All Faculty Research Activity

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Adapting foundational teaching skills to third level education
(IALT Annual Conference, 2023) Maddalena, Romina G.
Coming from an environment very different than teaching Law to adults, I have found myself involved in a big challenge I would have never imagined: teaching Japanese teenagers research skills for their Law winter course. My background is related to kindergarten teaching, educational management and an early childhood specialization. However, I found more similarities than I expected when it comes to teaching them. Both in kindergarten and Research and Legal Skills, the module I am taking care of, the main achievement is to teach students in line with the module descriptor and achieve the key learning outcomes. One of the biggest challenges has to do with the language barrier, which also includes Western ways of learning. These learners have an Intermediate level of English and they also come from a culture in which making mistakes is deemed acceptable. In order to assist, I am due to begin a Certificate in Teaching and Learning to facilitate the smooth. In this presentation I would like to discuss the above-mentioned issues to create a discourse and seek feedback from others’ experiences
Assisted Dying and Minors Is the right to die moving closer for minors?
(IALT Annual Conference, 2023) Sutton, Karen J.
Since the legalising of assisted dying in the Netherlands and Belgium in 2002, assisted dying practices have been legalised in eighteen jurisdictions, with over two hundred million people now having access to assisted dying around the world. While further jurisdictions are progressing or debating the legalising of assisted dying. The legislation legalising assisted dying incorporates both substantive and procedural requirements, however, the form of assistance provided in facilitating assisted dying may vary from euthanasia to assisted dying to physician assisted suicide. These requirements primarily relate to waiting periods, the patient’s health, the role of the physician and reporting procedures, albeit differences may exist in the level of detail contained within the legislation. Another requirement is the minimum age at which assisted dying may become an option. In only three jurisdictions is the age limit below eighteen years. In the Netherlands, a patient over twelve years of age can currently request assisted dying. And provided the patient is of mature judgement and adheres to the procedural requirements a patient of any age can request assisted dying in Belgium. While in Colombia, minors from the age of six years can request assisted dying, following a successful appeal to the Constitutional Court. This raises the question ‘Why the right to die is afforded to those under the age of eighteen in only three jurisdictions?’ and ‘Might other jurisdictions follow suit in the legalising of assisted dying for minors?
Connected Conversations: The Teaching, Learning and Assessment Practices Experienced in Higher Education Colleges Association (HECA) Colleges during the COVID-19 Pandemic
(HECA, 2021) Butler, Orla
The role of dialogue in higher education is vital in facilitating an open exchange and deep understanding of diverse perspectives. This title of this work, “Connected Conversations”, echoes the process of analysis and reflection undertaken by staff and students across the Higher Education Colleges Association (HECA) during a time of great disruption and transformational change in the sector. The conversations that form the central part of this research carry important dialogues that illustrate the first-hand experiences of staff and students learning, teaching and supporting learning during the earlier stages of the COVID-19 pandemic.
Connecting librarians: The HECA Library Group Pilot of the Professional Development Framework
(L2L, 2019) O’Neill, Marie Alfis, Robert Buggle, Jane McKenna, Robert Geraghty, Audrey Buckley, Mary Smyth, Justin Ní Bhraonain, Dimphne Hughes, David Haugh, Trevor
The Higher Education Colleges Association (HECA) represents the interests of fifteen private higher education institutions in the Republic of Ireland. Its Committees include a Teaching and Learning Committee and a Library Committee (also known as the HECA Library Group). The Library Committee was invited by the National Forum for the Enhancement of Teaching and Learning to pilot the Forum’s Professional Development Framework for all Those Who Teach in Higher Education to test its suitability for librarians. This chapter reports on the six-month pilot of the Framework, using feedback collected from two focus groups conducted in June 2017 at the close of the pilot and in April 2018. A significant finding is that use of the Framework has made private college librarians feel more connected to, and less “siloed’ from, other professionals in the higher education sector. The chapter explores the implications of this feedback for private college librarians, and librarians generally, in terms of their professional identity, professional practice and professional development.
Contract Law: a Comparison of Civil Law and Common Law Jurisdictions
(Business Expert Press, New York, 2018) Michelle Smyth, Claire; Gatto, Marcus
This text serves as an accessible introduction to the law of contract. The headings chosen for examination track the main points in the lifetime of a contract--from its formation, drafting, and onward to its eventual dissolution, whether this occurs due to the terms of the contract, the will of the parties, or because of a breach of the agreed terms. It also provides studies of other notable areas within the subject, such as third-party rights, damages, and equitable remedies. In distinction to other guides to contract law, this text provides a comparative analysis of the area, incorporating sources drawn from both the civil law tradition, characteristic of several nations within Continental Europe, as well as the Anglo-American common law tradition, with cases and legislation drawn from England and the United States of America. It also explores contract law in the unique context of so-called hybrid jurisdictions--those which incorporate elements of both the common law and civilian traditions; chosen for study here are exemplary jurisdictions represented by the American state of Louisiana and Scotland in the United Kingdom. As business assumes a global dimension, knowledge of the operation of contract law across various legal traditions and national contexts is increasingly at a premium. This text enables the student to gain a coherent vision of contract law across a wide range of legal and theoretical frameworks, as well as to speak confidently when discussing the intricacies of the subject. It is at once an introductory text, as well as a reference text, which students and professionals alike can consult in the course of their studies and future careers.
Diversifying Dewey: Changing the DDC23 to better represent Irish Travellers
(Academic and Special Libraries Conference 2024, 2024) Watters, Dean; O’Hara, Ruth
This case study outlines the process involved in revising the Dewey Decimal System (DDC) to provide a more accurate and inclusive description of Irish Travellers. Also known as Mincéirí, Irish Travellers are a distinctive ethnic community based primarily in Ireland. However, throughout their history they have experienced widespread discrimination, exclusion, and stereotyping. This fact was somewhat reflective in the DDC, as Irish Travellers were frequently misclassified. This case study examines the treatment of Irish Travellers, who were not specifically mentioned in previous editions of Dewey, prior to these changes. In addition, it looks at the steps taken by the LAI Cataloguing and Metadata group to prepare a successful exhibit which resulted in a new classification number specifically for this indigenous group. It argues that by working with key stakeholders, including Irish Traveller representative groups, library colleagues and academics, we can better guarantee access to accurate and relevant information for all library users.
Institutional Repositories: Supporting faculty research, HECA Libraries
(Griffith College, 2023) Ní Bhraonáin, Dimphne
Institutional repositories highlight and showcase faculty and staff academic and professional research activities. This video gives an overview of how institutional repositories benefit both the individual researchers and their institutions, and highlights the support that can be gained from college librarians. Benefits include increased reach, citation and greater impact of your work. Research published in peer reviewed journals may still be deposited on the IR, the majority of publishers have policies that are in line with Open Access guidelines. Professional research activities such as conference papers and presentations may also be included. Librarians can support your understanding of copyright issues and assist in liaising with publishers for clarity. This video was produced in partnership with the presentation delivered by the HECA Research Group as part of the first HECA Research Conference that took place in November 2022, and is intended to be used to promote the use of institutional repositories in higher education institutions. The HECA Research Group is comprised of librarians from Griffith College, Hibernia College, Dublin Business School and CCT College. Contents: What is an Institutional Repository? Graduate Research Staff Research - What content can be included? Benefits to the Researcher Benefits to the Institution Open Access - OA and raising your research profile Librarian Supports and Guidance - Navigating OA publishing
March
(2023-05-15) kELLY P
Sexual Experience Evidence: The Continued Search for a Balanced Approach.
(2018) O'Sullivan, Sarah Bryan
The admissibility of a complainant's sexual experience evidence1 during a sexual offence trial has long generated controversy and debate.2 Its use in rape trials is thought to have a deterrent effect on victims who may be contemplating reporting an attack, and it has been implicated in the low conviction rate in such trials.3 Given the potentially negative and prejudicial impact of this evidential rule on rape complainants and the trial of such offences, the importance of regulating the use and admissibility of such evidence has long been recognised across the common law world, including Ireland. However, despite reforms taking place, the law on sexual experience evidence remains problematic and lacking in clarity. Recently, this issue has returned to prominence in the general media as a result of a number of high profile cases, both in this jurisdiction and elsewhere. In England and Wales a review of the admissibility of such evidence was undertaken after the trial of footballer Ched Evans.4 Evans was acquitted of rape at a retrial after a judge controversially permitted two men who previously had intercourse with the complainant to give evidence in defence of Evans. More recently, in this jurisdiction, the Irish Times released worrying figures demonstrating how a large number of rape complainants were still being questioned about their sexual history despite it remaining unrelated to the allegations in the case.5 This, along with a number of concerning examples of cases where it appears such evidence has been wrongly admitted, has led to renewed calls for further research and additional reform of the law. With these recent developments in mind, this article will consider the approach in this jurisdiction to the regulation of sexual experience evidence and assess the potential future development of the law in Ireland by reference to developments in England and Canada. It will begin by outlining the origins of sexual experience evidence and the consequences which can flow from the illegitimate introduction of such evidence. The law as it currently stands in this jurisdiction will then be considered, including a tracing of the various reforms introduced over three decades. Finally, the regulation of such evidence in England and Canada will be considered and an assessment will be made as to whether either approach could assist in paving the way for the future reform of the law in this jurisdiction.
Sri Lanka, Human Rights and the United Nations: A Scrutiny into the International Human Rights Engagement with a Third World State
(Springer Verlag, Singapore, 2019) Ananthavinayagan, Thamil Venthan
This book examines the engagement between the United Nations’ human rights machinery and the respective governments since Sri Lanka (then Ceylon) joined the United Nations. Sri Lanka has a long and rich history of engagement with international human rights instruments. However, despite its active membership in the UN, the country’s post-colonial trials and tribulations are emblematic of the limited influence the international organisation has exerted on this country in the Global South. Assessing the impact of this international engagement on the country’s human rights infrastructure and situation, the book outlines Sri Lanka’s colonial and post-colonial development. It then considers the development of a domestic human rights infrastructure in the country. It also examines and analyzes Sri Lanka’s engagement with the UN’s treaty-based and charter-based human rights bodies, before offering conclusions concerning the impact of said engagement. The book offers an innovative approach to gauging the impact of international human rights engagement, while also taking into account the colonial and post-colonial imperatives that have partly dictated governmental behaviour. By doing so, the book seeks to combine and analyse international human rights law, post-colonial critique, studies on biopower, and critical approaches to international law. It will be a useful resource not only for scholars of international law, but also for practitioners and activists working in this area.
Supporting Students with Neurological Differences in the Classroom - Promoting diversity and inclusion of neurodiverse students within Higher Education
(National Forum of Teaching and Learning - Seminar Series, 2021) Butler, Orla; Ni Bhraonain, Dimphne
The goal of this webinar is to celebrate neurodiversity and promote how it can be harnessed to encourage greater engagement and creativity within the learning environment. Participants can expect to walk away with a clear, basic understanding of neurodiversity, the challenges faced by neurodiverse learners and how these challenges can be addressed. Using principles of best practice in this area, contributors will discuss some achievable practical teaching strategies that have the potential to be inclusive, flexible and engaging for neurodiverse students. Intended learning objectives of the session: - Support diverse cohorts of students better using practical strategies - Discuss learning challenges associated with neurological differences such as ADHD, Autism, Dyslexia and Dyspraxia - Explore strategies based on neurodiversity - Plan to use strategies to encourage student success for all students Panelists: Fiona Ferris: Deputy CEO of AsIAm, Ireland's National Autism Charity and Advocacy Organisation. Presentation: Building an Inclusive Culture in Higher Education - Nicola James: CEO and founding director of Lexxic, a consultancy providing specialist support and dyslexia/ AD(H)D e-learning services for individuals in the workplace and higher education. Presentation: Empowering Neurodiverse Students. Change One Thing Repository of resources to support neurodiverse students: Following on from the webinar, a repository of resources to support implementing practical, immediate changes to teaching practice was made available: https://library.griffith.ie/lecturer-support/change-one-thing-repository/
Supporting The Learner Voice Through Authentic Assessment: A Review of Research Record Assessments in Year One Undergraduate Law Programmes
(IALT Annual Conference, 2023) Eardly, John
This Paper analyses the concept of authentic assessment as a primary and effective strategy to uphold the academic integrity of legal education and to address concerns relating to present and future technological developments which risk undermining this integrity, including AI. Research highlighting a holistic approach to academic integrity is first reviewed with the place that authentic assessment occupies within that broader context then being specifically examined (O’Riordan et al 2023; Hafsa 2021). Using Irish and international research, the scope and meaning of authentic assessment is also explored to identify a common or shared definition of how it is applied, in particular, to undergraduate law programmes (Ashford-Rowe et al 2014; National Forum For The Enhancement Of Teaching and Learning In Higher Education, 2017). Finally, the Paper outlines a specific case study for an existing Written Assignment on a Year 1 Level 8 Irish undergraduate law programme (LLB (Hons)) reviewed in light of authentic assessment principles and re-designed for learners as an interactive oral assessment, incorporating reflective practice.
The Digital Services Act and Vulnerability: how Vulnerability is Defined by Digital Regulations in the EU
(IALT Annual Conference, 2023) Anand, Dr Ruhi; Bird, Bryan
Any discussion on legislation relating to digital services and data management is incomplete without an understanding of vulnerability, and vulnerable individuals. It appears to have been the case that a new vernacular is taking hold to define vulnerability within laws, one that is often governed by power imbalances between service providers and users in question. Previously, our understanding of vulnerability was informed by philosophy, wherein vulnerability was defined along the lines of an enlarged sense of self and self-interest. Vulnerability has now come to embody a variety of different definitions, informed by multiple disciplines such as ethics, sociology, law, and politics to name a few. Technologies, today, are being adopted at an unprecedented rate. This unguarded proliferation presents tremendous opportunities for the growth and development of humanity on the one hand, but on the other, mar to human rights, and the general understanding of the rule of law. The General Data Protection Regulation (GDPR) astutely recognised the need to protect individuals against the changing modalities of human interactions. However, it faced some difficulty in choosing a definition for vulnerability that would be equally applicable to all individuals in society. With the aforementioned issues in mind, the key aim of this article is to highlight the lacuna in the safety net afforded by legislation concerning protections for users and their fundamental rights, to then assess areas for improvement. The article will begin by exploring the different theories for describing vulnerable groups that have been put forward by scholars from a variety of disciplines. The article will then situate 'vulnerable groups' in the context of digital regulation by discussing how the GDPR, and EU Law, in general, have defined vulnerability. The article will then analyse whether a similar interpretation can be applied when discussing the Digital Services Act to identify vulnerable groups and the extent of the protections that will be offered to the same. The article aims to ultimately identify the most appropriate vernacular for digital regulations to enhance the level of protection offered in relation to vulnerability in users.
Trans Rights: A detailed analysis of access to gender affirming treatments by minors and the differing approaches taken by Member States in the European Union
(IALT Annual ConferencePrecious Abebe, 2023) Abebe, Precious
In this paper the author will be discussing the varying approaches by Member States in the European Union regarding the rights of Minors to access/undertake gender affirming treatments. This paper shall have a particular focus on the varying approaches taken by the Republic of Ireland, United Kingdom and the Netherlands in minors having access to gender affirming treatments. The Netherlands has developed a protocol for gender affirming intervention which has been deemed to be the benchmark for providing treatment for minors suffering from gender dysphoria. The protocol developed by the Netherland vastly differs from other Member States such as the United Kingdom and Ireland. The basis for the differing views by such member states lies on the basis of health officials that intervention can be a detriment to minors instead of having a benefit. The varying approaches by Member States raises the question of what can be considered to be the appropriate approach to be undertaken in providing gender affirming treatment to minors and the lines that must be drawn between what can be considered in what is deemed to be providing minors with the right to receive appropriate care against what can be considered to be medical malpractice.
Zooming Marvellous
(Ed Tech Conference, 2018) Childs, Alice
For six years I’ve have the dubious experience of testing and supporting four online classroom systems. Each have had different features to offer and the technology has improved over that time. This whistle–stop tour points up the pros and cons of virtual communications and showcases the strengths of this evolving tool and how it can be harnessed for pedagogical advantage. From the toggle choice of “speaker view” to “gallery” to the joys of icon-conversations (thumbs up, slow- down etc.) not to mention the distractions of the chat box, the virtual classroom can be a law unto itself. Lecturers need to assume the officer role and set the pace and tone for their tutorial sessions. Learning/Educational Technologists are crucial to facilitating online classrooms from training, advising on headsets and webcams, helping to trouble shoot during the webinar and posting links to recordings after the event. Our online classroom of choice at Griffith College is Zoom Pro and we have dynamic live sessions on a weekly basis, making full use of break-out rooms, screen-share, whiteboard graphs and dashboard tracking. Our regular eLearning committee meetings have also had a boost from Zoom’s high resolution, robust signal and the democratising ease of connecting with our colleagues in Griffith College Limerick (GCL) and Cork (GCC). We don’t use Zoom technology for lectures but prefer to play to its strengths as an e-tutorial platform, perfect for synchronous Q&A sessions after the learners have viewed and re-played their e-Lecture online. Google Chrome is our choice of browser and Learning Technologists advise participants using the private chat option when they encounter technical issues. Increasingly our learners choose to join the tutorial via iPad and mobile phone making this a very movable e-learning feast.

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