What would be the odds of a poor Mexican boy who migrated with his family to southern California in the 1920s rising through the ranks of the American education system to become the first Hispanic principal of a junior and senior high school in San Diego, the second Hispanic to be a college president in California, and to serve in the administrations of four U.S. presidents? Armando Rodriguez spoke no English when he first set foot in the United States and was just old enough to start school in a district with few Spanish-speaking teachers. But with parents who emphasized the importance of education and who taught him the value of hard work, Armando Rodriguez became fluent in English, received a doctorate in bilingual education, and was instrumental in developing the field of bilingual education while serving as Assistant Commissioner of Education for the nation. Rodriguez recalls his inspirational journey from a short child who was so dark he was nicknamed "Shadow" to being influential in shaping education on district, state, and national levels. Some still call him Shadow, though it is now spoken with respect and admiration for an immigrant who overcame many obstacles to become an instrument of change for his country. "Armando Rodriguez offers the gift of his fascinating life in this timely and candid autobiography of a poor immigrant child who arrived speaking no English and climbed the entire staircase of the American dream to power in Washington."--Eleanor Holmes Norton
There are some theories in the field of learning styles that have appeared in specialized literature in the last fifty years. Through a refreshing narrative exploration, Armando Lozano goes beyond the limits of the theory to express practical applications which many educators and parents would like to know about the different ways in which people learn. Peppered with anecdotic capsules, the content takes the reader to a real and feasible universe of the daily life. From the points of view of a principal, a professor, a professional, a researcher and others, the book presents the practical application of the different theories of learning styles.
Los tumores óseos malignos representan entre 2 y 4% de los tumores malignos en las personas menores de 14 años de edad. En los adolescentes entre 15 y 19 años de edad se refiere una proporción de 6.7%. Los dos tipos más frecuentes son el osteosarcoma (56%) y el sarcoma de Ewing (34%). El osteosarcoma (OS) se deriva de las células mesenquimales primitivas formadoras de hueso, siendo la neoplasia más frecuente. El OS es el tumor óseo maligno más frecuente durante la infancia. El OS tiene una distribución bimodal, con un pico de incidencia en la adolescencia y otro después de los 60 años de edad. El primer pico parece estar relacionado con el periodo de crecimiento de la adolescencia y el segundo con la presencia de neoplasias secundarias, sobre todo enfermedad de Paget. Existen diferencias en cuanto a la incidencia reportada en el mundo. En promedio se refiere una incidencia de entre 0.2 y 0.6 casos por cada 100 000 personas. La incidencia para todas las razas y ambos sexos en el grupo de 0 a 14 años de edad es de 4 (3.5 a 4.6), mientras que en el grupo de 0 a 19 años es de 5 (4.6 a 5.6) por cada millón de personas al año. Se ha observado que existen diferencias en cuanto a la distribución geográfica. Las incidencias en el mundo describen que en España, EUA y América Latina existe una incidencia elevada. En América Latina se describe una incidencia mayor en los niños menores de 13 años de edad, en comparación con otros países. En años recientes se ha referido que la incidencia en pacientes más jóvenes ha ido aumentando (dichas referencias son americanas y europeas). En México existen pocas publicaciones relacionadas con la incidencia de OS. Se menciona que la proporción de tumores malignos en México entre 2006 y 2009 fue de 5.7%. Se han reportado diferencias significativas entre las regiones geográficas. En el oeste, el noroeste y el centro del país la proporción es cercana a 5%, mientras que en el este es de 11% y en el sursureste es de 6.5%. En general el OS es dos veces más frecuente en los niños que en las niñas. En los pacientes menores de 15 años de edad la proporción es similar entre los dos sexos. Es más frecuente en la raza negra y en las personas hispanas que en la raza blanca. La incidencia por raza reportada implica 6.8/año/millón en la raza negra, 6.5/año/millón en la raza hispana y 4.6/año/millón en la raza caucásica. El OS en la vejez es más frecuente en la raza blanca. El OS se presenta con más frecuencia en los huesos largos inferiores. Los sitios más frecuentes son el fémur (con 42%, de los cuales 75% ocurren en el tercio distal), la tibia (con 19%, de los cuales 80% se presentan en el tercio proximal) y el húmero (con 10%, de los cuales 90% ocurren en el tercio proximal). Otros sitios son la mandíbula (8%) y la pelvis (8%). Esta distribución no varía con la raza ni con el sexo. Se desconoce la etiología del OS; sin embargo, se han descrito algunos factores de riesgo que se correlacionan con su aparición. El OS se ha asociado a enfermedades óseas, como displasia fibrosa, infarto óseo, osteocondroma y osteoblastoma.
The Caribbean islands are home to some of the most unusual species of bats. A number of them are endemic, living in no other region of the world. On Puerto Rico alone, thirteen different species have been found. Bats are the only naturally occurring mammals there; all others were introduced after settlement of the island first by the Taino Indians and later by the Spanish. Puerto Rico is important for study because of its human history, tropical climate, size, relief and isolation from the mainland. Thus, it is a useful model for understanding how historical, geographic and environmental factors interact in a controlled environment to affect the diversity and complexity of its resident species. This volume is the first complete compilation of the distribution, natural history, taxonomy and ecology of the bats of Puerto Rico. The coauthors, all experienced researchers, introduce the book with a discussion of Puerto Rican ecosystems and an overview of facts and misconceptions about bats in general. The main text then provides detailed descriptions of each of the thirteen Puerto Rican species, as well as illustrations of their faces and skulls. The book concludes with keys to the characters of these bats and a complete glossary. Maps show the distribution of each species on the island. Bats of Puerto Rico is designed to be an easily used source of information for the general public as well as a complete descriptive record for ecologists, mammalogists and wildlife biologists.
This qualitative study examined the role that parental socioemotional support played in three Latino high school seniors' transition from high school to college through the use of Gloria and Rodriguez's (2000) psychosociocultural framework. The Psychosociocultural approach relies on the idea of "psychological (e.g., self-beliefs and attitudes), social (e.g., connections and relationships), and cultural (e.g., values and worldviews) dimensions [that] must be examined in combination within the context of the university environment to fully understand students' experiences" (Gloria & Rodriguez, 2000, p. 146). Individual interviews were performed with students and their parents from a south Los Angeles city where only 5.8% of the Latinx population hold a Bachelor's degree (U.S. Census Bureau, 2016). The findings highlight that parental socioemotional support does play a positive role in the life of their child during their academic transition. The results of the study are important as they can be used to inform parents who can then act on the findings to assist in their children's academic through other important contributions, even without holding the type of social-capital typically valued by Western higher educational structures. These implications are important as they may inform Americana High School to become knowledgeable on how they can support their students academically and pursue this branch of student assistance during their students' high school career to increases their chances of academic transition.
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