Inner-witnessing as a spatial everyday practice in Ann Petry’s The Street

Some scholars approach Ann Petry’s portrayal of Lutie Johnson’s fate in the hostile background of The Street (1946) through a naturalistic and deterministic lens: the protagonist, a single black mother, dreams of improving her lifestyle by reproducing a white uppermiddle class model. Given Lutie’s gender and race her dreams are, following this critical method, condemned as impossible. This approach to Petry’s novel does not take into account the deep geographical analysis that the author provides of Lutie’s struggle. Employing a spatial paradigm, this essay aims to offer an interpretation of Petry’s novel that challenges traditional geographic patterns evident in the street’s urban description. Such opposition reflects Katherine McKittrick’s approach to the definition of ‘Black women’s geographies’ as sites of struggle. Analyzing the novel’s employment of everyday practices, such as communicative expressions, and Kelly Oliver’s notion of inner-witnessing as one of them, proves how Lutie Johnson’s subjective mapping constitutes an everyday practice within the novel. As such, Petry’s portrayal of Lutie’s creation of space through these everyday practices illustrates how in her interactions with the street’s dynamics Lutie provides a witnessing cartography of struggle that opposes traditional geographic interpretations

Integrating technology into ESP instruction: a case study with Educaplay

The constant change that characterizes modern society and its way of living affects the approach to the teaching-learning process in higher education. More and more educators are looking for alternatives to traditional teaching by introducing different digital tools to make this process more effective, appealing, and autonomous. This study focuses on Educaplay (https://www.educaplay.com), a popular online digital tool used by numerous teachers worldwide. Its objective is to discover if Educaplay can help to improve language acquisition and enhance motivation among Spanish undergraduates studying English for Specific Purposes (ESP) in the degree in Physiotherapy, Occupational Therapy, and Architecture at the Catholic University of Murcia. The results obtained from tests and a questionnaire with 82 respondents point to the success of Educaplay, which has contributed in a very positive way to the learning of content seen in the subject, has assisted in making the course more enjoyable and attractive, and improved students’ motivation. 84% of respondents would like to use Educaplay in other subjects of the degree, and 58% believe that technology-enhanced language learning is the direction that teaching should take. In conclusion Educaplay is recommended to be used in ESP teaching at tertiary level.The present research was funded by the “Programa de Ayudas a la realización de Proyectos de Innovación Docente” of Vice-Rectorate for Research of the Catholic University of Murcia (UCAM) (year 2020-2021)

Quizlet como recurso interactivo en la enseñanza-aprendizaje de idiomas

El objetivo principal de este proyecto es mejorar el proceso de enseñanza-aprendizaje de segundas lenguas. En particular, pretende (1) facilitar la adquisición del vocabulario nuevo, (2) mejorar la motivación de los alumnos, (3) promover la autonomía en el aprendizaje de segundas lenguas. Para conseguir estos objetivos, se ha utilizado la herramienta Quizlet (https://quizlet.com) – una plataforma digital que permite crear actividades interactivas y dinámicas, incluyendo juegos y retos. Además, su diseño le permite al alumnado avanzar de manera personalizada, proporcionándoles más autonomía y convirtiéndoles en verdaderos responsables de su aprendizaje. Este estudio se ha llevado a cabo en el primer curso del Grado en Traducción e Interpretación: Inglés en la asignatura de Lengua B1 Inglés, en la Universidad de Alicante. Los resultados fueron recogidos mediante una encuesta de satisfacción e indican que: Quizlet ha mejorado considerablemente el aprendizaje del vocabulario visto en la asignatura, ha contribuido a la mejora de la motivación de los alumnos y ha fomentado el aprendizaje autónomo del alumnado

Tratamientos Psicológicos Empíricamente Apoyados Para la Infancia y Adolescencia: : Estado de la Cuestión

Background: The empirical evidence accumulated on the effi cacy, effectiveness, and effi ciency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence. Method: A review was carried out of the psychological treatments for different psychological disorders and problems in socialemotional or behavioral adjustment in the child-adolescent population according to the Spanish National Health System (Clinical Practice Guidelines) levels of evidence and degrees of recommendation. Results: The fi ndings suggest that psychological treatments have empirical support for addressing a wide range of psychological problems in these developmental stages. The degree of empirical support ranges from low to high depending on the phenomenon analyzed. The review suggests unequal progress in the different fi elds of intervention. Conclusions: From this update, psychologists will be able to make informed decisions when implementing those empirically supported treatments to address the problems that occur in childhood and adolescence.Antecedentes: la evidencia empírica acumulada en los últimos años sobre la efi cacia, efectividad y efi ciencia de los tratamientos psicológicos en la infancia y adolescencia reclama una actualización. El principal objetivo de este artículo es el de llevar a cabo una revisión de los tratamientos psicológicos empíricamente apoyados para una diversidad de problemas psicológicos habituales en la infancia y la adolescencia. Método: se revisan los tratamientos psicológicos para diferentes trastornos psicológicos y problemas en el ajuste socioemocional o conductual en población infanto-juvenil en función de los niveles de evidencia y grados de recomendación del Sistema Nacional de Salud de España (Guías de Práctica Clínica). Resultados: los hallazgos sugieren que los tratamientos psicológicos específi camente dirigidos a niños, niñas y adolescentes disponen de apoyo empírico para el abordaje de un amplio elenco de problemas psicológicos. Este grado de apoyo empírico oscila de bajo a alto en función del problema analizado. La revisión muestra un avance desigual en los diferentes campos de intervención. Conclusiones: a partir de esta actualización, los profesionales de la psicología podrán tomar decisiones informadas a la hora de implementar aquellas intervenciones psicológicas con apoyo empírico para el abordaje de los problemas en la infancia y la adolescenci