 01-8332308

Email: msraheny@eircom.netWeb: www.littlesistersofthepoor.ie

As Little Sisters of the Poor, we find our Joy in God…in the

elderly…and in community

Page 42.indd 1 22/09/2010 10:14:11

A modern congregation for the modern world

Society Of St. Paul

Society of St. Paul is an international Religious congregation of Priests and Brothers founded in 1914 by Bl. James Alberione in Alba, italy. the members of this congregation today work to spread the Gospel of Jesus

in 28 countries in the world through the powerful means of Social communication, such as the press, radio, television, films, and electronic media.

in our modern time, many are the people on earth that still remain without recognizing Jesus as their Saviour! A great many of the population of our today's world continue to live their lives without loving their creator!! Jesus invites you now to pray and act: "the harvest is plentiful, but the labourers are few; pray, therefore, to the Lord of the harvest to send more labourers into his harvest…." And to you, young men of good will, Jesus says: "Go out to the whole world, proclaim the Good News to all creation…." Won't you respond to this invitation of your Lord? He calls you!

We are happy to welcome to our congregation young men who feel the call of God to dedicate their lives to Him and spread His message of salvation to people all over the world through Mass Media apostolate. if you wish to give your life to God by becoming a Priest or a Brother in the Society of St. Paul, you may please contact the Vocation Director as per the advertisement on the right.

Young Men who Feel the Call of God

Are Welcome toSociety Of St. Paul

A Modern Congregation for the Modern World

If you wish to give your life to God by becoming a Priest or a Brother in the Society of St. Paul, you may please contact:

Vocation Director, Society of St. Paul, Moyglare Road, Maynooth, Co. Kildare, Ireland.

Tel: 01-6285933 • Fax: 01-6289330E-mail: maynoothstpauls@yahoo.com

For information please contact: Julia Connor on 01-2691923

Email: fmsagen@iol.ie • Website: fmsa.net

A compassionate presence, reaching out to the poor and the underprivileged, addressing poverty, suffering and injustice in Uganda, Kenya, Zambia, Zimbabwe, South Africa and Sudan.

You too can be involved by exploring this way of life that seeks to bring the love and compassion of God to others.

Congregation of the Franciscan Missionary

Sisters for Africa

The Tabor InstituteBallinafid, Portnashangan,

Mullingar, WestMeath

Jeanette Rigney Founder and Director invites you to become a fan of The Tabor Institute Ireland on Facebook.com

and view our range of courses on www.tabor.ie

Including:Diploma in humanistic Integrative and Transpersonal Psychotherapy

••••••••••••••••••Wilderness Experience in Glan Dawr, North Wales

••••••••••••••••••Transformation Game in Glosna House (www.glosnahouse.com)

••••••••••••••••••Interactive Learning Days at Ballinafid

••••••••••••••••••Post Graduate Certificate and Diploma in Transpersonal

Psychotherapy (Qualified therapists only)

Telephone 044-9371909 or 087 91030378

Page 43.indd 1 27/09/2010 16:04:32

The Healthy Vending Service

Healthy Vending

We specialise in healthy products for vending machines. We have developed a great range of prod-ucts that are healthy alternatives

to traditional snacks and beverages.Our products are nutritious and delicious to

eat and drink. We are constantly updating our products as more and more become available.

We are a nationwide company with a network of people covering the whole Island of Ireland.

The STandard Vending SerVice

We stock all the leading brands of confection-ery snacks and soft drinks for our vending machines. Irish Vending can integrate our healthy range with traditional products to give you opti-mum choice.

Find OUT MOreWeb: www.healthyvending.ieJohn howleyTel: 087-9884910e-mail: j.howley@healthyvending.ie

Quality printing for lessInk Express

COmpatIble and remanufactured cartridges are made for your printer by a company other than the manu-facturer and cost a lot less to buy. many people are dubious about purchasing them because they have

been incorrectly advised that they will damage their printer or void the warranty. this is not the case and using an inkjet or toner cartridge that is cheaper and still works as well is an option for you.

"Genuine" inkjet cartridges are expensive and need to be replaced regularly. On average, you will print around 400 pages from a standard inkjet cartridge and when you buy the manu-facturer's cartridges, it works out to be much more expensive per page printed.

the compatible cartridges use the same ink or toner and are made to suit your printer perfectly. the myth that using alternate cartridges will void your warranty is no longer true and they will not damage your printer in any way. a compatible version of the inkjet cartridge has to be made to meet the "Original manufacturer Standards" (Oem standards), which means it has passed the test and will not be any different in your printer

Companies still try to convince consumers that their cartridges are better in quality and performance because they have so much to lose if they don't sell them. Often, genuine cartridges cost at least a quarter of the price of the printer itself and choosing a compatible option instead can save you a lot of money.

Why not try a compatible cartridge next time and see if you can see any differences? You most likely will not be able to tell. You will never go back to wasting money again.

Page 44.indd 1 27/09/2010 16:07:02

Education 45

Home tuition and classroom supports

Early Intervention Behavioural and Educational Services

thE Behaviour Support clinic’s mission is to provide an all round behavioural service using princi-ples of behavioural and learning

psychology to provide Early Intervention Behavioural and Educational services for children with special needs (aSd, devel-opmental disabilities etc.)

also available is the provision of both design and training in the use of Behavioural Supports for children who may be exhibiting problem behaviours at home or in school which are interfering with the quality of life of the child and family.

at present, the onLY scientifically validated effective intervention for chil-dren with autism is Early Intensive ABA. Behaviour analysis is defined as a natural science approach to understanding behaviour. applied Behaviour analysis (aBa) is the application of scientific prin-ciples or laws of behaviour to improve socially significant behaviour to a mean-ingful degree.

Behaviour analysis attempts to under-stand, explain, describe and predict behaviour. it must be recognised that

Skills development.We also provide counselling services

based on Cognitive Behaviour Therapy (CBT).

cognitive Behaviour therapy is centred around how our thoughts, our actions, our feelings/emotions and what is hap-pening in our bodies all interact. our thinking (cognition) strongly influences our feelings and subsequently our behav-iour. unhelpful, negative and irrational thoughts can therefore be a major source of distress. through therapy we can identify such irrational thoughts and generate cognitive and behaviour al solu-tions to combat these problems

all of our programs and services are person centred, adhere to the Behaviour Analysis Certification Board’s (BACB) E t h i c a l G u i d e l i n e s , f o l l o w t h e Psychological Society of Ireland’s (PSI) code of Professional Ethics and use a Positive Behaviour Support (PBS) frame-work.

We always welcome expressions of interest from potential home tutors please contact us through our website if you are interested in this area.

aBa is not merely an intervention for autism, but as a science, it can and has been used successfully in a range of dif-fe rent a reas . Such areas inc lude Educat ion, Parent ing, Behav iour Management, drug abuse, Gambling etc.

With regard to the application of aBa principles in the area of autism, research has demonstrated that when early inten-sive intervention with aBa is used, almost all children make significant gains and a high percentage can achieve mainstream education placements. Since the early 1960s, hundreds of researchers have documented the effectiveness of aBa principles and methods for building a wide range of important skills and reduc-ing problem behaviour in individuals with autism and related disorders of all ages.

the Behaviour Support clinic also offers Behavioural Support and Training for Schools who are integrating children with special needs along with Parental Training in the areas of Behaviour Management, developmental disabilities, Basic Principles of Behaviour and the application of Educational techniques &

Bahaviour Support Clinic 23-3.indd 1 27/09/2010 16:08:52

46 Education

Bridging the gender gapThe Global Issue

thErE has been considerable growth in educational opportuni-ties and literacy levels over the past 40 years – particularly since

the World conference on Education held in dakar in 2000. Participation has increased, especially at higher levels of education, and the number of girls in school has been growing – often faster than the number of boys.

in practice, the concept of gender par-ity in education should be considered distinct from the concept of gender equality. the former aims at achieving equal participation for girls and boys in education based on their respective pro-portions of the relevant age-groups in the population. Gender equality is understood more broadly as the right to access and participate in education, as well as to benefit from gendersensitive educational environments, processes and achieve-ments, while obtaining meaningful education outcomes that link education benefits with social and economic life. achieving gender parity is therefore understood as only a first step towards gender equality.

Growth in educational provision since 1970

Four related measures can be used to assess trends in the volume of schooling:

in the arab States, the difference dropped from 1.5 to 1.2 more years for boys during the same period.

participation and Gender parity in primary

education since 1970

the previously discussed measures of educational participation all highlight a key finding: primary education has reached much more of the world’s chil-dren, especially since 2000. this is largely due to national efforts to monitor primary education as part of broader develop-ment initiatives that promote widening access to primary education. Meanwhile, the international community also pro-vided support and regular assessment of country progress.

Since 1970, girls’ enrolments in primary education have increased faster than boys, which has helped to close the gen-der gap at the primary level. the primary GEr increased by 20 percentage points for girls between 1970 and 2008 but only 8 percentage points for boys. as a result, the gender parity index (GPi) increased globally from 0.84 to 0.97.

Figure 4 summarizes the percentage of countries within each region that have attained gender parity in primary school-ing participation at five points in time between 1970 and 2008.

there are three regions with historically high proportions of countries that fall within the range of gender parity in pri-mary education: north america and Western Europe, central and Eastern Europe, and central asia. about 90% of the countries in each of these regions have demonstrated gender parity at the primary level at least since 1990. two regions – Latin american and the caribbean and East asia and the Pacific – are in the middle range with the percent of countries within the parity range pro-gressing slightly from 50% to 60% over the past 40 years.

the most dramatic increases in gender parity, however, occurred in those regions where boys had vastly outnumbered girls

absolute enrolment numbers, change over time, gross enrolment ratios and expected years of schooling. all four measures point to the rapid global expan-sion of education since 1970.

in absolute numbers, the capacity of the world’s education systems has more than doubled in almost 43 years. in 1970, there were 415 million students enrolled in primary education compared to 696 million students in 2008 (see Statistical table 3). the number of secondary edu-cation students rose from 195 million in 1970 to 526 million in 2008.

Meanwhile, the number of tertiary students increased by six times over the same period, from 32 million to 159 mil-lion students in 2008.

Globally, in 2008, girls could expect 10.7 years of schooling or half a year less than boys (11.2 years) – part of this advantage was due to higher repetition rates among boys. there was also sub-stantial variation among regions. a girl could expect one year more of education than a boy in north america and Western Europe, one year less than a boy in South and West asia and 1.5 years less than a boy in sub-Saharan africa.

Since 1999, there has been no change in sub-Saharan africa while the difference was cut in half (from 2.2 to 1.0 more years for boys between 1999 and 2008) in South and West asia.

A major focus of international education policy is to increase the numbers of women and girls accessing education.

Global Issue 23-3.indd 1 27/09/2010 16:09:50

Education 47

in primary education in 1970 (i.e. South and West asia, sub-Saharan africa and, in particular, the arab States). in 1970, only around 10% or less of the countries in each of these regions had achieved gender parity in primary schooling. in 2008, almost half of them reached parity in the arab States and more than one in three countries have done so in the other two regions. in sub-Saharan africa, the greatest progress in gender parity at the primary level took place in the last ten years, partly as a result of the emphasis on universal primary education (uPE) with a special focus on girls’ education.

ParticiPation and gender Parity in secondary education since 1970

Beyond the primary level, the length of compulsory schooling varies widely across countries. While 35 countries require only 7 years or less of compulsory schooling, 8 to 9 years are compulsory in 55 coun-tries and 10 to 12 years in 105 countries. there is greater segmentation of school type at the secondary than at the primary level and a slight increase in the percent-age of students in private schools, implying a higher level and wider range of costs than primary schooling.

as with the primary GPi, there has been an upward trend over time in the percentage of countries reaching gender parity in secondary participation – except in sub-Saharan africa where only Mauritius reached parity range in 2008 compared to two countries (Rwanda and Seychelles) in 1970 – a time when enrol-ment rates were at a much lower level.

central and Eastern Europe has shown the highest increase since 1990. However, GPis at the secondary level do not cluster into distinct levels in the same way as they do at the primary level. in all regions, the percentages of countries with gender parity in participation at the secondary level were lower in 1970 than the per-centages at the primary level in the same year, with the exception of the arab States and South and West asia where the proportions were similar.

in 2008, the percentage of countries reporting gender parity at the primary level was higher than that at the second-ary level in all regions, except in South and West asia (see Statistical table 3 and 5).

as educational participation declines at the secondary level in comparison to primary, so does the proportion of coun-tries attaining gender parity (from 61% to 33% of countries). this is accompanied by an increase in the proportion (from 6% to 29%) of countries where second-ary participation rates are higher for girls than for boys. However, in the countries (38%) where girls are disadvantaged, the scale of disparity is much greater.

When using individuals rather than countries as the unit of analysis, the high populations in less developed parts of the world means that in absolute numbers, more girls are excluded from secondary education than boys. as girls enter puberty they “hit the wall of culture” (Gilligan, 1990). Emotional and physical dangers may increase for girls as they grow into young women due to sexual harassment and assault and social demands for conformity to normative

gender roles. Both the daily journey to school and the school environment itself may be unsafe for girls and young women in communities around the world (odaga and Heneveld, 1995; abrahams et al., 2006).

traditional conceptions of “proper” roles for both women and men are more pronounced in technical and vocational education than in general education (unESco, 2010b), reflecting that resis-t a n c e t o b o u n d a r y c r o s s i n g i n occupational activities still exists.

the phenomenon of late entry into schooling and overage children in primary and secondary education contributes to early school leaving.

differences between the intended age for a given grade level and the actual age at such a grade level is found in many regions. Being overage in school affects boys and girls for different reasons. as boys in poor and rural families become older, they face demands for their labour outside the home.

in the case of girls, they are withdrawn to take on domestic tasks or prepare for early marriages – prevalent in some areas of the world, such as South and West asia and sub-Saharan africa.

When legal compulsion is backed by the elimination or reduction of school fees, both girls and boys are far more likely to enter school at the expected age and to complete it in a timely fashion (nishimura et al., 2008; obasi, 1997).

From "Global education digest 2010 Comparing education statistics

around the world" by the Unesco Institute for Statistics.

The ratio can be greater than 100 when the numbers include adults and older children accessing primary education

Global Issue 23-3.indd 2 27/09/2010 16:10:14

48 EDUCATION

Just Published.................................................................................................................

BORN into a devoutly Catholic Belfast family, Peggy Brannigan was devastated when she became pregnant as a result of an extra-marital affair with a black junior doctor. Unwilling to have an abortion or to have the baby adopted, Peggy came up with an audacious plan to keep her child.

When Tim was born hospital staff smug-gled him into St Joseph’s Baby Home and told the rest of the Brannigan family that the baby had been stillborn. One year later, Peggy adopted Tim and brought him to live with her family in the Falls Road area of Belfast. It was 1967.

Told here for the first time, this is Tim’s extraordinary story, describing in vivid detail what it was like growing up black in Belfast during the turbulent 1970s and 80s, his five-year stint as a republican prisoner, his coming to terms with the true circumstances surrounding his birth, and his desperate attempts to trace the father who abandoned him.

Where Are You Really From? is a fascinating memoir about one man’s struggle to establish his own identity and a tribute to a woman who risked everything to keep her son.Blackstaff Press

"Mr Secretary-General, Ladies and Gentlemen..." Edited by Michael Doorly

Barack Obama: The Road from Moneygallby Steve MacDonogh

Where Are You Really From? by Tim Brannigan

Leaders are born, not made - Insights into Leadership in Irelandby Dr Aoife McDermott and Professor Patrick Flood THE book contains interviews with eleven leaders who include Ben Dunne, Sr Stanislaus Kennedy, Danuta Gray, Nickey Brennan, Niall Saul, Dr Brian Maurer, John Lonergan, Nuala O'Loan, Kenneth McDonald, Maurice Neligan and Mark Rowe, each giving their own personal vision, their values and beliefs and their methods for implementing organisational and social change.

The book aims to provide insight into the development and practice of effec-tive leadership in the variety of organisations prevalent in our econ-omy. The authors hope that the book will be read, and used by practicing, developing and aspiring leaders as they follow their own journeys to achieve social and organisational change", said authors Dr McDermott and Prof Flood.

"Although some previous books have provided interviews with CEOs and entrepreneurs, there are relatively few leadership interviews available for the pub-lic and voluntary sectors. These are major components of our economy, underpinning and shaping the civil society in which we live. We were curious about whether the values, motiva-tion and dynamics of leadership were likely to be different in contexts seeking social, as well as organisational, change," said authors Dr McDermott and Prof Flood.

The interviews emphasise the core dimensions of leadership, which include the hard work behind the scenes, failed attempts at change, and the nitty gritty of decision-making. DCU Business School

Peggy came up with an audacious plan to keep her child.When Tim was born hospital staff smug-

gled him into St Joseph’s Baby Home and told the rest of the Brannigan family that the baby had been stillborn. One year later,

Belfast during the turbulent 1970s and 80s, his five-year stint

The book aims to provide insight into the development and practice of effec-tive leadership in the variety of organisations prevalent in our econ-omy. The authors hope that the book will be read, and used by practicing,

At the 2000 UN Millennium Summit, world leaders from rich and poor countries alike committed themselves – at the highest political level – to a set of eight time-bound targets that, when achieved, would end extreme poverty by 2015. With five years to go, how close are we to reaching those goals?.

In “Mr Secretary-General, Ladies and Gentlemen …”, Concern Worldwide publishes the winning entries from its third annual essay competition for students to write about global issues.

Students were asked to submit the speech they would deliver to the United Nations on one of the eight Millennium Development Goals: Eradicate Extreme Poverty and Hunger; Achieve Universal Primary Education; Promote Gender Equality and Empower Women; Reduce Child Mortality; Improve Maternal Health; Combat HIV/AIDS, Malaria and Other Diseases; Ensure Environmental Sustainability; and Develop a Global Partnership for Development.

After receiving over 700 entries, Concern asked an external judging panel to select the best ten in each category, which, along with notable extracts from other submissions, comprises “Mr Secretary-General, Ladies and Gentlemen …”… – essays that offer fresh and impassioned thinking about vital issues facing the world today.The Liffey Press

to go, how close are we to reaching those goals?. In “Mr Secretary-General, Ladies and

Gentlemen …”, Concern Worldwide publishes the winning entries from its third annual essay competition for students to write about global

Achieve Universal Primary Education; Promote Gender Equality

IN his presidential election acceptance speech, Barack Obama evoked a story of great change in America, and an America made up of many strands. In this book it is the strand of his own Irish background and ancestry that tells a story of emigration to escape hunger and of the struggle to build new lives in the land of opportunity.

"Our family`s story is one that spans miles and generations; races and realities," Barack Obama has said. "It`s the story of farmers and soldiers; city workers and single moms. It takes place in small towns and good schools, in Kansas and Kenya, on the shores of Hawaii and the streets of Chicago. It`s a varied and unlikely journey, but one that`s held together by the same simple dream. And that is why it`s American."

But it is an Irish story, too. Falmouth Kearney, Obama`s great-great-great-grandfather, was born in Moneygall, County Offaly in 1831, lived as a child through the apocalyptic famine years, and left a decimated, devastated country for America in 1850, aged 19. Here we learn for the first time the story of the Kearney family, of the Ireland they came from and the state of County Offaly in the dreadful famine years.

We learn, too, of how two students met in 1960 and married and had a child: Ann Dunham from Wichita, Kansas, a direct descendant of Falmouth Kearney, and Barack Obama, Sr., a Kenyan from Nyang`oma Kogelo, Nyanza Province. .Brandon Books

"Our family`s story is one that spans miles and generations; races and realities," Barack Obama has said. "It`s the story of farmers and soldiers; city workers and single moms.

But it is an Irish story, too. Falmouth Kearney, Obama`s great-

Review 23-3.indd 1 27/09/2010 16:01:13

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