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English learners have long been defined as faulty linguistic beings, liabilities in a school system that values immediate academic readiness to perform like those in the mainstream. With a need to look at the many other facets that constitute who English learners are and what they are capable of in their academic pursuits, this case study looked at how academically marginal middle school English learners used the imagining of college to anchor, cue, and redefine their practices, identities, and perspectives as students in the pursuit of post-secondary possibilities. The paper explores tensions and contrasts in learning identity and practices based on movement from being academically peripheral to participating in a new learning community with high expectations for academic performance. Findings reveal how English learners negotiated new expectations of academic performance that forced a realignment of practices and trajectory; and how their experiences surfaced new understandings of their identities as students.

Introducción. En la actualidad, uno de los temas más recurrentes en la literatura asociada a prevención de salud, es la alimentación sana y su correlato con la actividad física, se puede decir que una gran mayoría de la población tienen estilos de vida sedentarios y poca inclinación a la adopción de una dieta sana y esto se da lugar a la aparición de enfermedades no trasmisibles asociadas a tales estilos de vida. El presente artículo tiene como objetivo: verificar la situación actual en una de las parroquias de la ciudad de Manta, Ecuador en cuanto a alimentación, salud y actividad física. Se utilizaron los métodos siguientes: revisión documental y bibliográfica de artículos científicos publicados hasta mayo de 2019. Las bases de datos consultadas fueron Medline, Scopus y Scielo. Las búsquedas que se han realizado mediante PubMed y clasificadas por objetivos de búsqueda. Se usaron las siguientes palabras claves: preferencias alimentarias, enfermedades asociadas, actividades físicas. Se seleccionaron aquellos estudios donde se reflejaron programas, intervenciones y revisiones sobre la alimentación saludable a nivel internacional. Se verificaron las frecuencias de prácticas de actividad física, consumo de alimentos y su evaluación en un estrato socioeconómico de nivel bajo, así como la prevalencia de enfermedades crónicas no trasmisibles (ECNT) Palabras clave: alimentación saludable; preferencias alimentarias; Actividad física. enfermedades asociadas

La ciudad de Huaraz se ubica en una zona expuesta a diversos peligros, resultado de su configuración y ubicación geográfica. Muchos de estos fenómenos pueden devenir en desastres que pueden afectar sobremanera la actividad socioeconómica de la región y del país. Un sector característico de Huaraz, es el llamado río Seco, que es un curso hidrográfico ubicado al sur de la ciudad, expuesto a desbordes por inundaciones y que ha tenido un fuerte crecimiento en los últimos años. En este sentido, el estudio se planteó determinar la vulnerabilidad física de las viviendas de la zona de influencia de la quebrada ante desbordes del río Seco de la ciudad de Huaraz. La metodología adoptada fue de investigación cuantitativa no experimental y transversal, analizando el fenómeno en su situación en el año 2015. La metodología consistió en el levantamiento topográfico del terreno, obtención de información pluviométrica e identificación de las características de 582 viviendas ubicadas en el margen del río, para determinar posteriormente su nivel de vulnerabilidad ante desbordes. Finalmente, se determinó el nivel del peligro de desbordes en la zona del río Seco y se obtuvo que el 57.9% de las viviendas tiene un nivel alto de vulnerabilidad.

The Teaching Channel website, according to its mission, is “to create an environment where teachers can watch, share, and learn new techniques to help every student grow.” One of the core principle...

Our current high-stakes accountability system for too long has allowed officials in positions of power and oversight to discard students viewed as too much of a liability as a practice of policy and pedagogy. This practice especially has altered how English learners are taught and the lens through which they are viewed. The authors present how a scandal in a large, urban borderland district in which “unruly” and English-language learning Latinas/os were systematically eliminated from test-taking and pushed-out illustrates how the consequences of No Child Left Behind have brought us to a tipping point in the education of the marginalized. Our education system has evolved into one in which the dehumanization of vulnerable students, their parents, and their communities has now dangerously become commonplace. In the pursuit of praxis, this essay argues that we must consider actions at the individual and local level, to bring about localized, incremental change that can result in larger cumulative movements of counter-narratives and counter-pedagogies in response to this trend of dehumanization in our schooling of ethnic, racial, and linguistic minorities.

One of the many consequences of a neoliberal, high-stakes policy in No Child Left Behind has been that teachers and administrators have resorted to the systematic removal of vulnerable student groups, such as Latina/o English language learners. This process has dehumanized these students and commodified aspects of their identity, such as language, and deemed them disposable in the pursuit of high test scores. Border pedagogy is one way to address how pre- and in-service educators can be prepared to become critical and empowered educators of border youth in the pursuit of a more just and humanizing education.

This paper is a case study of a Chicana former migrant in her first year of college through CAMP (College Assistance Migrant Program), and how she negotiated the challenges of family, romance, and the desire to reach her goals. Through narrative analysis, the authors examine the thoughts, words, and experiences of Luz’s life to provide insight to the complex world of vacillating identities across cultural borders and gender role expectations of community, school, and society.

La construcción de una presa en la quebrada Cojup tiene importancia estratégica para el abastecimiento futuro de agua potable para la ciudad de Huaraz; sería una infraestructura vital y crítica, ya que una eventual rotura y falla de la presa, ocasionaría severas pérdidas de vidas humanas además de económicas y medioambientales. El objetivo principal de esta investigación ha sido realizar el análisis y la evaluación de riesgos a la seguridad en fallas de presas. La metodología utilizada consistió en aplicar los principales criterios de tolerabilidad de riesgos existentes a nivel internacional, en los que se combina la probabilidad de ocurrencia de eventos indeseados y sus consecuencias asociadas. Resulta de los criterios de tolerabilidad de la USBR, del ANCOLD y del USACE, que el riesgo está por encima del límite tolerable y está por encima del límite de riesgo social tolerable, por lo que se concluye de esta investigación que el riesgo es alto.

This article discusses how key interactions between community members, teachers, and Latino counselors and advisers were integral in providing support, knowledge, and agency to marginalized, Mexican-descent students in their 1st year of college. Findings show that particular types of discourse and narrative exchanged between integral adult figures and the students helped to create a common point of cultural and personal understanding that fueled further efforts and motivation on the part of the students.

“Cheating” is a form of resistance in pedagogy for bilingual educators. Bilingual educators “cheat” in classes where English as the only language of instruction is strictly imposed by school or district officials, but these teachers “cheat” by using the native language of their English language learners because they know they must. But, for many teachers in today's political and antagonistic anti-Mexican, anti-foreign language climate, not using a student's native language for instruction is the equivalent to injustice.

This study examines the ways in which a support and retention scholarship program (College Assistance Migrant Program—CAMP) mediated the first-year college experience of three situationally marginalized, female students of Mexican descent. Findings suggest that educators at all levels of schooling should create opportunities for this population of students to participate in supportive teaching-learning communities. Such communities that practice and promote academically and personally empowering interactions can help these students overcome obstacles and learn to become successful students.

Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program—CAMP). These case studies document how they perceived their learning and how they changed as students after their first college experience and involvement in CAMP. Through her involvement in CAMP, Laura, a high school dropout without a supportive home or school environment, came to see herself as a successful student. As an English Language Learner, Cristina felt ill-prepared to begin a college career; however, by experiencing successes in her first year of coursework and being involved in CAMP, she gained self-confidence. Maria, a teen mother with two children, saw college as the only way out of poverty. She exhibited resiliency and the desire to use the experience to gain insightful and practical knowledge about herself as a student and mother. During high school, the continual relocation between Mexico and the United States negatively affected Luz's ability to be successful. Through CAMP, she gained confidence in her ability to relate with others, particularly with teachers and professors. Ruben, a former gang member, struggled in his first semester as he acclimated to the structured environment of a classroom. Despite this struggle, the CAMP staff and his professors saw growth in Ruben's social behavior. These case studies show that students who would not normally be considered “college material,” when given the opportunity and appropriate support, can become successful. This success hinges on their new perspective of themselves and their participation in a community of practice.

For many situationally marginalized Mexican-descent students today, hopelessness is fueled by a bleak life situation that is reflected in their school performance. Success in school remains elusive because they are not or have not had the opportunity to become members of a community that contributes to their sense of agency, possibility and hope in life or educational pursuits. From a sociocultural perspective of learning and developing a “way of being” and identity through this learning, the purpose of this study was to see how one socially, educationally, and socioeconomically marginalized, Mexican-descent student struggled, learned and “became” another way of being in his first year of college mediated through a retention and support program.

This qualitative case study examines the educational struggles of Texas based Chicana/o high school migrant students and the noteworthy array of actions, responses, and relationship dynamics that result from the work of advocate educators. As migrant students move across our nation and enroll in high schools, they demand unique approaches that are rooted in educators' abilities to understand the migrant community and the curricular, instructional and support system needs of migrancy. Findings suggest that the participants included in this study had inherent and explicit understandings of the interplay between themselves and the Chicana/o high school migrant students they served. Likewise we also contend that they knew how to alter or circumvent detrimental schooling practices by acting as agents of change, developing alternative schooling experiences, and valuing the human resources found within the migrant educational community. The archetype of an advocate educator yields an approach and understanding that promotes an indispensable duality in serving Chicana/o high school migrant students. Key Words: Chicana/o Migrant Education, High school, Advocacy, ESEA Introduction Chicana/o (1) high school migrant students signify some of the most intricate and complex dynamics in secondary schools. Driven by agricultural seasons, migrants are at the behest of harvesting seasons that sustain their family livelihood. Each fall and spring, Chicana/o migrant students arrive late and leave early from the academic school year. High schools may or may not have migrant education programs that work to transfer school records, accelerate instruction, and accrue credits. With the absence of such academic and/or social support services, educators labor to track down records and credits, match progress from one curricula or school schedule to another, and determine/encourage migrant students high school graduation/post-graduation plans. Moreover, the entanglement of interstate and intrastate practices and policies is both convoluted and relatively overwhelming to many educators. Unfortunately, in many ways, the linguistic and cultural needs of the Chicana/o migrant community continue to outpace the decades of reform and mandated programs (Salinas & Franquiz, 2004). Yet despite the challenges of frequent mobility, educators in many high school campuses view migrant students as a composite of valuable resources and experiences. We can find exemplars of counselors and administrators committed to the ideals of community empowerment and self-determination, and educational success for Chicana/o migrant students. We propose that the duality of their responsibility as advocate educators encompasses two important dimensions. First the role of advocate educator is rooted in values and ideals of el movimiento (the movement). Inspired by Cesar Chavez and Dolores Huerta's effort to unionize farm workers, el moviemento prompted the creation of other organizations and a "political theater" that helped articulate the needs and demands of many Chicanas/os throughout the nation. Conscious or not of the history of oppression and exclusion, advocates work to constructively gain political power and collective recognition on behalf of the migrant children they work with in public schools (Trueba, 1999). Second, the role of advocate educator means to operate within communities that "have an idea about where they are and where they would like to be; achieve goals creatively, rather than reactively, and take risks to move beyond the margins of the status quo" (Reyes, Scribner, & Paredes, 1999, p.5). Amassing valuable knowledge, the combined role of advocate educator provides for the unique needs of Chicana/o high school migrant students. Thus we are prompted to explore the practices and understandings of the advocate educator--roles counselors and administrators maintain in their efforts to create successful academic programs for Chicana/o high school migrant students. …

This reflexive vignette reveals the emotional risks of ethnographic work by a Chicano researcher, educator, and advocate doing work in the Texas-Mexico Borderlands, caught at the intersection of vulnerable Latina/o youth and their possible futures. Data in this creative piece are derived from field notes of one classroom observation from an ethnographic case study on the communal construction and practice of a college-going culture experienced by marginalized, middle school, Mexican-American and Central American emergent bilinguals.

Se estudió la factibilidad del empleo de productos químicos para prevenir enfermedades, su rentabilidad y su efecto en el aumento de la producción en trigo. Se emplearon 11 variedades de trigo, de distintos orígenes y susceptibles a diferentes enfermedades. Se efectuaron 6 aplicaciones con el fungicida dithane M-22 en dosis de 3 kg/ha. La aplicación del producto dithane M-22 redujo en alto grado la incidencia de enfermedades y por lo tanto incrementó significativamente el rendimiento, el peso hectolítrico y el peso de mil granos. Con todas las variedades tratadas se obtuvieron resultados muy superiores con relación a las no tratadas. Se puede deducir que la aplicación de dithane M-22 resulta económica y que es importante programar ensayos a nivel comercial y ensayar diferentes tipos de maquinaria para poder recomendar esta práctica a los agricultores Maestría en Ciencias Maestría