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ABSTRACTConcerns about the role of technology and the quality of student writing in higher education are not new. Historically, writing scholars have been at the forefront of initiatives that scrutinise and integrate new technologies in higher education. This article contends that writing scholars are again uniquely equipped to assist students, teachers in all disciplines, and institutions of higher education in navigating the challenges created by the public availability of generative artificial intelligence (AI). Adopting a dialogical approach, the article brings together six scholars from diverse disciplinary backgrounds within the broad umbrella of writing studies. Through the lens of writing scholarship, this chorus of critical voices illuminates the important questions posed by, and possible responses to, AI in higher education. Although AI complicates key issues in higher education such as academic integrity, assessment, and authorship, writing scholarship provides an essential framework for educators to respond to these challenges. Collectively, these scholars map the history of writing scholars’ responses to technological change in higher education and suggest how writing scholars can contribute to the debates and discussions concerning the impact of AI on higher education.

Burn severity is determined by total body surface area affected, temperature of source, and duration of exposure. Patients with impaired mobility are less capable of avoiding hazards and escaping traumatic injuries. Additionally, patients with impaired mobility frequently suffer from other comorbid conditions and have specialized needs, which can complicate their acute treatment. This study was a retrospective electronic medical records review of all adult patients, aged 18 years and older with a preexisting mobility impairment, admitted as inpatients to a single burn center for treatment of burn-related injuries from January 1, 2009, to December 31, 2019. The 10-year review of 1520 adult burn admissions meeting the initial criteria of inpatient admission and burn injury revealed 174 patients with documentation supporting preexisting functional mobility impairment (11%). Surprisingly, patients’ overall lengths of stays were consistent with all burn populations at 0.81 days per % TBSA, with the average length of stay being 6.7 days. The demographic data were consistent with national burn registry data as male, Caucasian, and older, with mean age of 61.1 years. Demographic data and details of hospital course focusing on treatment, complications, and outcomes were extracted and analyzed. There is a paucity of literature describing the needs of this unique burn population. Burn-injured patients with preexisting mobility impairments suffer from similar mechanisms of injury. By identifying attributes unique to this population, we hope to develop specialized prevention education and treatment protocols.

•The nature of mental and chronic somatic conditions is systemic: (I) causal, (II) maintaining, (III) consequential, or (IV) interventional.•Individual mindfulness improves relational functioning, likely through better (negative) emotion recognition, regulation and expression.•Evidence is growing that (enhancing) mindfulness for family members of individuals with health conditions decreases family members’ stress.•Research is beginning to investigate how this may also be beneficial to the individual’s (adaptation to their) condition and wellbeing.•Mindfulness Based Interventions (MBIs) that target the system and not just the individual with a health condition, deserve a place in health care.

Metaphors are a primary influence on the way we perceive and construct our world; they are also a way of revealing beliefs and attitudes that might otherwise be difficult to identify. Furthermore, metaphor has been found to be an effective way of shifting people's beliefs, attitudes and behaviour. This paper details the findings of a pilot study designed to explore New Zealand tertiary teachers' understanding of the consumer metaphor, and metaphor more generally, within tertiary education. Examining the responses of over 200 tertiary teachers to questions concerning their use of metaphor in relation to teaching, using Sfard [1998. On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27, 4–13] and Martinez and colleagues' [2001. Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965–977.] system of categorising metaphor, our findings suggest that teachers are generally resistant to the consumer metaphor as it is applied to tertiary education. However, rather than rejecting the metaphor outright, teachers have tended to transform the metaphor from a purely behaviourist interpretation to a more cognitive interpretation, thus repositioning the student as active within the teacher−learner relationship, and focusing on transformation or enlightenment as the product of learning. The ambiguity of the metaphor may be contributing to a mismatch of expectations between teachers, institutions and policy-makers.

Whilst both mindfulness and adult attachment have been linked to wellbeing, little is known about how these constructs relate to emotion regulation that can underpin wellbeing. The present study examined the association between adult attachment orientation and emotion regulation (strategies and difficulties) and the mediating role of facets of dispositional mindfulness. A sample of 301 university students (Mage= 23.08, SD= 8.08; 74.75% female) completed measures of adult attachment, emotion regulation, difficulties in emotion regulation, and dispositional mindfulness. Parallel multiple mediation analyses indicated that the act with awareness and non-judging facets of mindfulness repeatedly emerged as significant mediators in the positive associations between the dimensions of attachment insecurity (anxiety, avoidance, and disorganized) and maladaptive emotion regulation strategies and difficulties in emotion regulation. Those individuals exhibiting greater attachment insecurity employ maladaptive emotion regulation strategies and display difficulties in emotion regulation via mindfulness deficits. The present findings extend our current understanding of the role of dispositional mindfulness in the associations between adult attachment orientation and varying aspects of the emotion regulation process.