Humanidades - Francés e Inglés

Maria wrote chapter 24 of Climate Abandoned, an anthology edited by author Jill Cody.
To access/ purchase the book and read her chapter Climate Crisis and Education:
https://www.amazon.com/Climate-Abandoned-Were-Endangered-Species/dp/0997796235

English Version: https://www.amazon.com/Bipolar-Disorder-Mindfulness-Medication-Accommodations-ebook/dp/B07MB87ZLJ

Spanish Version: https://www.amazon.com/Trastorno-Bipolar-Descripci%C3%B3n-tratamiento-medicamentos-ebook/dp/B089742CQJ?ref_=ast_author_dp

***** 2019 ROYAL DRAGONFLY AWARD-WINNING BOOK/ AUTHOR
***** 1ST PLACE
SPECIAL NEEDS/ DISABILITY AWARENESS CATEGORY

Many individuals with Bipolar Disorder succeed and have happy lives. This book attempts to offer an overview of the illness, the current treatment, the cutting-edge approaches, and areas for future research. For educators at the k-12, or college level it provides some accommodations that the learner will need to function in class. I hope you find the information provided in this book resourceful and practical to help the learner manage their emotions in a classroom setting.

The article presents the results of a research about how Alzheimer spreads in the brain. Alzheimer or dementia is a mental disease where the neurons progressively die. It was not certain before the order or process in which the cells infected each other. Scientists and experts thought that the disease appears in certain areas in ways very hard to predict over a period of time. Other experts thought that there might have a predictable pattern in the dissemination of the disease in the brain, and the research results validate their thoughts with strong evidence. According to the results of the research, the experts concluded that the Alzheimer disease seems to spread in a pattern that can be followed, where one neuron infects the neuron next to itself in the synapse region. The infected neuron releases the infection through the neurotransmitters in the axon that the dendrite of a healthy neuron will receive in the dendrites. The article is very optimistic because this revelation can help scientists find a way to halt the progression of the disease. The researchers of this study used mice, and the mice were created to have deposits of tau, which a protein located in the long axons of the neurons. It is normal to see this protein located in the axon, but when tau abnormally locates or deposits itself in the cell by entering through the dendrites it is when the destruction and degenerative process of the neurons begins in the brain. The scientists followed the development of the tau in the brain of a mice for a one year and ten months. While mice aged the researchers observed how abnormal tau moved from the ethorthinal cortex which is the focal point of memory and where Alzheimer begins (location is in the temporal lobe) to the hippocampus (located in the center of the limbic system), and later onto the neocortex (located in the frontal lobe) which are the areas of the brain responsible to 1

You can access and request the thesis through this link:
https://search.worldcat.org/en/title/41994179


She worked 28 years ago in a project/thesis on literary translation of one of the co-Founders of la Créolité, Dr. Raphaël Confiant. She translated the first circle (100 pages) of Le Nègre et l'Amiral (El negro y el almirante). She visited Martinique 3 times between1996 and 1997, and completed her research and translation by 1998 (published in 1999 by la Universidad de Puerto Rico with a total of 198 pages that include the "nota del traductor" or Translator's note). In her work she found commonalities between Martinique and Puerto Rico related to the process of racial integration, colorism, the economy in the 1940s in the Caribbean, supersitions and magic, the illiterate and poor working class, the slums in PR and Martinique, and Christian traditions. The only difference she found was the use of Créole as a language of resistance, phenomenum that did not happen in Puerto Rico. Her thesis was chosen in 2019 to appear in a Doctoral Dissertation on Traductology by Laura Nadine Martinez under the direction of Dr. Corinne Mencé-Caster at the Université de la Sorbonne -Paris 3 about the work of Dr. Confiant, as reference of the vocabulary, language, and sentence structures she used in her translation.

Access their work through the following links:

https://sites.google.com/site/heritage1fornativespeakers/home/webpages-creados-por-los-estudiantes-de-los-cantantes-hispanos

https://sites.google.com/site/heritage1fornativespeakers/home/proyectos-de-las-fiestas-y-celebraciones-de-guatemala

Review written in by Maria Santiago-Valentín Jakobson attempts to fit into linguistics the function of the study of poetics. He understands and makes clear that poetics carries a problem of verbal structure and discourse. He systematically presents evidence and examples to validate his original premise. But he begins by clarifying and extending the original meanings of certain basic concepts. For him, the term literary studies should be clearly distinguished from criticism and blames the lack of such distinction. When literary studies focuses on poetics a synchronic problem of classics' selection and classics' reinterpretation shows up, a phenomenon he considers discriminatory about traditional and avant-garde forms. Today, the historical approach focuses on what remains untouchable, static. Jakobson defines the concepts addresser, addressee and message, and later on explains the schema of communication through the identification of six functions: 1. Referential-it refers to the content of the message that could be either denotative or connotative. 2. Emotive-it is the addresser's attitude towards the addressee presented by interjections and sounds sequence. It is a plus for Jakobson. 3. Conative-it is the orientation towards the addressee, by means of the vocative of the imperative forms. 4. Metalingual-When the speaker or the receiver checks lexical meaning.

To access the Spanish 1 students' blogs:
https://sites.google.com/site/santiagoeportfolios/blogs-de-los-estudiantes


Virtual Tour Videos - 1st semester project: https://sites.google.com/site/santiagoeportfolios/virtual-tour-videos-1st-semester-project

Academic Spanish 2 -

Mi Rutina Diaria students' videos - https://sites.google.com/site/espanol2academico/trabajos-de-los-estudiantes/proyectos-del-3er-trimestre-mi-rutina-diaria

Midterm Project:
https://sites.google.com/site/espanol2academico/trabajos-de-los-estudiantes/proyectos-del-primer-semestre

Available only through Proquest if you are interested in reading the project study

This project study was the recipient of the Social Change Walden University Fellowship for the doctoral studies of the College of Education. Research and Applications for Social Change Grants are awarded annually to Walden doctoral students,  alumni, faculty, and staff, as well as external researchers, whose proposals reflect the university’s mission to foster social change through research and the education of scholar-practitioners. Recipients (in this case Dr. Santiago-Valentin) automatically become Walden University Social Change Fellows. https://academicguides.waldenu.edu/social-change/fellows-grants

They are scholars, administrators, authors, artists, nurses, social workers, teachers, engineers, lawyers, historians, scientists, and community leaders, ready to share their knowledge and skills for the greater global good. They continue to learn and grow as they give.

"In northeastern United States vocational and technical high schools, students who participate in career technical education (CTE) demonstrate varying reading levels of informational literacy. The purpose of this basic qualitative study was to explore CTE educators’ experiences supporting students reading informational texts and instructional techniques used to read informational texts. Bruner’s constructivist theory and Rosenblatt’s theory of reading guided this study. Qualitative data were gathered through semistructured interviews from a purposeful sample of eight certified CTE educators with at least ten months’ teaching experience. Data were analyzed inductively using manual and pattern coding to determine themes. CTE educators used a variety of resources available at their individual schools to address reading deficiencies. Additionally, multiple affective and effective reading methods were employed to help students read informational texts; however, there were gaps in technical instruction specific to vocabulary, comprehension, and writing. Based on the findings, a three-module online professional development plan was created to address the gaps in technical literacy instruction. Implementation of the professional development plan may contribute to positive social change through CTE educators learning and applying research-based technical literacy strategies in their classrooms, which could improve students’ literacy performance and prepare them for future education and/or the workforce."

The link to access the doctoral study is: https://www.proquest.com/openview/68657166bb9e7c3e4e9d9c1d722a66e0/1?pq-origsite=gscholar&cbl=18750&diss=y

Access to the book and the chapter: https://books.google.com/books?hl=en&lr=&id=zhGHEAAAQBAJ&oi=fnd&pg=PA141&ots=ofwB9yKjog&sig=qwDlItY0xAPQ8zoSVdKAb5esrBU#v=onepage&q&f=false

The editors of the book are three Harvard University professors:
Dr. Elena V. Shabliy (Editor),
Dr. Kimarie Engerman (Editor),
Dr. Dmitry Kurochkin (Editor)
Summary: This volume provides an in-depth analysis of global perspectives on advancing public and social gender policy worldwide"--"


Access to equitable and inclusive education (IE) for girls was a challenge before the COVID-19 pandemic, and it is still a challenge in some countries with higher poverty rates (Acosta and Evans, 2020). Acosta and Evans (2020) analyzed the impact on education when global crises happened in the past. They found that learning loss, increment of household chores for girls, reduction of the countries’ financial sources for education due to budget constraints that impact and increase the gender gap that already exists in education. Acosta and Evans (2020) shared that girls in some African countries experienced distress during the Ebola epidemic. For example, in Sierra Leone, girls sold stones, and in Liberia, girls became heads of households. In Zimbabwe,“school location, absent parents, religious beliefs, inadequate resources, irrelevant curriculum, hunger, poverty, early marriage, and teenage pregnancy” were high-risk factors that kept girls out of school prior to COVID-19 (Bucker et al., 2021). These challenges became even greater for some girls with a disability when 190 countries temporarily closed their schools (Carrey et al., 2020; Jones et al., 2021; Ord, 2020; UNICEF, 2020). The inequities and accessibility barriers that before COVID-19 were subtly hidden became visible and evident.
This chapter attempts to define IE, the principles of IE, the challenges families and girls face to access IE (eg, broadband access, accommodations modifications due to disabilities), and the financial difficulties of the family and the girl after losing a parent or caregiver during the pandemic.