Monday, December 29, 2008

To spell or not to spell........word bain.....

We came upon a terrific post by Sentence First that we got carried away and in error blogged the complete post! For those who are new to blogging that is a No No...and we would like to apologise to Sentence First.

The complete post is worth reading as spelling errors can let us down at very important times. I have received job applications, business emails and letters where misspellings have cost the sender a job interview and possibly a job.

Sentence First gives suggestions that are handy and easy to follow with a list of common spelling errors. I plead guilty to some (thank goodness for spell check) but I have also followed one of his suggestions and found it the perfect remedy for my slip ups.

The following is just a snippit of the post, the complete post can be read under the title 'Spelling Mistakes'.

Sooner or later everyone has trouble spelling a word. Certain words pose more trouble than others, for a variety of reasons. Some spellings are inherently tricky (e.g. sacrilegious) or counter-intuitive (e.g. pharaoh). Some errant forms are widely mimicked (e.g. accomodation – two cs, two ms and two early os please), while others mislead because they resemble more familiar words or word parts (momento for memento, miniscule for minuscule). Pairs of similar words are often mixed up (e.g. principal and principle).
If you have recurring difficulty spelling certain words, it can be useful to keep a list handy, or to learn mnemonics to help you remember the correct form. For example, if you’re unsure whether it’s hypocrisy or hypocracy, you could use a mantra like “hypocrisy is a pox” or “hypocrisy is a shock, Chrissy”. Is it ad nauseum or ad nauseam? You could say to yourself, “I am nauseated that I can’t remember.” Mnemonics don’t have to make any sense; indeed, sometimes the more absurd ones are easier to remember.
Again our apologies to Sentence First for quoting his entire post.
Courtesy of Sentence First

Friday, December 05, 2008

Getting Back to Work After Redundancy

Is the credit crunch affecting you or a member of your family? We are hearing every day about unemployment and how the numbers are rising due to the recession. If redundancy has happened to you or that threat is on the horizon, what steps can you take?

Once the initial shock has worn off it is important to sit down and plan. While it may seem obvious that there are not that many job opportunities out there; there are always some jobs available. 'But I don't have the relevant skills' you reply. Then this is the opportunity to retrain and look for that new job.

Put together a plan of action.

* List what skills you have that are transferable.
* Gather information from employment centres, agencies, newspapers, job sites online, about what additional skills they are looking for that combined with what you already have makes you more easily employable, (or indispensable to your current employer)
* Take a course or courses to upskill.


Putting together your plan of action and up-skilling keeps you positive during a difficult time in your life.

Here is just a short list of some courses that will get you started on the road back to employment that are being run by providers listed with Courses.ie.

Interview soft skills
Computer Course
Security
Safety & Risk Management
Microsoft Office
First Aid
Languages
Customer Care
Buildings Energy Ratings Assessor
Tourism
Complementary Therapy

Monday, October 13, 2008

Who's afraid of the big bad web?

The web as we lay people know it has been with us for over 10 years now and this is still the early days of it.

It is a medium we really need to get a grasp on, especially if we are parents as the web has changed the way that our children and teenagers communicate.

We teach our children how best to protect themselves in the big wide world and we are comfortable doing so as in many ways we are passing on the wisdom we learnt from our parents and the world is a place we are familiar with.

The web is another matter. Both computers and the web are mediums that have developed relatively recently (apologies to Charles Babbage) and to access the web one must get to grips with a computer. Both of these are stumbling blocks to many parents who watch as their children zoom away on the information superhighway leaving their parents stranded.

To properly guide and protect our children we need to start learning about computers and the web. When you lay down your guidelines and rules children will respect them as they know you have taken the time to learn and use both mediums.

Learning about computers and the web can seem daunting at first because of the new words and language that is used. Once started it is not long before it will all just fall into place and not only are you learning and enjoying new skills but also giving your self esteem a wonderful boost.

The web is a fantastic resource and one that is growing daily and here to stay. It is the biggest library in the world and the main means by which we communicate and this form of communication is changing at a rapid pace offering more and more facilities.

The horror stories are few and far between thankfully. What is far more insidious is the level of bullying that is carried on, or the thoughtless uploading of camera phone pictures, and messages left on social networking sites.

Our children have to be taught to think very carefully before they upload that funny photo of Mary Jane slipping on a night out and landing in the lap of the lads. While it may have been funny at the time, snapped with a camera phone, uploaded and available to all to see. Shown to those that were not there, it looks like something else and now Mary Jane may become the target of some unsavory jokes, rude messages which ultimately rob her of her self esteem and leave her feeling defenceless and violated. Once put up on the web, other people can copy and send on, so you are left with little control.

The best protection we can give our children is to learn about computers and the web and let our children see the safety net we provide them as they explore the wonders of the cyber world. Ask questions about what they use the web for, listen and look at the sites they go to. Read articles and slowly become familiar with the jargon. You are not wasting time by sitting at a computer for a couple of hours surfing the net and looking at different sites, this is your learning curve and one worth taking when it allows us to talk confidently to our children about the pros and cons of the world wide web.

There is a terrific article well worth reading entitled 'who's afraid of the big bad web'. This article was published on the Australian newspaper site The Age. What makes this article different is that the author gives a run down on the most common sites used by children and teenagers today. A must for any parent!

"Kids are fearless and many parents are clueless when it comes to the internet."

But instead of being daunted, Ms Treyvaud says parents should draw on their wisdom and experience. "Rather than taking a gloom and doom approach to the internet, ask yourself, 'What can I do to help my children navigate it?'."


Go on, take the plunge, it is a world full of wonders and delight.

Useful links:

Webwise - information for parents and teachers

Mobile phones and safety - Advice on mobile phone bullying from Childline.

Take a course in your local library or night class from a number of providers all listed on Courses.ie

Wednesday, September 03, 2008

What to do when your horse has an accident

Your horse has banged his head in the horsebox and is bleeding profusely. Do you know what to do? Accidents happen, as the saying goes, but what happens straight after an accident is critical. When faced with an emergency, how should you react and what are the first steps you should take?

Firstly, don't panic. You need to assess the injury calmly and decide on the correct action to take, be it to start some kind of treatment yourself or to simply stabilise the situation until the vet arrives.


Joe Collins, MRCVS, from the veterinary department of UCD, is a member of the equine group of Veterinary Ireland. He says the most important message to get across to horse owners is that preventing injuries is infinitely better than treating them.

"A little bit of thought before you go to do something is the best to prevent a lot of accidents," he says.

"I've had to shoot multiple horses because they were loaded into horseboxes with rotten floors, bad ramps and holes where a horse's foot has slipped through.

"Too many accidents are preventable."
He advises owners to check horseboxes for signs of damage, particularly the floor and ramp, and boxes with gaps that a foal's foot could slip through.

"People can be very lax about what's lying around in the yard -- nails, forks etc," he says. "So, have a look around at the potential accident-causing objects."

Showjumping cups left in the uprights are often the cause of tear injuries to horses and ponies, he says, while using old tack is another area where accidents can happen.

Preventing accidents

"The tetanus vaccination is imperative because tetanus is much easier to prevent than treat. It is fatal for horses in most cases," says the vet.

The initial tetanus vaccine requires two injections four to six weeks apart, followed by an annual booster injection.

"It's an excellent vaccine that works very well compared to other horse vaccines, so owners should be using it."

So what are the most common injuries and what can you do while you wait for the vet to arrive?

Small puncture wounds, such as a nail in the foot, are commonplace and, although they may look harmless enough, can cause potentially disastrous effects.

When examining a nail in the foot, it is useful to draw two imaginary lines across the hoof. If the nail has pierced the first third nearest the heel, or the third nearest the toe, these are potentially less serious than if the nail has punctured the middle third.

Punctures to the centre of the hoof and frog area are most dangerous because of the vital structures located underneath: the navicular bone, deep digital flexor tendon and coffin joint.

"If the middle third of the foot is pierced, I would recommend leaving the nail in place until the vet arrives, because if you pull it out it can be almost impossible to find the spot again," says the vet.

If the horse has pierced a hind foot, he will rest the foot himself; even if the puncture is a forefoot, he will take the weight off himself.

The priority for a puncture wound to the foot is to make the hole bigger to allow drainage of the wound.

"Bacteria, particularly anaerobic ones such as tetanus, love deep wounds that seal up and allow infection to fester inside.

"The worst thing you could do would be take the nail out, let the hole close up, say the horse is fine and leave the wound susceptible to that type of infection," says Joe.

"In four days time you could have a disaster on your hands.

"An old teacher of mine used to say that 'the solution to pollution is dilution' and he was right."

He recommends opening up the hole and flushing the wound to reduce the level of infection. Even tap water will do to reduce the level of bacteria present.

Some owners may decide to call their farrier to deal with foot-related injuries and the vet says this makes sense in many cases.

"Your farrier is a very good option because he can open up the wound for you and they are usually excellent at working with feet. However, you will need the vet for injuries to the middle third of the foot, for tetanus shots and possibly sedation for younger animals," he adds.

Puncture wounds to other areas of the body, such as a blackthorn in the knee or fetlock joint or into the tendon sheath, should always be examined by a vet.

"They are potentially disastrous because infection can build up in the sealed synovial cavity and there is no drainage if the hole outside closes up."

However, the more visually dramatic wounds such as head injuries and flaps of skin torn away are often less problematic than you would first imagine.

Head injuries, in particular, can look terrible because the head has a very good blood supply.

"You might think your horse needs a blood transfusion because he has been bleeding profusely. In reality, horses only lose a small amount of blood and this can look worse because it gets diluted with water," says the vet.

"Something like 8pc of the horse's bodyweight is made up of blood so he has litres and litres of it."

Arterial blood will be bright red and spurt out under pressure as the heart pumps. A common site for this type of bleeding is on the side of the fetlock where there is an artery that is easily knocked.

Bleeding from a vein is slower and drips rather than spurts in a steady flow. It is darker in colour, dark red or purple to look at.

The first action to take for a wound that is pumping out blood is to stop the bleeding.

Unfortunately, we can't do to horses what is recommended for humans: to raise the bleeding part, so pressure is applied instead.

A clean pad should be applied to the wound and the area bandaged firmly to slow the flow of blood until your vet arrives.

"In most instances, the bleeding will have been beneficial in helping to flush out contamination before you apply a really clean bandage," he says.

However, even the ugliest of tears can heal quite easily with help from the vet. Colic is another fairly common occurrence with horses. Some 90pc of colic turns out to be spasmodic, which needs little treatment and passes with time.

Getting comfortable


While the traditional advice to owners has always been to prevent the horse from lying down and to keep the animal moving, Joe says some owners take this advice too far.

"I disagree somewhat with not letting animals lie down because I've gone out to yards where the horse is exhausted from being walked to an unreasonable extent," he says.

"I think it is perfectly reasonable to allow a horse to lie down and even roll occasionally, as long as he is not going to injure himself through rolling.

"The animal is only trying to get into a more comfortable position.

"With some young horses this means lying on their back with their legs in the air."

He compares mild colic to human bellyache, where the most comfortable thing to do is lie down on the sofa or bed until it passes.

"Some exercise and walking is okay, but certainly not to the point of exhaustion," he concludes.

A first aid box is always useful in an emergency and one should always be kept in the yard or brought along when travelling.

Clean bandages, gamgee tissue and a poultice are essential, while a bottle of sterile fluid for flushing wounds should also be kept.

"A hoof knife is another useful thing to have.

"You're not going to become a farrier but it can be handy for opening wounds in the hoof," says Joe.

He does not recommend stocking up on drugs because they are likely to go out of date by the time they are used and are then useless.

Over-zealous application of disinfectants can do more harm than good, he says.

"Very often chemicals are used too concentrated and while they may kill infection, they can also damage the tissue.

"Iodine diluted to the colour of weak tea is the most effective. Dilute it correctly and use copious amounts to flush out wounds," he recommends.

Just remember what the teacher said: the solution to pollution is dilution.

- Caitriona Murphy
Irish Independent

Wednesday, August 20, 2008

How to deal with an offer from the CAO if your child is away

As appeared in the Irish Times

THE IRISH Times helpline and podcasts have sought to answer all your many educational and college option questions. Our helplines are now closed, but the podcast is available on The Irish Times website at www.irishtimes.com, which covers many of the main questions which callers have been asking over recent days.
What to do if the CAO offer notice arrived at home on Monday and your son/daughter is abroad on holidays.
Your child has a personal access number to enable them to access their own individual CAO record and offer notice. The vast majority of applicants are accepting the places offered online, from wherever in the world they are.
More than 21,000 did so by lunchtime yesterday, so it very probable that they may have already logged on to the CAO website from their holiday destination, seen the offer/offers made to them, accepted a place online and are now back enjoying their holiday.
Unfortunately, given the number of distressed calls from parents, you may have no way of confirming this.
To reassure our many anxious callers, your son/daughter knows that the CAO was making its offers on Monday 18th August, so it is highly unlikely that you need to do anything at all with the written offer notice, unless your child has asked you by phone or text to do so.
If they have, you should have no difficulties dealing with it. The offer notice may contain an offer for both a level 8 higher degree programmes, and a level 7 ordinary degree/higher certificate course. You should go to the post office and post with whichever portion of the notice you wish to accept, on your son/daughter's behalf.
It is imperative that you are able to discuss this matter with your child before the weekend to ensure that the correct decision is communicated to the CAO. It must be with the CAO in Galway by 5.15pm next Tuesday evening. If it has not received it by that time it will lapse and cannot be recovered.
If you have access to your child's access codes to the offer on the CAO website, you can of course accept the place online on behalf of your child instead of making a paper return.
I have received an offer of my first choice on my course list from the CAO, but have decided that I now want to study my second preferences course. How can I do this?
You cannot be offered a course lower down your order of preference than the one you have currently been offered, so you will not be offered your second choice. The only way you can study a course other than the one you have currently been offered, is to check out the vacant places list on the CAO website at www.cao.ie .
These are courses that have not received sufficient applicants to fill the number of places on offer from the college in question. If, having studied the list, you find a course that you want to apply for, you should go into your record in the CAO website and place the new course above the course you have been offered in round one.
If this facility does not offer you a solution to your problem, your only option is to defer attending college for this year, and to reapply to the CAO again in January 2009, placing the course you now want at the top of your CAO application list.
How are places on the vacant places list allocated?
Colleges are now releasing back into the system any places for which they failed to find an applicant in the first round of the CAO offers. Theses places will be allocated according to the normal CAO rules, ie, that you have met the course entry requirements and are based on the points score of those seeking the vacant places.
If you have not secured a suitable offer to date, it is well worth while keeping an eye on the vacant place list. If you select a course that you want to apply for, amend your application record accordingly. The CAO will list these applicants in order of merit over the next few days and offer these places at the same time as round two offers, on Friday August 29th. After that date, vacant places will be filled on a first-come first-served basis for as long as there are applicants seeking places and colleges trying to fill courses.
I just missed out on my first choice course by five points. What chance do I have of getting my course in a later round, or is there anything else I can do?
The CAO will make a second round of offers to candidates on August 29th following the closing of first-round offers on August 26th. Any places not taken up in round one will be re-offered at that time.
If the course for which you were short five points falls into that category, you may be offered a place in round two at that time. The Irish Times will publish a special supplement on August 29th, with full details of all such points reductions.
If the round two offers do not bring you satisfaction, you still have one more option to consider.
You could submit a request by September 3rd to the State Examinations Commission to have one or more of your papers remarked, in the hope that you will be upgraded in one or more papers. More than 20 per cent of such remarked scripts were upgraded in 2007, so your chances are not negligible.

Monday, August 18, 2008

CAO Announce Course Places Today

On the day that the CAO announce the places being offered in the first round, the Irish Independent runs an article bemoaning the lack of students taking up certain courses leading to a glut of jobs available in the Computing, Construction and Engineering areas, it goes on to say;
Thousands of jobs 'lost' as courses snubbed
By Katherine Donnelly and John Walshe
Monday August 18 2008
THOUSANDS of highly paid jobs are going abegging because colleges can't get enough students for courses that are key to the country's economic future.
Major college courses -- offering a route to high-paid technology jobs -- are struggling to fill places, despite a record number of CAO offers today.
There is deepening concern about the poor uptake in science, engineering and technology -- all of which are regarded as a cornerstone for future growth.
Despite the economic downturn, there are 10,000 vacancies in the computing and the IT sector, and 5,000 jobs available in engineering.
A graphic example of the crisis was revealed last night showing that numbers graduating in computer applications from Dublin City University (DCU) dropped from 224 in 2005 to 70 this year.
Michael Ryan, who is Professor of Computing at DCU, said at a recent meeting organised by the college that there were twice as many potential employers as computing graduates.
He said skills shortages in computing were also underlined by the fact that 35pc of new staff in software companies in the Dublin area come from outside Ireland.
He said hard questions have to be asked about maths teaching in schools.
Today, 46,577 CAO applicants received an offer in the post -- up 3pc on last year, reflecting the bumper 68,112 applications for college entry.
Taking into account mature students and those who applied with a Further Education (FE) qualification, it brings to 52,631 the number receiving an offer.
There will be huge disappointment for almost 15,500 applicants who will get no offer at all today.
These will include many of the 5,000 who failed maths, ruling them out of most third-level courses.
Negative
A pass in maths at ordinary level is required for entry to most computing courses and the high 12.3pc fail rate is likely to have had a negative impact on numbers eligible for an offer.
The trend appears to be having a knock-on effect in the world of work as employers say that lucrative job positions are going unfilled.
But even starting salaries for engineers averaging €31,000 do not seem enough to tempt high-flying students.
Other pointers from CAO Round One include:
l Law has lost its some of its lustre, with a drop in applications contributing to a fall in points on many courses.
l Architecture and other construction or property-related courses have dropped points.
l The annual scramble for medicine keeps it top of the points table, and out of reach of most applicants.
l But other healthcare courses, such as physiotherapy and nursing, are down.
l Primary teaching is buoyant with an across-the-board rise in points.
l Points rose on about 250 Level 8, honours degree courses; dropped on 310; and remained the same on 90 others.
l At the Level 7/6 ordinary degree/higher certificate, more than half the courses dropped points, but more than one-third went up.
l Half of those receiving an offer at Level 8 got their first preference and 79pc their first, second or third choice, compared with 81pc and 96pc respectively at Level 7/6
In maths at higher level, a drop in top grades accompanied by a rise in fail rates reduced the pool eligible for a swathe of engineering courses, where a C3 at higher level is usually the minimum grade required.
Because of the failure to fill all their places, some third-level colleges are holding special maths entrance exams offering a second chance to students to gain entry to engineering and some technology programmes.
Poor
The disappointing results in maths, and in some cases the sciences, compounds a relatively poor uptake in these subjects in schools, particularly at higher level.
Engineers Ireland director general John Power said Education Minister Batt O'Keeffe must prioritise investment in key subjects such as maths and the sciences at primary and secondary level while also addressing third level.
He said engineering was the cornerstone of the Celtic Tiger and must be given priority to reinvigorate our economy again.
"It takes engineering and engineers to create the pitch for other professions, such as lawyers and accountants, to play on."
Overall, today's CAO statistics indicate an upward drift in qualification levels, as Level 8 courses continue to account for a bigger share of the offers. Proportionately more courses are being offered at Level 8, including some that have been upgraded from Level 7/6.
- Katherine Donnelly and John Walshe

Wednesday, July 16, 2008

Beauty Tips for The Big Day from The Make-Up Room


The Make-Up Room is one of Ireland's top training centres for those wishing to seek a career as a make-up artist in the TV, Film & Theatre world, or the Beauty industry. They have compiled a list of tips that will ensure you look your best on the big day and if you don't trust yourself to make you look your best, some of their expert artists could be yours for that special day!

A six-month countdown is recommended to make sure you look as radiant and healthy as possible on your wedding day, but brides who only have a few weeks to prepare can still see some stunning results.

Eating a balanced diet and exercising regularly are an essential part of the preparation.

Exercise will give your circulation a major boost and flush away the toxins that cause blemishes in the skin. Aim for 30 minutes of gentle exercise per day.

Eating plenty of fresh fruit and vegetables, drinking around eight glasses of water a day, reducing your alcohol consumption and cutting out smoking will help prevent your skin from looking dowdy and dull. Try to make sure you get a good night's sleep of about eight hours in the weeks or days before the wedding.

It's important to cleanse, tone and moisturise every day to get rid of any impurities. Facials are also recommended as long as you start having them regularly a few months before the wedding. Trying one a few days beforehand is a mistake, as it could lead to a blotchy face.

Getting your hair in shape is also important. According to the experts you should wash your hair whenever you feel you have to, usually every few days, and make sure it has a deep conditioning treatment about once a month.

Your feet and hands shouldn't be forgotten either. Beauticians suggest a manicure and pedicure at a beauty salon every few weeks before the wedding, which normally includes a foot massage to stimulate the skin. At home, you should moisturise your hands daily and soak your feet in warm water for about ten minutes, twice a week. This leaves your feet feeling very refreshed, particularly if you use some essential oils, such as peppermint. When it comes to nails, it's important to file them two or three times a week and maybe push the cuticles back while you're in the bath.

When it comes to choosing your make-up artist for the wedding, caution is advised. Anticipate being photographed and take into account the lighting. Outdoor wedding photos demand different makeup than indoor photos. A good MakeUp Artist will understand this and will be able to create a makeup that’s suitable.

Outdoor lighting is most flattering in late afternoon as the sun begins to set. If possible, avoid scheduling an outdoor wedding ceremony and photos for midday when the sun is directly overhead. This casts unwanted shadows on your face and is universally unflattering.

Be sure to carry your lipstick and lip liner with you for touch-ups after the ceremony and before the reception. It is also helpful to carry a pressed powder and small powder brush, your chief bridemaid can always carry these for you.

Finally, don't go to bed in your warpaint. If you don't clean if off at night you'll end up with stained pillow cases and a bad case of spots, which will eliminate all your hard work leading up to your big day and your honeymoon.


COUNTDOWN TO YOUR BIG DAY

Six Months To a Year Before the Wedding
Start researching and experimenting with different hair and makeup styles to create your individual wedding day look. If you plan on using a hair stylist, or makeup artist make an appointment for a trial and bring lots of pictures of looks you love. Agree on a style that you're sure matches your personality.

Eight Weeks Before the Big Day
Have microdermabrasion or glycolic peels once a month for two months prior, to give your skin a flawless, smooth surface for makeup and a rich glow. Set up a skin care routine to ensure that your skin will be looking its best for your wedding day.

A Month Before the Big Day
Exfoliate your body daily with a loofah and/or body scrub to maintain shiny, healthy skin all over (if you're going strapless, concentrate on your arms, shoulders, and back). For flaky lips, exfoliate by brushing them gently with a soft tooth brush.

One to Two Weeks Before the Big Day
See your hair stylist to get a final trim (remember, nothing drastic!) and consider adding some highlights. Perfectly placed highlights add an instant glow to your face.


On the Big Day
For the longest lasting lip color that won't move through all that kissing and smiling, apply foundation over lips. Then line with a lip liner, then apply lip color with a lip brush.

For strappy shoes that won't stay put, use wig tape (it's clear and very sticky) to the back part of the strap, adhering them to your foot.

To eliminate blinking in all your gorgeous wedding photos, use this tip: relax your eyes before the shot by looking down. Then, when the photographer says, "cheese", look up just as the picture is being taken.

To create a thinner line in your photos, angle your body slightly toward the camera. Never stand facing the camera straight on.

Whatever you do, enjoy your day and have fun!

Monday, July 14, 2008

Teaching an old sea dog new tricks

In today's Irish Times, Mary Russell writes,
LEARNING TO SAIL: Learning the language, refining the cut of your jib, knowing how to cast off and tie up - it's all part of joining the sailing set.

THE BEST PART - okay, one of them - was the point where Rathlin Island and the Mull of Kintyre faded into the darkening night and the lights of Larne and Belfast started to come on. Heading southwards for Howth across the surface of a black sea in the gallant Quetzal, we were not alone. Even without Larne and Belfast, though, there was the comfort of distant lights belonging to patient fishing boats, so still and unmoving that I had mistaken them for buoys.

In fact, I had already learned that you are never alone on a boat. On that earlier occasion, sailing between the Caribbean islands of Guadeloupe and Antigua, when I was the chief tea-maker, I had been surprised to find, while making the last cuppa, that the crew's requests had changed. One wanted tea with no sugar, another, sugar no milk. Yet another wanted coffee three sugars. Up until then, everyone had settled for the same or had politely taken what they'd been given. The skipper shrugged: "Now that we're home," he explained, "we don't have to get on with each other any more."
It was one of the best lessons I ever learned about sailing. As a survival tool, getting on with the rest of the crew is as important as a life belt.

I've always lived in awe of water. One of my books - The Blessings of a Good Thick Skirt - opens with a description of the shipwreck of Ann Davison who, in 1953, became the first woman to sail single-handed across the Atlantic using a frying pan and a wooden spoon to warn other ships, in fog, of the presence of her 23ft sloop.
Not a great swimmer and sometimes prone to seasickness, I have, nevertheless, always been drawn to water. As a child, I used to pedal from Ballycorus to do belly-flops in Dún Laoghaire Baths and then cycle back again, past the Silver Tassie and up the Bride's Glen. It was worth every push of the pedals. Now I live close to Dublin's Grand Canal which, when the sun shines on it, is like a golden road leading to the end of the earth.

Last year, kind friends invited me to sail with them around the Mediterranean. I travelled as a passive passenger, making jokes to cover my ignorance of all things marine, but vowing to do something about it. And I did. In May, I enrolled on a short sailing course with the Irish National Sailing School (INSS). Our instructor, not yet 20, had seawater in his veins and from him I learned how to tack and to reef - almost. I found I knew even less than I'd thought.

The vocabulary is all new. Why have I always thought that a sheet and a shroud are things to wrap yourself in, alive or dead? And words such as cringle and rubbing strake are great if you play Scrabble, but what do they actually mean?
"You've got to use the right words," Deirdre advised me. "It's no good saying the blue thingy or that round yoke behind you." Deirdre, my daughter, who I let sail off across the Atlantic at the age of 20, without any sailing experience or knowing if the boat was sea-worthy or the skipper trustworthy. Am I a bad mother or what? At the time, she wrote that when they were riding out a hurricane, she'd been a bit concerned: "There was nothing between us and the ocean except a plank of wood."

Now that I've grown up a bit, she can tell me those sort of things knowing I won't freak out, and indeed, when I got back from a recent voyage to Scotland, we Skyped together, talking anchors, tell-tales and genoas for over two hours. She'd been nervous that first time, sailing out of Plymouth Harbour. "I could die here," she'd said to herself; then she looked at the skipper, who was sitting back smoking a cigar, and knew it was going to work out.

She's right about the vocabulary so from now on it's fore, aft, companionway and stowage. And if you want to get in contact with a nearby boat, you shout out, ahoy! Which I always thought was something people only said in the Beano and the Dandy. Above all, it's heads and not lavatory, but don't get me going on this last point, for it's not a simple matter of pulling a chain. You have to open this valve, close that one, do the business and in the right order or we're up shit creek without a paddle and I'm not kidding.

There are three ways to learn how to sail. One is to build up years of experience so I'll have to pass on that one, this being 2008 and I only began in 2007. Two is to go on a course and three is to accept offers to come on board from generous boat owners. Two is simple enough: find the cash and the time and you'll learn a lot and have fun as well. Three is marvellous, as experienced sailors, which boat-owners usually are, can teach you a lot and always seem willing to do so.

The thing to do is revert to being an importunate seven-year-old and ask any number of questions, but choose your moment. Don't ask about wind direction or tidal streams in rough seas just as the boat is heeling at a particularly interesting angle and the skipper is about to reef the mainsail. "But go ahead and ask," says Deirdre. "Some people love rambling on about boats and you often get a good discussion going about what's the best way to do things."

Books are handy sources of information too. The best are those with coloured illustrations. I got six out of the library yesterday and I'm also halfway through Theo Dorgan's marvellous Sailing for Home (Penguin), which chronicles his time spent crewing from Antigua to Kinsale. Although I'm never one to write in books, this one is full of words such as clew and cruising chute, which I've underlined to look up.

The thing is that experienced sailors can't always plumb the depths of the rookie's ignorance. On one voyage, I was told to take off the handle of the winch but though I tugged and pulled, nothing happened. I hadn't understood that all you have to do is press the little release button.

Though there's no substitute for the real thing, I've rigged up a rope in my kitchen to practise my round turn and two half hitches. There's also a website which shows you how to do knots, which is quite helpful for someone like me who is ambidextrous.
And what about sea-sickness? On a recent trip from Malahide up to Ardnamurchan at the southern tip of the Hebrides, Scotland, there was one too many of those moments when the prow of the boat rises to hang in the air, trembling slightly for an eternal moment before thudding downwards, leaving my stomach behind and my brain nauseous to the point of stupification. I devised plan A, which was that I would jump ship when we pulled in to fuel in Bangor, where, right on the harbour, would be this mirage - a silvery pink flashing neon sign saying B&B. There I would spend the night in an unmoving bed before getting the bus to Belfast and the train to Dublin, so I'd be home by tea time. Plan B was simply to die. Plan C - as decreed by the captain and the rest of the crew - was to thwart this hare-brained scheme and press on to our final port - the moonlit Scottish island of Gigha, into which we sailed calmly and at peace with the sea.

But mal de mer can't be ignored. Many people are never troubled by it but if you are, get a good strong prescription from your doctor. It'll make you sleepy so you have the choice: queasy or drowsy? Ginger is good too and after a while I found myself dispensing with the niceties of making ginger tea and simply chewing it raw. Other strategies are to either sleep as much as you can or sit on deck in the fresh air. Spike Milligan's cure for sea-sickness - go and sit quietly under a tree - is invaluable but impractical, so here's one I invented myself.

When in the heads, retching into the lavatory pan, I knelt in order not to throw up on the floor of the graceful Quetzal who was, after all, on her maiden voyage - and as the boat lurched unexpectedly to starboard (or was it to port?) the lid of the lav cracked down on my head in a sort of Laurel and Hardy way. " Ah well, that'll have cured your sea-sickness anyway, " said captain John, in that companionable way sailors have.

Living on a boat is a close-quarters thing. Everyone hears what you're doing in the heads and everyone but everyone will rush to assure you that you snore - which is funny because I always thought it was them. Then there's sailing protocol: never leave clothes flapping on handrails when the boat is under sail. Skinny-dipping is fine out at sea but not where you might frighten the horses. Don't finish someone else's crossword or, worse, their sudoku, and if you're hot-bedding, don't mistakenly get into bed with the captain's mate or indeed the captain: clamber over them instead to your own space.

Safety is paramount: if you want thrills, go to YouTube and key in "boat" and "capsize". And if you're nervous, just remember that boats are designed to heel over - it's what they do.

Finally, if you're lucky - as I was - there'll come the moment you've been waiting for when you feel the helm linking you to the surge of the sea. The jib fills with wind, the boat curves sweetly into the water, taking on the shape of a wave, and you can hear someone in the galley below putting on the kettle for tea.
Mary Russell sailed with John McSweeney and crew on his boat, Quetzal, from Malahide to Ardnamurchan, Scotland, which gave the Quetzal the traditional right to sport a bunch of heather on her prow

Tuesday, July 01, 2008

French man with two asses surprises Swedish officials

I saw this story in an online newspaper from Sweden, thelocal.se and thought I would just pass it on. The picture reminded me of old postcards from Ireland. It is a charming tale, and I thought how much I would just love to sit down and chat to this man about everything he has seen and learnt...in particular his parting quote is a maximum I could live by...what about you?

Customs officials in Gothenburg were at a loss as to how to deal with Jacques Abdelaziz and his two four-legged pack animals when the trio wandered off a ferry boat from Denmark on Sunday afternoon.Abdelaziz, who hails from Brittany in northwestern France, has been wandering around Europe for the past two months with his two donkeys, Nounou and Toutoune, according to the Göteborg-Posten (GP) newspaper.


And the journey had been going smoothly, if not slowly, until the pilgrims landed on Swedish shores, whereupon they were met by requests for permits and paperwork.

“I had thought about just going to Stockholm and then heading back but now I’m not sure what’s going to happen. All they care about are documents,” Abdelaziz said to GP as he nodded toward the customs checkpoint.

While customs officials weren’t unsympathetic to the Frenchman’s plight, they explained that he lacked important documents required by Sweden’s Board of Agriculture, including a veterinary examination costing €250 ($395), a sum which Abdelaziz wasn’t prepared to pay.

The whole incident left the animal’s owner feeling frustrated, regretting his decision to come to Sweden.

“If the boat had still been here I would have probably gone back to Denmark at once,” he said.

After much deliberating, port officials remained stumped as to the precise set of rules governing the temporary import of two asses to Sweden from another EU member state.

“Who was it who said that we had common EU rules?” said one, according to GP.

“Where are the voluntary powers in society which can arrange a roof over one’s head and a spot of grass?” asked another.

Finally, harbour personnel decided to take up a collection to pay for the donkeys' veterinary examination in hopes that the wandering Frenchman would overlook the bureaucratic snafu.

“We couldn’t just send him back to Denmark. It’s actually a little shameful, there’s nothing human behind this. That’s just the way it is when everything hinges on a bunch of paper,” said a harbour worker who wished to remain anonymous.

The vet arrived, Nounou and Toutoune passed with flying colours, the trio was once again on its way.

By Monday Abdelaziz was heading east towards Borås, traveling about 30 kilometres a day.

“Every day I start a new life,” he quipped to GP.

David Landes (david.landes@thelocal.se/+46 8 656 6518)

Thursday, June 26, 2008

Exploring horse welfare in Ireland

This article struck a note with me especially as I am surrounded by horses and we have recently lost my son's first horse who sadly had to be put down as he as in increased pain.

It is so important that we look after these wonderful creatures who are so giving, loving, affectionate, playful, and downright stunning.

The Irish Times in conjunction with UCD state;

Conditions for horses at unregulated gatherings, including fairs and races, and the treatment of horses towards the end of their productive life, may pose the highest risks to horse welfare in Ireland, according to a new study.

The findings are part of the mid-term results from a review of horse welfare in Ireland from 2007-2009 that were presented at a seminar in University College Dublin last week. The review by researchers at University College Dublin explores horse welfare in Ireland in light of recent and proposed legislative changes.

“The imposition of regulations was considered by respondents as the most likely effective method of improving horse welfare, followed by information and education campaigns and fiscal measures,” says Joe Collins, from the UCD School of Agriculture, Food Science and Veterinary Medicine, who is conducting the report.

“Over the past 12 months, we have seen the publication of several statutory instruments which strengthen the requirement for owners and keepers of horses to acquire and carry documentation for them, and bring horses within the scope of legislation designed to protect ‘farmed animals’,” he says.

“In 2009, an EU Regulation will be introduced which will make it a requirement for all horses to be identified in a permanent fashion - probably by microchip. And a current Animal health and Welfare Bill is being drafted to replace legislation which dates back as far as 1911.”

According to Collins, the Irish people have an unsurpassed tradition of horsemanship, with many people owning, breeding or keeping horses out of a genuine pleasure for their company.

“Many people ride, lead or drive. And many others take great pleasure at one step removed by attending, or by simply watching equestrian events on the television. But do we always pay due heed to the care of the animals which are integral to this sport and industry of ours?” he asks.

This study addresses this question and investigates what we mean by animal welfare: what is considered to be ‘good’ rather than ‘poor’ equine welfare. It also examines the appropriate standards that should apply to horse husbandry and the duty of care owed to horses.

“The opinions of forty-four informed experts from equestrian associations, government, equine industries and welfare charities were canvassed for the report,” says Collins. “And they highlighted what they considered to be the most significant horse welfare issues in Ireland today.”

“They also expressed their opinions on what motivates people to compromise horse welfare, and how solutions could be developed to improve current standards.”

Collins hopes that the final report, once complete, will lead to a consideration of policy and practical remedies for selected horse welfare issues in Ireland.


This report is set against a background of increasing production of horses, high profile sales and athletic performances within some sectors of the equine industries but a growing unease amongst organisations active in animal welfare, rescue and re-homing. The question to be addressed is whether the health and welfare of the horses which comprise the raw material for the industry are being adequately safeguarded.

The first objective of this project is to profile the equine industries, where the horses are, and what roles they fulfil. The second objective is to assess the common perceptions of equine welfare across these equine industry sectors and heighten awareness of the importance of this topic. The third objective is to conduct a review of the actual welfare issues that exist currently in the Irish horse population.

The report is sponsored by the International League for the Protection of Horses.

Wednesday, June 11, 2008

Writing is on the wall for spelling

In the Education section of today's Irish Independent

If you are a fuddy-duddy traditionalist, upset that 'doughnut' is now commonly spelled as 'donut' by young whipper-snappers, then look away now.
Standardised spelling, if such a thing ever existed, seems to be in decline in Irish schools and colleges. And some people want to dump old-fashioned English spelling completely.

Martin O'Grady, lecturer in psychology at Tralee Institute of Technology, says the standard of spelling and grammar of Irish students at third-level colleges now leaves a lot to be desired.
Recently he has come across students referring to corporal punishment as 'corporate punishment', bonfire as a 'bombfire', and many students don't know the difference between 'their' and 'there'.

Last year the Department of Education's chief examiner lamented the disintegration of basic grammar and spelling skills on display in Junior Cert English papers.
Recent surveys in Britain suggest that around half of adults are unable to spell commonly-used words such as 'embarrassed', 'liaison' or 'millennium'.
More than a quarter of those surveyed struggled to spell 'definitely', 'accidentally' and 'separate'. One in three was not confident enough to fill in an application form without resorting to a dictionary or spell-checker.

There is no reason to suggest that we are any more literate here.
So, is it time to make spelling simpler? Should the English and Irish simply follow the example of Portugal, which recently simplified its spelling system.

Back in the 19th century, an American dictionary compiler, Noah Webster, set out to simplify the spelling of certain English words. His revisions led to American spellings such as 'color', 'center', 'favor', and 'traveler'.

Now there is more talk of reforming the complicated spelling system of the English language. This time, the reformers are mostly English.
A group of teachers and scholars has called for an end to difficult spellings such as 'receipt', 'through', 'cough' and 'scissors'.

The Spelling Society estimates that €25m is wasted every year in Britain teaching archaic 15th century spellings to 21st century schoolchildren.
Dr John Gledhill, secretary of the Spelling Society, told The Guardian: "If we simplified many of the difficult current English spellings by letting them follow basic English spelling rules, the English language would not change in any way, but English spelling would become easier to learn and easier to teach.
"More people would become literate and confident about writing, and children would have more time to learn many other useful things -- and to play.''

The Spelling Society is merely following the example of the Irish playwright, George Bernard Shaw, who claimed that the retention of archaic English spellings was merely a wicked plot to keep the poor illiterate. Shaw highlighted the absurdities of English spelling by explaining how the made-up word "ghoti'' should be pronounced "fish''. Why "fish''?
- The "gh'' as in laugh,
- The "o'' as in women,
- The "ti'' as in motion.
The Dubliner left £1m and the royalties from his plays to the cause of rationalising English spelling, but somehow his new alphabet (or alfabet) never caught on.

Shaw was also dismissive of those who insisted on proper punctuation. Referring to the use of apostrophes, he said there was "not the faintest reason for persisting in the ugly and silly trick of peppering pages with these uncouth bacilli''.

Textspeak is commonly blamed for a perceived decline in standards of spelling and grammar among youngsters. The Chief Examiner's report for Junior Cert English, published last year, said: "The emergence of the mobile phone and the rise of text messaging as a popular means of communication would appear to have impacted on standards of writing as evidenced in the responses of candidates."

The Chief Examiner argued that textspeak was causing Junior Cert pupils to become "unduly reliant" on short sentences, simple tenses and a limited vocabulary.
He said text-messaging posed a "threat to traditional conventions in writing" because of its use of phonetic spelling and lack of punctuation.
The harrumphing BBC presenter John Humphrys was more blunt in his denunciation of text messagers, describing them as "vandals who are doing to our language what Genghis Khan did to his neighbours 800 years ago''.

Text messaging may be an easy target, but recent research suggests that it may actually improve literacy rather than reduce it.

In a study for the British Journal of Developmental Psychology, researchers at Coventry University found that 12-year-olds who used textspeak improved their "word reading, vocabulary and phonological awareness''.
There may be much hand-wringing about spelling and grammar, but John White, General Secretary of ASTI, says there is no such thing as standardised English spelling.
"English spelling is changing all the time. The spelling of words is quite different now to what it was during the time of Shakespeare and Jonathan Swift. There has been a big scare about text messaging, but the important thing is that language is appropriate for the setting.
"You would not use legal language in a love letter, and text language may not be appropriate for certain types of writing, but that does not mean that it is wrong.''
John White, a former English teacher, says it should be acknowledged that the way we spell words changes. But he says any attempt to reform the current spelling system would be doomed to failure.

Sean Byrne, lecturer in Economics at Dublin Institute of Technology, says the major problem is not poor spelling.
"Many students do not know how to express themselves clearly. Pupils at second level seem to spend to less time writing essays and reading.
"Instead they are giving factual answers to questions in exams. That is regrettable, because good writing is a skill that is needed in most workplaces.''
- Kim Bielenberg


Monday, June 09, 2008

Learning to Drive

We dream of getting behind the wheel of our parent's car. Independence! Music at a volume WE love! Picking up our friends and heading out to have fun and enjoy ourselves. Ah, yes.....that was my dream. It is fast starting over again as my son is learning to drive and thinks my car is just there waiting for him to come in and take it!

I love driving, always have done. I de-stress (yes,I did say that.) but only when I leave the streets of Dublin behind me. I love getting out onto country roads with my window open, wind in my face and music either gently playing or the sounds of Meatloaf ringing in my ear, '....you took the words right out of my mouth..'

I have passed on my love of driving to my son along with the lessons my Dad taught me as he took me out for my first driving lessons way back when...!

Driving today is a different ball game and while teaching my son I found myself looking through the eyes of a learner driver which was an education to me.

I am passing on some great hints, tips and advice that I have sourced that I hope will be of some help and have you driving safely in no time at all.

As a learner driver using a car on public roads you must:

  • Be at least 17 years old.
  • Hold a provisional licence (a category B licence with a vehicle which does not exceed 3,500kg and having passenger accommodation for not more than 8 persons.
  • While on a first provisional licence you must be accompanied by a qualified driver at all times. If you hold a second provisional licence, at present the law allows you to drive unaccompanied. For the third and subsequent provisional licences you must revert back to being accompanied by a qualified driver. A qualified driver is a person who holds a full licence in the vehicle category being driven by the provisional licence holder.
  • Have at least the basic minimum insurance cover.
  • Ensure that the car is in a roadworthy condition, taxed and if the car is over four years old has a current NCT certificate.
  • Display L-plates on the front and rear of the car. (Recommended positions are (a) top of the windscreen on the passenger side and (b) on the top of the driver’s side of the rear window).
  • Not drive on the motorways.

Provisional Licence

Car drivers (category B) with a provisional licence must be accompanied at all times by, and under the supervision of, a person with a current full driving licence to drive a car. (The only exception to this, is where the driver holds a second provisonal driving licence to drive a car).

Motorcyclists (category A, A1 or M) and work vehicle drivers (category W) with provisional licences, don't have to be accompanied when driving. (In other words, you don't need to have a fully qualified driver accompany you).

All other drivers with provisional licences must be accompanied by and under the supervison of someone with a current full driving licence for the relevant vehicle category.

All provisional licence holders, must display L-plates to the front and rear of the vehicle they are driving at all times.

If you hold a provisonal driving licence, you can't drive a vehicle drawing a trailer, drive on a motorway, act as an accompanying driver or carry other people for reward.

Since the commencement of the Driver Theory Testing Service on 11 June 2001, a theory test certificate must be obtained before a first provisional licence is granted. You may not apply for a third provisional licence unless you can provide evidence that you have (a) undergone a driving test in the two-year period prior to the application or (b) evidence of a forthcoming test date. A two year provisional licence will be granted if you provide evidence you have undergone a driving test, and a one year provisional licence will be granted if you submit evidence of a forthcoming test date.

If your provisional driving licence expired 5 years ago, then you must undergo a Driver Theory test before a new provisional licence can be issued.

Courtesy of the Department of Transport www.transport.ie

The Theory Test

Sample questions can be found on Irish Motoring.ie for;

Cars

Bikes

HGV

Bus

Passing the driving test

One of the main aims of this website is to help the learner driver prepare for the Department of transport driving test so that he or she will be both proficient and confident when the time comes to actually take it.

Driver testing in Ireland is carried out directly by the Department of Transport to a standard that complies with the EU Directive on Driving Licenses. There are 54 test centers throughout the country with waiting times ranging from 20 to 55 weeks depending on the area you choose.

A driving test is a compulsory requirement for motorists who have been issued with two 2-year provisional driving licences. It's important to be aware that you may not apply for a third or subsequent provisional licence for any category of vehicle unless you undergo a driving test. The waiting times vary from county to county; so it is advisable to apply for a test about 10 months before your second provisional licence is due to expire. It is a set standard test and all test centers use the same testing procedures.

A driving test is designed to determine that you:

  1. Know the rules of the road

  2. Possess the knowledge and skill to drive competently in accordance with those rules

  3. Drive with proper regard for the safety and convenience of other road users

Prior to your driving test you should study the Rules of the Road to refresh your memory. It is also a good idea to practice as much driving as possible on all types of roads and in all types of traffic situations. This will help to improve your driving techniques and build your confidence.

On the day of your test, give yourself plenty of time to arrive at the test centre with a few minutes to spare. When your name is called and you are brought into the examination room, your test officially begins.

Driving test examiner:

Driver examiners want learner drivers to show that they know the rules of the road, have reasonable control of the car, and can follow the correct procedures when carrying out basic manoeuvres such as turns, lane changes and parking. They do not expect a perfect performance, and they know that a beginner will be nervous, but they do expect you to be able to read the road environment (signs, signals, junctions etc).

The Driving Test:

The test will be straightforward and the examiner will not try to trick you and contrary to popular belief has no quota for passing or failing. Do not waste your time or the examiners time by not preparing properly for the test. Contact a reputable driving school and take a pre-test driving lesson. You may have to take a couple of these as any bad habits you have developed will have to be worked on. On your pre-test your instructor will take you around the various routes as well give instruction and advice on how best to sit and pass the test. After your lessons if you wish to further prepare, down load the sample driving test routes on www.irishmotoring.ie . These routes will help you become even more familiar with the town and it's surrounding and will help gain further confidence in your own abilities.


On a typical test route will be expected to complete some the following manoeuvres:

  • moving off

  • driving in traffic

  • stopping

  • reversing round a corner

  • turning about to face in the opposite direction

  • starting on a hill

  • parking

Aspects of your driving assessed will include:

  • road positioning

  • overtaking and passing

  • anticipation and observation

  • use of mirrors and signals

  • progress

  • speed

  • compliance with traffic lights, road signs and markings

  • Use of the vehicle controls (accelerator, clutch, gears, brakes and steering)

  • Use of secondary controls such as wipers, demisters, etc

Quite often you will have to turn right/left at a busy crossroad or at a junction controlled by traffic lights. Somewhere on the route you will be asked to turn the car in the road (turn about) reverse round a corner.

Drive in a common sense manner at a reasonable speed, and do not carry caution to a ridiculous length. In built up areas a speed limit of 50km/h applies , and if you enter an area with a different speed limit increase or decrease your speed accordingly. Do not exceed the speed limit or you will certainly fail.

Some of the more common causes of failure are listed below. These should help you to recognize the things the examiner watches for. If you drive in a manner that demonstrates to the examiner you are safe, know the correct driving methods and can drive in accordance with the rules of the road you should pass your test.

Some common causes for failing the test:

The following are the most common faults which give rise to candidates failing the driving test:

  • inadequate observation moving off, at junctions, at roundabouts and when changing lanes

  • failure to anticipate the actions of other drivers

  • Incorrect road position on the straight, on bends, turning left, turning right, at roundabouts, and when overtaking

  • inadequate progress at junctions, roundabouts, on the straight, and when overtaking

  • incorrect or inadequate use of mirrors and signals

  • non-compliance with traffic controls, e.g. road signs and markings and traffic lights

  • incorrect inadequate or inappropriate use of vehicle controls, including gears, clutch; accelerator, steering, handbrake, footbrake, and secondary controls

  • excessive speed for the road or traffic conditions

  • failure to yield the right of way to others

  • lack of competence in the reverse and turnabout maneuvers

Test Results

If you pass:

You will receive a certificate of competency to drive. This enables you to apply to your local Motor Taxation Office for a full driving licence. The certificate is valid for two years. You should take out a full licence within that period or you will be obliged to pass the driving test again in order to obtain a full licence.

Remember, passing the driving test is not the end of the learning process; so continue to drive carefully and build up your experience in different traffic, weather, lighting and road conditions.

If you fail:

You will receive a detailed report on the faults which occurred during the test. Pay particular attention to these when preparing for your next test without, of course, neglecting other aspects of your driving.

A person aggrieved by a decision of a driving test may appeal to the appropriate District Court under Section 33 of the Road Traffic Act, 1961. The District Court may either refuse the appeal or if satisfied that the test was not properly conducted, direct that the applicant be given a further test without payment of another fee.


The proper preparation will be evident during your test and your examiner will recognize someone who has or has not prepared properly after just a few minutes. Do not worry about being nervous examiners can usually differentiate between mistakes due to examination nerves and mistakes due to incompetence; a few minors errors caused by nervousness will not cause you to fail. Take the time to examine the driving test score card as this will give you an indication of the various maneuvers and possible problem areas you should work on.


Remember, the Irish Driving test only covers basic driving situations. Passing it does not make a driver safer or competent in dealing with all the different driving situations he or she will meet in a lifetime of driving.

Courtesy of the Dept of Transport www.transport.ie

Friday, June 06, 2008

Education Enterprise Entrepreneurship

From the Irish Entrepreneur

Minister's for education and enterprise come together with industry leaders for the first time to talk exclusively to Irish entrepreneur about the role of eduction and enterprise in further developing entrepreneurship in ireland.


The attainment of a high level of churn in Ireland’s exporting sector has been cited as a good barometer of our ability to move up the value chain at the foreign direct investment level.

Our educational system has contributed greatly to Ireland’s success in attracting higher quality multinational technologies and jobs. Will it now play a similar or even greater role in the development of our entrepreneurial sector? Dympna O’Callaghan places this question centre stage and examines the role of education in stimulating and developing an entrepreneurial culture, mindset and skills.

Entrepreneurship has come of age in Ireland. It is now the subject of editorial comment in the New York Times which cites entrepreneurs as ranking just below rock stars in popularity! True, we are witnessing a culture shift in our perception of entrepreneurship as a way of life. Is this something new? Perhaps not if your forefathers were business people and grafted a living from self-owned businesses. Perhaps they too were risk takers, innovators, alert to and exploiting opportunities, possessing all the attributes of an entrepreneur such as need for achievement, locus of control and desire for independence.

The difference today is that business start-ups operate in a much more dynamic and competitive environment. While a high percentage operate on the domestic market, the truly sustainable have international market aspirations and technologies that go beyond the ‘me too’ scenario. These entrepreneurs’ capabilities have been shaped by education. It is no surprise therefore, that, in a drive to transform this economy into an entrepreneurial one, the development of an educational system to support start-up undertakings is regarded as paramount to Ireland attaining its goal of becoming one of the most entrepreneurial in the world.

THINKING SKILLS

Where does or should this educational process begin?
Mary Hanafin T.D., Minister for Education and Science believes that education for enterprise revolves around the type of active learning which now permeates throughout our educational system at all levels - primary, secondary and third level.

“Education today is about encouraging higher order thinking skills and equipping students with the ability to analyse and absorb. A curriculum should enable students to gain experience in a wide range of programmes, technologies, languages and assessment methods. While there is no special subject called entrepreneurship in our early stage curriculum, education is about giving skills, not subjects, and once these skills are acquired, students will know how to use them.”

ENTERPRISE INITIATIVES

Citing enterprise education initiatives such as Junior Achievement, Transition year, Leaving Certificate Applied (LCA) Enterprise modules, Leaving Certificate Vocational Programme (LCVP) Enterprise Education Link modules and the Exploring Enterprise initiative - recently launched by the City and County Enterprise Boards and the Second Level Support Service (SLSS) of the Department of Education – as being designed to give students practical experience in the elements and practicalities of setting up a business, the Minister emphasises that the skill of teaching entrepreneurship has also been catered for with the incorporation of a DVD (within Exploring Enterprise) of eight case studies on entrepreneurship to act as a ‘Teacher Resource Book’.

“There is evidence that enterprise has caught the imagination of our second level students,” adds the Minister. “Almost 40% of Leaving Certificate students now take a business option while 28,000 students take enterprise education as part of the LCVP, and twenty-seven thousand opt for Transition year. The curve will move upwards with more schools being encouraged to offer Transition year. I am also awaiting a response to my proposal for developing a short course on enterprise for delivery to fifth year students as I feel this might speed up the process of bringing enterprise to an even wider audience.”

A lot is also being done to encourage entrepreneurial thinking in disadvantaged areas too, particularly through the Schools’ Business Partnership Programme. “This is a very useful initiative as it links employees in some of our major companies with pupils and teachers; advantages flow in both directions,” says the Minister.

FOSTERING COMMERCIALISATION

The value of teamwork across disciplines at all levels in the education system enables students to cross fertilise ideas and technologies. The fact that the patents office now attends the BT Young Scientist of the Year competition is evidence that the youth of today are developing patentable technologies; this augurs well for future entrepreneurial flow.

A key priority for the Government is to develop links between researchers in third level Colleges and Institute of Technology with industry. “The benefits to the economy of doing so are immense,” adds Minister Hanafin. “This is why we have invested €230 million in the Programme for Research in Third-Level Institutions. We need to encourage the move from researcher to entrepreneur and to equip researchers with the skills to commercialise their research. We need to facilitate their stepping from the world of academia to entrepreneurship.”

And, much is being done is this regard. A quick read through the Forfás report ‘Towards Developing an Entrepreneurship Policy for Ireland’ highlights the many initiatives introduced by third level colleges in the area of enterprise education. It cites the fact that we now have four professors of entrepreneurship in UCD, DCU, UCC and UL; 77 undergraduate and eleven postgraduate courses available; centres of enterprise/innovation and incubators in all third level campuses; an Enterprise Platform Programme run by all Institutes of Technology with support from Enterprise Ireland; Technology Transfer offices facilitating the commercialisation of research into new ventures and an exhaustive range of Enterprise Awards and campus enterprise programmes.

This activity, whilst doing great work, lacks cohesion according to the Forfás report which also calls on educators to introduce entrepreneurship to the curriculum of all students, business and non-business alike. This, it says, will lead to ‘a culture of entrepreneurship and develop entrepreneurial mindsets’ at all levels on campus. It will instill confidence, develop skills and cultivate an environment for creativity mixed with learning.

CULTIVATING A NEW MINDSET

If we are to use education to its best advantage in our entrepreneurship quest it has to lead to the development of entrepreneurial mindsets, a goal which the European Commission is clearly focused on. Education will play a key role in this regard, according to Paula Fitzsimons, co-author of the annual GEM, Irish report. “Many good things are being done in the educational system at the moment; what is lacking is a policy to pull it all together and guide all stakeholders involved in its implementation; a clear direction to shareholders and policy makers to deliver strategy. While we are developing a culture of entrepreneurship in Ireland, we still need to focus on creating the right mindsets, stimulating individual thinking and creativity; the softer sides of entrepreneurship.

“We also have to measure and absorb the effectiveness of what we are doing. We need to have total regard for the value of education; you will find a very clear correlation between education at all levels and entrepreneurship activity, particularly amongst women – as women become more educated, they also become more entrepreneurial. We need to do more to kick start this; to make it happen. Mindset and skills development are paramount.”

Fitzsimons believes the time is right for Ireland to make a concerted effort to fly the entrepreneurial flag. “The demographics are just right for entrepreneurship; our population is growing with a large proportion in the appropriate age group, between twenties and forties. Entrepreneurship has gone up the Government agenda; its importance to the economy is now recognised; the time is perfect for a coherent policy which incorporates an educational strategy,” adds Fitzsimons.

STRATEGY FOR CHANGE

Any future strategy on entrepreneurship will take note of recommendations made by the European Commission in its Oslo Agenda for Entrepreneurial Education in Europe which presented a menu of proposals for adoption by Member States engaged in promoting entrepreneurship in education. The Forfás report takes this into account particularly areas such as: ‘the need for political support for entrepreneurship education at the highest level; the need to integrate entrepreneurship programmes in all schools’ curricula; use of practical teaching tools; adoption of innovate methods to train teachers of entrepreneurship; associate students to real companies and to business people; offer entrepreneurial education to disadvantaged people and most importantly, encourage students, graduates and researchers with commercially viable business ideas to develop them into companies.’

BRINGING RESEARCH TO LIFE

At this stage Colleges and Institutes of Technology throughout Ireland don’t need to be prompted by the Oslo Agenda to understand the value of research commercialisation. Take NUIG for example. Its Director of Technology Transfer, Daniel O’Mahony knows his clear remit is “to identify and protect intellectual property (IP) developed and researched in NUIG. With a PhD in Bio Chemistry, a Business Degree in Technology Management and industry experience through time spent with Elan, in management consultancy and venture capital structuring, O’Mahony is well placed to promote the IP assets of the College.

Since 2005, and with a new team experienced in this realm, he has been busy commercialising technology in 2007 and has seen the number of patent applications increase from 3 to 30, 2006 on 2007 with a similar increase in the number of licenses agreed. “In the past ten years, we may have structured two license agreements, whereas in 2007, we had 24, with four stand-alone start-ups established,” he explains.

“It’s all to do with having the right team in place,” he adds. “You need people who are skilled in understanding key research projects and are dedicated to the cause of promoting research yet retain its value for the College. Many researchers don’t want to leave College so you have to identify an external management team who can lead a start-up to commericalise the research and make it work. In some instances, the researcher will be retained as scientific advisor to the start-up; that’s the key link between education and enterprise.”

Entrepreneurship education is now included in Masters and PhD programmes at NUIG so that researchers at that level spend time exposed to an entrepreneurial curriculum and can also collaborate with colleagues in other Colleges, including TCD and UCC.

“While PhD or Post Doctoral researchers are great at developing technology, some just don’t know what’s required to transfer their IP to the start-up arena; they benefit therefore from short courses on business topics such as finance, law, business negotiation, marketing and license agreements. That’s where our Campus Company Development Programme helps and it’s paying dividends: we now have fifteen people across the College exposed to campus company development. Some will progress to enterprise development, others with license on,” adds O’Mahony.

With significant projects in regenerative medicine and expertise building in its Digital Enterprise Research Institute, NUIG is building up an international reputation for developing leading edge technologies in stem cells and semantic web technologies.

LEARNING BY DOING

Enterprise Ireland is well versed in the practicalities of bringing a new business to life; its very successful four-year long Enterprise Platform Programme (EPP) was specifically designed to take entrepreneurs through all stages of business establishment.

“Traditionally, a lot of HPSUs over the years have been started by people in industry, quite a number from multi-nationals. These companies do well if the senior management team is experienced and ready to go. Some, however, may be good on technology but weak in general business and need to bring themselves up to speed; in this instance EPP is useful, it’s learning by doing,” says Michael Brougham, manager, Enterprise Preparation, Entrepreneurship and Regional Development Division, Enterprise Ireland. “From 2003 – 2006, sixty HPSUs or 20% of our top line target emanated from this programme; it’s a programme that’s proving its worth,” says Brougham.

Despite the fact that the EPP is answering a key need at business development level, Brougham feels it would be most beneficial to have enterprise modules in all third level colleges as mandatory, rather than optional. “We’d also be interested in seeing more people from PhD and Post Doctoral level coming through to business start-up. Our prime focus is on helping to generate projects with scalability in export markets; projects coming from the research stream present this ability. We need to look at third level colleges as power houses for creativity and capitalise on that. When support is available in this environment, you move to a new, higher level of entrepreneurship. That’s what Ireland needs now,” he adds.

GROUNDED

The Forfás ‘Towards Developing an Entrepreneurship Policy for Ireland’ points to a need for educators within third level to ensure that entrepreneurship ‘is part of their curriculum for students from ‘non-business and business courses alike’. The benefits, it says, will accrue.

Prof Frank Roche, Deputy Principal of the College of Business and Law and Prof of Entrepreneurship at UCD is someone who understands this thinking. “We started our journey in educating people for entrepreneurship in 1975,” he says.

When asked to elaborate, he answers, “when you spread the gospel to a broader based audience, you get a bigger impact at University level. Most people will not start-up a business as soon as they leave College; it could take anything from two to ten years to do so. Many who get into enterprise are not prepared and wish they had been able to take on board and learn more about it at the start. People vote and elect to take a course because they are curious about it, so we need to empower them to go on that journey. That’s why we introduced our New Horizons programme - to bring enterprise to all faculties as an elective in some instances and as a core subject in others. It’s taken a while to bed in as it’s not normal to step outside the normal curriculum box.”

New Horizons is a practical course and covers a cross section of subjects. “In any College where entrepreneurship is incorporated in a module, you can expect 10% to leave and run a business; this is pretty much on a par with international and US studies. That’s why our modules are opened up campus-wide; you have to spread the net. We have included entrepreneurship at undergraduate and post graduate levels. We now have seven elective courses in entrepreneurship at post grad level. And, we spread our reach out to the NOVA incubator too. We are also introducing shorter three-month courses for people who are in employment, are at business plan preparation stage but are not quite ready to leave the employment nest,” says Roche.

Entrepreneurship and start-ups are important for job creation. Ireland now needs to be as competitive in the services sector as it has been in manufacturing. “We need to replicate what’s happened in MIT in Boston; develop a map of Ireland dominated by red dots which signify technology spin-outs. That’s the new industrial development; that’s why education for entrepreneurship is needed; that’s what will generate our competitiveness in the years ahead,” he adds.

A FRESH START

The objective of embedding innovation and entrepreneurship across faculties and at every level enables colleges to develop a culture of entrepreneurship and entrepreneurial mindsets on campus. NUIM’s Dr Robert Galavan, as Head of the newly-created Business and Law Department, may well have read this in the Forfás report but he was well on his way to setting up the structures needed to mainstream innovation in all his Department’s programmes. As the former Head of Executive Education and Strategy at the Irish Management Institute he is fully conversant with the drivers of industry.

As the final University in the country to have a Business Department, Galavan’s aspiration is to develop his new area of responsibility into a major school of Business and Law in the country. Galavan’s core focus will be on innovation rather than specialisation; taking, creating and helping entrepreneurs to spot opportunities and enabling them to being innovation to life.

Galavan is clearly focused on developing a culture of entrepreneurship on-campus; he wants his students to get excited about it. “Teaching it at every level gives students an ability to gain exposure to entrepreneurship; so many are missing out at the moment,” he says.

R&D

While NUIM’s business department may be new its involvement with leading edge research is not. Through its Innovation and Value Institute, a joint venture with Intel and a consortium of global companies, it works with companies to address challenges presented by IT. “The value to the College of being involved in research at this level is immense,” says Galavan. “We can take the modes and frameworks back into the classroom and present students with the latest thinking in the field. Some researchers, who are working with the Institute on research at the highest level, also teach entrepreneurship at undergraduate level. That can only be beneficial,” he adds.

While Galavan would also like to see undergraduates gain entrepreneurial experience in a proactive way he feels it’s just not practical. “Time is the issue at start-up and most companies don’t have the structures in place to give students work experience. However, we should not confuse entrepreneurial with small; seeing what’s happening in larger companies prepares them for post start-up stage, which is just as critical for the growth phase. Students gain a rich experience from job placements; they learn about finance, cash flow, scalability, international markets and most importantly about human resources.”

Galavan feels very strong about the people side of entrepreneurship. He would put this high on his list of essentials for all start-up enterprise; the ability to choose the right people, the right team to take the embryonic company through all phases of its development. “They will only learn this from exposure to real life entrepreneurial environments; they need to make the human connection with great role models,” he adds.

GOVERMENT COLLABORATION

Role models in all strata of entrepreneurship will be important if Ireland is to attain its entrepreneurial status goal. Micheál Martin, T.D., Minister for Enterprise, Trade and Employment is hoping to do for entrepreneurship what he did for a nti-smoking in Ireland; revolutionise our thinking.

His determination to position Ireland as a leading entrepreneurial economy is clearly evident; he sees education ‘reinforcing a strong culture, supporting and enabling men and women to develop the skills and confidence they need to start and develop businesses. “We have undergone a significant mindset change to ent repreneurship which has enabled us attain a high position among the EU 25 and OECD countries,” he says. “Innovations to promote business start-up activity including: Innovation vouchers, the Tech-Check programme, Business Campus Scheme and innovations in venture capital funding are assisting the process. We are building up a good entrepreneurial infrastructure at all educational and incubation levels with incubators such as the National Software Centre in Cork, the Digital Hub in Dublin and Webworks making an impact.

The very comprehensive Forfás report signals the way forward. Framing an Entrepreneurship Policy document, recommended initially by the Small Business Forum and currently underway, will chart a new direction for entrepreneurship in Ireland. “Education will be a key component of this policy; most importantly integrated education in schools where business will not just be confined to Transition year but permeate at all levels. My Department works closely with the Department of Education and Science on educating for business. We will refine and take tangible applications to enterprise and see how we can use the curriculum to more effectively promote enterprise, Minister Martin explains.”

Education is central to stimulating an entrepreneurship culture in Ireland. Embedding this culture requires cross Government involvement and calls for input from all eight Government Departments as happened when developing the very comprehensive Science, Technology and Innovation (STI) Strategy for the country as a whole. “We now operate in a globalised world. We must equip our entrepreneurs and our business leaders with the skills to operate in that world. Education is the key,” adds Minister Martin

Monday, June 02, 2008

Record demand hits college points hopes

Todays headline in the Irish Independent on the eve of the Leaving Cert Exams

A RECORD number of applications for college places has hit hopes of a dramatic fall in entry points for major courses.

A total of 68,300 students are chasing about 40,000 places in the autumn, according to new figures from the Central Applications Office (CAO).

The figures were disclosed as more than 50,000 students prepare to sit their Leaving Certificate examinations on Wednesday.

The final total will represent an increase of 2,500 on last year and will sharpen competition for some high-points courses such as law, medicine and dentistry.

The numbers taking the Leaving are up by more than 1,000 on last year and most have applied to the CAO for college places.

Apart from more Leaving Cert applicants, there are also extra applications from adults this year. And more students are applying from Further Education colleges with Post Leaving Certificate qualifications. There is also a small rise in the number of overseas applicants.

But John McGinnity, assistant registrar with the National University of Ireland, Maynooth, said students should not be alarmed by the effect on points of the 2pc rise in Leaving Cert applicants.

"It's hard to predict," he said. "But the increase is a reminder to students not to take it for granted that points will be lower this year. They should put in the effort and do the best they can."

The CAO reports 67,810 applications to date and a further 500 or so are expected by the end of the 'offer season'.

These will come from existing college students who want to transfer to another college course and from new applicants for late vacancies which inevitably arise in hard-to-fill courses.

The CAO system has been operating since 1977 and the previous highest number of applicants was four years ago, when 66,222 people applied for places.

Older

Among this year's applicants is a high number of older adults, including people who have retired. Statistics obtained by the Irish Independent show that last year there were 265 full-time and 474 part-time students in our universities and teacher training colleges over 60 years of age -- up from 236 and 418 the previous year.

In the Institute of Technology sector, there were 84 full-time and 81 part-time students in the 60-plus age bracket. While many are in their 60s, there are groups of students in their 70s and even into their 80s taking courses at present.

The most popular subject choices tend to be history, fine arts, archaeology, religion and English. The Higher Education Authority said that there are 10,500 people aged 30 and over studying full-time in our higher education institutions. Many are returning to education to boost their career prospects.

- John Walshe Education Editor