text:
This fall, the Muskies football team went into a very promising season. Turning predictions into reality, the Muskies carried out an 8-2 run with the help from the seniors who put their all into the football program at Lakeland university. This season had many highs and a couple lows, but the seniors...
Amber Walker, Staff Reporter
While saying goodbye to any of our incredible Muskie staff members is always tough, we treasure the time we had with them and cheer on all their future successes. This January, we cheer on Mara Poulette, Associate Vice President of Cooperative Education & Career Readiness, and Jess Lambrecht, Assistant...
Bora Ajdini, Staff Reporter
Lakeland University's "People of Virtue" is a student-run organization on campus focused on helping students continue their academic journey through mentorship, advice, and building relationships. The organization was originally established in 2015 as "Gentlemen of Virtue" to help with male...
Lakeland University's commitment to experiential learning continues throughout classrooms and its community this fall. Students in Professor Aimee Burns' Strategic New Media & Digital Communication course are finalizing their implementation of social media campaigns with two of our very own organizations—LU...
Social Justice in Our Community and Workforce
On December 9, 2021, at 11 a.m., Lakeland continues fostering connections between social justice and the greater university community with this...
As we all know, life lessons can be learned in a variety of ways; however, many of us also know some...
Magical Muskies: Lakeland University Brings Ben Seidman to Campus
On November 18, 2021, Lakeland University experienced the magic of Ben Seidman. When the show started,...
Lakeland University's International Food Festival was held in the Event Space at the Campus Center...
Lakeland's COVID-19 Protocols for Sports Fans and Students' Reactions
Hanna Kotche, Staff Reporter
April 7, 2021 • No Comments
Lakeland University has decided that the outdoor sports being Football, Baseball, Softball, and Men's and Women's soccer...
Knock Down Pins for Lakeland's First Bowling Team
Lakeland's first men's and women's bowling team is planned to start activity...
Thoughts on the Seasons Ahead
From coaches, to runners, to players on the court, every sports season this semester...
Esports, Digital Competition
"Esports are a real sport!" says Robert Xiong, a member of Lakeland University's...
On December 9, 2021, at 11 a.m., Lakeland continues fostering connections between social justice and the greater university community with this semester's final session...
Zeni Yacab
Tweets by @LakelandMirror
Official Lakeland University Student Online Newspaper.


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Viral Papillomas of Dogs - VeterinaryPartner.com - a VIN company!
Does My Dog Have Warts?
Certain viruses are able to cause the growth of small round skin tumors commonly referred to as warts. Everyone who has ever seen a drawing of a fairy tale witch knows what warts look like, so when the family dog develops small round skin growths many people assume these, too, are harmless warts. It is important to realize that viral warts are a specific condition and that a growth on the dog's skin may or may not be a viral wart.
Human warts are round, somewhat flat, and relatively smooth. Viral warts in dogs tend to possess frond-like structures creating more of a sea anemone or cauliflower-like appearance, though they can be smooth as well. The classical canine viral wart patient is a young dog with warts in or around the mouth or eyes. In such cases where warts have a classic appearance in a classic patient diagnosis may be obvious, but in older patients with warts in locations other than the face, other types of growths become more likely. Because growths can appear harmless but behave malignantly, removal and biopsy are often recommended.
It is usually not possible to identify a growth visually though there are some exceptions. Do not be surprised if what you are assuming is a wart is really something else.
In dogs, we do not call these growths warts; we use the more formal term viral papilloma. As in people, viral papillomas are caused by a papillomavirus, although dogs and people have different papillomaviruses and cannot transmit their viruses across species lines.
What Do These Papillomas Look Like?
By far, the most common type of viral papilloma in dogs is near the mouth, caused by CPV1 (canine papilloma virus-1). Viral papillomas are classically fimbriated, meaning they are round but often have a rough, almost jagged surface reminiscent of a sea anemone or a cauliflower. They occur usually on the lips and muzzle of a young dog (usually less than 2 years of age). Less commonly, papillomas can occur on the eyelids and even the surface of the eye or between the toes. Usually they occur in groups rather than as solitary growths so if one growth is noted, check inside the mouth and lips for more.
When the viral papilloma has a classic appearance like the ones shown here, biopsy is usually not needed to identify the growth. In cases where there is ambiguity, however, biopsy will settle any questions.
The infection is transmitted through direct contact with the papillomas on an infected dog or with the virus in the pet's environment (on toys, bedding, food bowls etc.). The virus requires injured skin to establish infection; healthy skin will not be infected. The incubation period is 1 to 2 months. This virus can only be spread among dogs. It is not contagious to other pets or to humans, and it appears not to be contagious after the lesion has regressed. Recovered dogs cannot be infected with the same strain of virus but there are several viral strains.
To become infected, the dog generally needs an immature immune system, thus this infection is primarily one of young dogs and puppies. Dogs taking cyclosporine orally to treat immune-mediated disease may also have an outbreak of papilloma lesions.
The canine papillomavirus has been shown to be able to survive at least two months at temperatures of 40º F but only six hours at 98º F.
Not really. They should go away on their own as the dog's immune system matures and generates a response against the papillomavirus. The process of regression usually takes 1 to 2 months. If lesions are still there after 3 months, treatment is recommended (see below) and a biopsy may be needed to confirm that the growth really is a viral papilloma. Severe cases can actually interfere with chewing and swallowing but such heavy involvement is unusual.
Sometimes oral papillomas can become infected with bacteria from the mouth. Antibiotics will be needed in such cases to control the pain, swelling, and bad breath.
In most cases, treatment is unnecessary; you simply allow the papillomas to go away on their own. Occasionally an unfortunate dog will have a huge number of tumors, so many that consuming food becomes a problem. Tumors can be surgically removed or frozen off cryogenically. Sometimes crushing several growths seems to stimulate the host's immune system to assist in the tumor regression process. In humans, anti-viral doses of interferon have been used to treat severe cases of warts and this treatment is also available for severely infected dogs though it is costly and yields inconsistent results.
More recently, a topical medication called imiquimod has been used in both canine and human infections to help boost immune-mediated inflammation and thus facilitate destruction of the virus by the body. Imiquimod is being prescribed increasingly for dogs with viral papillomas. Skin irritation is frequently noted adjacent to the growth when imiquimod is in use, but this is generally regarded as a sign that the growth is regressing and the medication is working.
A research group in Turkey in 2008 reported excellent success using a 10-day course of azithromycin. Treatment was able to remove all lesions within 15 days with no recurrences reported in the subsequent 8 months of the study. Subsequent results have been mixed; however, this therapy is frequently used in more stubborn cases as the medication is reasonably priced and readily available.
Sometimes some of the warts can be removed and made into a vaccine, which is felt to stimulate the immune system in removing the tumors. Malignant tumors have been reported to develop at injection sites occasionally. More recently a recombinant vaccine has been developed at Georgetown University. This vaccine employs only the virus's DNA to generate an immune response. It can be used as a preventive vaccine or as a treatment for an active infection, though it is still considered an experimental product.
These are caused by the CPV-2 papilloma virus as well as other papilloma viruses. They can appear as single nodules on the belly (1/2- 1 inch across) with a small central pore or they can be disseminated like a lumpy rash. They can also form between the dog's toes.
These are caused by several of the "Chi canine papilloma viruses" and usually affect pugs and miniature schnauzers. They dark, scaly and of variable size and are usually found on the belly. Unlike other papillomas, these do not regress on their own except in pugs. They are capable of transforming into malignancy.
These are caused by the CPV-2 papilloma virus as well as other papilloma viruses and grow on the foot pads and between the toes. They tend to be painful and have potential to transform into malignancy.
These non-oral papillomas do not possess the classic fimbriated appearance of the oral papilloma and are likely to require biopsy for identification. As with oral papillomas, though, they can be expected to regress in most cases within a 2 month time frame. If they do not, the same treatments noted above can be applied.


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Two-A-Days: Dakota Valley Panthers
Dakota Valley head coach Jeff VanDenHul has been known for his single-wing offense. The premise is simple, run the ball, run the ball again, and run it one more time. Defense know it's coming, and yet, can't stop it.
"Fear the wing means you can know our plays, but we're going to come at you harder and harder every time. You just have to try and stop us," said senior lineman Tadd Green.
"Most of our offense we go inside, outside game," senior lineman Mason Harker said. "There's some passes in there, but once we put the wing out there and the sewer backs out there we destroy."
It's that kind of system that allows the Panthers to keep expectations high, even after graduating a player like Nate Rice, who ran for over 1800 yards last season as a quarterback in the single wing, a system that relies on a good offensive line. Thankfully for Dakota Valley, that's their biggest source of depth this season.
"This is the first year we've run out of large, extra-large size jerseys for our kids, so we've had to make some changes," said VanDenHul. "You go on runs, like some years it's a lot of receivers, some years it's a lot of running backs, and this year it just happens to be offensive, defensive lineman types."
With only days until the season, it's sometimes hard to stay focused after weeks of playing against the same guys, but for Dakota Valley, a week one match up with Madison, the team who beat them in the state championship game two years ago, has them locked in.
"We're really excited. As sophomores, we lost the championship to Madison, awhile back," said Green. "So we really basically want to get revenge. And so we're trying really hard, and we're really excited to get this opportunity to beat them."
Dakota Valley football isn't subtle, nor is it secretive. At it's best, it wants you to know what it's going to do. It makes it that much more satisfying when it works, as they try to make the state fear the wing for another year."
Siouxland Basketball Roundup (1-20-20)
Scores from 1/20:
BOYSAllen, Neb. 83, Whiting 18
Six Siouxland squads crack this week's AP boys basketball polls
The Top Ten teams in the Associated Press Iowa high school basketball poll with first-place votes in parentheses and won-loss record, total points and position last week at right:
Others receiving votes: Council Bluffs, Abraham Lincoln 15. Sioux City, East 2. Davenport, North 1.
X's sign Lavendier to add to 2020 bullpen
Sioux City, IA– The Sioux City Explorers today have announced the signing of LHP Winston Lavendier. Lavendier will be playing in his sixth season of professional baseball and his first with the Explorers and in independent baseball.
The Explorers have already begun to fill a much needed gap from their 2019 team. During that season the Explorers only had one southpaw that they would turn to regularly in Jose Velez. And Velez missed a few weeks during the middle of the season with a hamstring injury. In seasons prior however the Explorers had multiple southpaw arms they could turn to when needed. Early in the off-season signing period however, Steve Montgomery has already picked up two lefties with Raudel Lazo and now Winston Lavendier.
Two teens die in Sioux City car crash Sunday night

redpajama_set_name: RedPajamaCommonCrawl


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Autorregulación y estrategias de aprendizajes de estudiantes universitarios principiantes y avanzados
Autorregulação e estratégias de aprendizagem de estudantes universitários iniciantes e avançados
DOI: https://doi.org/10.18861/cied.2022.13.2.3255
Cecilia Belletti
belletti@ort.edu.uy
Denise Vaillant
vaillant@ort.edu.uy
Recibido: 18/03/22
Aprobado: 02/05/22
Cómo citar:
Belletti, C., & Vaillant, D. (2022). Self-regulation and learning strategies of beginner and advanced university students. Cuadernos de Investigación Educativa, 13(2). https://doi.org/10.18861/cied.2022.13.2.3255
The authors analyze the self-regulation learning processes of university students from a degree in the area of computer systems in a private University in Uruguay. An analysis is made of the main features that characterize self-regulation processes drawn from a quant-qual investigation based on a pre-existing questionnaire adapted to this particular context. Such is the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered to 187 students; semi-structured interviews were also carried out to 10 students. Among the most important results of the study, it is worth emphasizing the high level of intrinsic and extrinsic motivation and the diversity in the self-regulation learning strategies used by beginner and advanced students. Concerning the cognitive strategies, students mainly use deep information-processing strategies. Some of the self-regulation processes are developed in keeping with the beginner and advanced students' academic progress.
Keywords: self-regulated-learning, motivation, learning strategies, higher education.
Las autoras analizan los procesos de autorregulación de los aprendizajes de estudiantes universitarios que cursan carreras en el área de sistemas informáticos en una universidad privada en Uruguay. Parten de una descripción y análisis de los principales rasgos que caracterizan los procesos de autorregulación a partir de una investigación de carácter cuanti-cuali, basada en un cuestionario preexistente adaptado al contexto particular. Se trata del Motivated Strategies for Learning Questionnaire (MSLQ) aplicado a 187 estudiantes; además se realizaron entrevistas semiestructuradas a 10 estudiantes. Entre los principales resultados del estudio se destaca el alto nivel de motivación intrínseca y extrínseca, y el uso de diversas estrategias de aprendizaje autorregulado por parte de los estudiantes principiantes y avanzados. Con respecto a las estrategias cognitivas, los estudiantes usan mayormente estrategias de procesamiento profundo de la información. El artículo concluye que algunos de los procesos autorregulatorios se desarrollan conforme al avance en la formación académica de estudiantes principiantes y avanzados. Otros aspectos, como el pensamiento crítico y los procesos de autorregulación metacognitiva no presentan diferencias significativas.
Palabras clave: aprendizaje autorregulado, motivación, estrategias de aprendizaje, educación universitaria.
Os autores analisam os processos de autorregulação da aprendizagem de estudantes universitários que estudam carreiras na área de sistemas de computação em uma universidade privada no Uruguai. Partem de uma descrição e análise das principais peculiaridades que caracterizam os processos de autorregulação a partir de uma investigação quantitativa-quali baseada num questionário pré-existente adaptado ao contexto particular. Trata-se do Questionário de Estratégias Motivadas para Aprendizagem (MSLQ) aplicado a 187 alunos; além disso, foram realizadas entrevistas semiestruturadas com 10 alunos. Entre os principais resultados do estudo, destaca-se o alto nível de motivação intrínseca e extrínseca, bem como a utilização de diversas estratégias de aprendizagem autorregulada por alunos iniciantes e avançados. Em relação às estratégias cognitivas, os alunos usam principalmente estratégias de processamento de informações profundas. O artigo conclui que alguns dos processos autorregulatórios são desenvolvidos de acordo com o progresso na formação acadêmica de alunos iniciantes e avançados. Outros aspectos, como pensamento crítico e processos de autorregulação metacognitiva, não apresentam diferenças significativas.
Palavras-chave: aprendizagem autorregulada, motivação, estratégias de aprendizagem, educação universitária.
When a student begins university, they must get acquainted with autonomous learning situations and with doing activities that require regulating cognitive processes, motivation, and study habits. They are also required to have a higher level of autonomy than what they are used to from their experience in secondary education, and a lot of them have difficulties in meeting such demands (Zusho, 2017).
The present investigation is underpinned by a model of self-regulated learning (SRL), which allows us to understand the cognitive, motivational, and emotional aspects of learning (Panadero, 2017). To attain self-regulated learning, students must be aware of their cognitive processes, see themselves, and reflect on their emotional and affective situation. It is not only about knowing which strategies are to be used for better learning, but it also implies considering other elements such as motivation, their perceived self-efficacy, values, feelings, and beliefs. That is, self-regulation goes beyond cognitive aspects (Panadero & Alonso-Tapia, 2014).
Different investigations (Pintrich & De Groot, 1990; Rinaudo, et al., 2003, Ventura, et al., 2017, Curione, et al., 2018) address the topic that refers to evaluating and measuring self-regulation learning processes in students. In particular, studies have investigated the cognitive, metacognitive, motivational, and affective components of the learning processes and how these are interrelated.
Pioneer studies about the relationship between motivation and self-regulated learning, such as those of Pintrich and his collaborators (Pintrich & De Groot, 1990; Pintrich, et al., 1993) found moderate to strong correlations between motivation and the use of self-regulated learning strategies. Rinaudo et al. (2003) also found a correlation between self-regulated learning and motivation in university students in Argentina. In their study, they adapted a version of the Motivated Strategies for Learning Questionnaire (MSLQ) to the Argentinean context. This same adaptation was later used by Ventura et al. (2017) in a project that sought to describe the self-regulation and motivational strategies used by freshmen and senior university students in a Bachelor's program in Education Psychopedagogy, whose results were contrasted with the aforementioned study. The authors also found correlations between learning strategies and motivation. With regards to the contrast between freshmen level and senior-level students, they found that the more advanced students exhibited greater gains in terms of strategies dealing with the review of learning, its organization and metacognitive regulation. In what respects to motivational strategies, students at higher levels demonstrated a keener inclination towards the use of intrinsic orientation goals, whereas lower-level students exhibited an orientation towards extrinsic orientation goals. Additionally, Curione et al. (2018) also found similar correlations between motivation, self-regulated learning, and academic achievement in students of Psychology in a public university in Uruguay. However, while the studies referenced above demonstrate an evident interest in the study of self-regulated learning both at the local and international level in the last decade, this area has not been extensively researched in the field of computer science university education.
Pintrich (2004) defines self-regulated learning as an active and constructive process in which novice students establish goals for their learning and then try to monitor, regulate, and control their cognition, motivation, and actions to achieve those goals. In addition to considering their objectives and achievements, the process is also influenced by the characteristics of the environment. As the same author claims, this definition has similarities with the ones proposed by Zimmerman (2000) and other authors.
Students who self-regulate their learning usually act proactively, set goals, and establish the necessary steps to achieve them by using the available information in the environment and their own minds. Nevertheless, this does not mean that they always do it, since it depends on the context, biological differences, and also individual differences that may interfere with the self-regulation efforts. That is to say, students' motivation and the use of different strategies may vary according to the task, the topic, and the course, among other factors (Pintrich, 2004).
Many authors claim that they are framed in orientations or higher-order objectives that are not delimited by a specific result in a certain period. Orientation represents a more general commitment that may be to learning or performance (Zimmerman, 2000). By the early 1990s, Boekaerts develops her Adaptable Learning Model; there she draws from the premise that individuals self-regulate their behavior according to two basic priorities that co-exist and vie for their place among the goals of the person: on the one hand, they wish to enhance their knowledge and abilities (growing goals), but on the other hand, they also wish to protect themselves, prevent losses, distortions or damage. These types of goals reflect the individual's beliefs and are defined as well-being or self-protection goals, as it is, for instance, protecting one's self-esteem. Most probably, students try to attain different goals simultaneously, and these goals may even not go in the same direction (Boekaerts & Niemivirta, 2000).
On the other hand, the process is cyclic since setting the goals is not enough; to achieve them, a plan must be established, executed, monitored, and adjusted. When evaluating their progress concerning the goals set, the student may adjust and regulate their cognition, if necessary, as well as their motivation, emotions, and behavior (Pintrich, 2000).
Besides responding to the evaluation of their progress regarding the goals, other external feedback elements may need adjustments and changes (Schunk & Greene, 2018). For example, a test score is an external factor that may trigger a student's learning strategy change. Therefore, the duration of each self-regulation cycle may vary according to external and internal factors (Zimmerman, 2000).
The objective of the investigation presented in this article was to describe and analyze the motivational characteristics and the use of self-regulation learning strategies by beginner and advanced university students from a computer systems-related degree at a private University in Uruguay. Furthermore, examining possible relations between the motivational characteristics and the use of self-regulation learning strategies was sought.
Methodological design
The study is descriptive and correlational, non-experimental, and transactional, using a mixed design with convergence triangulation. The data collection techniques were self-administered questionnaires to 187 students, and semi-structured interviews with 10 students of the Bachelor in Informatics and Systems Engineering. In this research, a beginner student is whoever is in their first year, and an advanced student is whoever is in the third year of their degree.
One hundred and eighty seven students from the Bachelor in Informatics and Systems Engineering undergraduate degree participated in the study, 129 of whom were in their first year and 58 in their third one of the degrees mentioned above. The 129 beginner students who answered the questionnaire were 21 year-olds on average, 20% of whom were women, and 77% were men, while 3% did not answer or marked other options. The work-related situation reflects that 31% of them were working while studying. The average age of the 58 advanced students was 24, 22% of whom were women and 76% were men, while 2% did not answer or express a different gender. 71% of advanced students expressed they had a job.
An exploration of the instruments used in previous researches was conducted to collect the data. Finally, the MSLQ self-administrated questionnaire was chosen (Pintrich & De Groot, 1990; Pintrich, Smith, García, & McKeachie, 1991), which evaluates the motivation and learning strategies used by students in a course. The self-reporting questionnaire used is divided into two sections dedicated to motivation and self-regulation learning strategies. Answers are given on a 7-point Likert scale, for which values 1 and 2 represent a low level, 3 and 4 are mid-level, and 5 and 7 represent a high level. Students answer according to their agreement or disagreement with the presented statements; the higher the value, the higher the agreement with the statement.
The instrument mentioned above was previously validated in two parts. On the one hand, the abridged version of the MSLQ-UY Motivational Section was validated with Uruguayan university students by Curione, et al., (2017). Furthermore, the full version of the Learning Strategies Section was also validated (Curione, et al., 2019); see Table 1. The authors' authorization to adapt them was obtained to use both sections.
Table 1: Sections of the MSLQ questionnaire
On a different note, it is important to highlight that even though this is a tested and validated instrument, it does not cover all affective aspects and their interaction with regulation processes of the motivation (Pintrich, 2004). In this study, the affective dimension is not specifically deeply approached since it is more related to the field of psychology.
Regarding ethical procedures for this study, the official requirements for authorization by the national educational authorities were fulfilled. Once that authorization was obtained, informed consent was sought from participants via a document to be signed by them. The informed consent form informed participants of the aims of the study, stressed the voluntary nature of participation, guaranteed participants' identity and data confidentiality, and provided no information about the institution they belonged to. Additionally, the form clearly described the provisions for the future use of the data gathered and the procedures for its storage.
The questionnaire dissemination took place in November 2018 while students were participating in their courses. Ten groups of beginner students and seven groups of advanced students were visited. During those visits, the investigation objectives were explained, and students were given the option of answering the questionnaire online using a computer or mobile phone. Answering using the printed version of the questionnaire was also offered as an alternative. It took participants between 15 and 20 minutes to complete the questionnaire.
Concerning the quantitative data's preparation and codification, Cronbach's alpha was calculated to verify the reliability of the subscales in the segments of the questionnaire. The coefficient obtained for the motivational section was 0.84, while the result for the self-regulation learning strategies section was 0.91. The results for each section as well as for each of the subscales are acceptable and similar to the results presented in the validation of the original instrument and the Uruguayan validation.
Next, statistical analysis was conducted. In addition to calculating the mean and standard deviation, to compare the samples of the different educational stages (beginners and advanced) and other comparisons by age and gender, the Student's t-test was used. Additionally, association tests between variables were done with the Pearson correlation coefficient. The values, which may range from -1.00 to +1.00, were interpreted according to the classification offered by Hernández-Sampieri, et al., (2014), who make a distinction between very strong, considerable, medium and weak –being -1.00 a perfect negative correlation and +1.00 a perfect positive correlation.
In a second qualitative phase of the investigation, 10 individual semi-structured interviews were conducted by one of the authors of the study, which involved six beginner students and four advanced ones. The length of the interviews was approximately 30 minutes. Care was taken in ascertaining that the provisions -in terms of physical space- were conducive to the proper development of the interviews' privacy and comfort. Interviews were audio-recorded with the consent of participants. Participants were assured of the confidentiality of all data provided in the questionnaires and interviews.
The content of the interviews targeted the experience and perceptions of participants. Interviews consisted of scripted questions and prompts organized around the topic of motivation (goal orientation, valuing and assessment of learning tasks, self-efficacy and self-control). Additional questions focused on identifying cognitive strategies used by participants (used both inside and outside of class and in terms of individual and collaborative settings) were included. Other questions sought to disclose strategies oriented at the elaboration, organization and management of resources for learning and assessment, as well as emotional and affective components of self-regulation processes. A final set of questions sought to disclose whether there had been any changes in motivation and how participants accounted for those changes, thus addressing self-regulation.
In the following paragraphs, some of the investigation results are presented related to the motivational characteristics of the beginner and advanced students as well as the use of cognitive, metacognitive, and resource strategies.
Students' motivation
The beginner and advanced students' motivational characteristics were analyzed based on the answers to the questionnaire's Motivational Section and the input from the interviews. The Motivational Section seeks to understand the students' beliefs regarding their motivation and attitude towards a course. In addition, the student's perception of the learning tasks' usefulness, importance, and interestingness was explored. Their beliefs were also analyzed regarding their success in performing their learning tasks and their abilities to do so.
Table 2 presents the statistical descriptors for the subscales of the Motivational Section of the MSLQ questionnaire, for the first and third years. If one observes the values of the Intrinsic Value and Self-efficacy subscales, in general terms, a high level of motivation can be appreciated. Both first and third-year students present a high level of task value or intrinsic value (M1 = 5.80 and M3 = 5.99) and of self-efficacy beliefs (M1 = 5.55 and M3 = 5.46).
Table 2: Mean, standard deviation, and median for the Motivational Section subscales of the MSLQ for first and third-year students
Both first and third-year students' interviewed mentioned elements that indicate intrinsic motivation, such as orientation towards intrinsic goals and value towards learning tasks. They expressed interest and joy in the degree, engineering, particularly software, and in the courses and tasks. It was also found that students report an orientation toward extrinsic goals, which means they commit to learning tasks with varied aims. To a lesser extent, some students expressed an extrinsic interest related to employability or wage increase. In some cases, this was a decisive factor when choosing the degree, added to their intrinsic motivation. To a lesser extent as well, the initial motivation of the student towards the degree is extrinsic, but they later develop intrinsic motivation.
Based on the testimonies, it is observed that intrinsic and extrinsic motivation coexist and complement each other. On the one hand, students set general goals with intrinsic orientation and value the tasks "…I like it and I enjoy it", and at the same time, they are driven by extrinsic goals "I have reached this point already, and I need to finish my degree".
The analysis reveals that students present a high level of perceived self-efficacy. The former relates to their beliefs about having control over their learning, that is, the beliefs of obtaining positive results from their efforts. Students who consider themselves responsible and sedulous relate their achievements with their invested effort.
Concerning the affective component represented in the questionnaire by the subscale that refers to Test Anxiety, the results show an intermediate to a high level. The mean is very similar between first and third-year students (M1 = 4.21 and M3 = 4.22) with a standard deviation of 1.92 and 1.24, respectively.
Significant differences were not found between first and third-year students' means when applying the Student's t-test to the different subscales. However, when the test was applied to the subscales referring to Test Anxiety by gender, it was found that for first-year students, women (M1 = 4.83) presented a higher level of anxiety than men (M1 = 4.02) with t=-2.428, p=0.021. This difference was also found by Curione et al. (2018) in their study on Psychology students.
In summary, the students who participated in the study presented high motivation levels, both for the first and third years. In particular, they express high levels of intrinsic motivation (value and interest in learning tasks) and self-efficacy. Evidence of extrinsic motivation is also found, related to oriented goals towards academic achievement and the labor market. In the case of test anxiety, in the first-year students, it is worth highlighting that women present higher anxiety levels than men. Results coincide with previous national and regional studies on university students (Curione et al., 2018; Ventura et al., 2017; Rinaudo et al., 2003; Pintrich et al., 1993).
Students' use of self-regulation learning strategies
In order to analyze the characteristics of the self-regulation learning strategies of first (beginners) and third-year (advanced) students, answers were taken from the self-regulation learning Strategies Section of the questionnaire and the contribution of the interviews. It is important to remember that the answers obtained from this section's items serve to understand the students' beliefs about the use of cognitive, metacognitive, and resource control strategies in the context of self-regulated learning. As it was mentioned before, the items are grouped into nine dimensions. To have a general view, Table 3 presents the statistical descriptors for all the MSLQ questionnaire Strategies Section of Self-regulated Learning subscales for the first and third years.
Table 3: Mean, standard deviation and, median for the self-regulation Learning Strategies Section of the MSLQ for first and third-year students
When considering the subscales altogether, it is observed that students presented medium to high-level use of self-regulation learning strategies, both for first and third years. In the following sections, the different subscales grouped into cognitive, metacognitive, and resource control strategies are considered separately.
Cognitive and metacognitive strategies
The cognitive strategies in the questionnaire were evaluated based on four subscales that cover the lowest levels of cognition, such as mechanical memorization and comprehension, and other deep-processing strategies that imply analysis, construction, and application. The repetition subscale refers to strategies used by the learner to carry out simple tasks and to activate information in the working memory. The elaboration strategies are those which help the learner to store information in their long-term memory on the bases of the construction of internal connections between the elements to be learned. They help to integrate and connect new information with previous knowledge. At the same time, organizational strategies are useful to select the appropriate information and involve an active effort to learn. The critical thinking subscale refers to the application of previous knowledge to new situations (Pintrich et al., 1991).
The least valued cognitive strategy for self-regulation learning was repetition (M1 = 3.80 and M3 = 4.29). This subscale does not refer exclusively to mechanical memorization strategies but also covers strategies to review what has already been learned. According to the students' testimonies, the lowest level of cognition development happens outside the classroom context. Concerning critical thinking, it is observed that there are no statistically significant differences between the mean values reported by first and third-year students. The subscale presented medium to high levels in the questionnaire (M1 = 4.48 and M3 = 4.78).
It was sought to evaluate self-regulatory and control aspects of metacognition in the context of planning, monitoring, and regulation processes. It can be appreciated that students reported a medium to a high level for metacognitive self-regulation strategies. When applying the Student's t-test, no differences were found between the means of the subscale (M1 = 4.61 and M3 = 4.61 with a deviation of .91 and .88, respectively) for first and third-year students (p>0.9).
In summary, students showed medium to high-level use of cognitive and metacognitive strategies. When contrasting the different educational stages, evidence shows that third-year students express a higher use of cognitive strategies (shallow processing and deep processing of information), with the exception of critical thinking. It is also observed in the first year that women report higher use of repetition (M1 = 4.52) than men (M1 = 3.62) with a deviation of 1.38 and 1.30, respectively (t=-3.105, p=0.002). Women also report a higher use of organizational strategies (M1 = 5.27) than men (M1 = 4.10) with a deviation of 1.34 and 1.31 respectively (t=-4.046, p=0.000). In general terms, these findings are aligned with the results from previous investigations involving university students.
Resources control strategies
The MSLQ questionnaire evaluates the resources control strategies according to four subscales that involve management of time and study environment, effort regulation, peer learning, and seeking support from classmates, teachers, or other relevant stakeholders.
The subscale related to time management and study environment presented a medium to a high level (M1 = 4.64 and M3 = 4.99). When applying the Student's t-test to independent samples, it was observed that there is a significant difference between the levels reported for the first and third year (t=-2.214, p=0.028). Third-year students score higher in this type of resource control strategy than first years. As they move forward in their degrees, students gain experience in managing better and making effective use of their study time, generally to meet the requirements of the assessment timetable.
The Effort regulation subscale refers to the abilities a student has to regulate their effort and attention when distractors are presented or when task interest is lost. It seeks to evaluate the Student's level of commitment toward their own goals in a non-favorable scenario. Students reported a high level for the subscale (M1 = 5.09 and M3 = 5.39). Many students expressed to be aware of the fact that they sometimes get distracted or have a hard time concentrating. Some of the students who mentioned distractions or lack of concentration also described how they mitigate this (the regulation activities that involve the continuous adjustment of cognitive activities).
Concerning peer learning, the subscale presents a high level both for first and third-year students (M1 = 4.58 and M3 = 4.55). In general, students expressed that work organized in teams or groups is beneficial. Nevertheless, students differentiated group work in class from work outside the class and mentioned that sometimes, they perceive group work in class as a distraction factor or of low productivity. Students mostly reported that when faced with diverse difficulties, they are willing to seek support from classmates and teachers (M1 = 4.93 and M3 = 4.84).
In summary, students presented medium to high levels of use of resource control strategies. Results indicate that third-year students report greater use of management of time and study environment strategies than first-year students. The findings are consistent with previous investigations with university students, such as the study carried out by Curione et al. (2018).
Relationships between motivation and the use of self-regulation learning strategies
To analyze the relationships between the different subscales of the Motivational and self-regulation learning Strategies section three correlational analyses were conducted. The first analysis accounted for all the first and third-year students that participated, and in the other ones, students from each year were analyzed separately. This work presents a general analysis. The Pearson's R correlation coefficient results for the total sample are presented in Table 4. It is observed that there is no strong or considerable correlation between the different subscales.
Table 4: Correlations between the subscales of the Motivational Section and the Self-Regulation Learning Strategies Section of the MSLQ according to the Pearson's R correlation coefficient
** The correlation is significant at the 0.01 level (bilateral)
* The correlation is significant at the 0.05 level (bilateral)
In summary, the analysis of the relationship between motivational components and self-regulation learning strategies provides consistent results with findings reported in previous studies. Self-efficacy is positively related to intrinsic value and negatively and weakly related to testing anxiety. It is also related to self-regulation learning strategies, especially with elaboration, critical thinking, metacognitive self-regulation, time and environment management, and effort regulation strategies. Intrinsic value relates positively to almost all the self-regulation learning strategies, with weak to moderated levels. Cognitive strategies relate to metacognitive and resource control strategies, which were previously reported by Curione et al. (2018) and by Pintrich et al. (1993). In this study, the strongest correlation is the one observed between Repetition and Organization within the cognitive strategies. Elaboration is linked to Organization, Critical thinking, Metacognitive self-regulation, and Effort regulation. Other strong correlations found are those between Metacognitive self-regulation with Management of time and environment and with Effort regulation. Peer-to-peer learning and Seeking support are also positively related.
One of the investigation objectives presented in this article was to examine relationships between motivation and self-regulation learning strategies, underpinned by the social cognitive learning theory. Evidence shows a connection between the students' motivations and the use of cognitive, metacognitive, and resource control strategies. In general terms, the results are coherent with the findings of Pintrich and De Groot (1990) and other regional studies involving Uruguayan and Argentinian university students (Curione, 2017; Curione, 2018; Rinaudo et al., 2003).
The findings drawn from the correlational analysis and the testimonies indicate that self-efficacy and control beliefs are factors that influence the activation of learning strategies, in keeping with the literature consulted (Zimmerman, 2013; Panadero, 2017). In particular, high levels of perceived self-efficacy relate to deep information-processing strategies, critical thinking, metacognitive self-regulation, and effort regulation. Intrinsic motivation influences how the student commits to the learning task in the attempt to use varied cognitive strategies. The results show an association between intrinsic motivation and cognitive strategies for deep processing of information, metacognitive self-regulation, and resource control strategies such as time management and effort regulation, which confirms findings from previous studies.
Students that report high intrinsic values display high levels of self-efficacy. The intrinsic value also relates to the use of self-regulation learning strategies, especially to elaboration and critical thinking strategies, to metacognitive self-regulation, and to effort regulation.
On the other hand, self-efficacy negatively albeit weakly relates to test anxiety. That is students reporting high levels of self-efficacy show lower levels of test anxiety. In beginner students, test anxiety relates positively but weakly with cognitive strategies. This correlation for beginner students goes in the same direction as the one indicated by Curione et al. (2018) for Uruguayan university students in their first year of a Psychology degree, but it is not accounted for by the creators of the MSLQ instrument (Pintrich et al., 1993). According to these studies, the differences may lie in the cultural differences of the target population (the original instrument was conceived in the context of university students from the United States of America). Another element to consider may be the educational stages, given that the Pintrich et al. (1993) study included students from all levels, with 7% being from the first year. This association was not found for advanced students in the current investigation, either.
When investigating how cognitive and metacognitive aspects relate to the contextual dimensions that influence the learning process, it was found that this relationship was positive concerning self-regulation learning strategies. These findings corroborate the ones presented by the creators of the MSLQ instrument, as well as those by Curione et al. (2018).
A relevant finding concerns the use of cognitive strategies; a strong correlation was identified between deep information processing strategies and elaboration using organizational strategies and critical thinking. In contrast, cognitive strategies of elaboration correlate with metacognitive self-regulation strategies. The latter, which involve planning and self-assessment of the learning process, also correlate with resource management strategies such as regulating learning efforts. These resource management strategies were found to correlate with one another, particularly those of time and space management with those of regulation of learning effort and peer-assisted learning. Regarding advanced students, the connection increases between cognitive strategies for deep processing of information and resource control strategies, such as time management and the study environment, and their commitment to the learning task, despite distractions or difficulties.
Another objective of this study was to examine the motivation and self-regulated learning in beginner and advanced students. Among the investigation results, it can be highlighted that some students' self-regulation processes are developed in keeping with their academic progress, while other aspects, such as critical thinking and metacognitive self-regulation processes do not present significant differences.
From the analysis, it can be concluded that both beginners and advanced students report high motivation levels that respond to intrinsic and extrinsic factors that co-exist and complement each other. As an intrinsic factor, it is found that students find interest, value, and usefulness in tasks, which, according to Pintrich et al. (1991), relates to a greater commitment to their own learning. These findings are aligned with the results of previous national and international studies. The reason for the higher values from a quantitative perspective may lie in the nature of the learning tasks of the courses covered by the investigation. Concerning extrinsic factors, they relate to the achievement of academic goals and a lesser extent, to the labor market.
Students reported high levels of perceived self-efficacy; they positively value their dedication and responsibility and understand that their academic results depend largely on their personal effort. This control belief goes hand in hand with the possibility of changing their course, provided an improvement is needed to achieve their established goals (Pintrich, 2004).
In general terms, the anxiety level is reported from medium to high, both for beginner and advanced students. According to Pintrich (2000), test anxiety may influence the learning process and requires student to adapt their cognitive and behavioral strategies. The previously said involves a reactive and adaptive behavior, of which not enough evidence was found within the testimonies. It is noteworthy the weight evaluations have for female beginner students and the influence this factor has on their performance. However, for advanced students, the gender difference is dissipated. It is not clear that this is due to better anxiety management as they move forward in their degree since the weight this factor has on academic lags and abandonment in women remains unknown.
Regarding self-regulation learning strategies, we conclude that the reported use of cognitive strategies covers a medium to high range. Results show that advanced students report greater use of deep information-processing strategies and that among beginners, women report more significant use of strategies related to comprehension and transformation of new knowledge when integrating it to previous knowledge, characteristics that Zimmerman (2013) confers to proactive students, from the perspective of self-regulated learning.
Results that refer to self-regulated learning go in the same direction as findings from previous studies, which indicate that advanced students show higher levels of self-regulation learning strategies than beginners (Hernández & Camargo, 2017). This does not imply that students do not use shallow information-processing strategies; indeed, evidence indicates that the use of shallow information-processing strategies increases in advanced students compared to beginners. It is worth wondering how students interpreted the questions from the questionnaire related to this dimension: whether they associated them more with mechanical repetition or memorization, or they interpreted them as a revision to understanding the concepts, that is, as a way to approach understanding. At this point, it should be highlighted that, in the data gathered, no qualitative elements were found regarding this interpretation. On the other hand, the question remains as to whether the increase in advance students (regardless of their interpretation) is related to the selected subjects for the study, or if the cause is a different one, such as an increase in the demand, a change in the labor situation, etc.
About critical thinking, which can be located in the self-regulation level of Zimmerman's (2000) multi-level model, students reported a medium to high level. Differences were not found between the different years (first and third), except for an increase in the questioning of what was seen in the course by the advanced students. There were no qualitative elements within the collected data about the questioning or contrast of what they see in the courses and their own ideas, nor about putting into practice what was learned in other contexts. It is worth wondering to what extent the courses propose challenges that consider critical thinking. The level of self-regulation is connected to the nature of the learning tasks and their context, and when greater challenges from a cognitive perspective are offered may positively influence motivation and the other self-regulation processes, such as prioritizing strategies that involve deeper processing of information as opposed to shallow processing strategies (Pintrich, 2004; Zimmerman & Schunk, 2012).
Students reported a medium to high-level use of metacognitive strategies, and differences were not found between beginners and advanced. According to the results, planning, monitoring, and regulation are influenced by contextual factors, such as the subject type or the teacher. On the other hand, this is what we can conclude on the students that did reach this educational stage, we do not know what happened with those who did not continue with their degree or those who fell behind in the second year, or with first-year subjects.
To conclude, the findings deemed from the correlational analysis performed and the data gathered from the interviews, point to the beliefs about self-efficacy and control as key factors that influence the deployment of learning strategies. This finding aligns with similar findings reported in the literature (Zimmerman, 2013; Panadero, 2017). Intrinsic motivation impacts how students engage in learning tasks and the deployment of varied cognitive strategies to that avail. The data analysis evidenced a clear association between intrinsic motivation and cognitive strategies oriented towards the deep processing of information. Additional correlations were identified between metacognitive self-regulation and resource management strategies (including time management and learning effort management), thus confirming findings in previous studies on this matter. A corollary of the present study is that those students who apply learning strategies oriented towards self-regulation of learning feel they are capable of fulfilling both the learning tasks at hand, as well as their personal goals. Those students who possess a high level of self-efficacy see their performance enhanced by developing a deeper engagement with the task, and deploying a wider range of strategies to propel their learning process forward.
We conclude that students actively manage their resources for learning. These strategies involve, for instance, organizing and planning their study time, ensuring an appropriate physical space, learning together with other classmates, the commitment to making an effort with a hard task and not abandoning it, and seeking support from classmates and teachers. In particular, advanced students perceive they have greater control over their time and the study environment than beginner students, in many cases driven by goals oriented to fulfill the task timely and in due form. Students show dedication to keeping their learning goals active, which may, at different times, conflict with other goals such as well-being or self-protection. The ability to keep concentration and dedicate to carrying out the learning tasks is also related to the motivational aspects. Concerning peer learning, students recognize better potential and advantageously use it when the group work is not imposed and takes place outside the class context. In short, some of the self-regulation processes develop as they advance in their academic training, while other aspects, such as critical thinking and the processes involved in cognitive self-regulation do not seem to have significant differences.
The present study sought to contribute to the field by providing empirical evidence to support the theoretical elaboration of the process of self-regulation of learning. At the methodological level, it sought to contribute to the field via using the MSLQ instrument in a novel context, that of Uruguayan higher education. It is hoped that the findings of this study on the self-regulation of beginner and advanced university students may contribute to the decision-making process involved in designing learning experiences for undergraduate students of computer systems.
Additionally, it is hoped that this study may inspire some actions to be taken in terms of the professional development of university instructors. In this way, the results of the investigation signpost that it would be possible to create the conditions for critical and reflective learning on the part of the student. In this scenario, the teacher switches to a facilitator role and becomes responsible for creating the conditions that encourage a reflective dialogue. It is, therefore, necessary to promote instances for university teachers to develop abilities that would then allow students the possibility of reflecting upon the processes, strategies, and knowledge by which they learn.
One further point to notice is that this investigation also sought to understand the network of factors that intervene in self-regulation processes in university students from computer systems in a private University in Uruguay. In this sense, the findings are not readily transferable to other realities including different career orientations, other subject matter content, different instructional and/or assessment methods, or other kinds of higher education institutions that may have significantly greater number of students.
The version of the original MSLQ instrument implemented underwent a process of adaptation and validation to make it relevant to the Uruguayan reality and to ascertain its reliability. During the validation process, it became evident that the instrument required revisions and improvements to reflect the sociological and technological changes that occurred after its initial development (Curione & Huertas, 2016).
On the other hand, as mentioned before, self-regulation of learning is the byproduct of individual processes which do not necessarily correspond to the learning cycles imposed by scheduling. At the same time, it is a highly situated process contingent upon contextual affordances, where courses are but one of the many variables impinging upon the process. Because of this, triangulation of questionnaire responses with data emerging from the interviews was a fundamental consideration of the research design. However, it should be noted that the authors specifically developed the interview protocol for this specific research project. As such, it has not been applied to other research projects, thus indicating one potential limitation of the study. On the other side, were it to be used in other similar projects, it has the potential of becoming a valid complementary instrument to the MSLQ.
In what respects further work in this area, and since no significant differences were identified for beginning and advanced students, a possible line of future research could be oriented toward identifying potential differences in students' self-regulation closer to graduation. What is more, such information could inform studies on student retention, student completion rates and rhythms, as well as students dropping out.
One example of those strategies that were identified as not having a strong correlation and/or variation (in terms of students' levels) was the use of critical thinking. Hence, a further area of interest to delve deeper into could be how the critical appraisal of knowledge contrasts with the students' own ideas as a learning stance, given the relevance of critical thinking in the development of a professional identity.
Finally, the findings that relate to how students organize their learning in terms of deadlines and assessments, as well as the nature of the assessments they face and the consequential test anxiety these instances provoke provide a fertile turf for further exploration. It would be interesting to analyze the influence of assessment both on motivation and self-regulation strategies from the vantage point of both instructors and students within the constraints of the structures that the university imposes on them via rules and regulations.
Aprobación final del artículo: Dra. Verónica Zorrilla de San Martín, editora responsable de la revista.
Contribución de autoría:
Los autores han colaborado en partes iguales, en todas las etapas del artículo.
Boekaerts, M., & Niemivirta, M. (2000). Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals. In M. Boekaerts, M. Zeidner & P. R Pintrich (Eds.), Handbook of Self-Regulation (pp. 417-450). Academic Press.
Curione, K., Gründler, V., Píriz, L., & Huertas, J. A. (2017). MSLQ-UY, validación con estudiantes universitarios uruguayos. Revista Evaluar, 17(2), 1-17. https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716/18528
Curione, K., & Huertas, J. A. (2016). Revisión del MSLQ: veinticinco años de evaluación motivacional. Revista de Psicología, 12(24). http://bibliotecadigital.uca.edu.ar/repositorio/revistas/revision-mslq-evaluacion-curione-huertas.pdf
Curione, K., Huertas, J. A., Ortuño, V., Gründler, V., & Píriz, L. (2019). Validación del Bloque Estrategias de Aprendizaje del MSLQ con estudiantes universitarios uruguayos. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 53(1), 66-80.
Curione, K., Huertas, J. A., Trías, D., & Ortuño, V. (2018). Estudio de las relaciones entre motivación, aprendizaje autorregulado y rendimiento académico en estudiantes de Psicología. In K. Curione (Ed.), Motivación, Autorregulación y Rendimiento Académico en Estudiantes de Psicología (pp. 129- 162). Universidad Católica del Uruguay.
Hernández, A., & Camargo, Á. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología, 49(2), 146-160. https://doi.org/10.1016/j.rlp.2017.01.001
Hernández-Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. Psicología Educativa, 20(1), 11–22. https://doi.org/10.1016/j.pse.2014.05.002
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Artículo publicado en acceso abierto bajo la Licencia Creative Commons - Attribution 4.0 International (CC BY 4.0)


This goulash has been a weekly staple in my home (and my ma's) for years, especially after lightening the recipe I grew up with by using ground turkey instead of ground beef. My addition of the adobo seasoning adds a nice unique flavor that still allows the simplicity of the dish to shine. Many people like chopped bell peppers in their goulash and you should feel free to include them if you do too (just add at the time you cook your onions). Like any good recipe, I am merely providing you with a blueprint and you should feel free to customize accordingly.
This is also an very forgiving dish. Only have 1/2 pound of a pasta or 1-14 ounce can of tomatoes? Or you have ground chicken instead of turkey? No problem, use what you have, it will still be delish!
Our tradition has come to dictate that canned green beans (no salt added, of course) are the must-serve side with this dish in our house. Oh, a little Louisiana Red Dot hot sauce and/or a sprinkle of shredded cheese on the goulash never hurts either.
I like to start the water boiling first, as it will usually all come together near the same time this way. Make sure to use a pan large enough to hold enough water and the pasta. Cook the pasta according to the package directions.
Meanwhile, cook the onions with the oil and pinches of salt and pepper, over medium heat for 5-10 minutes, until onions begin to soften and turn translucent.
Push onions to the edges of the pan, raise heat to medium-high, and add ground turkey and Adobo seasoning.
Break up the turkey and cook until no longer pink.
Add tomatoes and stir. Depending on the brand of tomatoes, you may need to add a little water. About 1/4 cup is probably enough, I like to use the package the tomatoes came in to swish out the extra sauce that clings to the can/box interior.
Let simmer until the pasta is ready. It's good to taste the sauce at the stage to see if extra salt and pepper is desired.
Once pasta is al dente, drain it and add to the sauce. Combine and let simmer another 5 minutes so the flavors can get to mingling.


text:
Tristane Banon on DSK: 'It Makes Me Sick to See Him a Free Man, Dining in an Expensive Restaurant'
By John Rosenthal 2011-07-05T13:01:24
Banon's book Erreurs Avouées [Admitted Mistakes] was published in November 2003. The chapter devoted to Strauss-Kahn was removed by the publisher, reportedly on the request of Strauss-Kahn's entourage. The suppressed chapter was recently published by L'Express. It contains no explicit mention of a sexual aggression, but several coy allusions to Banon's discomfort in Strauss-Kahn's presence and what she insinuates was a sexual agenda on his part. In her interview with L'Express, Banon says that as she had decided not to file charges, she decided not to write about the alleged assault either.
But she points to a fictionalized account of the incident in her 2006 novel Trapéziste [Trapeze Artist]:
The young [character] Flore, who narrates her adventures in the political-literary milieu and who gets taken advantage of, is me. I am the young woman who, in Chapter XIII, talks about her appointment with a politician in an empty apartment and who writes, "I struggle, I hit him, I scream. He likes hearing screams. The guy is sick." "He" is Strauss-Kahn.
Banon first spoke publicly about the incident during an appearance on a television talk show in 2007. Asked whether the version in Trapéziste "includes everything," Banon responded, "No, I do not talk about sordid details: his fingers in my mouth, his hands in my panties after having forced opened my jeans and my bra…." "I weigh 40 kilos [88 pounds] when soaked and he was violent," Banon continued. "Once I understood that he really wanted to rape me, I started kicking him with my boots. I was terrified and I said to him, 'You're not going to rape me?' And then I managed to get away and I tore down the stairs…."
The question of whether the acts described by Banon constitute attempted rape will be crucial for Banon's complaint against Strauss-Kahn. In French law, the statute of limitations for "mere" sexual aggression is three years. The statute of limitations for rape or attempted rape is ten years.
In an interview conducted with his biographer Michel Taubmann in March of this year, before the Sofitel incident, Strauss-Kahn rejected Banon's account of their 2003 meeting as "imaginary." Asked why he did not, then, sue Banon for defamation, Strauss-Kahn noted that her claims had, in any case, been largely ignored by the French media and said that he did not want to give publicity to them. In response to Banon's complaint, Strauss-Kahn's lawyers in France are reportedly preparing to file a defamation suit against her now.
Banon is the god-daughter of Strauss-Kahn's second wife, Brigitte Guillemette, and was a friend of Strauss-Kahn and Guillemette's daughter, Camille. In her interview with L'Express, she says that during the 2003 incident she reminded Strauss-Kahn of this, saying, "I'm a friend of Camille, I'm the same age." On her account, Strauss-Kahn replied, "What does Camille have to do with it?"
https://pjmedia.com/blog/tristane-banon-on-dsk-it-makes-me-sick-to-see-him-a-free-man-dining-in-an-expensive-restaurant/
The Morning Briefing: Spare Us the Wrath of the Commies


text:
John Darby's Synopsis of the New Testament /
2 Peter /
John Darby commentary for 2 Peter 2
2 Peter Chapter 2
The next two chapters set before us, on the other hand, the two forms of evil that characterise the last days-the false and corrupt teaching of bad men, and the unbelief which denies the return of the Lord on the ground of the stability of the visible creation. The former really denies the Master who bought them. It is no question here as to the title of the Lord, nor of redemption. The simile is of a master who has purchased slaves at the market, and they disown and refuse to obey him. Thus among the converted Jews there would be false teachers, who disowned the authority of Christ-His rights over them. Many would be led away by them; and as they bore the name of Christians, the way of truth would be bought into disrepute by their means; while in fact, by their covetousness and hypocritical words, they would make merchandise of Christians for their private gain, count them as mere instruments of it. But the resource of faith is always in God. Judgment would overtake them. The examples of the fallen angels, of Noah and the deluge, of Lot and Sodom, proved that the Lord knew how to deliver the righteous out of their trials, and to reserve the unrighteous for the day of judgment.
That which would characterise this class of evildoers would be the unbridled license of their conduct. They would indulge their carnal lusts, and despise all authority in a way that angels would not dare to do. Still they would call themselves Christians and associate with Christians in their love-feasts, deceiving their own hearts, addicting themselves continually to evil, promising liberty to others, but themselves the slaves of corruption.
Now, to be thus re-entangled in evil, after having escaped it through the knowledge of the Lord and Saviour, was worse than if they had never known any thing of the way of truth. But it was according to the true proverb-The dog had returned to his own vomit, and the sow that had been washed, to her wallowing in the mire. They were apostates therefore, but here the Spirit of God does not so much point out the apostacy as the evil, because the government of God is still in view. In Jude the apostacy is the prominent thing. Peter tells us that the angels sinned; Jude, that they kept not their first estate. But God will judge the wicked.
Read 2 Peter 2


On Sunday, Jan. 26, from 1 to 5 p.m., the public is invited to join the Institute for American Indian Studies educator Griffin Kalin in Washington, Conn., for a fun and informative program on how to survive in the Eastern Woodlands without 21-century technology.
These days, we are displaced from the resources we use through processing, manufacturing and shipping. But for Native people living in the Northeast, using resources and preparing for winter was vital to survival.
So how do you find shelter, make food and stay warm when the weather is cold and your resources are diminished? On Saturday, Jan. 26, Institute for American Indian Studies educator Griffin Kalin will lead a program on how to survive in the Eastern Woodlands without 21-century technology.
The experience, suitable for all ages, will make participants feel as though they've stepped back in time as they explore the forest and learn the ways of the Eastern Woodland Indians. Be sure to dress warm and wear appropriate footwear.


text:
Q: How to make dll with reference to other dll's inside it I'm having some troble getting my project to work because of the dlls.
My problem is:
I have a pdf generating dll (PdfSharp-gdi), but that library doesn't let me sign the pdf files digitally, So I went to GitHub and merged the pull request that makes signing pdfs possible with the master.
I thought all was good until I found out that the new merged one doesn't allow me to edit the acrofields of the pdfs.
I tried looking at the code and figuring out what was the problem, but it's too dificult and I have only about 2 days to fix this and other things.
I thought that I could make a dll with the merged library that lets me sign the document, and add a method to sign a document inside it, use the master on my project and then, call the other dll to let me sign the pdfs. But the new dll now asks for the merged library reference.
(I don't know if its clear what I want here)
So I want to make a dll that encloses the PdfSharp that lets signing documents inside it, and use it on my project. without it asking me for the PdfSharp reference on my project.

redpajama_set_name: RedPajamaStackExchange


The Pink Panther enters a psychedelic world of books (bizarre book shop), and a series of psychedelic gags begin. The Big Nose Man shows up, too, as a hippie of some kind. In the end, though, we are back at where we started: at the entrance to the psychedelic world. With the Pink Panther refusing to go back in, the door closes and the viewers are hypnotized.


text:
Racine & Me: Meet Andy Braun!
By: Alex Corradetti Facebook | Twitter
Posted: Oct 9, 2022 9:00 AM CST
RACINE, WI (CBS 58) -- A new face joined us for Ra- Sing & Me this week. Andy Braun says music saved his life.
"Music has helped me through some tough times, and I hope and pray my music can do that for you."
Braun is a WAMI-nominated singer-songwriter with a folk-rock feel. His songs feature acoustic guitar, voice, and harmonica. He plays a wide variety of cover songs as well as insightful originals.
Growing up as the son of a church choir director and organist, he was singing at a very young age. His passion for music began to flourish when he started listening to oldies on the radio. Influences range from the Beatles to Neil Young to Townes Van Zandt. He started playing guitar and performing when he was in high school and has played and sung in a variety of bands and musical groups ever since.
Andy has been blessed to be full-time musician since 2007 and has played in all 50 states and Canada. In 2021, Andy released his debut album of original songs called "Shameless Attempts" his follow-up album "22" was released in spring 2022. Bth are now available on all major digital platforms.
10/6 Danes Hall Waupaca 6-8:15pm
10/7 Balanced Rock Winery Baraboo 6-8:30pm
10/8 Door 44 Winery Sturgeon Bay 2-5pm
10/8 Osthoff Resort Elkhart Lake 7:30-10:30pm
10/9 Hop Yard Ale Works Appleton 1:30-4:30pm
10/12 Buck & Honey's Waunakee 5:30-8:30pm
10/13 Cafe Hollander Brookfield 6-8pm
10/14 Stable Rock Winery Jefferson 5-7pm
10/15 Door 44 Winery Sturgeon Bay 2-5pm
10/19 Buck & Honey's Sun Prairie 5:30-8:30pm
10/20 Natty Oaks West Allis 6-9pm
10/21 Osthoff Resort Elkhart Lake 7-10pm
10/22 Ziegler Winery Malone 3-6pm
10/24 - Sunset Playhouse Elm Grove "Americana" music revue 7:30pm
10/25 - 2pm & 7:30pm Sunset Playhouse Elm Grove "Americana" music revue
10/26 - Buck & Honey's Sun Prairie 5:30-8:30pm
10/27 - Singing Salmon Saloon Port Washington 5-8pm
10/28 - Sabbatical Brewing Manitowoc 6-9pm
10/29 - Paoli Mill Stage 1-4pm
10/30 - Natty Oaks West Allis 8-11pm
10/31 - Wisconsin Brewing Verona 1-4pm
Past Racine venues: Marci's on Main Buddy's Mulligan's Fifth Street Yacht Club Taste of Soul 262 Pritchard Park (Epiphany Lutheran church picnics) Johnson Park (First Evangelical Lutheran church picnic) Marriott (weddings)
Connect with Andy here: Music | Andy Braun (bandcamp.com)


The Schomburg Center for Research in Black Culture—an institution integral to Barnard's Harlem Semester—has been newly renovated, thanks to the architecture firm led by Claire Tow Professor of Professional Practice and Department of Architecture Chair Karen Fairbanks. Her architecture firm, Marble Fairbanks, reimagined the Harlem center so that it now displays a portion of its collection to the street. Part of the New York Public Library and a National Historic Landmark, the Schomburg Center is dedicated to collecting, preserving, and providing access to materials documenting black life in America and worldwide. A ribbon-cutting ceremony marking this event takes place on Monday, October 16.
The design team she leads developed a larger design study called Re-Envisioning Branch Libraries to support New York City's library systems, and her firm received World-Architects' Building of the Year 2013 award for its work on the Glen Oaks Branch Library in Queens. Her newest library project, the Greenpoint Library and Environmental Education Center, is about to start construction and was recently honored by the New York City Public Design Commission for excellence in design. The project is funded in part by a grant the community received as settlement from the Greenpoint oil spill. Her team has also led the redesign of Hunter College's Cooperman Library.
Says Fairbanks, "We will develop new visual representations of the impact of two catastrophic events and sites—the 1978 Greenpoint oil spill of Newtown Creek and the 2012 Hurricane Sandy of Lower Manhattan. The Maps Division is assisting Barnard by providing access to historical maps, and we have been working with their team to utilize their online resources in their NYC Space/Time Directory." As part of this project, Fairbanks and Baxi are using some of the walking tours they developed for The Harlem Semester.
During the last 21 years at Barnard, Fairbanks has served on committees responsible for campus planning and design and has been involved with the development of both The Diana Center and The Cheryl and Philip Milstein Teaching and Learning Center.
Though she focuses on New York City, Fairbanks also has expanded students' involvement well beyond New York—from Brazil to Norway and Sweden.


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For best Americans, the tax division is over. Their federal tax allotment are in, and they've fabricated vacation affairs alive they can pay for their fun with a fat refund.
But afresh there are those who owe. For them, there is the active time bomb of their tax debt, additional the added accountability of absorption and penalties. Alive they can't appear up with what they owe, they didn't file. They are demography a adventitious their tax crime will go disregarded — at atomic until they amount out how to pay.
Yet with anniversary casual day, their tax debt grows. The IRS imposes a amends if they don't book and addition if they don't pay. And, by the way, absorption accrues on top of penalties.
Fearing the affliction — which is that the IRS will adornment their accomplishment or appear afterwards their home or added assets — a lot of bos get atrocious and about-face to what they anticipate will be a savior.
It's an adorable pitch: A tax-debt abatement aggregation says its "skilled" agents (or alike attorneys) can accomplish a accord with the IRS so that you pay beneath than what you owe.