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<?xml version="1.0" encoding="utf-8" ?><rss version="2.0"><channel><title>ARROW@TU Dublin</title><copyright>Copyright (c) 2024 Technological University Dublin All rights reserved.</copyright><link>https://arrow.tudublin.ie</link><description>Recent documents in ARROW@TU Dublin</description><language>en-us</language><lastBuildDate>Sat, 27 Apr 2024 02:31:10 PDT</lastBuildDate><ttl>3600</ttl> <item><title>PROFESS 12: Project Report 2: Priority Skills for Engineers on the Island of Ireland: Key Stakeholder Perceptions</title><link>https://arrow.tudublin.ie/createreports/3</link><guid isPermaLink="true">https://arrow.tudublin.ie/createreports/3</guid><pubDate>Thu, 25 Apr 2024 04:05:05 PDT</pubDate><description> <![CDATA[ <p>Life on a shared island, in particular the island of Ireland (comprising Ireland and Northern Ireland), presents both challenges and opportunities, including for engineers tasked with addressing problems to help solve the SDGs that are indifferent to boundaries. Research demonstrates that (relative to current engineers) the engineer of the future will require a more diverse range of skills to navigate an increasingly complex work environment. Given this context, identification of relevant priority skills would therefore prove useful in focusing engineering educational initiatives.</p><p>Building on a European study (Beagon et al, 2022a) which identified at a European level the professional skills (53 competences in six sets) that engineers will need to achieve Sustainable Development Goals (SDGs), this report focuses on contextualising these skills to the island of Ireland. Part of the rationale for the study is a recognition that educators could feel overwhelmed faced with a list of 53 competences; therefore, it seeks to highlight those which are most important.</p><p>An online survey of engineering stakeholders (including academics, stakeholders and students) on the island of Ireland was conducted. Subsequent analysis highlighted the most importance competences for engineers on the island of Ireland in the context of helping to solve the SDGs: Problem Solving, Communication, Teamwork, Respect for Others and Critical Thinking. It also revealed resonance between priorities in both jurisdictions (and generally by gender and stakeholder category (employers, students and academics)).</p><p>The report seeks to provide useful insights and improved understanding to inform engineering education at a tertiary level. Not only have the survey findings contributed to the design of a cross-border Summer School, they also improve understanding of stakeholder perceptions (amongst survey respondents) on the most important competences for engineers of the future to help solve the SDGs.</p><p>This research offers useful insights for the engineering education community by raising awareness of future-orientated thinking around sustainable development, the SDGs and the skills that engineers will require in this regard. Such improved understanding should inform future development in engineering education to equip engineering graduates with an appropriate skill set to contribute solutions to the big global challenges of our day.</p> ]]></description> <author>Rosalind M HENRY et al.</author> </item> <item><title>AI and 6G Into the Metaverse: Fundamentals, Challenges and Future Research Trends</title><link>https://arrow.tudublin.ie/scschcomart/229</link><guid isPermaLink="true">https://arrow.tudublin.ie/scschcomart/229</guid><pubDate>Thu, 25 Apr 2024 03:13:15 PDT</pubDate><description> <![CDATA[ <p>Since Facebook was renamed Meta, a lot of attention, debate, and exploration have intensified about what the Metaverse is, how it works, and the possible ways to exploit it. It is anticipated that Metaverse will be a continuum of rapidly emerging technologies, usecases, capabilities, and experiences that will make it up for the next evolution of the Internet. Several researchers have already surveyed the literature on artificial intelligence (AI) and wireless communications in realizing the Metaverse. However, due to the rapid emergence and continuous evolution of technologies, there is a need for a comprehensive and in-depth survey of the role of AI, 6G, and the nexus of both in realizing the immersive experiences of Metaverse. Therefore, in this survey, we first introduce the background and ongoing progress in augmented reality (AR), virtual reality (VR), mixed reality (MR) and spatial computing, followed by the technical aspects of AI and 6G. Then, we survey the role of AI in the Metaverse by reviewing the state-of-the-art in deep learning, computer vision, and Edge AI to extract the requirements of 6G in Metaverse. Next, we investigate the promising services of B5G/6G towards Metaverse, followed by identifying the role of AI in 6G networks and 6G networks for AI in support of Metaverse applications, and the need for sustainability in Metaverse. Finally, we enlist the existing and potential applications, usecases, and projects to highlight the importance of progress in the Metaverse. Moreover, in order to provide potential research directions to researchers, we underline the challenges, research gaps, and lessons learned identified from the literature review of the aforementioned technologies.</p> ]]></description> <author>Muhammad Zawish et al.</author> </item> <item><title>TU-NET: A Strategic Alliance for Open Research: Libraries and Research-associated Offices Collaborating to Support Open Research</title><link>https://arrow.tudublin.ie/liboth/11</link><guid isPermaLink="true">https://arrow.tudublin.ie/liboth/11</guid><pubDate>Fri, 19 Apr 2024 08:27:20 PDT</pubDate><description> <![CDATA[ <p>This year's theme is ‘Where is RMA Going? The Future of RMA in a Rapidly Changing World'. Read more about the EARMA Conference topics.</p><p>New challenges for RMAs are appearing every day across the research ecosystem and RMAs are expected to adapt and absorb. Artificial intelligence, academic freedom and integrity, Open Research, education and innovation, professionalisation and broadening of the profession, EDI, these and many others are transforming the ‘traditional’ role of the RMA.</p> ]]></description> <author>Frances Madden et al.</author> </item> <item><title>Avatar - Identity with Intent</title><link>https://arrow.tudublin.ie/aaschadpcon/34</link><guid isPermaLink="true">https://arrow.tudublin.ie/aaschadpcon/34</guid><pubDate>Fri, 19 Apr 2024 02:48:19 PDT</pubDate><description> <![CDATA[ <p>We don’t often think of identity as a choice, but rather something we are born into by circumstance of birth and inheritance. This paper addresses identity by assertion. Virtual worlds afford the opportunity for a more fluid concept of self: identity with intent. Understanding this approach can empower our actions and results in the virtual and natural worlds. The authors draw on fifteen years teaching this topic in the virtual world of Second Life as part of a class on collaborative online engagement. The term avatar, representing the concrete embodiment of something abstract, originated in Hinduism in the 6th century and entered English usage in the 1800s. In the 1980s it was extended to include “player in a computer game.” The use of avatar as a complex multimedia representation of self for online interaction with others began especially with the availability of Second Life in 2003 and games such as World of Warcraft in 2004. Avatars are complex multimedia expressions of self-identity that impact work and learning.</p> ]]></description> <author>John O'Connor et al.</author> </item> <item><title>Pivoting towards European University Alliances supporting technology entrepreneurship for women: insights from a feminist perspective</title><link>https://arrow.tudublin.ie/busresporart/5</link><guid isPermaLink="true">https://arrow.tudublin.ie/busresporart/5</guid><pubDate>Wed, 17 Apr 2024 03:15:06 PDT</pubDate><description> <![CDATA[ <p>Interesting career possibilities for women emerge from technology entrepreneurship. Although the trend is improving, women entrepreneurs starting technology-based firms lag far behind men. The traditionally masculine identity of the ‘entrepreneur’ represents a major challenge for women interested to start a technology business. In the university ecosystem there is a ‘triple gendered’ situation – technology, technology studies and the gendered environment of academic incubation hubs that support start-up. This paper draws on a structured literature review (SLR) to frame the gender issues of women technology entrepreneurs within the university ecosystem. The aim of the paper is to develop insights for the emerging European University Alliances such as the European University of Technology (EUt +) to help fostering entrepreneurial ecosystems for women in technology fields.</p> ]]></description> <author>Deirdre McQuillan</author> </item> <item><title>How Will Air Source Heat Pumps Affect Electricity Load Profiles in Buildings in Ireland? A Data Logger Used to Model Electrical Energy Profiles</title><link>https://arrow.tudublin.ie/engscheleart/392</link><guid isPermaLink="true">https://arrow.tudublin.ie/engscheleart/392</guid><pubDate>Tue, 16 Apr 2024 07:52:50 PDT</pubDate><description> <![CDATA[ <p>There are many global factors that are challenging the colossal transition to Zero Carbon Economy, ranging from regional conflicts, possible new cold wars, inflation to rising interest rates. The climate challenge is, de facto, an energy transition challenge, which historically takes generations. Governments all over the world are working to implement policy that encourages society to foster clean energy and low carbon technologies. It is a fine balance between supply and demand of energy networks, whilst maintaining energy security. This was evident in Ireland during the winter of 2022 which witnessed several Systems Alerts, from the Transmission System Operator (TSO), EirGrid, mainly due to sub-zero temperatures, low wind, and system capacity. In line with the European Union, member states are moving towards the decarbonisation of energy systems. This will require a holistic behavioural change in the way society provide, transport and consume energy. The large scale expansion of low-carbon technologies, namely Air Source Heat Pumps (ASHPs) and the electrification of buildings, using a low-carbon intensity electricity grid is generally accepted and predominantly uncontroversial. This paper aims to analyse datasets produced from a Power and Energy Data Logger which consisted of time series data recorded at ten minute intervals from two different load sources. The first dataset monitored an ASHP’s electrical energy and the second dataset monitored a residential building’s electrical energy over a period in winter 2022. This data allowed the author undertake comparative analysis between different scenarios, such as the ASHP’s electrical consumption load profile and the Outside Air Temperature (OAT). Furthermore, comparisons were made between the TSO’s demand profile and the building’s new electrical consumption load profile incorporating an ASHP. This paper’s main findings are that ASHP’s electrical energy profile fluctuates considerably throughout the day, due to continuously changing OAT. Finally, the comparative analysis between the actual heat pump data collected and the previously predicted profile shows clear variations between the two models.</p> ]]></description> <author>Michael McDonald</author> </item> <item><title>CIRCLET Guide for Facilitators: Online Continuing Professional Development Module: Embedding Community Engaged Research and Learning in Higher Education Curricula</title><link>https://arrow.tudublin.ie/diraabk/9</link><guid isPermaLink="true">https://arrow.tudublin.ie/diraabk/9</guid><pubDate>Tue, 16 Apr 2024 06:15:08 PDT</pubDate><description> <![CDATA[ <p>This guide contains all the resources needed to implement a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, community engaged research and learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals, and makes teaching more interesting for lecturers.</p><p>This module is designed to build capacity among participants for CERL, including developing relevant knowledge, skills, attitudes and values. Our approach to this module aligns with CERL as a pedagogy, which involves authentic, experiential learning, driven by collaboration and engaged participation, and underpinned by reflection.</p><p>This innovative postgraduate online module, on reimagining and redesigning modules/courses to embed CERL into the curriculum in Higher Education, was developed as part of the CIRCLET Erasmus+ Strategic Partnership project. The module work was led by TU Dublin, with significant support and inputs from the CIRCLET project team.</p><p>There are three parts to this guide. Part 1 introduces the CIRCLET project, the module, the pedagogical approaches and resources required. Part 2 summarises each of the 9 session plans and part 3 contains the detailed session materials.</p> ]]></description> <author>Catherine Bates et al.</author> </item> <item><title>The University Education Model Collection 2024: “A University Way of Being”</title><link>https://arrow.tudublin.ie/totalarcrepg/12</link><guid isPermaLink="true">https://arrow.tudublin.ie/totalarcrepg/12</guid><pubDate>Tue, 09 Apr 2024 07:03:02 PDT</pubDate><description> <![CDATA[ <p>The University Education Model (UEM) revolutionises our approach to education; this approach is grounded in transformative learning opportunities and experiences for all. The UEM is central to the TU Dublin Strategic Intent, which itself is informed by the UN Sustainable Development Goals (SDGs), and in the case of the UEM, SDG 4 Quality Education. Embedding the UEM into our practice, processes and culture will empower TU Dublin to cater for the largest number of diverse learners, producing the most sought after, digitally literate, graduates.</p><p>The central focus of UEM are our learners, grounded in the three components that comprise the University Education Model: Learner Support, Learner Choice, and Learner Experience. By combining these three components it encourages our learners to embrace opportunities for growth, as well as personal and societal development, over their learning journey at TU Dublin. The UEM supports learners to realise their unique potential as individuals and in relationships with others, thereby contributing positively to the well-being and productivity of society, the planet, and its inhabitants. This creates a sustainable, yet progressive, TU Dublin where we all belong, and the experience of all learners, including staff, is meaningful, enriching, and life-enhancing.</p> ]]></description> <author>Fionnuala Darby et al.</author> </item> <item><title>EXPLOITING ASSOCIATION RULES MINING TO INFORM THE USE OF NON-MANUAL FEATURES IN SIGN LANGUAGE PROCESSING</title><link>https://arrow.tudublin.ie/itbinfooth/5</link><guid isPermaLink="true">https://arrow.tudublin.ie/itbinfooth/5</guid><pubDate>Mon, 08 Apr 2024 03:55:04 PDT</pubDate><description> <![CDATA[ <p>In recent years, the use of virtual assistants and voice user interfaces has become a latent part of modern living. Unseen to the user are the various artificial intelligence and natural language processing technologies, the vast datasets, and the linguistic insights that underpin such tools. The technologies supporting them have chiefly targeted widely used spoken languages, leaving sign language users at a disadvantage. One important reason why sign languages are unsupported by such tools is a requirement of the underpinning technologies for a comprehensive description of the language. Sign language processing technologies endeavour to bridge this technology inequality.</p><p>Recent approaches to sign language processing have shifted to the domain of machine learning. The principal challenge facing this method is the comparatively small sign language corpora available for training machine learning models. Such corpora are typically 10,000 times smaller than their spoken language equivalents. This study produces a statistical model which may be used in future hybrid learning approaches for sign language processing tasks. In doing so, this research explores the emerging patterns of non-manual articulation concerning grammatical classes in Irish Sign Language (ISL). Specifically, this study focuses on head movement, body movement, eyebrows, eyegaze, eye aperture, and cheek movement, in relation to the grammatical classes listed in the Auslan corpus annotation guidelines.</p><p>The experimental method applied here is a novel implementation of an association rules mining approach to a sign language dataset. This method is transferable to other corpus based analyses of sign languages. The study analyses the articulation of various non-manual features across grammatical classes. The dataset, a subset of the Signs of Ireland (SOI) corpus, contains Non-Manual Feature (NMF) annotations and has been further annotated, as part of this study, to include grammatical class data across 2,989 signs. The dataset is further refactored and refined according to the knowledge discovery on data process before it is subjected to an association rules mining approach.</p><p>Results from the exploratory analysis, and a lexical frequency analysis, provide new statistical insights related to the distribution of grammatical classes and of NMFs in ISL. Meanwhile, an association rules analysis identifies patterns between grammatical classes and various non-manual articulations. One such pattern discovery is the strong correlation between various NMFs and depicting verbs. Indeed, this study reports that the more lexicalised a sign is, the less likely it is to use NMFs. This study also reports on patterns discovered between non-manual articulators, and finally, patterns discovered for constructed actions.</p><p>This research provides novel contributions to the field of sign language linguistics and sign language processing. Firstly, a contribution to the understanding of ISL at the lexical level through new statistical insights. Secondly, through a transferable and novel application of the association rules mining method to sign language corpus data. Thirdly, through the production of two assets: (1) a statistical model applicable to future machine learning approaches, and (2) supplementary annotations to the SOI corpus.</p> ]]></description> <author>Robert G. Smith</author> </item> <item><title>Education and Training Networks</title><link>https://arrow.tudublin.ie/builddigitaltool/8</link><guid isPermaLink="true">https://arrow.tudublin.ie/builddigitaltool/8</guid><pubDate>Mon, 08 Apr 2024 03:45:08 PDT</pubDate><description> <![CDATA[ <p>Education And Training Networks Inventory is a review of relevant network in Ireland and the EU.</p> ]]></description> <author>Ken Thomas et al.</author> </item> <item><title>ProcessWorkflows CWMF to ISO 19650-2</title><link>https://arrow.tudublin.ie/builddigitaltool/7</link><guid isPermaLink="true">https://arrow.tudublin.ie/builddigitaltool/7</guid><pubDate>Mon, 08 Apr 2024 03:35:07 PDT</pubDate><description> <![CDATA[ <p>Process workflow that presents the Capital Works Management Framework (CWMF) according to ISO 19650-2, Government of Ireland.</p><p>doi:10.21427/nhzb-pp57</p> ]]></description> <author>Emma Hayes et al.</author> </item> <item><title>Circular Economy EU Networks Inventory</title><link>https://arrow.tudublin.ie/builddigitaltool/6</link><guid isPermaLink="true">https://arrow.tudublin.ie/builddigitaltool/6</guid><pubDate>Wed, 03 Apr 2024 08:20:07 PDT</pubDate><description> <![CDATA[ <p>Circular Economy EU Networks Inventory is a review of complementary EU research projects in the area of Circular Economy</p> ]]></description> <author>Mark Kelly et al.</author> </item> <item><title>MEETING THE SUSTAINABILITY CHALLENGES: AN ASSESSMENT OF ENTREPRENEURIAL EDUCATION</title><link>https://arrow.tudublin.ie/buschgracon/19</link><guid isPermaLink="true">https://arrow.tudublin.ie/buschgracon/19</guid><pubDate>Tue, 02 Apr 2024 07:15:12 PDT</pubDate><description> <![CDATA[ <p>The importance of sustainability and entrepreneurship education is highlighted in this study. The world economies are facing significant challenges as they try to enable the transition towards more sustainable economic and business models. Therefore, at the centre of the transition process, it is critical to consider the role that business education can play and, more specifically, the role of business schools in integrating and supporting the development of skills and competencies that align with our contemporary society's needs. In this paper, we initially assess the need to connect entrepreneurial and sustainability education by exploring the educational offerings at Technological University Dublin, the first Irish Technological University created in 2019 due to merging three institutes of technologies with a long teaching history and connection to industry. The research findings indicate that the University's educational offer is defined by its wide range of entrepreneurship programmes, with a diverse offer available to students focused on fostering the development of creativity, design thinking, and sustainability. The importance of Education for Sustainable Development as part of business education programmes is highlighted in the study to support the need for educational models that provide guidelines that connect business practices with the United Nations Sustainable Development Agenda to promote economic growth, social inclusion and environmental protection.</p> ]]></description> <author>Anna Zherdeva et al.</author> </item> <item><title>Pilot Audit of Traditional Shopfront Fascia Signage in Kilkenny City (KTSSP - Kilkenny Traditional Shopfront Signage Project)</title><link>https://arrow.tudublin.ie/aaschmedrep/2</link><guid isPermaLink="true">https://arrow.tudublin.ie/aaschmedrep/2</guid><pubDate>Tue, 02 Apr 2024 06:31:04 PDT</pubDate><description> <![CDATA[ <p><strong>EXECUTIVE SUMMARY</strong></p><p>This document represents a report on the findings of the Kilkenny Traditional Shopfront Signage Project, an audit commissioned by the Heritage Office of Kilkenny County Council and funded under the Creative Ireland Programme of the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, Kilkenny.</p><p>The aim of this audit was to develop a pilot methodology for the audit of traditional shopfront signs, and using this methodology, to undertake an audit of shopfronts signs in Kilkenny City. The study focused primarily on the fascia lettering, though the analysis did however extend to noteworthy ancillary letterforms.</p><p>After discovering that the National Inventory of Architectural Heritage largely overlooked signage in the survey data, this project set out to see if this gap could be addressed. The objective was to test a methodology for analysing, cataloguing and classifying signage on the historic shopfronts to establish a typology that could potentially inform future signage policy.</p><p>This research was additionally inspired by the loss of traditional signage on Kilkenny’s traditional shopfronts. This observation prompted additional questions such as what was the current status of traditional skills of sign making and signwriting in Kilkenny. Finally, it begged the question whether it was possible to interpret and comprehend this undocumented element, resulting in a greater appreciation for this aspect of Ireland's built heritage.</p><p>In April 2021, Deirdre Ring - Project Consultant, commenced the creation of the working project dataset, data fields and appraisal criteria for the recording and analysis in advance of fieldwork.</p><p>For this current project, a total of 53 premises were identified, surveyed and recorded.</p><p>A Microsoft Excel database was created and a record of each location was generated to include an appraisal of the current signage, and links to existing archival images on Kilkenny Shopfronts Through the Ages. The dataset also details NIAH and RPS numbers, Kilkenny Archaeological Society records and online links to such entries if applicable.</p><p>When restrictions eased in May 2021, fieldwork commenced which included site visits to take additional, updated photographic data and to conduct an inspection of the signs in situ.</p> ]]></description> <author>Deirdre Maher Ring</author> </item> <item><title>Navigating the Pathway to Entrepreneurship for Persons with Disabilities: Insights from an Irish Context</title><link>https://arrow.tudublin.ie/smemanrep/3</link><guid isPermaLink="true">https://arrow.tudublin.ie/smemanrep/3</guid><pubDate>Tue, 02 Apr 2024 05:50:05 PDT</pubDate><description> <![CDATA[ <p>This report is a study of the challenges facing persons with disabilities who want to start a business in Ireland. It profiles the community and identifies the distinctive barriers to entrepreneurship that persons with disabilities endure. The report concludes by offering a series of recommendations regarding what actions should be taken to improve the pathway to entrepreneurship for persons with disabilities in Ireland.</p> ]]></description> <author>Thomas M. Cooney et al.</author> </item> <item><title>Chatting for Change: Insights into and Directions for Using Online Peer Support Groups to Interrupt Prolonged Workplace Sitting</title><link>https://arrow.tudublin.ie/scschcomcon/425</link><guid isPermaLink="true">https://arrow.tudublin.ie/scschcomcon/425</guid><pubDate>Thu, 28 Mar 2024 05:03:15 PDT</pubDate><description> <![CDATA[ <p>Prolonged sedentary behavior and insufficient physical activity increase the risk for non-communicable diseases. Online peer support groups, driven by the widespread use of mobile phones and social media, have gained popularity among people seeking health condition management advice. This position paper examines the role of online peer support groups within a behaviour change intervention, MOV’D (Move Often eVery Day), which promotes physical activity and reduces sedentary behavior in the workplace. We conducted a thematic analysis of post-study interviews from two randomized control trials to identify the benefits and limitations of online peer support groups and provide recommendations for improvement. We found that participation in online peer support groups contributes to a sense of belonging and accountability, helps to facilitate the exchange of knowledge and application of the intervention content, and serves as reminders encouraging physical activity throughout the day. Howev er, participants do not always have enough time and cognitive resources to read all the messages and actively participate in the group chats. Individual differences also contribute to a decrease in overall chat activity, as the group chat does not always meet all participant’s preferences and needs.</p> ]]></description> <author>Ekaterina Uetova et al.</author> </item> <item><title>Using ChatGPT to Generate Gendered Language</title><link>https://arrow.tudublin.ie/scschcomcon/424</link><guid isPermaLink="true">https://arrow.tudublin.ie/scschcomcon/424</guid><pubDate>Thu, 28 Mar 2024 04:33:28 PDT</pubDate><description> <![CDATA[ <p>Gendered language is the use of words that denote an individual's gender. This can be explicit where the gender is evident in the actual word used, e.g. mother, she, man, but it can also be implicit where social roles or behaviours can signal an individual's gender - for example, expectations that women display communal traits (e.g., affectionate, caring, gentle) and men display agentic traits (e.g., assertive, competitive, decisive). The use of gendered language in NLP systems can perpetuate gender stereotypes and bias. This paper proposes an approach to generating gendered language datasets using ChatGPT which will provide data for data-driven approaches for gender stereotype detection and gender bias mitigation. The approach focuses on generating implicit gendered language that captures and reflects stereotypical characteristics or traits of a particular gender. This is done by engineering prompts to ChatGPT that use gender-coded words from gender-coded lexicons. The evaluation of the datasets generated shows good instances of English-language gendered sentences that can be identified as those that are consistent with gender stereotypes and those that are contradictory. The generated data also shows strong gender bias.</p> ]]></description> <author>Shweta Soundararajan et al.</author> </item> <item><title>Death of a Local Scene? Music in Dublin in the Digital Age</title><link>https://arrow.tudublin.ie/aaschmedbk/37</link><guid isPermaLink="true">https://arrow.tudublin.ie/aaschmedbk/37</guid><pubDate>Wed, 27 Mar 2024 04:55:20 PDT</pubDate><description> <![CDATA[ <p>This chapter reflects on the Dublin indie and dance music scenes from 2000 to 2017 and examines the everyday reality of being a musician or DJ and the pathways to becoming a regular performer in Dublin over that same period. In the climate of declining gig attendance, closing venues and music piracy, I trace the digitally shaped economic reality for musicians in Dublin over the period 2000–2017. I extrapolate how musicians have made money to pay for the expense of sustaining a career as a musician, such as equipment and production costs, and I investigate how they earned money to live. This chapter identifies that there are many facets involved in being a contemporary performer in the digital/social media era. It presents evidence of the challenges and opportunities that musicians in Dublin face and, as such, provides a unique insight into changing musical practices that, although based on the experiences of those within a specific locality, will resonate with experiences globally. In examining the influence of local music-making in inspiring young would-be musicians, I question, as we spend more and more of our time online, if we have witnessed the death of a local music scene.</p> ]]></description> <author>Caroline O'Sullivan</author> </item> <item><title>Exploring The Impact of Design Professionals on the Energy Retrofit of Dwellings in Ireland: A Qualitative Methodology</title><link>https://arrow.tudublin.ie/diraacon/21</link><guid isPermaLink="true">https://arrow.tudublin.ie/diraacon/21</guid><pubDate>Mon, 25 Mar 2024 04:55:12 PDT</pubDate><description> <![CDATA[ <p>A qualitative approach was taken to investigate the role of design professionals in the energy retrofit of external wall insulation to dwellings in Ireland. The research method combines document analysis with semi structured interviews. Document analysis is used to both inform the questions for the interviews and for validation. The SEAI One Stop Shop grant scheme and PAS 2035 framework were selected for detailed document analysis to gain an understanding of the context in which design professionals are working in Ireland and compare it to the energy retrofit framework in the United Kingdom. This was investigated by mapping the data using an online visual whiteboarding platform from which the findings were presented and the questions for the interviews extrapolated. The semi-structured interviews were used to understand the experience of design professionals and their roles in energy retrofit. From the interviews a thematic analysis was carried out; the interview findings were presented; and the conclusions drawn and verified. One of the key findings was that when it comes to energy retrofit the role of the design professional is not clearly defined in Ireland and that if anything they are omitted from the energy efficiency grant application process. An energy retrofit framework like PAS 2035 would be worth exploring in the Irish context as it provides clear roles and responsibilities and associated minimum qualifications.</p> ]]></description> <author>Olivia Golden</author> </item> </channel></rss> 
