Relevant bibliographies by topics / Irish College and school drama

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Irish College and school drama'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Irish College and school drama"

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Haughton, Miriam. "Performing Power: Violence as Fantasy and Spectacle in Mark O'Rowe's Made in China and Terminus." New Theatre Quarterly 27, no. 2 (May 2011): 153–66. http://dx.doi.org/10.1017/s0266464x11000285.

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Mark O'Rowe's work marks a shift in Irish theatrical form and practice, positing his stories in urban landscapes that defy modernist dramatic frames and established linguistic styles. Here, angels and demons roam the earth with lost human souls and, though mythical creatures and influences are frequently made manifest, the connection to the other world does not remove the presence of popular culture – karate movies and salty snacks in particular. But perhaps the most viscerally striking aspect of O'Rowe's dramaturgy stems from the sense of pain, isolation, and trauma his characters embody and enact. His dramatized communities are either in crisis or no longer visible, thereby situating the scope for human connection or reconnection as the prize sought from their struggle – while comedy is not lost, and the ‘skullduggerous’ tone so applauded in Howie the Rookie accompanies these later works alongside an evolved dramatic voice and sense of theatrical form. Miriam Haughton is currently in the second year of her doctoral work on postmodern Irish drama in the School of English, Drama, and Film at University College Dublin. Her research interests include drama studies, Irish studies, anthropology, and sociology.
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Brannigan, John, Marcela Santos Brigida, Thayane Verçosa, and Gabriela Ribeiro Nunes. "Thinking in Archipelagic Terms: An Interview with John Brannigan." Palimpsesto - Revista do Programa de Pós-Graduação em Letras da UERJ 20, no. 35 (May 13, 2021): 3–28. http://dx.doi.org/10.12957/palimpsesto.2021.59645.

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John Brannigan is Professor at the School of English, Drama and Film at University College Dublin. He has research interests in the twentieth-century literatures of Ireland, England, Scotland, and Wales, with a particular focus on the relationships between literature and social and cultural identities. His first book, New Historicism and Cultural Materialism (1998), was a study of the leading historicist methodologies in late twentieth-century literary criticism. He has since published two books on the postwar history of English literature (2002, 2003), leading book-length studies of working-class authors Brendan Behan (2002) and Pat Barker (2005), and the first book to investigate twentieth-century Irish literature and culture using critical race theories, Race in Modern Irish Literature and Culture (2009). His most recent book, Archipelagic Modernism: Literature in the Irish and British Isles, 1890-1970 (2014), explores new ways of understanding the relationship between literature, place and environment in 20th-century Irish and British writing. He was editor of the international peer-reviewed journal, Irish University Review, from 2010 to 2016.
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Ní Riain, Isobel. "Drama in the Language Lab – Goffman to the Rescue." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 2 (July 1, 2014): 115–23. http://dx.doi.org/10.33178/scenario.8.2.11.

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Between 2011 and summer 2014 I taught Irish in the Modern Irish Department of University College Cork (UCC). I spent one hour a week with each of my two second year groups in the language lab throughout the academic year. Ostensibly, my task was to teach the students to pronounce Irish according to Munster Irish dialects. It was decided to use Relan Teacher software for this purpose. My main objective was to teach traditional Irish pronunciation and thus to struggle against the tide of the overbearing influence of English language pronunciation which is becoming an increasing threat to traditional spoken Irish. Achieving good pronunciation of Irish language sounds, where there is strong interference from English, is not easy. For many students there is no difference between an English /r/ and an Irish /r/. Irish has a broad and slender /r/ depending on the nearest vowel. Many students do not even acknowledge that Irish has to be pronounced differently and this is a tendency that seems to be gathering momentum. The question I asked at the beginning of my research was how could I cultivate a communication context in which students would start to use sounds they had been rehearsing in ...
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Etherton, Michael. "The Field Day Theatre Company and the New Irish Drama." New Theatre Quarterly 3, no. 9 (February 1987): 64–70. http://dx.doi.org/10.1017/s0266464x00008514.

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In the previous article, the author exempted one company's work from her strictures on the present state of Ulster playwriting. That company was Field Day, based in the town whose very choice of name distinguishes Catholic from Protestant, Derry or Londonderry. Here, Michael Etherton outlines the aims of the company, which extend far beyond the theatrical, and also describes and assesses three plays which, although not all originating from Field Day, seem to him to reflect the distinctive ‘poetic and political view’ which he believes the company has nurtured. Most notable, be believes, is its attempt to reveal and replace the arid rhetoric to which beliefs and argument on both ‘sides’ have been reduced. Michael Etherton, presently teaching at King Alfred's College, Winchester, has previously published widely in the field of African theatre, on which he wrote in TQ10 of our original series, and he is preparing a volume on contemporary Irish drama for the Macmillan Modern Dramatists series.
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Ta Park, Van My, Joyce Suen Diwata, Nolee Win, Vy Ton, Bora Nam, Waleed Rajabally, and Vanya C. Jones. "Promising Results from the Use of a Korean Drama to Address Knowledge, Attitudes, and Behaviors on School Bullying and Mental Health among Asian American College-Aged Students." International Journal of Environmental Research and Public Health 17, no. 5 (March 3, 2020): 1637. http://dx.doi.org/10.3390/ijerph17051637.

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The limited research on bullying, mental health (MH), and help-seeking for Asian American (ASA) college students is concerning due to the public health importance. Korean drama (K-Drama) television shows may be an innovative approach to improve knowledge, attitudes, and behaviors (KAB) on bullying. This study examined whether the KAB about school bullying improved after watching a K-Drama and asked participants about their perspectives of using a K-Drama as an intervention. A convenience sample of college students (n = 118) watched a K-Drama portraying school bullying and MH issues. Pre-/post-tests on KAB on bullying were conducted. Interviews (n = 16) were used to understand their experiences with K-Dramas. The mean age was 22.1 years (1.6 SD), 83.9% were female, and 77.1% were ASAs. Many reported experiences with anxiety (67.8%), depression (38.1%), and school bullying victim experience (40.8%). Post-test scores revealed significant differences in knowledge by most school bullying variables (e.g., victim; witness) and MH issues. There were varying significant findings in post-test scores in attitudes and behaviors by these variables. Participants reported that they “love” the drama, felt an emotional connection, and thought that K-Dramas can be an educational tool for ASAs. K-Dramas may be an effective population-level tool to improve health outcomes among ASAs.
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Wiśniewski, Tomasz. "Between languages. On bilingual issues in modern British and Irish drama." Tekstualia 3, no. 46 (July 4, 2016): 111–20. http://dx.doi.org/10.5604/01.3001.0013.4208.

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The article concentrates on tensions between centres and peripheries in modern British and Irish drama. The research material encompases plays by GB Shaw, WB Yeats, JM Synge, Peter Shaffer and works by immigrant contemporary playwrights (e.g. H. Khalil, H. Abdulrazzak, and T. Štivičic), whose work introduces new perspectives to British stage. Among the topics that are scrutinised, the following seem important: London-based model of theatre as opposed to the models emerging from other cultural centres; British and Irish theatre traditions and their interrelations with artistic innovations arriving from the continent; literary and theatre conventions; relations between playwrights, directors, actors, and other theatre makers. The overall argument is presented from the perspective based on Tartu-Moscow School of Semiotics.
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Grace, Dominick. "“Speche of thynges smale”: Micro-College Medievalism at Algoma University College." Florilegium 20, no. 1 (January 2003): 19–21. http://dx.doi.org/10.3138/flor.20.006.

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The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.
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Hornbrook, David. "Drama, Education, and the Politics of Change: Part Two." New Theatre Quarterly 2, no. 5 (February 1986): 16–25. http://dx.doi.org/10.1017/s0266464x00001871.

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Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.
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DUTT, BISHNUPRIYA. "Introduction." Theatre Research International 42, no. 3 (October 2017): 323–26. http://dx.doi.org/10.1017/s030788331700061x.

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These three essays on distinct research areas and case studies cover a broad history of educational institutions in India, their focus on theatre and cultural education, and their role in creating citizens active in the public sphere and civic communities. The common point of reference for all the three essays is the historical transition from pre- to post-independence India, and they represent three dominant genres of Indian theatre practice: the amateur progressive theatre emerging out of sociopolitical movements; the State Drama School, which has remained at the core of the state's policy and vision of a national theatre; and college theatre, which comprises the field from which the National School of Drama sources its acting students, as well as new audiences for urban theatres.
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Ó Duibhir, Pádraig. "Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 56–69. http://dx.doi.org/10.35903/teanga.v24i0.43.

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Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.
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Dissertations / Theses on the topic "Irish College and school drama"

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Graham, Shelley T. "Dramaturging education and educating dramaturgs : developing and establishing an undergraduate dramaturgy emphasis at Brigham Young University /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd511.pdf.

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Moyo, Awelani Lena. "Between self and author : an autoethnographic approach towards the crafting of reflexive compositions in post graduate drama studies." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002375.

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This thesis explores the merits of reflexivity in the processes of creating a performance and of performing research in Drama Studies. In it, I make a case for the validity of autobiographical material as an aid to generating such reflexivity. Through an autoethnographic case study of my work entitled Compositions (a series of performance projects) in which I focus on the theme of migration, I provide an indepth account of my experiences, focusing specifically on the interrelated concerns of body, space and journey in my ritualistic performance. My examination explores the dynamic effects of liminality within identity politics, through which I foreground several issues of concern which I have encountered as an emerging scholar and theatremaker working within an academic institution. I propose that the process of studying drama in a University ultimately requires one to continually negotiate a range of subject positions, whilst finding connections between these various identities that one may take up during the course of one’s studies. By developing an awareness of the overlapping of such identities and inhabiting the spaces in-between subject positions, I demonstrate how taking into account one’s personal lived experience can help illuminate one’s understanding of both the work of art and the research report, as well as the broader contexts in which such practice-based work exists. I illustrate how such an understanding has ultimately maximised the knowledge and learning that I have gathered, and has contributed to the crucial project of developing my authorial voice in writing and performance, which is central to the aims of the Master of Arts degree in Drama.
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Bingham, Katy. "Theatre arts [electronic resource] : a core content area in secondary education /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bingham_KMIT2010.pdf.

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Handall, Monique Elizabeth. "Translating Spanish language plays into English: A focus on the translation and production of Xavier Robles' Rojo amanecer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2958.

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The purpose of this culminating project is to start translating quality Mexican and Latin American dramatic literature in order to provide to educators and theatrical directors a fundamental collection of plays. The author worked with her San Gorgonio High School students to conduct a dramaturgical study of the setting and political background of Rojo Amanecer by Xavier Robles, a play which outlines the events leading to the 1968 student massacre at Mexico City's Plaza de Tlatelolco. The author then directed the play in her role as San Gorgonio High School's new theater teacher.
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Mallett-Koch, Rosemary Ann. "How to direct a comedy with high school thespians." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/866.

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Stevens, David Todd. "An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28480/.

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The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a single judge. At each level of competition the judge awards individual acting awards as well as selecting two productions to advance to the next level of competition. After the awards are announced the judge gives an oral critique to each of the schools. Because of the wide participation and diversity of plays produced, certain rules and guidelines have been adopted to ensure safety, allow for equity, satisfy legal standards, and make the running of the contest practical. These rules can be modified to achieve positive outcomes and improved educational results. Changes in the rules of a UIL contest are in accordance with stated educational objectives of the UIL. Occasionally, however, modifications in procedures raise questions. The problem of this study was to determine, from the perceptions of administrators and teachers, whether significant modifications in the rules and policies for the UIL One-Act Play Contest over a time span of 20 years have had impacts on the goals and procedures of the contest. The study utilized a qualitative approach through historical analysis and a survey to answer two research questions. Historical analysis identified the six modifications in the UIL OAP over the years 1986-2006. The survey instrument determined the impact of these changes on the goals and procedures of the contest. Based on the responses of the survey the competition experience has been enhanced by recent changes.
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Naidu, Ramola L. "Speech and drama curriculum development : the perspectives of a selection of drama teachers in KwaZulu Natal." Thesis, 1998. http://hdl.handle.net/10413/4494.

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The researcher has attempted to gain an understanding of how Drama teachers perceive the teaching of the curriculum and curriculum change. The data were obtained through the use of the qualitative mode of engaging in research. The researcher, who is also a Drama teacher had come to experience the need for teachers to be given an opportunity to express their views on curriculum as the area of curriculum is complex and always in need of reappraisal. Also, teachers needed a medium through which they could share their perspectives on curriculum. The researcher collected the relevant information by using the interview context as a means of data collection. Ten Drama teachers responded to questions focusing on curriculum teaching and curriculum change. The Drama teachers' perspectives were recorded and analysed. Marxist theorists like Bowles and Gintis( 1986) view teachers as mere state functionaries and agents of the system. Drama teachers in this study contradicted the view of teachers as technicians within the system. They were not reflective of typical teachers. Rather Drama teachers challenged and mediated the curriculum, they did not accept and abide by the syllabus document and their classroom practice was determined by the immediacy of their particular teaching context. Finally through engaging in this research study the researcher has achieved the following objectives: 1. An understanding of the view that knowledge is a socially constructed concept. 2. Has provided a medium through which the perspectives of Drama teachers are heard. 3. Has provided an invaluable experience of documenting the processes of qualitative research.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
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Books on the topic "Irish College and school drama"

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An Cumann Scoildrámaíochta, 1934-1984. Baile Átha Cliath: An Clóchomhar, 1986.

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Boagey, Eric. Starting drama. London: Collins, 1991.

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Starting drama. London: CollinsEducational, 1991.

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Boagey, Eric. Starting drama. London: Bell & Hyman, 1986.

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Jeff, Bennett. Secondary stages: Revitalizing high school theatre. Portsmouth, NH: Heinemann, 2001.

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Anne, Ommanney Katharine, ed. The stage and the school. 7th ed. New York: Glencor, McGraw-Hill, 1997.

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Dangerfield, Rodney, and Alan Metter. Back to school. Santa Monica, CA: MGM Home Entertainment, 2000.

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Schanker, Harry H. The stage and the school. 6th ed. New York: McGraw-Hill School Division, 1989.

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Schanker, Harry H. The stage and the school. 8th ed. New York: Glencoe/McGraw-Hill, 1999.

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Soho Theatre + Writers' Centre., ed. School play. London: Oberon Books, 2001.

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Book chapters on the topic "Irish College and school drama"

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Kelly, Laura. "The Medical School Marketplace, c.1850–1900." In Irish Medical Education and Student Culture, c.1850-1950. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940599.003.0002.

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The early nineteenth century has been frequently hailed as the ‘golden age of Irish medicine’ as result of the work of physicians Robert Graves and William Stokes, whose emphasis on bedside teaching earned fame for the Meath Hospital where they were based. However, by the 1850s and for much of the nineteenth century, Irish medical education had fallen into ill-repute. Irish schools were plagued by economic difficulties, poor conditions, sham certificate system, night lectures and grinding, all of these affected student experience in different ways. Furthermore, intense competition between medical schools meant that students wielded a great deal of power as consumers. Irish students had a remarkable amount of freedom with regard to their education and qualifications. As the medical profession became increasingly professionalised, student behaviour improved but disturbances and protests in relation to professional matters or standards of education replaced earlier rowdiness. The nineteenth century also witnessed complaints by medical students about the quality of the education they were receiving, resulting, for example, in a series of visitations to Queen’s College Cork and Queen’s College Galway. This chapter highlights these distinctive aspects of Irish medical education while illustrating the power of Irish students in the period as consumers.
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Knight, Sarah. "‘Not with the Ancient, nor yet with the Modern’." In Fulke Greville and the Culture of the English Renaissance, 195–209. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823445.003.0011.

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Greville’s education at Shrewsbury School and Jesus College Cambridge exposed him to philosophical voices (e.g., the humanism of Cicero, Erasmus, and Vives) that would be influential throughout his writing life, and to a lively culture of Latin drama that would inform his own vernacular tragedies. This chapter explores how Greville’s plays intersect with other distinctive strains of sixteenth-century Senecanism, such as the Cambridge Latin tragedies Richardus Tertius (Thomas Legge, 1579) and Solymannidae (anonymous, 1581), and the French lawyer Gabriel Bounin’s La Soldane (1561). It sets Greville’s representation of education and drama in the Dedication against his accounts of pedagogical processes and adolescent intellectual formation in ‘A Treatie of Human Learning’ and in Alaham and Mustapha.
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Anno, Mariko. "Introduction." In Piercing the Structure of Tradition, 1–22. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781939161079.003.0001.

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This chapter investigates flute performance as a space for exploring the relationship between tradition and innovation and traces the characteristics of the nohkan and its music. It examines the musical structure and nohkan melodic patterns of five traditional Noh plays. It also assesses the degree to which Issō School nohkan players maintain the continuity of their musical tradition in three contemporary Noh plays inspired by the twentieth-century Irish poet William Butler Yeats. The chapter reviews three contemporary works draw upon Yeats's At the Hawk's Well, which was influenced by Noh drama. The chapter argues that traditions of musical style and usage remain vastly influential in shaping contemporary Noh composition and performance practice, and that the freedom within fixed patterns can be understood through a firm foundation in Noh tradition.
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O'Brien, James. "How Sherlock Holmes Got His Start." In The Scientific Sherlock Holmes. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199794966.003.0008.

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One can achieve somewhat of an understanding of how Sherlock Holmes came to exist by looking at the contributions of three people: Conan Doyle himself, Edgar Allan Poe, and Conan Doyle’s mentor in medical school, Dr. Joseph Bell. First we shall look at Conan Doyle, focusing on those aspects of his life that led to his writing of the Sherlock Holmes stories. Arthur Conan Doyle was born on May 22, 1859, in Edinburgh. His father, Charles Altamont Doyle, was English and his mother, Mary Foley, was Irish. His father had a drinking problem and was consequently less a factor in Conan Doyle’s upbringing than was his mother. Charles would eventually end up in a lunatic asylum (Stashower 1999, 24). Mary Doyle instilled in her son a love of reading (Symons 1979, 37; Miller 2008, 25) that would later lead him to conceive of Sherlock Holmes. Conan Doyle’s extensive reading had a great influence on the Sherlock Holmes stories (Edwards 1993). He was raised a Catholic and attended Jesuit schools at Hodder (1868–1870) and Stonyhurst (1870–1875), which he found to be quite harsh. Compassion and warmth were less favored than “the threat of corporal punishment and ritual humiliation” (Coren 1995, 15). Next he spent a year at Stella Matutina, a Jesuit college in Feldkirch, Austria (Miller 2008, 40). As Conan Doyle’s alcoholic father had little income, wealthy uncles paid for this education. By the end of his Catholic schooling, he is said to have rejected Christianity (Stashower 1999, 49). At the less strict Feldkirch school, his drift away from religion turned toward reason and science (Booth 1997, 60). At this time he also read the writings of Edgar Allan Poe, including his detective stories. So, although Sherlockians debate the “birthplace” of Holmes, a claim can be made that Holmes was conceived in Austria. In 1876, Conan Doyle began his medical studies at the highly respected University of Edinburgh. These years also played a large role in shaping the Holmes stories. One obvious factor was his continued exposure to science.
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Conference papers on the topic "Irish College and school drama"

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Helps, A., L. O’Byrne, S. Leitao, and K. O’Donoghue. "P20 Analysis of irish inquiry reports relating to pregnancy loss services (2005–2018)." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.171.

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Nicolson, H. "P75 Examining total and domain-specific sedentary behaviour using the socio-ecological model – a cross-sectional study of irish adults." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.226.

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Sexton, E., NA Donnelly, N. Merriman, M. Guzman-Castillo, P. Bandosz, MA Wren, A. Hickey, M. O’Flaherty, and K. Bennett. "OP51 Projecting the incidence and prevalence of post-stroke cognitive impairment and dementia in the irish population aged 40+ years from 2015–2025." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.52.

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Ward, M., A. Nolan, and RA Kenny. "OP53 Loneliness, social isolation and all-cause mortality in the over 50s in ireland: findings from the irish longitudinal study on ageing (TILDA)." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.54.

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O’Mahony, C., and IJ Perry. "P79 The prevalence and correlates of tobacco smoking in irish university students, focusing on social smoking and self-identification of smokers; a cross-sectional study." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.230.

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