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peer-reviewed ; For post-dictatorship countries attempting to come to terms with and understand their past, historical media studies have a particularly important role to play. In identifying discursive strategies, objective and subjective versions of events, and key social actors, they not only contribute to the linguistic debate on how "meaning" is produced in media but can have wider implications at the societal level in the construction of "collective memory" and identity (Achugar, 2007). The 1982-1983 period marked the end of a brutal dictatorship, Argentina's Proceso de Reorganización Nacional (National Reorganization Process) and a difficult period of transition to democracy for the country following defeat in the 1982 Falklands/Malvinas War. Using a Critical Discourse Analysis framework, this research project analyses the role of the print media in both sustaining and challenging the dictatorship in Argentina during its period of crisis. The methodological approach of this study is mixed, combining the qualitative principles of the Discourse-Historical Approach (DHA) (Reisigl and Wodak, 2009) with a quantitative corpus-assisted discourse analysis of newspapers that supported the regime. Furthermore, a Synchronic-Diachronic method developed by Argentinean linguist Pardo (2008, 2010) for specific application to her country's media is employed for qualitative study of newspaper discourse opposing the dictatorship, while a multimodal analytical framework is applied to the political cartoons of the period. Findings suggest that representations of social actors and events that supported the dictatorship are closely linked to discourses on nationalism and, as a result, are unstable and shifting, reflecting the country's period of socio-political crisis. Conversely, discourses that challenged the regime are shown to maintain their oppositional stance throughout the year, incorporating complex strategies of counter-journalism and a combination of communicative elements such as text, images and colour. In ...

Trinity is spearheading the development of the Grand Canal Innovation District concept in collaboration with the other Dublin universities and the broader enterprise community. We are outlining our vision and issuing a call to action for industry, higher education, the local community, and government to collaborate on a new and critically important engine for the next phase of Ireland?s economic development. After 18 months of preparation, today we lay out how a globally competitive innovation district is achievable in Dublin. At a time when the availability of talent and innovation drives business investment and growth Dublin must play its role as a capital city for Ireland and establish the infrastructure necessary to compete internationally. A new innovation district, with a new university campus at its heart, will be a vital step in enabling Dublin to be ranked as a top 20 global city for innovation. It is achievable if we work together. We are not presenting a blueprint or a set of specific actions ? that comes later. Today?s announcement by An Taoiseach Leo Varadkar sets down a marker that Ireland intends to play at the highest levels in the world?s innovation economy. The first step is providing a starting vision to enable an ecosystem-wide conversation on the challenges we face; the opportunities that are open to us and the choices that need to be made to ensure Ireland remains a globally competitive location for business, and becomes an internationally recognised hub for research and innovation. We encourage all stakeholders to participate, comment and provide feedback and support the development of an innovation district masterplan that is reflective of the entire ecosystem in the Grand Canal Dock area.

Trinity College Dublin, the highest internationally ranked university in Ireland has spearheaded the development of the Grand Canal Innovation District concept.This document outlines our vision and serves as a call to action for industry; higher education and government to collaborate on a new and critically important engine of growth for Ireland. This document is about beginning a conversation and is not a blueprint or set of specific actions. Its aim is to provide a starting vision to enable an ecosystem wide conversation on the challenges we face; the opportunities that are open to us and the choices that need to be made to ensure Ireland remains a globally competitive location for business, and an internationally recognised hub for research and innovation. All stakeholders are encouraged to review, comment and provide feedback and support the development of an innovation district manifesto that is reflective of the entire ecosystem. Please send comment, feedback or ideas to GCID@tcd.ie

Purpose – This paper aims to explore the challenges facing Irish organisations in the training and development of non-Irish workers. It analyses the importance of fluency in the host country's language and the approach taken by organisations in relation to language training. In-depth semi-structured interviews provide significant insights for the policies and practices of multiple stakeholders. Design/methodology/approach – The empirical research comprised 33 in-depth interviews conducted with employers, employees, trade unions and regulatory bodies, and an objective content analysis provided insights into the challenges Irish organisations face in the training and development of non-Irish workers. Findings – The results indicate that Irish organisations are given little advice or support regarding the development of non-Irish workers. The study concludes that organisations should re-consider current approaches to cultural diversity training and development of these workers, prioritising the provision of English language training for these workers. The study maintains that an understanding of cultural differences is a vital component in the training of this cohort of workers. Research limitations/implications – Further research is required in this area. This could include an investigation into the levels of transfer of learning upon completion of training programmes for non-Irish workers, and an evaluation of the understanding of cultural learning styles among trainers. Practical implications – Learning and development (L&D) initiatives are dependent on English language supports, which will ultimately be central to the successful training and development of non-Irish workers, and provision of affordable high-quality English language classes is crucial. An understanding of cultural differences, diversity and inclusion is equally important if this cohort of workers is to thrive in an Irish working environment. Social implications – The government's role must be considered a priority, assisting organisations in relation to their strategies for L&D. Originality/value – There has been a paucity of research on the issue of L&D for migrant workers in an Irish context. This paper contributes to the discussion and provides guidelines for employers and opinions for policymakers.

The view of Mandeville as a pioneer of laissez-faire is difficultto reconcile with his repeated insistence that private vices were turnedinto public benefits by the 'dexterous management of the skilfulpolitician'. Even if references to the skilful politician are regarded asshorthand for a legal and institutional framework, there remains thequestion of whether such a framework is a spontaneous order or theproduct of purposeful experiment as Mandeville thought? Mandevillewarned about the harmful effects of meddling but his complaint wasabout the actions of fashionable do-gooders rather than government. Heunderstood that the voluntariness of a transaction could be regarded asa defence against complaints of unfairness but he was quick to pointout the limitations of voluntariness especially in the market for labour.Mandeville's objective was to teach people what they are not what theyshould be. He pointed to the strengths of the emerging market systembut was not afraid to expose its faults.