Tag: covid 19

The ALL Internship Story so Far: Mentoring for Education and Career Uplift

Stories/Lived Experience

Author: Kathleen Cunningham, Undergraduate Arts Student at Maynooth University

Kathleen Cunningham Picture

I am a first year Undergraduate Arts Student at Maynooth University, studying English, Sociology, Psychology and Law. 

Last year I completed the Turn to Teaching programme at Maynooth, on the Foundation Certificate in the Initial Teacher Education course. During this programme, I learned that my own lived experience in education gives me a beneficial skillset and great insight that I can bring back to a career in the field of education. On the Turn to Teaching (TTT) programme we also learned about key concepts affecting teaching in Ireland today. We learned ways in which the school experience can be improved for students of all backgrounds, especially for students coming from backgrounds similar to my own – from DEIS (Delivering Equality of Opportunity in Schools) designated schools, from the flats, from council estates. 

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Social Technologies and Ubimus for Wellbeing

Social Technologies

Authors:  Joseph Timoney, Azeema Yaseen and Damien McEvoy – , Department of Computer Science, Maynooth University

Azeema Yaseen, Damien McEvoy & Joseph Timoney

 Social technologies enable meaningful social interactions between people, devoid of geographical and time constraints. These technologies are facilitated by a networked communication capability, for example the Internet or a mobile device. We can say, they act as a bridge between humans, no matter how remote they are from each other. Do you know that Facebook, Twitter, and Skype are social technology enabled social networks? If you have an internet connection, they are accessible. Some of these tools are general purpose, while others are domain specific, such as those targeted for health (e.g., wearables and mobile Health), or music (e.g., SoundCloud, Spotify). The three branches of social technologies are illustrated in Figure 1. below.

Figure 1

The development and application of social technologies will promote aims driven by the All institute; The ALL institute aims to facilitate human living and improve the quality of lives across any boundaries, supported by appropriate technologies. To achieve this, the All Institute provides an unparalleled interdisciplinary environment to develop and promote such technologies.

Aligning with this aim, our research interest is the intersection between the two in the form of social technologies for healthcare (patient-practitioners) through musical activities. The theme of our work is ‘Ubiquitous music (ubimus)’ and has a strong social and community underpinning. Our objective is to create social music technology applications: they facilitate networked interaction and engagement that would otherwise be impossible. This will allow inter-connections between people to raises their sense of wellbeing through creative activity, which is increasingly recognised as being important to all aspects of peoples’ health.

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A Digital Bounce for ALL?

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Authors: Deirdre Desmond, Delia Ferri and Mac MacLachlan; ALL Institute Co-Directors

Picture of the three ALL Institute Co-Directors in front of a white back drop. From left to right: Deirdre Desmond, Mac MacLachlan, Delia Ferri
Deirdre Desmond, Mac MacLachlan and Delia Ferri, ALL Institute Co-Directors

“Life is not a series of gig lamps symmetrically arranged; life is a luminous halo, a semi-transparent envelope surrounding us from the beginning of consciousness to the end” Virginia Wolf, ‘Modern Fiction’, 1921.

2020 was certainly a difficult year for many of us, both on personal and work levels, and, despite these challenges, it is noteworthy that the work of the ALL Institute has not only proceeded, but also the commencement of several research projects ensure that we will continue to contribute in many respects to the building of a fairer society. In the past three years, and more so in 2020, we have endeavoured to reach out to different communities and stakeholders at the local, European and global levels. We also launched this blog on the 3rd December 2020, a particularly significant date, the International Day of Persons with Disabilities, to signal our commitment towards inclusion and equality.

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Happy 72nd Anniversary, UDHR!

Social Structures

Author: Irene Spigno, General Director of the Inter-American Academy of Human Rights-Autonomous University of Coahuila

On December 10, 1948, the General Assembly of the United Nations, with Resolution 217 A (III), proclaimed the Universal Declaration of Human Rights (UDHR).

The Declaration is a landmark document in the history of human rights: for the first time, fundamental human rights were enshrined in a written document.

Drawn up by representatives of all regions of the world with different legal and cultural backgrounds, the Declaration was proclaimed as a common ideal for all peoples and nations.

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‘You’re a teacher you’re a mother, you’re a worker’: Gender inequality during Covid-19 in Ireland.

Social Lives

Authors: Katriona O’Sullivan, Serena Clark and Amy McGrane
ALL Institute, Department of Psychology, Maynooth University

Mam is in a meeting (online) do not enter - and stay quiet!
My lock-down experience

When the schools closed in April of 2020, I found myself in the most stressful parenting situation of my entire parenting life. I was left to manage the education needs of my 3 sons; all of whom were at very different stages of their education journey. My studious, stressed-out 15-year-old was about to sit his Junior Cert, while the 11-year-old was in 5th class and the carefree 16-year-old in 5th year. As the ‘educated’ parent in our house and the mother, I was suddenly expected to manage much more than I normally would have. I am already in charge of most of the shopping, cleaning etc. and now the home-schooling too. I remember looking at my husband from across the top of my son’s laptop, after several failed attempts to log-in to Aladdin, thinking – we are not going to make it through this unless something changes. I also remember celebrating the night they announced that the Junior Cert was cancelled AND the constant guilty feeling I had because I let them all sleep late so I could get my own work done. As an academic working in education, and researching technology, I really had no idea how much stress education can bring to a family. Likewise about how hard I would find it adding home-schooling onto the other burdens I carry as a women and mother. I know I am not alone. My friends, colleagues and family feel the same. I have chosen to share some of my personal and research observations from the last few months to highlight some of the gender disparities that are being exacerbated by the pandemic in many homes across the island of Ireland.  (Dr Katriona O’Sullivan)

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Building a European Health Union

Social Structures

Author: Dr Emma McEvoy, Postdoctoral Researcher, SHAPES Project, ALL Institute, Department of Law, Maynooth University.

Emma McEvoy Profile Picture
Dr. Emma McEvoy

Less than a year ago, the sudden and somewhat unpredicted outbreak of the Covid-19 pandemic across Europe pushed most national health systems to their limits. Healthcare workers faced the brunt of the pandemic, dealing with shortages of Personal Protective Equipment (PPE), medical supplies, medicines and coping with Intensive Critical Units (ICU) bed shortages. The European Union (EU) as a whole was not prepared for the Covid-19 outbreak, and neither were any of the Member States. Society and the economy appeared to pause in time to support and allow front-line workers to navigate through the early chaos of the first wave of the pandemic. Many areas of society and the economy have yet to recover and re-start from this initial pause. This is also true of health systems. All EU countries, to some extent, paused or limited normal hospital operations, ranging from postponing routine cancer checks, to cancelling elective surgeries to some hospital day services.

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