Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands

This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region.     

Hiking strap force decreases during sustained upwind sailing

The hypothesis, that sailing upwind in wind speeds above 12 knots causes fatigue, which manifests as a reduction in exerted hiking strap force and/or maximal isometric voluntary contraction force (MVC) of the knee extensors, was evaluated. Additionally, it was investigated if a relationship exists between maximal exerted hiking force (hMVC) and sailing performance. In part 1 of the study, 12 national level athletes sailed upwind for 2?×?10?min while hiking strap forces were continuously acquired. Before, in between and after sailing periods, the MVC of the knee extensors was measured. In part 2 of the study, hMVC was measured dry land in a hiking bench and correlated with the overall results at a national championship. Hiking strap force decreased from the first to the last minute in both 10?min sailing periods (430?±?131 vs. 285?±?130?N, P?<?.001 and 369?±?74 vs. 267?±?97 N, P?<?.001, respectively), but MVC was similar before, between and after the two 10?min sailing periods (878?±?215 vs. 852?±?202 vs. 844?±?211 130?N). In part 2, a significant positive correlation (r²?=?0.619, P?<?.01) was observed between hMVC and regatta results. In conclusion, upwind sailing in wind speeds above 12 knots causes sailing-specific fatigue as evidenced by a marked reduction in exerted hiking strap force. However, MVC of the knee extensors was not compromised ～45?s after hiking was terminated. Additionally, sailing performance is related to maximal hiking force.     

Robust observer design by sign-stability for the monitoring of population systems

Monitoring problem in population ecology can be formalized as observer design for the population system in question: Supposing that we observe only certain species considered indicators, we want to recover or estimate the whole state process of the population system, where the state vector is usually composed from the biomasses of the single populations. In the present paper, for stably coexisting population systems, a new approach to the design of the corresponding observer system is proposed which, from the knowledge of the observed indicator(s), estimates the state process with exponential convergence. In the usual observer design, an auxiliary matrix, the so-called gain matrix must be found that guarantees the mentioned exponential convergence. The novelty is in that due to the required sign-stability (or qualitative stability) of the interaction pattern, the designed observer system (i.e. the gain matrix) is robust against quantitative changes in the inter- and intra-specific interactions. (Here the interaction pattern is described by a matrix having the signs as entries, indicating the quality of the interactions within and between the considered species.) In other words, under sign-stability conditions, in the observer design the same gain matrix can be used even if, due to environmental changes, the intensities of certain interactions suffer a quantitative change in the meanwhile. The requirement of sign-stability of the interaction pattern can be considered rather natural, since in a stably coexisting population system, it means for example that a predator–prey relation does not change into a prey–predator interaction, and interactions neither appear nor disappear within the system. Our approach to robust observer design is illustrated on model population systems, such as trophic chains of type resource-producer-primary consumer-secondary consumer and Lotka–Volterra system with vertical structure. For the latter system a Lyapunov function is also constructed that guarantees the global asymptotic stability of the positive equilibrium of the considered model.     

The association of major patterns of physical activity,sedentary behavior and sleeping with mortality in older adults

Objective: To identify major patterns of physical activity (PA), sedentary behavior (SB) and sleeping (all self-reported), and their association with long-term mortality.

Methods: Cohort of 2,851 individuals aged ≥ 60 from Spain. Mortality was ascertain from 2003 up to July 2013. Patterns of PA, SB and sleeping were identified by factor analysis.

Results: During follow-up, 1,145 deaths occurred. The first pattern, named “sedentary and non-active pattern”, was characterized by long sleeping or lying time, and not doing even light PA (household chores or walking). The second pattern was named “active and non-sedentary pattern”, and was characterized long time devoted to vigorous activities, long walking time, and short seating time. Compared to those in the first quartile of the “sedentary and non-active pattern”, those in the highest quartile showed a 71% higher mortality (HR: 1.71; 95%CI: 1.42–2.07; p-trend:<0.001); it corresponds to being 6-year older. By contrast, being in the highest versus the lowest quartile of the “active and non-sedentary pattern” was associated with a 32% lower mortality (HR: 0.68: 0.57–0.82; p-trend:<0.001); it corresponds to being 4-year younger.

Conclusion: The “sedentary and non-active” pattern had a large impact on mortality. The “active and non-sedentary” pattern showed an opposite and slightly lower association.     

A hybrid approach to university subject learning activities

In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogotá, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of lecturers and students during moments of interaction. Elements of socio‐cultural activity theory were taken as a reference for subject analysis. It is a qualitative research project containing some quantitative data. For the purposes of the study, the following instruments were designed and applied: a student survey, student interviews (by subject), lecturer interviews, and a subject design and planning observation guide. The study's conclusions present the characteristics of learning activities and of student–lecturer and student–student interaction that fostered the attainment of subject learning objectives. These characteristics can make a positive contribution to the process of subject design and delivery using a hybrid approach, meaning integration between face‐to‐face and e‐learning actions in the delivery of learning activities.     

Introduction

Reading and Writing -     

Latino children’s ability to interpret in health settings: A parent–child dyadic perspective on child health literacy

To determine children’s ability to interpret in medical settings, 100 dyads of low-income, Spanish-speaking parents and their bilingual children who interpret for the parents were surveyed. Seventy-four children demonstrated adequate health literacy in English. Three theoretical perspectives (social cognitive theory, role-reversal theory, and the team-effort model) guided hypotheses about how parent and child characteristics influenced child health literacy. Structural equation model results supported the team-effort model. Children were more health literate when they were older, had better English abilities, had higher self-efficacy, and had parents with lower self-efficacy and better English language abilities. Children and parents may work as a team in medical interpreting settings, with children simultaneously compensating for and learning from parents.     

Training Technical and Professional Communication Educators for Online Internship Courses

ABSTRACT

This article explores how to train educators to teach online internship courses. The article introduces an online internship course focused on workplace communication available to students across the university. Approaches to training educators to teach this course include requiring educators to immerse themselves in experiential learning situations, leveraging innovative uses of contemporary technologies for communication, and reflecting on online teaching processes.     

Promoting phonemic analysis ability among kindergartners

Two longitudinal studies following the design used by Lundberg et al's (1988) aimed at examining the effects of different metaphonological training programs on phonemic analysis ability acquisition among kindergartners (mean age: 5 years 5 months in both studies). In Study 1, two training programs involving either rhymes, syllables and phonemes, or rhymes and syllables only, were administered to different groups. Progress in phonemic analysis ability was exclusively observed in the group whose training included phonemes. An untrained control group displayed no progress in metaphonological ability. In Study 2, two training programs involving either phonemes or syllables were administered to different groups. A third group was trained on non-linguistic visual analysis. Specific effects of training on phonemic analysis ability were disclosed again. While a phoneme-to-supraphoneme generalization was found among the group trained with phonemes, the reverse did not happen among the group trained with syllables. These results support the idea that processes involved in syllabic analysis of speech or in rhyme manipulation cannot be applied to its phonemic structure. In addition, training with non-linguistic visual analysis did not entail any progress in metaphonological ability, thus providing evidence that phonological awareness cannot be promoted by analysis abilities acquired in another domain.     

Analysis of the conceptual structure and reasoning demands of elementary science texts at the primary (K-3) level

Eleven elementary science texts commonly used in the nation's schools were examined in terms of conceptual structure and reasoning demands of the texts. Specifically, one primary level (K–3) unit was randomly selected for analysis. Concept maps were drawn and evaluated, and the propositions between concepts were examined in terms of the Piagetian mental schema needed for comprehension. Results show that (1) concept maps and therefore the conceptual structures for a unit on air and/or weather vary widely across texts; (2) all but two conceptual structures are well defined, in that a single concept or group of concepts is not isolated from the total framework; (3) the reasoning needed to comprehend the between-individual concepts is concrete, in that classificational, interactional, and direct observational reasoning are necessary; and (4) these reasoning demands are above the developmental capabilities of a large segment of primary-level children, who function in the preoperational stage. Discussion of the results focuses on the kind of science that is appropriate for primary-level youngsters.