Foreword: The Need for Shifts In Mindsets And Leadership Roles In PK-20 Schools And Communities: Challenges And Opportunities

Let us frame the preface to this edition from a few lenses that might help in drawing practical implications for each contribution by the authors. First, the current cycles of ignorance and vicious war against schools and the academy should not be ignored especially by those who have continued to mislead through hypnotizing rhetoric that might lead people to believe that equity and social justice are on the top of their agendas. Second, the contemporary realities around us provide ample testimony that the much-needed change has been hampered by complicity, silence, and often resistance to change by those who enact passive roles in social and educational institutions. Third, narrowing the leadership gap is a fundamental prerequisite for combating racism and achieving equity and social justice in schools and beyond. More importantly, the paradigm shifts should be measured against informed and courageous actions, rather than words, that contribute to the meaningful and desired change of the status quo and its beneficiaries

Genetic and biochemical analyses of chromosome and plasmid gene homologues encoding ICL and ArCP domains in Vibrioanguillarum strain 775

Anguibactin, the siderophore produced by Vibrio anguillarum 775 is synthesized from 2,3-dihydroxybenzoic acid (DHBA), cysteine and hydroxyhistamine via a nonribosomal peptide synthetase (NRPS) mechanism. Most of the genes encoding anguibactin biosynthetic proteins are harbored by the pJM1 plasmid. In this work we report the identification of a homologue of the plasmid-encoded angB on the chromosome of strain 775. The product of both genes harbor an isochorismate lyase (ICL) domain that converts isochorismic acid to 2,3-dihydro-2,3-dihydroxybenzoic acid, one of the steps of DHBA synthesis. We show in this work that both ICL domains are functional in the production of DHBA in V. anguillarum as well as in E. coli. Substitution by alanine of the aspartic acid residue in the active site of both ICL domains completely abolishes their isochorismate lyase activity in vivo. The two proteins also carry an aryl carrier protein (ArCP) domain. In contrast with the ICL domains only the plasmid encoded ArCP can participate in anguibactin production as determined by complementation analyses and site-directed mutagenesis in the active site of the plasmid encoded protein, S248A. The site-directed mutants, D37A in the ICL domain and S248A in the ArCP domain of the plasmid encoded AngB were also tested in vitro and clearly show the importance of each residue for the domain function and that each domain operates independently.

Foreword: Under Attack And Counter Voices For Social Justice

As the voices of ignorance continue to attack democracy and social justice, we will continue to serve as a platform to counter those perspectives through the Center for Leadership, Equity and Research (CLEAR). Activism, anti-racism, and advocacy for the oppressed will continue to be the mission. We embrace Critical Race Methodology and Praxis that remain the driving epistemologies for the stories, research genres, authentic narratives, and counterstories of those who have been largely marginalized, racialized, and underrepresented

Introduction to the Special Issue

To illustrate the commitment of the Center for Leadership, Equity and Research, we came together to develop a theme for this special issue of the Journal for Leadership, Equity, and Research (JLER)..

Las hipótesis de Krashen: Fundamento para una propuesta de enseñanza de inglés en un bachillerato tecnológico

Este artículo da cuenta de una investigación cualitativa ubicada en el campo de la lingüística aplicada, desarrollada en un bachillerato tecnológico durante los años 2020, 2021 y primera mitad de 2022. En este texto, se describe el trabajo efectuado en la etapa de primer acercamiento al campo, en la que se identifican algunas necesidades o apoyos requeridos por tres profesores de inglés, como lengua extranjera en su práctica docente. La pandemia de COVID-19 propició que estos profesores transformaran su enseñanza para impartir clases de manera virtual. La investigación tuvo como objetivo, brindar soluciones a estos profesores para el desarrollo de su trabajo en esos momentos. Del análisis de los datos surgieron hallazgos que son asociados con las hipótesis propuestas por Krashen, en su teoría de adquisición. Con fundamento en tales hallazgos, se elaboró una propuesta didáctica para estos profesores, apegada a la realidad sociocultural del centro escolar en el que se desempeñan

Introduction To The Special Edition On Latina/o/x Postsecondary Education

This second special edition, like the first issue examining PreK-12 schooling, brings together diverse theoretical and methodological perspectives, including empirical qualitative and quantitative manuscripts centering Latina/o/x experiences and interrogating organizational practices. The campus contexts include a mix of community college and comprehensive public and research-intensive public and private institutions across the U.S. with historically white institutional designations and Hispanic serving institutional designations

Efecto de la cabeza de camarón co-extruida con trigo o sorgo sobre el crecimiento del camarón Penaeus stylirostris

Tesis (Maestría en Ciencias con Especialidad en Recursos Alimenticios y Producción Acuícola) UANLUANLhttp://www.uanl.mx

The Chicana/o/x Promise: Testimonios of Educational Empowerment through the Enactment of La Facultad among First-Generation College Students

This article explores how Chicana/o/x[i] first-generation college students navigate through the educational realm that is built upon coloniality. Drawing on four testimonios, we show how multiplicative forms of marginalization to which Chicana/o/x college students are subject inform their academic trajectory and empowerment. The article focuses on four main sources of oppression—class (capitalism), familial immigrant documentation status (racist nativism), disability (ableism), and sexuality (heteronormativity)—and how Chicana/o/x students turn them into sources of self- and community- empowerment.  Employing Chicana feminist perspectives and intersectional approaches further allows us to reveal sociopolitical and cultural processes that limits Chicana/o/x students’ access to resources and opportunities and how these processes inform the ways in which these individuals proactively achieve and represent the Chicana/o/x Promiseof hope, resistance, and success.

Introduction To The Special Edition On Latina/o/x Prek-12 Education

Listening to Latina/o/x Voices: Maximizing Opportunities and Minimizing Obstacles in Distinct Educational Context

Perceptions Of Inequality As Racial Projects: Uncovering Ethnoracial And Gendered Patterns Among First-generation College-going Asian American Students

Through a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a Racial Formation Inequality Spectrum in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts