Mexican Student Research Articles

Validation of the Machista Behavior and Perception of Positive Masculinities Attitudes Scale for Complex Environments in a Mexican Student Population

Validation of the Machista Behavior and Perception of Positive Masculinities Attitudes Scale for Complex Environments in a Mexican Student Population

Complex Thinking and Learning Styles: An Approach from a Mexican Student Population

Complex Thinking and Learning Styles: An Approach from a Mexican Student Population

Japanese Medical Education vs Mexican Medical Education: A Mexican Student's Brief Perspective

Japanese Medical Education vs Mexican Medical Education: A Mexican Student's Brief Perspective

Validation of the Mexican Spanish Version of the Scale of Positive and Negative Experience in a Sample of Medical and Psychology Students.

The Scale of Positive and Negative Experience (SPANE) aims to measure affect with high transcultural validity. The bifactor model is the best theoretical option to represent affective balance, although it is not typically used in validation studies. The objectives of this research were to test a bifactor model vis-à-vis the traditional model composed of two correlated factors, to prove its invariance across sexes, and to provide evidence of concurrent validity. A nonprobability sample composed of 600 Mexican students of psychology and medicine was recruit. One-group and multigroup confirmatory factor analyses were carried out. The SPANE and the scales selected to assess depression, perceived stress, and satisfaction with life were applied. The bifactor model showed better goodness-of-fit indices than the two correlated factors model: Δχ2(11) = 121.436, p < . 001, Δχ2/Δdf = 11.04 > 5, ΔGFI = .034, ΔNFI = .025, ΔNNFI = .022, and ΔCFI = .023 >.01. The internal consistency for the general factor as well as for the factor of positive affect was excellent, whereas it was good for the factor of negative affect. The measurement model was valid across sexes. The general factor of affective balance had a very high correlation with depression, high with perceived stress, and medium with satisfaction with life. It is concluded that SPANE is reliable and shows evidence of validity among Mexican student of psychology and medicine, and the bifactor model is adequate to represent affective balance.

De la caja de herramientas a la poética del palimpsesto: el cine en el hacer de las artes en México

This paper sets out an analysis of the varying forms in which cinema has intervened in the practices and imaginaries of contemporary art in Mexico, from the 1930s to the second decade of the XX’s Century. First, we draw a theoretical review of intermediality and other useful methodological frameworks for the study of the interactions between cinema and the other arts. In this way, we seek to identify nodal points from which to understand the specificity of our case studies. Then, we focus on four different cases: the intermediations of photography and cinema in Siqueiros’ muralism; the ways in which (third) cinema became a model for revolutionary artistic practices in the aftermath of the Mexican Student Movement of 1968; the cinematic mediations in the work of Mexican contemporary artists Mario Garcia Torres and Carlos Amorales; and contemporary projects associated with the reactivation of filmic and artistic traditions in the public sphere, as can be seen in a series of multidisciplinary works.

Propuesta de enseñanza de inglés para escuelas normales

En este artículo de investigación se presenta el proyecto de una plataforma interna de inglés por niveles, alojada en una suite interna de WordPress, como una estrategia remedial de tutoría especializada para nivelar a alumnos cuyo dominio del inglés es muy limitado en normales públicas, a sabiendas que la especialidad en inglés demanda un nivel B2 al cuarto año de carrera, meta poco alcanzable considerando la cantidad de horas asignadas de estudio y práctica del idioma.&#x0D; Hoy, el estudiante mexicano normalista se ha de apropiar del inglés como lengua extranjera por medio de cursos curriculares establecidos en el plan de estudios 2018, dentro de un trayecto formativo de lengua adicional, con una inversión de seis horas semanales. Aun así, no se garantiza ni la calidad ni la eficiencia ni el adecuado y objetivo nivel del egresado frente a los retos, reales, de un mundo actual sin maquillaje. ¿Qué hacer? ¿Qué se propone como estrategia de enseñanza para asegurar el éxito del plan de estudios 1999? La respuesta operativa, diseñada y puesta en marcha, se presenta en esta investigación. Dicha propuesta se piloteó con dos generaciones de la Escuela Normal de Atlacomulco, Español, Historia e Inglés, en el uso de la Learning Management System (LMS) o plataforma de aprendizaje, desde su ingreso, permanencia y egreso, apoyados de recursos alternos de autoría propia, y de talleres alternos de práctica del inglés a contraturno.

Mexican descent college student risky sexual behaviors and alcohol use: The role of general and cultural based coping with discrimination

Objective This study investigates cultural and general coping strategies as potential protective or risk factors to risky sexual behaviors (RSBs) and alcohol use in the face of discrimination for Mexican descent college students. Participants: Data collection was conducted from September 2016 to May 2017 and included 796 Mexican descent emerging adults. Methods: Linear regressions were conducted to test main and interaction effects of discrimination, and general and cultural coping strategies on RSBs and alcohol use issues. Results: Higher discrimination experiences were not associated with RSBs or alcohol use issues. Only ethnicity-based coping was found to be a significant moderator to the relationships between discrimination and the outcome variables of RSBs and alcohol use issues. Conclusions: This study has implications for the way mental health clinicians explore the intersection of ethnic identity and coping as a means of understanding the relationship among discrimination, RSBs, and alcohol use issues.

Héctor Manjarrez’s Uncertainty; or, Politics Without Dogma

Héctor Manjarrez’s fictional worlds are populated by characters who are uncertain about their place in the Mexican Student Movement of 1968 both before and after the massacre at Tlatelolco on October 2. In contrast to the certainty that underscores the Mexican state’s paternalistic prescriptions, exclusions, and violence in the mid-twentieth century, this essay analyzes how Manjarrez deploys uncertainty in order to restore the potential for a democratizing politics. Through an analysis of París desaparece (2014), Pasaban en silencio nuestros dioses (1987), as well as the short story, “Johnny,” from Acto propiciatorio (1970), this essay explores Manjarrez’s attempt to construct secularized narratives of 1968 that resist defining the Tlatelolco massacre as a necessary sacrifice for future redemption. Building from that violent defeat, Manjarrez sheds the disillusionment of his generation and mobilizes literature to search for new political alternatives. Thus the literary becomes an important site from which to think and narrate a radically democratic politics for the left by making room for the contradictions and everyday indecisions of human beings whose uncertainty exceeds their dogmatic desires and programs.

Sympathy for the Kaiser: Students Facing the Great War in Revolutionary Mexico

This article explores how Mexican students faced the Great War and decided to adopt a collective attitude towards the international conflict. It analyzes their visions of the war in times of Revolution and to what extent the conflict contributed to shape their national movement, its organization and its goals. In 1917, when the European war stopped being an object of fascination and suddenly appeared a national question, Mexican student leaders decided to organize a great mobilization against the international conflict and in favor of neutrality. Because they considered themselves genuine revolutionaries and patriots, as true anti-imperialists, students believed they had to intervene in the public sphere to maintain Mexico’s neutrality. However, the struggle for strict neutrality eventually created divisions among the student movement. If the mobilizations in favor of neutrality stopped at the end of 1917, the Great War generally triggered a wave of student politicization and radicalism.

Revolution and the Streets: The Mexican Student Movement and the Mexican Revolution

Revolution and the Streets: The Mexican Student Movement and the Mexican Revolution

Revolution and the Streets: the Mexican Student Movement and the Mexican Revolution

Revolution and the Streets: the Mexican Student Movement and the Mexican Revolution

Identity Construction as Nexus of Multimembership: Attempts at Reconciliation Through an Online Intercultural Communication Course

Using situated learning (Lave & Wenger, 1991) and communities of practice (Wenger, 1998) as our theoretical framework, we focused on two female graduate students in applied linguistics as each attempted to negotiate memberships in multiple communities during an international exchange program. Eleven students at six universities took part in an internet-based intercultural communication course in addition to courses at their host universities, generating data in the form of online postings, final course papers, e-mails to the instructor, and retrospective evaluations. Ines, a Mexican student in Canada, appeared to reconcile her identity successfully as a nexus of multimembership. Adrienne, a U.S. student living in Mexico, attempted to participate in practices at her host university but felt marginalized. Our analysis demonstrates the difficulty, complexity, and sometimes the impossibility of reconciliation as a process for weaving a nexus of multimembership into one identity when encountering new practices across national borders.

School environment and overweight and obesity in Mexican student of primary and secondary school

The prevalence of overweight and obesity in Mexican Student of primary and secondary school is elevated (31.3%).ObjectiveTo describe some key school environment items related to childhood obesity.MethodsInformation from 374 scholastic establishments from the National Health Survey of students (ENSE‐2008) was included in the analysis. The items have a documented relationship to childhood obesity and are likely contributors to diet quality and physical activity. Items included were: water available, sweetened beverage, foods with low nutritional value available in and out the school and physical activity at the school (minutes per day).ResultsIn the school, 58.2% there was water available to drink, 85% sold candies, snacks, sodas and sweetened drinks; 49.3% sold fresh fruits and only 23.7% vegetables. Out side of the school, 48.2% sold candies, snacks, sodas and sweetened drinks; 29.9% sold fresh fruits and only 9% vegetables. The average of physical activity was 20 min/day).ConclusionInterventions that promote healthy eating and physical activity behaviors during childhood and adolescence are necessary in Mexican schools, since not only they may prevent some of the causes of illness but also may decrease direct health‐care costs and improve quality of life.Supported by the Rios Aronte Foundation, and Fondo de Apoyo al Programa Intersectorial de Educación Saludable.

The Mexican Student Movement of 1968: An Olympic Perspective

The Mexican Student Movement of 1968: An Olympic Perspective

The Mediational Role of Classroom Practices During the Silent Period: A New‐Immigrant Student Learning the English Language in a Mainstream Classroom

For this article we aimed to understand the emergence of English as a second language for a newly immigrated Mexican student, a native speaker of Spanish, enrolled in a mainstream kindergarten classroom, who was undergoing the silent period (Krashen, 1981). Applying ecological approaches that emphasize learners in relationship with their environment, we analyzed three particular classroom practices and their respective mediational roles for the development of a second language (L2). Following Tomasello's (1999, 2003) recognition that the understanding of communicative intentions is an essential prerequisite for language development, we argue that certain characteristics of routine classroom practices (i.e., shared objects, infrastructural elements, and speech patterns) provided key interactional and contextual affordances for the understanding and internalization of a shared system of symbols (linguistic and nonlinguistic) and, thus, for the emergence of the L2. This research suggests that our focal student was intentionally and actively engaged in L2 learning during this period of silence. In addition, our findings suggest that although the understanding of communicative intentions contributed to the legitimization of a student identity for the learner during the silent period, it did not contribute to the learning of academic content. We argue that ambiguity and multiplicity of intentions conveyed in some classroom actions may be particularly challenging for L2 learners in mainstream classrooms.

Horatio Alger Lives in Brooklyn: Extrafamily Support, Intrafamily Dynamics, and Socially Neutral Operating Identities in Exceptional Mobility among Children of Mexican Immigrants

By analyzing the life course of an exceptionally successful Mexican student, Emmanuel of Brooklyn, this article interrogates current theories on the incorporation of immigrant youth, including “segmented assimilation.” The author explains Emmanuel's unlikely and exceptional achievement as the result of intrafamily dynamics, including his keeping of the immigrant bargain; extrafamily supports, including “first chance, fast track” programs for exceptional students in the New York City public schools and the involvement of mentors; and Emmanuel's development of “socially neutral operating identities” to negotiate his membership in new and disparate social worlds. The study shows the reach and limitations of current theories on the children of immigrants and opens new avenues for further research.

Mexican Student Movements in Los Angeles and Mexico City, 1968

This essay offers an analysis of the Chicano/a Los Angeles high-school walkouts in 1968. The author uses the concept of utopia as the lens through which to understand the students' protest and their call for self-determination. Utopia allows the reader to understand the difference between the institutional imaginary, what is accepted as the norm, and an alternative imaginary that challenges and overturns accepted day-to-day practices. This transformation of the imaginary arises from community activism (ranging from student protest to parent participation in school board meetings) and provides an expression of participatory democracy. The author uses the student movement in Mexico City in 1968 to elaborate the concept of utopia. In the process, the essay provides a comparison between student movements in Los Angeles and Mexico City in 1968.

Epidemiologic Observations on Diarrhea Developing in U.S. and Mexican Students Living in Guadalajara, Mexico.

Background: A previous study suggested that U.S. students who lived in Mexico for 1 year had a risk of diarrhea intermediate between the rate for newly arrived U.S. students and Mexican students; however, the study was not controlled for changes of risky behavior over time. Methods: An analysis of acute diarrhea occurring among U.S. and Mexican student groups living in Guadalajara, Mexico was conducted to explore the association of diarrhea developing during selected 28-day periods with length of residence, season, and risk factors such as locations of food consumption, consumption of tap water, unsafe ice, alcohol, and antibiotics. Results: Compared to U.S. and Mexican student groups, newly arrived U.S. college students in July had the highest rate of diarrhea (55%), highest enteropathogen isolation rate (46%), and most consumption of alcohol and antibiotics; they also ate most frequently at restaurants and in Mexican family homes. Compared to a 34% rate of diarrhea among newly arrived U.S. medical students in August, the rate was only 6% among established medical students in January. This drop in attack rate was attended by less tap water and unsafe ice consumption by established students in January compared to the habits of newly arrived students in January or August when risky behavior was otherwise similar among these groups. The role of tap water and unsafe ice in the acquisition of wintertime diarrhea is further supported by the relatively high 29% rate of diarrhea among U.S. medical students newly arrived in January, who also consumed more tap water and ice than established students in January. Enterotoxigenic E. coli disease was observed only during the summer months; whereas, Campylobacter jejuni disease and disease associated with no detected pathogen were more common in winter. Conclusions: These data imply that wintertime diarrhea in Guadalajara is more likely than summertime diarrhea to be waterborne and to be caused by agents such as viruses or previously unrecognized enteropathogens that were not assessed in this study. Among Mexican students who had the highest frequency of tap water consumption and eating from vendors, the low rates of diarrhea in summer (3%) and winter (5%) imply that they enjoy a substantial degree of immunity. Further study will be necessary to understand the role that immunity (or its loss during summer vacation back in the United States) might play in additionally accounting for observed differences in attack rates between newly arrived students and those who had lived for a period of time in Mexico. (J Travel Med 2:6-10, 1995)

ACANTHOSIS NIGRICANS WITH LUPOID HEPATITIS.

ACANTHOSIS NIGRICANS was first described by Pollitzer in 1891 as a symmetrical eruption usually involving the axillae, neck, and knuckles and characterized by hyperpigmented, soft, verrucous folds of skin. Winkelmann¹stated that acanthosis nigricans occurs in patients with endocrine diseases in whom obesity is not a constant factor. To the knowledge of the present author, the association of acanthosis with lupoid hepatitis has not been reported. This papers reports the apparent combination of these diseases. <h3>Report of a Case</h3> A 17-year-old female Mexican student was first seen at the Los Angeles County Hospital in January, 1963. She had entered the United States six months previously and since that time had developed jaundice, malaise, and oligomenorrhea. She also had frontal headaches associated with dizziness. One year earlier she had an episode of arthritis of the right knee. There was no history of fever, polyarthritis, alopecia, Raynaud's phenomenon, or pleurisy. Upon

No Frontier to Learning. The Mexican Student in the United States

No Frontier to Learning. The Mexican Student in the United States