Short and Long-term Effects of Writing Intervention from a Psychological Perspective on Professional and Academic Writing in Higher Education – The EFL Writers’ Workshop

Writing in higher educational settings is regarded as problematic for all but the most dedicated people (Silva, 2007). Many of the problems come from psychological states (internal-censors, fears, perfectionism, procrastination) deeply rooted in writing experiences (Boice, 1990). However, the literature addressing this is generally missing. A survey of writing-books, manuals, and research studies indicate that most approach writing from linguistic, stylistic, and rhetorical perspectives (Silva, 2007). This study attempted to fill this gap by examining a group of graduate students attending a writing workshop which specifically addressed psychological barriers to productive writing (Boice, 1990). The eight-week workshop consisted of classroom sessions in the first week and then moved to an online course management platform. The primary aim of the study was to note the changes in the students using data from their weekly writing reflections and discussion board comments in several forums and 8-month follow-up interviews. Findings indicate that the workshop had immediate effects on the writers but as the time passed the effects faded. The study looked to Threshold Concepts Theory (Meyer & Land, 2005) as a possible theoretical explanation for the loss of the temporary positive workshop results

Combine parentally and university studies, a highly significant challenge

Con el objetivo de interpretar el significado de la paternidad entre los estudiantes de enfermería que también son padres, se realizó un estudio con el paradigma cualitativo, enfoque fenomenológico, utilizando el método de Spiegelberg para el análisis de la información y la entrevista profunda como una técnica para recopilar información. Se entrevistaron cinco estudiantes con quienes se saturó el campo. Los agentes externos participantes fueron tres profesores del programa de enfermería y una madre de familia, la información se validó a través de la triangulación de los datos obtenidos de los sujetos. Las preguntas fueron registradas y transcritas, y de la información surgieron dos categorías: ser padres y sentimientos. Las subcategorías fueron responsabilidad, hermosa experiencia, experiencia de experiencias, inspiración, motivación, amor, frustración, celos, trascendencia y culpa. El significado de ser padres en estudiantes de enfermería está asociado con la responsabilidad, los sentimientos y lo que consideran una experiencia de vida.With the aim of interpreting the meaning of parenthood among nursing students who are also parents, a study was carried out with the qualitative paradigm, phenomenological approach, using the Spiegelberg method for the analysis of the information and the deep interview as a technique for gathering information. Five students were interviewed with whom the field got saturated. The participating external agents were three teachers of the nursing program and a mother of family, the information was validated through the triangulation of the data obtained from the subjects. Questions were registered and transcribed, and from the information emerged two categories: being parents and feelings. Subcategories were responsibility, beautiful experience, experience of experiences, inspiration, motivation, love, frustration, jealousy, transcendence and guilt. The meaning of being parents in nursing students is associated with the responsibility, the feelings and what they consider a life experience

PROPUESTA DE IMPLEMENTACIÓN DE ESTRATEGIAS COMPLEMENTARIAS AL PROGRAMA INSTITUCIONAL DE ACTIVIDADES PARA LA EDUCACIÓN DE VIDA SALUDABLE [PIAEVS] DEL INSTITUTO DE CIENCIAS BÁSICAS E INGENIERÍAS PARA LA PREVENCIÓN Y ATENCIÓN DE LA VIOLENCIA DE GÉNERO

PROPUESTA DE IMPLEMENTACIÓN DE ESTRATEGIAS COMPLEMENTARIAS AL PROGRAMA INSTITUCIONAL DE ACTIVIDADES PARA LA EDUCACIÓN DE VIDA SALUDABLE [PIAEVS] DEL INSTITUTO DE CIENCIAS BÁSICAS E INGENIERÍAS PARA LA PREVENCIÓN Y ATENCIÓN DE LA VIOLENCIA DE GÉNER

Borderline gradient continuity for the normalized pp-parabolic operator

In this paper, we prove gradient continuity estimates for viscosity solutions to $\Delta_{p}^N u- u_t= f$ in terms of the scaling critical $L(n+2,1 )$ norm of $f$, where $\Delta_{p}^N$ is the game theoretic normalized $p-$Laplacian operator defined in (1.2) below. Our main result, Theorem 2.5 constitutes borderline gradient continuity estimate for $u$ in terms of the modified parabolic Riesz potential $\mathbf{P}^{f}_{n+1}$ as defined in (2.8) below. Moreover, for $f \in L^{m}$ with $m>n+2$, we also obtain H\"older continuity of the spatial gradient of the solution $u$, see Theorem 2.6 below. This improves the gradient H\"older continuity result in [3] which considers bounded $f$. Our main results Theorem 2.5 and Theorem 2.6 are parabolic analogues of those in [9]. Moreover differently from that in [3], our approach is independent of the Ishii-Lions method which is crucially used in [3] to obtain Lipschitz estimates for homogeneous perturbed equations as an intermediate step.Comment: arXiv admin note: substantial text overlap with arXiv:1904.1307