This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

This issue of Otolaryngologic Clinics, guest edited by Drs. Teresa M. O, Nate Jowett and Tessa Hadlock, is devoted to Facial Nerve Paralysis: Causes, Prevention, Reanimation, and Rehabilitation. Articles in this outstanding issue include: The Importance and Psychology of Facial Expression; General Approach to Facial Palsy; Outcomes Tracking in Facial Palsy; Medical Management of Acute Facial Palsy; Surgical Management of Acute Facial Palsy; Management of Flaccid Facial Paralysis for Less than Two Years; Management of Long-Standing Flaccid Facial Palsy: Periocular Considerations; Management of Long-Standing Flaccid Facial Palsy: Midface/Smile - locoregional muscle transfer; Management of Long-Standing Flaccid Facial Palsy: Midface /Smile and Static Sling; Management of Long-Standing Flaccid Facial Palsy: Brow, Midface, and Lower Lip; Medical Management of Post-Paralysis Facial Palsy/Synkinesis; Surgical Management of Post-Paralysis Facial Palsy/Synkinesis; Management of Facial Nerve Schwannoma; Management of Vestibular Schwannoma: Otologic and Facial Nerve Considerations; and Management of Bilateral Facial Palsy. CME is also available for Otolaryngologic Clinics of North America.

This issue of Otolaryngologic Clinics, guest edited by Drs. Teresa M. O and Milton Waner, is devoted to Congenital Vascular Lesions of the Head and Neck. Articles in this issue include: Classification and Pathology of Congenital Vascular Anomalies of the Head and Neck; Etiology and Genetics of Congenital Vascular Lesions; Radiological Evaluation of Congenital Vascular Anomalies; Congenital Vascular Tumors; The Role of Surgery in the Management of Infantile Hemangiomas; The Management of Airway Infantile Hemangiomas; Multidisciplinary Approach to the Management of Lymphatic Malformations of the Head and Neck; New Frontiers in Our Understanding of Lymphatic Malformations of the Head and Neck; Venous Malformations of the Head and Neck; Capillary Malformations of the Head and Neck; Arteriovenous Malformations of the Head and Neck; The Management of Vascular Malformations of the Airway; Role of Neurophysiological Monitoring in the Surgical Management of Congenital Vascular Lesions of the Head and Neck; Acquired Vascular Tumors of the Head and Neck; Orthognathic and Dental Considerations; Hereditary Hemorrhagic Telangiectasia; and Psychosocial Impact of Living with a Facial Vascular Lesion.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

When tourism transforms a fishing village on the green and beautiful Greek island of Corfu, old hatreds, envy and greed threaten to tear the community apart. Behind the scenes, personal demons fuel division while guardian angels battle to neutralize their influence... Hotelier Jason - planning to get rich - ruthlessly chases his goal, unaware of the trouble and danger he is stirring up. Three visitors from Ireland, America and Wales bring their own problems. Clare, running from a broken relationship, is drawn into a love triangle with Jason. Aeron, battling a mid-life crisis, is closer to despair than he realizes - while Bethany, jolted by a Big Birthday into doing a Shirley Valentine, is hoping it will sort her life out. As the sizzling summer unfolds, each faces make-or break-challenges. Extra help is at hand though, with the arrival of Gabriella, angel of Greece. When meddling demons prevail, and smouldering greed and vengeance reach flashpoint, can she avert disaster?

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day. While Irish was once the most common language spoken in Ireland, by 1900 the areas in which native speakers of Irish were located contracted to such an extent that they became clearly identifiable from the majority English-speaking parts. In the mid-1920s, the new Irish Free State outlined the broad parameters of the boundaries of these areas under the title of 'the Gaeltacht'. This book is concerned with the schooling of children there. The Irish Free State, from its establishment in 1922, eulogized the people of the Gaeltacht, maintaining they were pious, heroic and holders of the characteristics of an invented ancient Irish race. Simultaneously, successive governments did very little to try to regenerate the Gaeltacht or to ensure Gaeltacht children would enjoy equality of education opportunity. Furthermore, children in the Gaeltacht had to follow the same primary school curriculum as was prescribed for the majority English speaking population. The central theme elaborated on throughout the book is that this schooling was one of a number of forces that served to maintain the people of the Gaeltacht in a marginalized position in Irish society.

This prayer guide was commissioned by God. "Write a book and show people how to speak to Me," He told author Teresa O'Driscoll. This is her work of obedience. Do you speak to God from your heart, listen for His reply and do what He asks? By sharing experiences of Christ and Bible-based private prayers, Teresa O'Driscoll shows how you too can have enlightening conversations with God. Through simple meditations, confide your troubles, listen expectantly for answers and overcome fear and doubt by allowing Christ to guide you through the tests of daily life, boosting self-confidence and resilience.

The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context. Drawing on the works and lives of key figures in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for researchers in the fields of comparative education, theology and the sociology of religion.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

Fifty years ago, in 1967, free education was introduced in Ireland for attendance at second-level schools and great expansion of provision of education at both this and third-level followed. Currently, great interest is developing in this landmark development in Irish history, which was probably the most significant initiative taken in regard to education in Ireland from Independence from Britain in 1922 to the present. This book contributes to the interest generated by this landmark anniversary by tracing the history of teacher preparation in Ireland. It relates to the introduction to the 'free education' education scheme introduced in 1967, in that it provides an exposition on the nature of teacher preparation for teaching in primary and second-level schools both before and after the initiative was taken. Thus, it traces the history of teacher preparation through a number of stages; from education for nation-building in the new post-colonial society to partaking in the recent neo-liberal agenda sweeping through education systems throughout the world. This book should be of interest not only to Irish educationists, historians and policy makers, but also to their counterparts internationally, as well as to comparative educationists. It can be seen as providing an exposition which can be used by teacher educators in many parts of the world which they can use to sharpen their perceptions of their own situations through comparison and contrast, provoke ideas for critical discussion, and stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.

The formation of Northern Ireland marked a sharp divergence in policy that had developed throughout the whole of Ireland in the preceding century. Local communal interests helped to drive and shape a unique model of teacher preparation. Teacher Preparation in Northern Ireland examines teacher education across the first century of Northern Ireland's existence and contextualises this within an account of teacher preparation in pre-partition Ireland. This timely book also looks at the more recent history of the region, with a focus on how infrastructural arrangements have continued to reflect wider divisions in Northern Irish society, whilst also considering how these divisions have been counterbalanced by efforts to bridge the rifts through greater cooperation around both policy and practice. By looking at contemporary developments within the wider historical context, this book will not only be an invaluable text for educationalists, historians and policy makers in Northern Ireland, but also to counterparts internationally and comparative educationalists.

Are you searching for something lasting to give real meaning to your life? Asking yourself the question: "What's it all about?" If so, this has been written for you! Putting God at the centre of your daily life will provide that meaning and answer that question. This simple, life-changing personal programme will lead the way to experiencing God's healing presence. This will give you a wonderfully different perspective on everything, including yourself. Day One could be a new beginning through a fresh experience of God, or even your first! By Day Nine, having tasted immortality, you will be newly strengthened, eager and poised to fulfill your destiny. In just 9 days of knowing God better you will discover heaven on earth and the path to eternal paradise. And you will know without a shadow of doubt exactly "what it's all about!"

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day. While Irish was once the most common language spoken in Ireland, by 1900 the areas in which native speakers of Irish were located contracted to such an extent that they became clearly identifiable from the majority English-speaking parts. In the mid-1920s, the new Irish Free State outlined the broad parameters of the boundaries of these areas under the title of 'the Gaeltacht'. This book is concerned with the schooling of children there. The Irish Free State, from its establishment in 1922, eulogized the people of the Gaeltacht, maintaining they were pious, heroic and holders of the characteristics of an invented ancient Irish race. Simultaneously, successive governments did very little to try to regenerate the Gaeltacht or to ensure Gaeltacht children would enjoy equality of education opportunity. Furthermore, children in the Gaeltacht had to follow the same primary school curriculum as was prescribed for the majority English speaking population. The central theme elaborated on throughout the book is that this schooling was one of a number of forces that served to maintain the people of the Gaeltacht in a marginalized position in Irish society.