Hugo Newman is a political philosopher who received his Ph.D from University College Dublin in 2015. His dissertation was titled "Towards a New Ethics of Liberty: The Moral Foundations of Libertarianism". He specializes in political philosophy, public policy, and ethics with research interests including institutional ethics, political liberty, and social justice. Newman has taught graduate and undergraduate courses at UCD and has published conference papers on topics such as atheism and morality, libertarianism, and criticisms of socialism. He received an Irish Research Council scholarship from 2011-2014 and has worked in printing and customer service. Newman is an associate editor for an international philosophy journal and has served the UCD philosophy department.
We believe the only way to build a business is one successful project at a time. We also believe in the value of long term working relationships with companies who, like us, are committed to quality and customer satisfaction.
In this file, you can ref interview materials for restaurant such as types of interview questions, restaurant situational interview, restaurant behavioral interview…
Designing a connected research impact strategy for arts and humanities discip...Niamh NicGhabhann
These are the slides presented as part of an invited keynote given at Mary Immaculate College of Education in September 2017 on the subject of designing a connected research impact strategy for arts and humanities disciplines
Be taught by World-famous teaching staff at Kings College London's new 100% online course.
Prospective students interested in global ethical issues will in many cases already have read books and other materials written by the academics giving the lectures on this course. These experts’ names are on UG reading lists worldwide (ex: Professor Thomas Pogge, Yale; Professor Allen Buchanan, Duke; Professor Dale Jamieson, NYU; and several leading King’s professors, such as Professors Jonathan Glover, Leif Wenar and Raymond Plant). As such students will be taught by the top leaders in the field, unrivaled by any competitors.
Inclusion: the final frontier - Universal Design for Learning Alan Bruce
Overview of origin, purpose and vision of Universal Design for Learning and how it impacts in the mission to develop greater social inclusion in schools and other learning enviroments. Focs on disability rights as the origin of UDL and then how this developed into more general principles of access and equity.
Delivered at conference of UDLnet project in European University Cyprus in Nicosia on 7 March 2015.
Research Evaluation in an Open Science contextHilda Muchando
The Knowledge Exchange has published the report ‘𝙊𝙥𝙚𝙣𝙣𝙚𝙨𝙨 𝙋𝙧𝙤𝙛𝙞𝙡𝙚: 𝙈𝙤𝙙𝙚𝙡𝙡𝙞𝙣𝙜 𝙧𝙚𝙨𝙚𝙖𝙧𝙘𝙝 𝙚𝙫𝙖𝙡𝙪𝙖𝙩𝙞𝙤𝙣 𝙛𝙤𝙧 𝙤𝙥𝙚𝙣 𝙨𝙘𝙝𝙤𝙡𝙖𝙧𝙨𝙝𝙞𝙥’.
The report presents how the Openness Profile can help address existing gaps in the assessment of Open Science in relation to issues such as:
• The need to accelerate the transition to Open - operationalising and normalising open scholarship practices has proven challenging.
• Conflicting ambitions combined with strong network effects that punish those who deviate from sector norms around research assessment and practice.
• The economic nature of challenges, either financial or relating to actors’ incentives, associated with the transition to open scholarship.
• Distortion of researcher behaviour due to over-reliance on traditional metrics.
• Underfunded and underdeveloped funder grant information systems. Poor adoption of PIDs and little to no interoperability with downstream stakeholders.
• Key contributors to the academic knowledge ecosystem being under-recognised
• Research being organised with ‘well defined’ rules that do not include ‘open’-related criteria.
The potential to improve open research evaluation practice as well as the requirements to implement the Openness Profile are addressed, including recommendations for stakeholders.
Prof Michael Cuthill- University/Community Engagement in AustraliacommunityUOW
Community-based research in Australian universities: Reflections on national policy, institutional strategy and research practice.
Community-based research (CBR) is one important expression of university community engagement. It draws together the public good mission of the university with a scholarly intent. This presentation will provide a brief outline of the current policy, institutional and practice settings for CBR in Australia. The main focus will describe the underlying values, methodologies and methods employed by researchers in this area, and how genuine relationships between universities and communities can be fostered through CBR
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Earli Conference 2017 in Tampere, FinlandJaakko Vuorio
The 17th Biennial conference of the EARLI is taking place in Tampere, Finland on August 27th – September 2nd 2017 and will be hosted by the University of Tampere. The conference takes place in Tampere Hall, the Scandinavia’s largest congress and concert centre at the heart of city.
We believe the only way to build a business is one successful project at a time. We also believe in the value of long term working relationships with companies who, like us, are committed to quality and customer satisfaction.
In this file, you can ref interview materials for restaurant such as types of interview questions, restaurant situational interview, restaurant behavioral interview…
Designing a connected research impact strategy for arts and humanities discip...Niamh NicGhabhann
These are the slides presented as part of an invited keynote given at Mary Immaculate College of Education in September 2017 on the subject of designing a connected research impact strategy for arts and humanities disciplines
Be taught by World-famous teaching staff at Kings College London's new 100% online course.
Prospective students interested in global ethical issues will in many cases already have read books and other materials written by the academics giving the lectures on this course. These experts’ names are on UG reading lists worldwide (ex: Professor Thomas Pogge, Yale; Professor Allen Buchanan, Duke; Professor Dale Jamieson, NYU; and several leading King’s professors, such as Professors Jonathan Glover, Leif Wenar and Raymond Plant). As such students will be taught by the top leaders in the field, unrivaled by any competitors.
Inclusion: the final frontier - Universal Design for Learning Alan Bruce
Overview of origin, purpose and vision of Universal Design for Learning and how it impacts in the mission to develop greater social inclusion in schools and other learning enviroments. Focs on disability rights as the origin of UDL and then how this developed into more general principles of access and equity.
Delivered at conference of UDLnet project in European University Cyprus in Nicosia on 7 March 2015.
Research Evaluation in an Open Science contextHilda Muchando
The Knowledge Exchange has published the report ‘𝙊𝙥𝙚𝙣𝙣𝙚𝙨𝙨 𝙋𝙧𝙤𝙛𝙞𝙡𝙚: 𝙈𝙤𝙙𝙚𝙡𝙡𝙞𝙣𝙜 𝙧𝙚𝙨𝙚𝙖𝙧𝙘𝙝 𝙚𝙫𝙖𝙡𝙪𝙖𝙩𝙞𝙤𝙣 𝙛𝙤𝙧 𝙤𝙥𝙚𝙣 𝙨𝙘𝙝𝙤𝙡𝙖𝙧𝙨𝙝𝙞𝙥’.
The report presents how the Openness Profile can help address existing gaps in the assessment of Open Science in relation to issues such as:
• The need to accelerate the transition to Open - operationalising and normalising open scholarship practices has proven challenging.
• Conflicting ambitions combined with strong network effects that punish those who deviate from sector norms around research assessment and practice.
• The economic nature of challenges, either financial or relating to actors’ incentives, associated with the transition to open scholarship.
• Distortion of researcher behaviour due to over-reliance on traditional metrics.
• Underfunded and underdeveloped funder grant information systems. Poor adoption of PIDs and little to no interoperability with downstream stakeholders.
• Key contributors to the academic knowledge ecosystem being under-recognised
• Research being organised with ‘well defined’ rules that do not include ‘open’-related criteria.
The potential to improve open research evaluation practice as well as the requirements to implement the Openness Profile are addressed, including recommendations for stakeholders.
Prof Michael Cuthill- University/Community Engagement in AustraliacommunityUOW
Community-based research in Australian universities: Reflections on national policy, institutional strategy and research practice.
Community-based research (CBR) is one important expression of university community engagement. It draws together the public good mission of the university with a scholarly intent. This presentation will provide a brief outline of the current policy, institutional and practice settings for CBR in Australia. The main focus will describe the underlying values, methodologies and methods employed by researchers in this area, and how genuine relationships between universities and communities can be fostered through CBR
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Earli Conference 2017 in Tampere, FinlandJaakko Vuorio
The 17th Biennial conference of the EARLI is taking place in Tampere, Finland on August 27th – September 2nd 2017 and will be hosted by the University of Tampere. The conference takes place in Tampere Hall, the Scandinavia’s largest congress and concert centre at the heart of city.
Nick Andrews: Co-production through experience-based co-design, community of ...Bethan Roper
Nick Andrews: Co-production through Experience-Based Co-Design, Community of Enquiry and Most Significant Change techniques. Learning and development needs to connect with the way in which people already think, feel and go about their work. This requires making connections between people’s heads, hearts and each other. I will provide a bare-bones summary of three narrative and dialogue-based techniques we use in the Developing Evidence-Enriched Practice (DEEP) programme. All three start with the knowledge, thoughts and feelings of the people involved and builds on this through sharing and talking together in ways that allow different points of view to be expressed, explored and developed.
Openness has been identified with many innovations in education and educational technology, but remains under-theorised. This presentation will argue that openness is best understood as a kind of absence of restriction or impediment. With a clear connection to issues of freedom, integrity and autonomy openness introduces several layers of complexity to the ethics of teaching and learning. These will be described and explored through case studies, with practical approaches to dealing with the risks of openness outlined.
If you want a teaser for the presentation, please watch this short video where Robert talks about openness and ethics:
https://www.youtube.com/watch?v=wZHNSdUzDHc
1. 1
HUGO NEWMAN
University College Dublin, Tel: 00 353 (0)1 490 0751
Belfield, Cell: 00 353 (0)86 891 1692
Dublin 4, Email: hugo.newman@ucdconnect.ie
Ireland.
EDUCATION
Ph.D. Philosophy, University College Dublin, October 2011 – January 2015
Dissertation: Towards a New Ethics of Liberty: The Moral Foundations
of Libertarianism
Committee: Rowland Stout (Chair), Mark Pennington, Chris Cowley
M.A. Philosophy, University College Dublin, 2009 (First Class Honours)
B.A. Philosophy and English Literature, University of Limerick, 2008 (First Class
Honours)
AREAS OF SPECIALIZATION
Political Philosophy, Public Policy, Ethics
Research Interests: institutional ethics, political liberty, social contract theory, social
justice, egalitarian ethics, left versus right libertarianism, public choice theory,
socialism, property rights, corporate power, democratic theory, the intersection of
political economy and ethics, moral realism.
AREAS OF COMPETENCE
Free Will and Moral Responsibility, Philosophy of Atheism, Contemporary
Epistemology, History of Modern Philosophy, Economic Theory
CONFERENCE PAPERS AND PUBLIC PRESENTATIONS
2015 “Good without God: Atheism and Morality”, Humanist Association of Ireland
Conference, May 3.
2014 “Libertarianism, Needs and Institutional Experimentation”, Dublin Political Theory
Workshop, University College Dublin, November 28.
2014 “Anarchism and Public Choice Theory”, Anarchist Studies Network International
Conference, Loughborough University, September 4.
2014 “The Case Against Socialism”, Queens University Belfast Libertarian Society, Queens
University, Belfast, April 2.
2012 “The Possibility of Democratic Tolerance”, A Symposium on Why Tolerate Religion
with Brian Leiter, Newman House, 86 St Stephen’s Green, Dublin 2, November 17.
2012 “Libertarianism and the Common Good”, Philosophy, Politics and Law Annual
Symposium, University College Dublin, December 5.
2. 2
TEACHING EXPERIENCE
Graduate Level, at University College Dublin
Law, Liberty and the State (Substitute Seminar)
Undergraduate Level, at University College Dublin
Individuals and The State (Second Year Substitute Lecture); Anarchy, Law and the
State (Third Year Substitute Lecture)
Courses Assisted (Tutor), at University College Dublin
Hume and Kant, with Jim O’Shea; Introduction to Modern Philosophy, with Dermot
Moran; Individuals and The State, with Iseult Honohan; Introduction to Political
Theory, with Graham Finlay and Alexa Zellentin; Anarchy, Law and The State, with
Gerard Casey; Search for Meaning, with Dermot Moran and Gerard Casey
PROFESSIONAL ACTIVITIES AND SERVICE
Associate Editor, Perspectives: International Postgraduate Journal of Philosophy, Volume 5,
Autumn 2014
DEPARTMENTAL AND UNIVERSITY SERVICE
Graduate Student Representative to the Faculty 2013 – 2014, School of Philosophy,
University College Dublin
Founding Convener, Philosophy Politics and Law Annual Symposium, University College
Dublin.
ACADEMIC AWARDS
Irish Research Council Government of Ireland Postgraduate Scholarship, 2011 – 2014
WORK HISTORY
Print Assistant, Reads Print & Design, Nassau Street, Dublin 1 2009 – 2010
Printing, copying, binding, collating, and managing customer projects in a timely
manner; mediating/coordinating interdepartmental projects; fielding customer queries
and orders; limited machine servicing experience and duties; cash flow management
Customer Service, Howleys Quay Car Park 2004-2008
Customer service; systems operations and limited maintenance responsibilities; cash
flow management; opening and closing premises and alarm coordination;
3. 3
REFERENCES
Mark Pennington, Professor of Public Policy and Political Economy, Department of Political
Economy, King’s College London, London WC2R 2LS
+44(0)20 7848 1687 mark.pennington@kcl.ac.uk
Gerard Casey, Professor of Philosophy, School of Philosophy, University College Dublin,
Belfield, Dublin 4
+353(0)1 716 8201 gerard.casey@ucd.ie
Christopher Cowley, Lecturer in Philosophy, School of Philosophy, University College
Dublin, Belfield, Dublin 4
+353(0)1 716 8228 christopher.cowley@ucd.ie
Maria Baghramian, Professor of Philosophy, School of Philosophy, University College
Dublin, Belfield, Dublin 4
+353(0)1 716 8125 maria.baghramian@ucd.ie
Iseult Honohan, Senior Lecturer in Political Theory, School of Politics and International
Relations, University College Dublin, Belfield, Dublin 4
+353(0)1 716 8149 iseult.honohan@ucd.ie