CORA
Cork Open Research Archive (CORA) is UCC’s Open Access institutional repository which enables UCC researchers to make their research outputs freely available and accessible.
UCC Research Communities
Recent Submissions
The wide range of battery systems: from micro- to structural batteries, from biodegradable to high performance batteries
(Elsevier, 2025-05-14) Costa, Carlos M.; Salado, Manuel; Ferrara, Chiara; Ruffo, Riccardo; Mustarelli, Piercarlo; Mao, Rui; Feng, Sheng; Shang, Yuxiang; Wang, Xiaochen; Lei, Zhenkun; Bai, Ruixiang; Yan, Cheng; Lee, Kwon-Hyung; Kim, Sang-Woo; Kim, Tae-Hee; Lee, Sang-Young; Kong, Long; Zhang, Qiang; Devnani, Harsha; Gupta, Shikha; Rohan, James F.; Curtis, Neil S.; Lahiri, Abhishek; He, Yinghe; Lanceros-Mendez, S.; Science Foundation Ireland; European Regional Development Fund; Sustainable Energy Authority of Ireland
Battery systems are essential components of the on-going energy transition and digitalization of society. With the need to power an increasing variety of portable and stationary systems, ranging from disposable point-of-care devices or smart packaging systems to applications in portable computers and electric cars, an increasing variety of batteries and battery systems are being developed, each aiming to specific sets of required performance parameters, including energy and power density, cycling stability, flexibility, degradability, environmental impact or improved integration into the specific application context. This work analyzed the state of the art of the different materials and geometries, performance parameters and applications of the different battery systems. We discuss the rationale behind each material selection, the processing technologies and the integration into the specific application, taking into account the whole life-cycle of the battery. Further, the main challenges posed for each battery type will provide a roadmap for their successful development and application.
Brecht from page to mouth: a practical approach to Brecht's theatre on foot of an original translation of his Baallearning play fragments of 1930
(University College Cork, 2001) Power, Kevin N.; Schewe, Manfred
Generally there is felt to be a very sharp distinction between learning and amusing oneself. The first may be useful, but only the second is pleasant - Bertolt Brecht
This thesis has at its heart the translation of the fragments of the 1930 learning play project Brecht was planning on the basis of his already well-known and notorious theatrical creation Baal, the protagonist of his eponymous play. The first aim of the translations is to be an introduction of Brecht's mode of writing and thinking to English-speaking students of Drama who do not speak German. The second aim takes issue with the Brecht statement in the heading to this introduction: I would hope to show that it is possible for learning to be useful and pleasant.
In order to demonstrate how a flamboyantly self-centred character like Baal can be transformed into an educational tool, I have presented the main biographical and artistic developments in Brecht's life, from the Nihilistic beginnings to the period in the late 1920s when Brecht espoused Marxism and thereafter devoted part of his talents to writing for educational purposes. The main result of this was the development of the Lehrstück or learning play, which was designed to educate socialist youth by a stimulating use of dialectical thinking. The main theories involved in the genre have been translated in this thesis. I will attempt to show that the learning play, because of its own inner vitality, has transcended its Marxist origins and developed its own dynamic outside Germany, notably in Great Britain.
The different styles and approaches of translation are dealt with and a number of practical examples on the subtleties and complexities of translation; i.e., lifting ideas from one language and rooting them in a second language without doing harm to the ideas or the mode of expression in which they are couched in the original.
Brecht's project was never completed. The fragments, when rearranged, provide for a mini-drama which contains elements a student should know about Brecht: Gestus, "A" effect, paralanguage appropriate to a character, etc. By staying close to the cool, precise language of the original German, it is to be hoped that the humour and intellectual challenge will stimulate students to study and research Brecht on their own account ..
In a final summing up, the steps taken to organize and carry out a workshop devoted to lifting Brecht's translated words off the page and putting them into people's mouths for all to hear and enjoy are described. The
reactions to the texts are given and compared with the theory described by German specialists in the field. Video and written feedback in the questionnaires filled out in the moments immediately after the workshop are
evaluated in the thesis. The outcome of the practical workshop demonstrates that Brecht has lost none of his capacity to shock, amuse and repel a whole new generation.
Chess
(Cultural Geography (Un)limited Editions, 2025-06) Scriven, Richard
Provisions in international law to address conflict-related sexual violence
(Cork Online Law Review, 2025) Scriven, Richard
Sexual and gender-based violence (SGBV) is a worldwide issue impacting millions of people annually, especially women and girls. War, disasters, and other humanitarian situations result in significant increases in these types of abuses. Moreover, sexual violence is intentionally deployed as a component of conflict to demoralise opposing combatants and to terrorise civilian populations. This article examines how international law has responded to these circumstances by putting in place mechanisms to protect individuals from conflict-related sexual violence (CRSV) and to hold perpetrators to account. While international legal systems are making advances to address these pervasive and highly damaging crimes, there are challenges and limitations to how these instruments can assist victims/survivors and vulnerable groups, particularly in terms of implementation. There is a pressing need for greater resolve and coordination by the international community to use the capacities of international legal infrastructures to better protect people and to ensure that justice is pursued. Ineffective and inconsistent application of international law in addressing CRSV erodes its role as a deterrent which continues to leave whole groups, especially women and children in conflict situations.
The article’s argument progresses in five sections, beginning with an overview of the definition of CRSV and examining its horrifying presence in contemporary conflicts. This leads to a discussion of how international law tools and structures are attempting to protect individuals and groups through the recognition and codification of these acts as crimes and human rights abuses, as well as through compliance mechanisms and practical interventions in conflicts and post-conflict areas. Thirdly, a brief consideration of case law from the International Criminal Tribunal for the former Yugoslavia (ICTY) and the International Criminal Court (ICC) highlights the progress being made towards greater accountability as well as the challenges being faced. Then, there is a discussion of how international legal structures can improve and strengthen their capacities to prevent SGBV during conflicts and where it occurs, offer more victim/survivors centred justice. The overall conclusion emphasises the main points and highlights areas of further study.
Foreword
(Institute of Public Administration, 2007-09-18) Hyland, Áine; Downes, Paul; Gilligan, Ann Louise
This publication, Beyond Educational Disadvantage, is being launched almost five years after the National Forum on Educational Disadvantage was held in Drumcondra in July 2002, and provides a valuable opportunity to take stock of what has been achieved during that period. In 2002, there was widespread optimism that the time was ripe and that the will existed in Ireland to “end educational disadvantage” – hence the title of the National Forum Ending Educational Disadvantage. The Programme for Government of June 2002 had contained an explicit commitment to building an inclusive society. It promised to fund early years education and to improve class size for pupils under 9 years of age. Teacher supply would be improved and changes would be implemented which would assist schools in educationally disadvantaged areas to recruit and retain teachers. The government would prioritise the reduction of absenteeism and early school leaving, and committed itself to a second chance guarantee to those “who lost out first time round”.