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photo credits: Wikimedia Commons
The Troubles (Irish: Na Trioblóidí) were an ethno-nationalist conflict in Northern Ireland that lasted for about 30 years from the late 1960s to 1998. Also known internationally as the Northern Ireland conflict, it began in the late 1960s and is usually deemed to have ended with the Good Friday Agreement of 1998. Although the Troubles mostly took place in Northern Ireland, at times violence spilled over into parts of the Republic of Ireland, England, and mainland Europe. Sometimes described as an "asymmetric" or "irregular" war or a "low-intensity conflict", the Troubles were a political and nationalistic struggle fueled by historical events, with a strong ethnic and sectarian dimension, fought over the status of Northern Ireland. Unionists and loyalists, who for historical reasons were mostly Ulster Protestants, wanted Northern Ireland to remain within the United Kingdom. Irish nationalists and republicans, who were mostly Irish Catholics, wanted Northern Ireland to leave the United Kingdom and join a united Ireland. Despite the division between Protestants and Catholics, it was not primarily a religious war. The conflict began during a campaign by the Northern Ireland Civil Rights Association to end discrimination against the Catholic-nationalist minority by the Protestant-unionist government and local authorities. The government attempted to suppress the protests. The police, the Royal Ulster Constabulary (RUC), were overwhelmingly Protestant and known for sectarianism and police brutality. The campaign was also violently opposed by Ulster loyalists, who believed it was a front for republican political activity. Increasing tensions led to the August 1969 riots and the deployment of British troops, in what became the British Army's longest operation. "Peace walls" were built in some areas to keep the two communities apart. Some Catholics initially welcomed the British Army as a more neutral force than the RUC, but soon came to see it as hostile and biased, particularly after Bloody Sunday in 1972. The main participants in the Troubles were republican paramilitaries such as the Provisional Irish Republican Army (IRA) and the Irish National Liberation Army (INLA); loyalist paramilitaries such as the Ulster Volunteer Force (UVF) and Ulster Defence Association (UDA); British state security forces such as the British Army and RUC (Royal Ulster Constabulary); and political activists. The security forces of the Republic of Ireland played a smaller role. Republicans carried out a guerrilla campaign against British forces as well as a bombing campaign against infrastructural, commercial, and political targets. Loyalists attacked republicans/nationalists and the wider Catholic community in what they described as retaliation. At times, there were bouts of sectarian tit-for-tat violence, as well as feuds within and between paramilitary groups. The British security forces undertook policing and counterinsurgency campaigns, primarily against republicans. There were incidents of collusion between British state forces and loyalist paramilitaries (see Stevens Inquiries). The Troubles also involved numerous riots, mass protests, and acts of civil disobedience, and led to increased segregation and the creation of temporary no-go areas. More than 3,500 people were killed in the conflict, of whom 52% were civilians, 32% were members of the British security forces, and 16% were members of paramilitary groups. Republic paramilitaries were responsible for 60% of total deaths, followed by loyalist paramilitaries at 30% and security forces at 10%. Loyalists were responsible for 48% of all civilian deaths, however, followed by republicans at 39% and security forces at 10%. The Northern Ireland peace process led to paramilitary ceasefires and talks between the main political parties, which resulted in the Good Friday Agreement of 1998. This Agreement restored self-government to Northern Ireland on the basis of "power-sharing" and it included acceptance of the principle of consent, commitment to civil and political rights, parity of esteem, police reform, paramilitary disarmament and early release of paramilitary prisoners. There has been sporadic violence since the Agreement, including punishment attacks, loyalist gangs' control of major organised crime rackets (e.g., drugs supply, community coercion and violence, intimidation), and violent crime linked to dissident republican groups. Source: Wikipedia (en)
Works about educational technology 76
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Internet realities, amazing but time consuming? : a case study of student teachers' interpretations of the Internet
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A Survey of Technology Use in PK-12 Public Education Schools in the Lower Rio Grande Valley
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Development of flexible education systems for technology students
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Teachers on-line : a survey of primary school teachers' perceptions of the Internet
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Evaluation of the effectiveness of a tertiary course delivered via the World Wide Web : the case of the 86.761 course-- "Learning with computers"
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Main strategies of internet-based Japanese language teaching and the associated risks
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The Importance of Technology Skills for Educators: Discrepancies Between Perceptions of Teachers and Administrators
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Student modelling and adaptivity in web-based learning systems
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Application of mobile agents in web-based student modelling
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The world at our doorstep : evaluating an Internet-based social studies programme
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ICT in Education/The Uses of ICTs in Education
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Interactive QuickTime: Developing and evaluating multimedia learning objects
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Optical tracking for the ROBOTable project
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Template-driven teacher modelling approach
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Applying knowledge management in education : teaching database normalization
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Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning
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Multi-criteria based negotiation for learning content selection
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E-learning and e-systems to facilitate learning from marked student work
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Learner success in eLearning : room for improvement-- but how? : an analysis of the problem of retention and completion in an online programme
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Fostering inter institutional knowledge sharing among students
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Computer Based Simulation Experiences in the General Physics Laboratory
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Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning
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Facilitating a blended learning community : a collaborative approach to professional learning
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How two large New Zealand secondary schools manage their information and communications technology
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Factors involved in contributing to effective student learning when using interactive whiteboard technology: A case study of a New Zealand primary school
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Redes Sociales para la Educación
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Educar para la comunicación y la cooperación social
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Lecturers’ experiences and perceptions of using learning management systems
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An e-learning 2.0 model
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An Action Research Investigation into the Impact of Geogebra on Third Graders' Understanding of Geometry Concepts
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The combined influence of national and organizational cultures on ICT adoption and use
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“Coconut wireless” : examining the impact of the One Laptop Per Child (OLPC) Project on the Niue education community : a case study
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