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Displaying Results 1 - 25 of 70 on page 1 of 3
Marked
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"Openness" with and without Information Technology: a framework and a brief history
(2017)
Schlagwein, Daniel; Conboy, Kieran; Feller, Joseph; Leimeister, Jan Marco; Morgan, Lorr...
"Openness" with and without Information Technology: a framework and a brief history
(2017)
Schlagwein, Daniel; Conboy, Kieran; Feller, Joseph; Leimeister, Jan Marco; Morgan, Lorraine
Abstract:
Over the past two decades, openness (e.g. ‘open’ innovation, ‘open’ education and ‘open’ strategy) has been of increasing interest for researchers and of increasing relevance to practitioners. Openness is often deeply embedded in information technology (IT) and can be both a driver for and a result of innovative IT. To clarify the concept of “openness”, we provide an overview of the scope of cross-disciplinary research on openness. Based on this overview, we develop a framework of openness, which proposes a higher-order concept of “openness” characterised by transparency, access, participation and democracy. The framework further distinguishes open resources, open processes and the effects of opening on particular domains. To provide the historical context and to appreciate the role of IT in openness, we discuss two historical examples of openness: the introduction of an open science model in academia (openness without IT) and the emergence of open source software development (openn...
http://hdl.handle.net/10468/5741
Marked
Mark
“openness” with and without information technology: a framework and a brief history
(2018)
Schlagwein, Daniel; Conboy, Kieran; Feller, Joseph; Leimeister, Jan Marco; Morgan, Lorr...
“openness” with and without information technology: a framework and a brief history
(2018)
Schlagwein, Daniel; Conboy, Kieran; Feller, Joseph; Leimeister, Jan Marco; Morgan, Lorraine
Abstract:
Over the past two decades, openness (e.g. 'open' innovation, 'open' education and 'open' strategy) has been of increasing interest for researchers and of increasing relevance to practitioners. Openness is often deeply embedded in information technology (IT) and can be both a driver for and a result of innovative IT. To clarify the concept of "openness'', we provide an overview of the scope of cross-disciplinary research on openness. Based on this overview, we develop a framework of openness, which proposes a higher-order concept of "openness'' characterised by transparency, access, participation and democracy. The framework further distinguishes open resources, open processes and the effects of opening on particular domains. To provide the historical context and to appreciate the role of IT in openness, we discuss two historical examples of openness: the introduction of an open science model in academia (ope...
http://hdl.handle.net/10379/13819
Marked
Mark
A systematic review of essential obstetric and newborn care capacity building in rural sub-saharan africa
(2018)
Ni Bhuinneain, GM; McCarthy, FP
A systematic review of essential obstetric and newborn care capacity building in rural sub-saharan africa
(2018)
Ni Bhuinneain, GM; McCarthy, FP
Abstract:
BackgroundProgress in maternal survival in sub-Saharan Africa has been poor since the Millennium Declaration. ObjectivesThis systematic review aims to investigate the presence and rigour of evidence for effective capacity building for Essential Obstetric and Newborn Care (EONC) to reduce maternal mortality in rural, sub-Saharan Africa, where maternal mortality ratios are highest globally. Search strategyMEDLINE (1990-January2014), EMBASE (1990-January2014), and the Cochrane Library were included in our search. Key developing world issues of The Lancet and the British Journal of Obstetrics and Gynaecology, African Ministry of Health websites, and the WHO reproductive health library were searched by hand. Selection criteriaStudies investigating essential obstetric and newborn care packages in basic and comprehensive care facilities, at community and institutional level, in rural sub-Saharan Africa were included. Studies were included if they reported on healthcare worker performance, ...
http://hdl.handle.net/10379/13120
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Access to Buildings for People with Disabilities
(2006)
Keaveney, Myles
Access to Buildings for People with Disabilities
(2006)
Keaveney, Myles
https://arrow.dit.ie/beschrecart/25
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Access to Housing in Ireland
(2016)
Davin, Jordan; Fitzell, Shannon; Ghibirgiu, Andreea-Elena; Jolley, Christian; Kiernan, ...
Access to Housing in Ireland
(2016)
Davin, Jordan; Fitzell, Shannon; Ghibirgiu, Andreea-Elena; Jolley, Christian; Kiernan, Kevin; Laher, Holly; McCloskey Kiernan, Pearse; McGill, SEan; Murray, Allison; Ward, Gavin
https://arrow.dit.ie/comlinkoth/30
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Access to mainstream primary education environments: the case for pupils with an intellectual and/or a pervasive developmental disability
(2009)
Flatman Watson, Sheelah
Access to mainstream primary education environments: the case for pupils with an intellectual and/or a pervasive developmental disability
(2009)
Flatman Watson, Sheelah
Abstract:
This thesis is concerned with access to mainstream primary education environments and the differentiated geographies of children diagnosed with an intellectual and/or pervasive developmental disability prior to seeking enrolment. Historically, an ethos of care in segregated environments dominated service provision for this population. Through the first half of the 20th century a transition toward the inclusion of education in these segregated settings evolved and in the latter half of the century access to education in mainstream environments dominated policy development. The Education Act 1998 endorsed these developments and legislates for the right of all citizens to equality of access to mainstream educational environments. It lays down the right to supports for pupils with special education needs and affords parents the right of choice of placement for their child. In this thesis, Pierre Bourdieu‟s Theory of Practice is adapted and used to examine the capacity of the primary edu...
http://eprints.maynoothuniversity.ie/2011/
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Access to maternal healthcare in post-conflict South Sudan. Is the health system designed for the context?
(2015)
Elmusharaf, Khalifa
Access to maternal healthcare in post-conflict South Sudan. Is the health system designed for the context?
(2015)
Elmusharaf, Khalifa
Abstract:
Background: The importance of understanding the cultural, social, economic, political and historical contexts when working in post conflict fragile states is well documented. Many health and development projects in post conflict South Sudan are significantly hampered by (i) the mismatch between the views of service providers and those of the community, and (ii) because of the misunderstanding of the context. It is not clear in the literature if the health systems in post conflict situations are designed for or adapted to the context, and if they are, to what extent has understanding of the context and demand side barriers been useful in planning for accessible maternal health care services that can reduce the maternal mortality in such settings. Aim: The aim of this research is to gain an in depth understanding of the determinants of, and delays to access to, the maternal health services in a post conflict setting in South Sudan, and to investigate the extent to which health system ...
http://hdl.handle.net/10379/4957
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Accessing a hard to reach population: reflections on research with young carers in Ireland
(2013)
Kennan, Danielle; Fives, Allyn; Canavan, John
Accessing a hard to reach population: reflections on research with young carers in Ireland
(2013)
Kennan, Danielle; Fives, Allyn; Canavan, John
Abstract:
In keeping with developments in children's rights, research is increasingly including the views of children. Accessing a hard to reach population of children can, however, raise significant ethical and methodological challenges for researchers. Negotiating access through gatekeepers, securing parental consent and limits on confidentiality are central issues in the recruitment process of children. This paper is based on a qualitative study of young carers in the Irish population. It outlines the methodological approaches employed to access a representative sample of young carers and the measures taken to fulfil ethical obligations. In the recruitment phase of the study, researchers attempted to strike a balance between two sometimes competing requirements, the need to protect children from harm and to respect children's competence. This paper reflects on the success and limitations of the approaches adopted towards achieving this balance, exploring the use of gatekeepers as...
http://hdl.handle.net/10379/3396
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Accessing a hard to reach population: reflections on research with young carers in ireland
(2018)
Kennan, Danielle; Fives, Allyn; Canavan, John
Accessing a hard to reach population: reflections on research with young carers in ireland
(2018)
Kennan, Danielle; Fives, Allyn; Canavan, John
Abstract:
In keeping with developments in children's rights, research is increasingly including the views of children. Accessing a hard to reach population of children can, however, raise significant ethical and methodological challenges for researchers. Negotiating access through gatekeepers, securing parental consent and limits on confidentiality are central issues in the recruitment process of children. This paper is based on a qualitative study of young carers in the Irish population. It outlines the methodological approaches employed to access a representative sample of young carers and the measures taken to fulfil ethical obligations. In the recruitment phase of the study, researchers attempted to strike a balance between two sometimes competing requirements, the need to protect children from harm and to respect children's competence. This paper reflects on the success and limitations of the approaches adopted towards achieving this balance, exploring the use of gatekeepers as...
http://hdl.handle.net/10379/12219
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An Investigation into the Design, Development and Testing of a Tool to Improve the Accessibility of Access Information for People with Disabilities
(2011)
Codd, Susan
An Investigation into the Design, Development and Testing of a Tool to Improve the Accessibility of Access Information for People with Disabilities
(2011)
Codd, Susan
Abstract:
Independent access for all to the built environment is one of the most basic of human rights. It provides social inclusion, integration and acceptance in communities. People with disabilities often encounter barriers to such access, barriers that can discriminate and marginalise to the extent that it prohibits independent living. Visiting the built environment becomes a lottery whereby inaccessible features may be present around every corner. People with disabilities deserve more than operating on a system of chance; they require a tool to make an informed decision prior to embarking on a journey. However in order to provide such information three distinct aspects must be considered, the individual, the disability and the built environment. Understanding and building upon each of these aspects holds the solution to the current gap in service provision for people with disabilities.Considerate investigation into the meaning of disability and the requirement of the individual will help...
https://arrow.dit.ie/scienmas/66
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Are there differences in factors influencing access and continued use of assistive products for people with intellectual disabilities living in group homes?
(2019)
Dinsmore, John
Are there differences in factors influencing access and continued use of assistive products for people with intellectual disabilities living in group homes?
(2019)
Dinsmore, John
Abstract:
Background: The World Health Organization has launched a program to promote Global Cooperation on Assistive Technology (GATE) to implement those parts of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) referring to assistive technology and products. A particular vulnerable group deeply affected by health inequity affecting access to assistive products are people with intellectual disabilities. Objective: The objective of this study is to understand the barriers and facilitators to effectively access and continuously use essential assistive products for people with intellectual disabilities. Materials and methods: Face-to-face interviews with 15 adults with a mild to profound intellectual disability and 15 providers of assistive products were conducted to gain insights about current use, needs, knowledge, awareness, access, customization, funding, follow-up, social inclusion, stigma and policies around assistive products and intellectual disability. ...
http://hdl.handle.net/2262/89658
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Bridges to College Presentation 1 (Module 2.3)
(2013)
Access and Civic Engagement Office, Dublin Insitute of Technology
Bridges to College Presentation 1 (Module 2.3)
(2013)
Access and Civic Engagement Office, Dublin Insitute of Technology
Abstract:
This is a presentation to be used with module2.3 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/14
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Bridges to College Presentation 2 (Module 2.4)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Bridges to College Presentation 2 (Module 2.4)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Abstract:
Presentation to be used in conjunction with Module 2.4 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/13
Marked
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Bridges to College Presentation 3 (Module 3.8)
(2013)
Access & Civic Engagement Office, Dublin Institute of Technology
Bridges to College Presentation 3 (Module 3.8)
(2013)
Access & Civic Engagement Office, Dublin Institute of Technology
Abstract:
Presentation to be used in conjunction with Module 3.8 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/12
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Bridges to College Presentation 4 (Module 3.8)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Bridges to College Presentation 4 (Module 3.8)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Abstract:
Presentation to be used in conjunction with Module 3.8 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/11
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Bridges to College Presentation 5 (Module 4.8)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Bridges to College Presentation 5 (Module 4.8)
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Abstract:
Presentation to be used in conjunction with Module 4,8 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/9
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Bridges to College Presentation 6 (Module 4.8)
(2013)
Access & Engagement Office, Dublin Institute of Technology
Bridges to College Presentation 6 (Module 4.8)
(2013)
Access & Engagement Office, Dublin Institute of Technology
Abstract:
Presentation to be used in conjunction with Module 4.8 of the Bridges to Higher Education Resource Pack.
https://arrow.dit.ie/comlinkart/10
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Bridges to Higher Education: a resource pack for guidance counsellors, teachers, access and community education practitioners working with young people in Dublin
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Bridges to Higher Education: a resource pack for guidance counsellors, teachers, access and community education practitioners working with young people in Dublin
(2013)
Access and Civic Engagement Office, Dublin Institute of Technology
Abstract:
A review of this access work to date as well as consultation with stakeholders, including second-level students and third-level access students, and an analysis of national and international research on access reveals a clear gap in relation to pre-entry work. This gap relates to the more subtle factors affecting participation in higher education for students from socio-economically disadvantaged backgrounds, particularly in areas and schools with low levels of participation in higher education. Research shows that these factors include: issues associated with sense of identity and confidence:coping with transition and decision-making:gap between the culture of school and the culture of home and area:impact of parents’ own educational experience:gap between knowledge and understanding of higher education in families with no experience of higher education and the format and content of information provided by schools and higher-education institutions Research shows that these factors ...
https://arrow.dit.ie/comlinkart/8
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Celtic Tiger Found in Education Jungle
(2008)
Cooney, Thomas
Celtic Tiger Found in Education Jungle
(2008)
Cooney, Thomas
Abstract:
It would not cause too much debate to suggest that Ireland in the late 1950s was a depressing country. It had suffered greatly from decades of poor economic performance and the constant haemorrhaging of its population through emigration. Overcrowded classrooms and poor physical school structures meant that only 10,000 students took their Leaving Certificate in 1957 (Ferriter, 2004). Meanwhile, third-level education remained the preserve of the elite and a total of just 8,653 students were present in all of Ireland’s third-level institutions by the end of the 1950s (Ferriter, 2004).
https://arrow.dit.ie/buschmarart/43
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Centre-based supervised child-parent contact in Ireland: the views and experiences of fathers, supervisors and key stakeholders
(2019)
Kiely, Elizabeth; O'Sullivan, Nicola; Tobin, Mary
Centre-based supervised child-parent contact in Ireland: the views and experiences of fathers, supervisors and key stakeholders
(2019)
Kiely, Elizabeth; O'Sullivan, Nicola; Tobin, Mary
Abstract:
The paper presents findings from a study of centre-based supervised child-parent contact. The purpose of the research was twofold: to ascertain the views and experiences of birth fathers on all aspects of the supervised child-parent contact they experienced in a centre; and to find out from centre supervisors their views of engaging fathers and supervising contact, and from key stakeholders and referral agents (a community project worker, a child protection social worker, Guardians ad Litem and a family law solicitor) their perceptions of the supervised contact provision in the centre. Interviews with five fathers having supervised child-parent contact and three focus group discussions with seven staff members and six stakeholders were undertaken. While the study is exploratory, the findings show that gender is a feature meriting consideration in the supervised child parent contact setting; and that child-centred values, family-centred values and the demands of operating the centre ...
http://hdl.handle.net/10468/7820
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Changing times? Gender roles and relationships in maternal, newborn and child health in Malawi.
(2017)
Manda-Taylor, Lucinda; Mwale, Daniel; Phiri, Tamara; Walsh, Aisling M; Matthews, Anne; ...
Changing times? Gender roles and relationships in maternal, newborn and child health in Malawi.
(2017)
Manda-Taylor, Lucinda; Mwale, Daniel; Phiri, Tamara; Walsh, Aisling M; Matthews, Anne; Brugha, Ruairi; Byrne, Elaine
Abstract:
<p>The original article is available at www.biomedcentral.com</p>
<p><strong>BACKGROUND:</strong> For years, Malawi remained at the bottom of league tables on maternal, neonatal and child health. Although maternal mortality ratios have reduced and significant progress has been made in reducing neonatal morality, many challenges in achieving universal access to maternal, newborn and child health care still exist in Malawi. In Malawi, there is still minimal, though increasing, male involvement in ANC/PMTCT/MNCH services, but little understanding of why this is the case. The aim of this paper is to explore the role and involvement of men in MNCH services, as part of the broader understanding of those community system factors.</p> <p><strong>METHODS:</strong> This paper draws on the qualitative data collected in two districts in Malawi to explore the role and involvement of men across the MNCH continuum of care, with a focus on u...
https://epubs.rcsi.ie/ephmart/75
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Complex Contexts: Women's Community Education in Ireland
(2019)
Quilty, Aideen; Barry, Ursula; McAuliffe, Mary
Complex Contexts: Women's Community Education in Ireland
(2019)
Quilty, Aideen; Barry, Ursula; McAuliffe, Mary
Abstract:
Education is not a neutral process, it can be used to establish and maintain conformity or be part of a process of liberation and social change (Freire, 1979; hooks, 1994). The Irish State’s failure to acknowledge this lack of neutrality has characterised the formal education system in Ireland since its inception. From the introduction of the National School System of education in 1831 to the present day, the ruling force of the Catholic Church within education is evidenced in the gendered and conformist nature of this formal education landscape. Systems of privilege have been maintained and reproduced through education, in which power is exercised by means of exclusion, coercion and control. However, simultaneously individuals and groups of women have challenged this formal, religiously infused conformist education system. Their demands for full and equal access to mainstream education at all levels, including within the academy, served to challenge this hegemonic force. They also ...
http://hdl.handle.net/10197/9640
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Conceptualizing and contextualizing food insecurity among greenlandic children
(2018)
Niclasen, Birgit; Molcho, Michal; Arnfjord, Steven; Schnohr, Christina
Conceptualizing and contextualizing food insecurity among greenlandic children
(2018)
Niclasen, Birgit; Molcho, Michal; Arnfjord, Steven; Schnohr, Christina
Abstract:
Objective. To review the context of food insecurity in Greenlandic children, to review and compare the outcomes related to food insecurity in Greenlandic children, in other Arctic child populations and in other western societies, and to explore the measure used by the Health Behaviour in School-aged Children (HBSC) study. Design. The study includes literature reviews, focus group interviews with children and analyses of data from the HBSC study. HBSC is an international cross-national school-based survey on child and adolescent health and health behaviour in the age groups 11, 13 and 15 years and performed in more than 40 countries. The item on food insecurity is &quot;Some young people go to school or to bed hungry because there is not enough food in the home. How often does this happen to you?'' (with the response options: &quot;Always'', &quot;Often'', &quot;Sometimes'', or &quot;Never''). R...
http://hdl.handle.net/10379/13125
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Consultation on Regulations Under the Tobacco Retailers Act (Northern Ireland) 2014
(2015)
Department of Health (Northern Ireland)
Consultation on Regulations Under the Tobacco Retailers Act (Northern Ireland) 2014
(2015)
Department of Health (Northern Ireland)
Abstract:
The Department of Health Social Services and Public is seeking views on three sets of draft regulations under the Tobacco Retailers Act (Northern Ireland) 2014. The Act, which completed its passage through the Assembly in March 2014, aims to reduce youth smoking prevalence by making it more difficult for children and young people to access tobacco products.
http://dx.doi.org/10.14655/799178-885322
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Consultation on Regulations Under the Tobacco Retailers Act (Northern Ireland) 2014
(2015)
Department of Health (Northern Ireland)
Consultation on Regulations Under the Tobacco Retailers Act (Northern Ireland) 2014
(2015)
Department of Health (Northern Ireland)
Abstract:
The Department of Health Social Services and Public is seeking views on three sets of draft regulations under the Tobacco Retailers Act (Northern Ireland) 2014. The Act, which completed its passage through the Assembly in March 2014, aims to reduce youth smoking prevalence by making it more difficult for children and young people to access tobacco products.
http://dx.doi.org/10.14655/799178-885322
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