Haciendo que hacer - cultivating a Mestiza worldview and academic achievement: Braiding cultural knowledge into educational research,policy, practice

In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices.     

Against indifference

The idea that university teachers have a public responsibility appears to have been consigned by many to a lumber room of memory. Ideas of objectivity or expertise correspond more closely to a market-orientated higher education system which takes some pride in serving corporate, rather than social interests. Yet the obligation of the teacher to produce critically aware and engaged students demands that the classroom be a place of exchange—of knowledge, experience, passions and aspirations. As public intellectuals, if that is what we choose to be, the onus is on us to maintain a dream, affirm the creative and imaginative possibilities of those with whom we learn. Argument, debate, doubt are the stuff of human liberation; they are also the only known antidote to indifference.     

Empirical Research on Ethnic Minority Students: 1995–2009

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.     

Visuospatial Orientation Learning through Virtual Reality for People with Severe Disability

This study aims to test how an intervention based on virtual reality (VR) may enhance visuospatial skills amongst people with disability. A quasi-experimental intra-group study was therefore conducted. Participants were 20 people with severe disability (65% males; 34.35 years, on average, and 84.95% of disability rate according to the Andalusian Government index). Intervention consisted of 15 sessions of active navigation using a VR building similar to the participants’ day rehabilitation centre with the task of locating different rooms and objects. The time spent and errors in route in the virtual and the real environments were measured before and after the intervention. Additionally, participants had to fill out a map location task. As a result, participants showed fewer errors and less time at post-intervention assessments even with non-trained stimuli (p < .05). These results demonstrate the usefulness of VR-based interventions with active navigation to accelerate orientation learning in real-life situations.     

Trajectories from academic intrinsic motivation to need for cognition and educational attainment

This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed.     

The Project ‘Art for Learning Art’ in Contemporary Art Museums

Projection‐based augmented reality and virtual reality are used in a visual arts‐based educational project in contemporary art museums from an a/r/tographic perspective. The project ‘Art for Learning Art’ (in Spanish, Arte para aprender arte), at the Museo CajaGRANADA in Granada (Spain) has been developed in collaboration with the University of Granada since 2013. We have employed creative, educational and research methodologies inspired by exhibited works in art museums to encourage visual feedback of visitors participating in collaborative installations. Two such experiences also were produced at the Tate Liverpool Gallery and Museum in March 2018; utilising the methodology of mediation through projection‐based augmented reality and virtual reality, which introduces facets of visual and physical experience that alter the whole experience for the museum's public. By putting on virtual reality headsets, and playing with physical movements, we generate images and change the projections in the museum using projection‐based augmented reality to disrupt the way the public typically moves in the museum. The purpose of the developed interrelations with artworks in the Museo CajaGRANADA and the Tate Liverpool Gallery and Museum was to create collaborative digital images by playing with select artworks exhibited in the museums’ collections. We use this kind of mediation in art museums to develop a visual understanding to provoke learning about art through art creation in a contemporary way. The results are extraordinary as images; they are collaborative artworks, which connect visually with the artworks in the exhibition.     

Effect of age on 16.1-km time-trial performance

In this study, we assessed the performance of trained senior (n = 6) and veteran (n = 6) cyclists (mean age 28 years, s = 3 and 57 years, s = 4 respectively). Each competitor completed two cycling tests, a ramped peak aerobic test and an indoor 16.1-km time-trial. The tests were performed using a Kingcycle ergometer with the cyclists riding their own bicycle fitted with an SRM powermeter. Power output, heart rate, and gas exchange variables were recorded continuously and blood lactate concentration [HLa] was assessed 3 min after the peak ramped test and at 2.5-min intervals during the time-trial. Peak values for power output (RMP(max)), heart rate (HR(peak)), oxygen uptake (VO2(peak)), and ventilation (V(Epeak)) attained during the ramped test were higher in the senior group (P < 0.05), whereas [HLa](peak), RER(peak), V(E): VO2(peak), and economy(peak) were similar between groups (P > 0.05). Time-trial values (mean for duration of race) for power output (W(TT)), heart rate (HR(TT)), VO2 (VO(2TT)), and V(E) (V(ETT)) were higher in the seniors (P < 0.05), but [HLa](TT), RER(TT), V(ETT): VO2(TT), and economy(TT) were similar between the groups (P > 0.05). Time-trial exercise intensity, expressed as %RMP(max), %HR(peak), % VO2(peak), and % V(Epeak), was similar (P > 0.05) for seniors and veterans (W(TT): 81%, s = 2 vs. 78%, s = 8; HR(TT): 96%, s = 4 vs. 94%, s = 4; VO2(TT): 92%, s = 4 vs. 95%, s = 10; V(ETT): 89%, s = 8 vs. 85%, s = 8, respectively). Overall, seniors attained higher absolute values for power output, heart rate, VO2, and V(E) but not blood lactate concentration, respiratory exchange ratio (RER), V(E): VO2, and economy. Veterans did not accommodate age-related declines in time trial performance by maintaining higher relative exercise intensity.     

Cell-in-cell phenomenon in urinary sediment: a case report

The internalization of apoptotic cells by non-phagocytic cells has been observed in different tissues and could be an important mechanism for the elimination of dying cells. Here, we describe a probable event of phagocytosis of apoptotic cells mediated by urothelial cells in urinary sediment. A 90-years-old male patient was admitted unconscious to the hospital, visible signs included: pale skin and dry mucous membranes, presumptively diagnosed as dehydration. Blood test revealed anaemia (haemoglobin 130 g/L) and hyperglycaemia (glucose 7.8 mmol/L), urinalysis showed a picture of urinary tract infection (leukocyturia and bacteriuria). The microscopic analysis of urinary sediment revealed the presence of urothelial cells and leukocytes internalized in urothelial cells. Anti-CD68 (membrane marker of macrophages) was tested by immunocytochemistry and a negative result was observed. Based on the findings phagocytosis of apoptotic cells mediated by urothelial cells was identified. This phenomenon can be observed in urinary sediment and should not be confused with a neoplastic process since it is a physiological event of cell elimination.     

Attachment,Acculturation, and Psychosomatic Complaints Among Hispanic American University Students

This study investigated adult attachment and acculturation frameworks of reported psychosomatic complaints related to perceived discrimination among a sample of Latino/Hispanic university students (N = 160). The model supported by the data suggests that attachment anxiety, acculturation toward the dominant cultural norms, and adherence to Latino/Hispanic cultural beliefs are important factors for perceived discrimination and psychosomatic complaints experienced by Latino/Hispanic students. Counseling implications and future research directions are discussed.