Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting

The Writing Centre in Maynooth University, Ireland, is proud of its learner-centred approach (Biggs 1999, Lea et al. 2003). In the Centre we begin where students are, by asking them about their writing concerns. We also appreciate the need to recognise and build on their approaches to writing, their effective writing processes and their writing achievements. We see this under the broader heading of ‘writing transfer’. In this article, we outline our strategies to promote transfer and thinking about transfer with students before and after one-to-one appointments. In a small-scale research project we conducted, our research questions accentuated two potential principles of transfer, as noted in the Elon Statement on Writing Transfer, that ‘[s]uccessful writing transfer occurs when a writer can transform rhetorical knowledge and rhetorical awareness into performance … [when they] draw on previous knowledge and strategies … [and] … transform or repurpose that prior knowledge, if only slightly’, and that University programs can ‘teach for transfer’ (Perkins and Salomon 1988) through the use of enabling practices (Elon 2013: 4). Our work suggests that highlighting transfer in the writing centre context reinforces our learner-centred approach while also acknowledging the literacy archives with which our students present

The Maynooth University Guide to Setting Up a Writing Centre

This handbook is intended for use by colleagues either considering or charged with setting up a writing centre in a higher education institution. In its compilation we have drawn from our own experiences here in Maynooth University, from the work of colleagues in other Irish higher education institutions, from colleagues' experiences outside of Ireland, from the literature in the area and from the collective wisdom communicated through national and international professional networks about writing

Southern California Elementary Physical Education Specialists and Non- Specialists: Beliefs and Behaviors of the Ideal Purpose and Actual Function of Elementary Physical Education

This study explored the beliefs and behaviors of elementary physical education providers in California relative to the purpose and function of elementary physical education. Research on these types of beliefs and behaviors is important because of the implications on physical education programs conducted in the elementary schools. Properly implemented physical education has been demonstrated to have a positive impact on the fitness levels and motor skill development of students, and such education may lead to the habituation of lifelong physical activity. Randomly selected teachers in southern California school districts completed a three-part questionnaire assessing their beliefs and behaviors regarding the ideal purpose and actual function of elementary physical education. Results of this study indicate that participants were aware of the importance of physical education, but overall, failed to exhibit behaviors that matched their beliefs. These results are pertinent because, in many school districts, primarily nonspecialists will be providing physical education instruction at the elementary level. Understanding the beliefs of non-specialists will help university teacher education programs identify programmatic changes to better prepare elementary school teachers

University Writing Centre Tutoring Handbook

This handbook is designed with two audiences in mind. The first of these is tutors working in the Maynooth University Writing Centre; the second is any writing centre director who may wish to produce or revitalise a handbook for writing centre tutors. With regards to the latter, we hope that this modest offering might prevent colleagues in other setting from having to start from scratch should they wish to develop a handbook for their tutors. The handbook has been compiled by existing Maynooth University Writing Centre staff and staff who have since moved on from the Writing Centre

University Writing Centre Tutoring Handbook

This handbook is designed with two audiences in mind. The first of these is tutors working in the Maynooth University Writing Centre; the second is any writing centre director who may wish to produce or revitalise a handbook for writing centre tutors. With regards to the latter, we hope that this modest offering might prevent colleagues in other setting from having to start from scratch should they wish to develop a handbook for their tutors. The handbook has been compiled by existing Maynooth University Writing Centre staff and staff who have since moved on from the Writing Centre

An Introduction to Tutoring in the Writing Centre

This booklet is one of a series commissioned by the All Ireland Society for Higher Education (AISHE) and the Irish Network for the Enhancement of Writing (INEW). It is intended as a first step for colleagues who are new to the idea of a writing centre in a higher education institute. The booklet is organised into two sections. Part 1 provides a brief overview, which answers some broad questions about tutoring in a writing centre. Part 2 presents four approaches to tutoring in writing centres

A knowledge graph to understand nursing big data: case example for guidance

This was a co-participatory study focusing on adoption of health informatics standards and translation of nursing knowledge to advance nursing theory through a nursing knowledge graph (NKG). In this article we outline groundwork research conducted through a focused analysis to advance structural interoperability and to inform integrated care in Ireland. We provide illustrated details on a simple example of initial research available through open access

Meta-analysis of drug-related deaths soon after release from prison

Aims The transition from prison back into the community is particularly hazardous for drug-using offenders whose tolerance for heroin has been reduced by imprisonment. Studies have indicated an increased risk of drug-related death soon after release from prison, particularly in the first 2 weeks. For precise, up-to-date understanding of these risks, a meta-analysis was conducted on the risk of drug-related death in weeks 1 + 2 and 3 + 4 compared with later 2-week periods in the first 12 weeks after release from prison. Methods English-language studies were identified that followed up adult prisoners for mortality from time of index release for at least 12 weeks. Six studies from six prison systems met the inclusion criteria and relevant data were extracted independently. Results These studies contributed a total of 69 093 person-years and 1033 deaths in the first 12 weeks after release, of which 612 were drug-related. A three- to eightfold increased risk of drug-related death was found when comparing weeks 1 + 2 with weeks 3–12, with notable heterogeneity between countries: United Kingdom, 7.5 (95% CI: 5.7–9.9); Australia, 4.0 (95% CI: 3.4–4.8); Washington State, USA, 8.4 (95% CI: 5.0–14.2) and New Mexico State, USA, 3.1 (95% CI: 1.3–7.1). Comparing weeks 3 + 4 with weeks 5–12, the pooled relative risk was: 1.7 (95% CI: 1.3–2.2). Conclusions These findings confirm that there is an increased risk of drug-related death during the first 2 weeks after release from prison and that the risk remains elevated up to at least the fourth week