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This research paper aims to show the panorama and scope of the current existing sex education practices carried out by the Costa Rican public universities. It analyzes different initiatives, its theoretical approaches that guide the actions, their purposes and other relevant aspects. The analysis includes secondary information as well as the point of view of students and university staff, as inputs for decision-making aimed at improving the overall education of young people. The findings take part of an exploratory research based on qualitative and quantitative methodologies based on gender and constructionism perspective. The information was gathered via the application of a questionnaire to a specific uneven stratified cluster groups, composed by 766 enrolled undergraduate students since first semester 2011 at Universidad Nacional de Costa Rica. The statistical margin of error was 1.5% and the confidence level of 95%. In addition, two focus groups with students and depth interviews with 16 persons were made. Data were tabulated with CSPRO software and analyzed using R software. The findings suggest that Costa Rican universities recognize the importance of sex education as an essential part of overall development of students. Most of the initiatives are institutionalized; however, the lack of guidelines or policies on the subject, in most institutions, affects quality, consolidation and expansion of services. The need to strengthen and expand training activities on sexuality was identified as well. The students have a high opinion about the services offered, but few of them use these services, because they are perceived as less accessible and friendly. This paper concludes that it is a priority to maintain and strengthen existing initiatives on sexual education, so that they can effectively satisfy the needs of youth, with timely interventions and quality to enjoy a healthy and safe sexuality free from violence.

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Resumen: En el presente artículo, exponemos los resultados obtenidos de un estudio sobre las emociones que han experimentado los futuros docentes durante el proceso de aprendizaje del inglés como lengua extranjera y, más concretamente, en el desarrollo de las competencias orales de listening y speaking. Los datos obtenidos indican que la emoción más experimentada por los encuestados fue la ansiedad, de ahí que se realizara un estudio más profundo centrado en esta emoción, analizando los diferentes niveles de ansiedad lingüística experimentados por los encuestados, atendiendo a las variables de sexo y nivel de inglés. Las conclusiones que se han obtenido es que la mayoría de los estudiantes muestran niveles medios de ansiedad, siendo las mujeres las que experimentan un mayor grado de ansiedad en todos los factores estudiados, excepto en mostrar una actitud negativa hacia el aprendizaje de la segunda lengua. Asimismo, existe una correlación inversa entre la ansiedad y el nivel de estudios. Abstract: In this paper, we present the results obtained from a first study on the emotions that future teachers have experienced during the process of learning English as a foreign language and, more specifically, in the development of oral listening and speaking skills. The data obtained indicate that the emotion most experienced by the respondents was anxiety. Based on these results, a second study was carried out focused on the different levels of linguistic anxiety experienced by the respondents, considering the variables of gender and level of English. The conclusions obtained are that most students show medium levels of anxiety, with women being the ones who experience a higher degree of anxiety at all levels, except in showing a negative attitude towards learning the second language. Likewise, there is an inverse correlation between anxiety and educational level.

académica ha supuesto una preocupación en las universidades de Estados Unidos desde hace más de 50 años. El sistema de educación superior español, sin embargo, ha abordado esta cuestión más recientemente y todavía no existen programas de escritura institucionalizados en España. Este artículo pretende definir qué es escribir bien y describir los elementos clave para la creación de un programa que promueva la escritura en las universidades españolas. Para ello, se ha seguido una metodología cualitativa, concretamente las entrevistas cognitivas, con el objetivo de conocer las experiencias de 26 profesionales estadounidenses. Se diseñó un protocolo ad hoc para preguntar a los expertos/as por los elementos relevantes en el diseño de un programa de escritura y entender los argumentos que sustentaban sus respuestas. Las entrevistas se analizaron con Q-notes, donde se compararon y relacionaron las respuestas de los participantes. Los resultados demostraron que escribir bien es retórico y contextual. Además, los expertos/as destacaron la importancia de comprender el contexto en el diseño de un programa de escritura. Los resultados se agrupan según las diferentes fases de creación del programa y se reflejan en un diagrama. Finalmente, se abordan los retos y recursos necesarios. Abstract: Teaching academic writing has been a concern in universities all over the United States for more than 50 years. The Spanish higher education system, however, has addressed this question more recently and there are still no institutionalized writing programs in Spain. This paper aims to define good writing and to describe the key elements needed for the creation of a writing program in order to promote writing at Spanish universities. To do that, a qualitative methodology was followed, specifically the method of cognitive interviews, with the aim to learn from experiences of 26 US experts. An ad hoc protocol was designed to ask experts about all the relevant elements when designing a writing program and to understand the arguments supporting their responses. Interviews were analyzed using the Q-notes software where the participants' responses were compared and connected. Results showed that there is not a fixed definition of good writing as it is rhetorical and contextual. Moreover, experts emphasized the importance of understanding the institutional context when designing a writing program. Findings were grouped according to the different steps of the creation of the program and were reflected in a flowchart. Challenges and the main resources are discussed.

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