Geological risk assessment for cultural heritage conservation in karstic caves

The increasing awareness of some local and international authorities has promoted the appearance of new legislation and the rising of research works focused in the prevention of damage to the cultural heritage in karstic caves. Nevertheless, karstic areas usually imply complex studies, and a universal methodology is very difficult to establish. This work exposes the basic methodology for the geological risk assessment in archaeological site and/or rock art bearing karstic caves getting a strategy that provides flexibility to adjust specific methods according to the conditions of different cases. The integrated use of basic geological (mapping, petrology, stratigraphy…) and geotechnical (rock mass quality analytical methods and indexes) techniques used in engineering geology is proposed. Those techniques permit the geological characterization of the rock mass, the hazard identification and the analysis and the geological risk assessment of the research area. Obtained geological risk areas could be included in protection areas that could be used as the basis for the selection of the areas where further investigations and the application of prevention/mitigation measures would have a better cost/benefit ratio. The geological risk should be considered together with other type risk evaluations in order to define effective protection areas.     

Culturally and Linguistically Relevant Readalouds

The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning.     

Construction of Critically Transformative Education in the Tucson Unified School District

A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students.     

Ready or Not: The Academic College Readiness of Southeast Asian Americans

The educational experiences of Southeast Asian Americans, particularly Cambodian Americans, Hmong Americans, Laotian Americans, and Vietnamese Americans, are characterized by numerous challenges, which can be attributed to their migration history, socioeconomic status, and English proficiency. By the end of 11th grade, a high percentage of Southeast Asian American students are not college ready. The educational challenges of Southeast Asian Americans have been overshadowed by the model minority stereotype. Educational policies targeting issues affecting the education of Southeast Asian Americans and teacher preparations that focus on getting Southeast Asian American students to be college ready could help change the educational story of this population.     

“Oh,I’m Here!”: Social Media’s Impact on the Cross-cultural Adaptation of Students Studying Abroad

This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members.