Background: Compared to the general United States (U.S.) population, Arizona counties along the U.S.-Mexico border have a higher prevalence of dental caries, which can be reduced with adequate fluoride exposure. Because of concern regarding local tap water quality, fluoride-free bottled water consumption is common in this region, raising concern that families are not receiving adequate fluoride to promote dental health. Objective: To evaluate the levels of fluoride in tap and bottled water as well as the use of fluoride supplements in an Arizona border community. Methods: Low-income Latino households (n = 90) who report use of bottled water as their primary source of water intake were recruited. Participants completed a questionnaire about their and their children's dental histories and use of fluoride supplements. Water samples (bottled and tap) were collected from a subset of households (n = 30) for analysis of fluoride. Results: Fluoride detection levels were significantly greater (p = 0.02, Fisher's exact test) in tap water (average = 0.49 mg/dL) than in bottled water, yet, the majority (22/30) were below the range for optimal dental health (0.7-1.2 mg/L). Concentration of fluoride in the majority (29/30) of bottled water samples was below the quantitative detection limit of 0.4 mg/L. Children were significantly less likely to have dental caries if they received fluoride varnishing treatments (p = 0.01, Fisher's exact test), lived in households that reported using fluoridated mouthwash (p < 0.001, Fisher's exact test), their parents received fluoride education (p = 0.01, Fisher's exact test), and their parents reported visiting a dentist yearly (p < 0.001, Fisher's exact test). Furthermore, none of the participants reported receiving recommendations from health-care providers about fluoride supplementation or variance in content by the type of water consumed. Conclusion: Although fluoride was significantly more likely to be detected in tap than bottled water, neither water source in this border community is likely to provide enough fluoride for optimal dental health. Low-income children in this region may benefit from regular access to fluoride varnishing treatments and/or use of fluoridated mouthwash, interventions that could be tested in future well-designed trials.

Originaire de la République dominicaine, Junot Díaz est un écrivain dominico-américain, qui a émigré aux États-Unis à l’âge de 7 ans avec sa mère et son frère aîné, venus rejoindre le père qui les avait précédés cinq ans auparavant. Fort du succès de son roman, The Brief Wondrous Life of Oscar Wao, qui lui a mérité le prix Pulitzer en 2008, et de ses deux recueils, Drown (1996) et This How You Loose Her (2012), l’auteur occupe une place importante dans la sphère littéraire américaine, comme le montre la thèse. Deux de ses nouvelles, "The Sun, the Stars, the Moon" et "Wildwood" sont analysées et traduites dans la présente thèse, de même que leur traduction en français est commentée. La thèse montre en outre comment la nouvelle est un genre littéraire qui sert bien le texte diazien, sa poétique et son esthétique. "The Sun, the Moon, the Stars" et "Wildwood" sont de bons exemples du style inimitable de l’auteur, dont les principales caractéristiques sont le rythme syncopé de sa phrase et l’usage du spanglish. Le persillage textuel qui résulte de la présence de l’espagnol dans des textes rédigés en anglais perturbe et interrompt le lien narratif. Il représente aussi pour l’auteur une stratégie linguistique au service de son projet politique, qui est d’affirmer sa dominicanité et de s’adresser directement à ses compatriotes dominicano-américains afin d’avoir un dialogue avec eux, mais aussi avec son lectorat blanc pour lui rappeler que l’anglais et l’espagnol s’influencent mutuellement aux États-Unis. La langue de Diaz est sonore, imagée, son ton est oral et informel, le registre est tantôt populaire, voire grossier, tantôt relevé. Vecteur d’identité et de culture, les expressions grossières ou vulgaires ponctuent les propos de Yunior, le narrateur de "The Sun, the Moon the Stars", comme s’il s’agissait d’un tic langagier. Dans "Wildwood", la formule juratoire se retrouve davantage dans la bouche de la mère colérique de Lola, la narratrice, que chez la jeune fille en quête d’une autre vie loin de sa mère, du New Jersey, de Paterson, de l’espagnol. Traduire en français la langue de Diaz qui mêle l’anglais à une sorte d’argot dominicano-américain relève d’une gageure, d’autant plus que le traducteur canadien doit choisir entre une variété de français trop hexagonale et une variété de français trop québécoise. Dominican-born writer Junot Díaz emigrated to the United States at age 7, with his mother and older brother, to join his father, who had emigrated five years earlier. The success of Díaz’s 2008 Pulitzer Prize–winning novel, The Brief Wondrous Life of Oscar Wao, and two short story collections, Drown (1996) and This Is How You Lose Her (2012), has made him an important figure in the U.S. literary world, as will be shown in this thesis. This thesis includes an analysis and commented French translation of two of his short stories, namely “The Sun, the Moon, the Stars” and “Wildwood.” It also discusses the ways in which the short story is a literary genre that suits Díaz’s text, poetics and aesthetics. “The Sun, the Moon, the Stars” and “Wildwood” are good examples of the author’s inimitable style, which is characterized by syncopated sentence rhythms and the use of Spanglish. English sentences are peppered with Spanish, which interferes with and breaks up the narration. Díaz uses Spanglish also as a language strategy that serves his political agenda, namely to affirm his Dominican roots and engage his fellow Dominican-Americans in a direct dialogue, and to remind white readers that English and Spanish influence each other in the U.S. Díaz’s language is musical and vivid, his tone, informal and conversational, and his register, sometimes colloquial—or even vulgar—and sometimes literary. Coarse and vulgar expressions are conveyors of identity and culture that punctuate the statements of Yunior, the narrator in “The Sun, the Moon, the Stars,” like a verbal tic. In “Wildwood” the cursing and swearing come more from the mouth of the furious mother of Lola, the narrator, than from the young woman herself, who seeks a life far from her mother, her home town Paterson, New Jersey, and Spanish. Translating Díaz’s language, a combination of English and a kind of Dominican-American slang, into French is challenging, especially since translators in Canada are faced with choosing between varieties of French that are either too Parisian or too Québécois.

Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-10-09T19:55:07Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE Elton Gomes dos Reis.pdf: 2479208 bytes, checksum: 7b6f5e93499043fd428bae7b2ad07364 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-11-21T19:10:59Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE Elton Gomes dos Reis.pdf: 2479208 bytes, checksum: 7b6f5e93499043fd428bae7b2ad07364 (MD5) / Made available in DSpace on 2018-11-21T19:10:59Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE Elton Gomes dos Reis.pdf: 2479208 bytes, checksum: 7b6f5e93499043fd428bae7b2ad07364 (MD5) Previous issue date: 2015-03-05 / FACEPE / A presente tese de doutorado analisa a estratégia da política externa brasileira para o regionalismo sul-americano e a sua conexão com as macrolinhas da atuação internacional do país, identificando os seus limites e as suas potencialidades em termos de recursos de poder e liderança regional. A pesquisa emprega o aporte teórico proveniente da Teoria da Hegemonia Cooperativa para explicar as grandes bases do comportamento da política externa brasileira no que tange, especificamente, ao Mercosul e ao regionalismo sul-americano, durante o período 2000-2012. A tese analisa o perfil da controversa liderança regional brasileira no contexto sul-americano e a sua relação com a atuação do Brasil no contexto internacional. Metodologicamente, o estudo lança mão das técnicas de process-tracing, em conjunto com séries históricas aplicadas à análise de política externa. A pesquisa conclui que o Brasil busca robustecer o seu eixo de integração sul-americana em um plano mais amplo de projeção de capacidades, nos cenários regional e internacional. Isto é feito através da adoção progressiva de uma agenda múltipla, que envolve tanto a ampliação dos recursos de poder tradicionais quanto a criação de arranjos políticos intergovernamentais, capazes de favorecer a posição brasileira na região e no plano político mundial. / This doctoral dissertation analyses Brazilian foreign policy strategy towards South American regionalism and its connections with the main lines of the country’s international operations, identifying Brazil’s limitations and capabilities in terms of power resources and regional lead-ership. The research employs the theoretical approach provided by the Theory of Cooperative Hegemony to explain the major basis of Brazilian foreign policy behavior towards, specifically, Mercosur and South American regionalism, during the period from 2002 to 2012. This thesis analyses Brazil’s controversial leadership profile within South America and its role in the in-ternational context. As its methodology of research, this study adopts techniques of process-tracing and historical series applied to foreign policy analysis of. The dissertation asserts that Brazil seeks to strengthen its South American axis of integration as a part of a plan, adopted to enable a broader projection of its capacity in the regional and international scenarios. This is done through the progressive adoption of a multiple agenda, which involves both the extension of traditional power resources and the creation of intergovernmental political arrangements, capable of favoring the Brazilian position in the region and in the world political sphere.

A incidência de doenças crônicas não transmissíveis como a diabetes tipo 2 e complicações cardiovasculares tem aumentado significativamente, e tem-se associado principalmente às mudanças nos hábitos alimentares tradicionais. O objetivo do presente estudo foi caracterizar diferentes cultivares de feijão, lupino e grãos da região dos Andes quanto a seus compostos fenólicos antioxidantes, capacidade antioxidante e potencial anti-hiperglicêmico e anti-hipertensivo in vitro. Dependendo do tipo de cultivar, o feijão é uma fonte promissora de taninos condensados, antocianinas, e flavonóis; enquanto que o lupino andino destacou-se pela presença de isoflavonas. Após o tratamento térmico, o feijão e lupino andino inibiram significativamente a enzima conversora da angiotensina I, relevante na prevenção da hipertensão, enquanto o milho roxo andino inibiu a &#945;-glicosidase, relevante na prevenção da hiperglicemia. Uma combinação apropriada de grãos tradicionais como parte da dieta poderia contribuir na modulação dos níveis de glicose e na prevenção das complicações relacionadas ao desequilíbrio óxido-redução. / Incidence of chronic diseases such as diabetes type 2 and related cardiovascular complications has increased significantly due mainly to current changes in traditional food dietary habits. The objective of this study was to characterize several bean and lupin cultivars along with grains from the Andean region in relation to their phenolic compounds, antioxidant capacity and anti-diabetes and anti-hypertension potential using in vitro assays. Depending on the cultivar, beans are interesting sources of condensed tannins, anthocyanins and flavonols, whereas major phenolic compounds in Andean lupins were isoflavones. Following thermal treatment, selected beans and Andean lupins inhibited significantly the hypertension relevant angiotensin I-converting enzyme and among Andean grains, the purple corn inhibited the hyperglycemia relevant &#945;-glucosidase. A good combination of traditional grains as a part of the overall diet can contribute to effective dietary strategies for managing Type 2 diabetes and associated complications linked to unbalanced cellular redox status.

No description available.

Parents of children with disabilities need accurate information to help them provide tailored services and supports to their families. This is especially true for immigrant Latino families who tend to experience poor overall health and who tend to avoid formal services and supports.Based on input gathered from Latino Parents of children with disabilities, a three module curriculum, "Empowering Families," was developed. Following a cultural appropriateness review of the curriculum and associated measurement instruments, revisions were made to the content and presentation procedure. This was followed by a field test of the curriculum with two groups of Latino parent/caregivers of children with developmental disabilities. Results from the training sessions with both groups indicate that the training resulted in moderate knowledge gains and that self-reported healthy lifestyle behaviors experience minimal improvement. Overall health status was essentially unchanged. Participants rated the content very highly in terms of cultural appropriateness and usefulness.

This research examines the impact of acculturation and immigration through the lived experience of first, second, and third generation Hispanic/Latina clinical art therapists. The objectives include the exploration of cultural identity, processing the immigration experience and the role of art therapy. Topics that emerge in the general literature include development of identity, depression, and immigration-related stressors. Although the art therapy literature is limited within the context of immigration and acculturation, information regarding the role of the art, common imagery in groups, and the importance of cultural awareness is available. An arts-based approach is used in the clinical work to help inform each researcher’s acculturation and immigration experience. Through the clinical modality, each researcher processed their immigration story. Themes of sense of identity, family, tension/struggle and choice of materials arise in the findings. The meanings, for each participant vary, encompassing the differences in each of the immigration and acculturation experiences. The results expose the variety of issues encountered when working with immigrant and acculturated Hispanic/Latino/Latina individuals. The findings include the impact of identity, mental health issues and immigration-related stressors.

As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural education. A lack of knowledge about the theory, practice, and implementation of culturally relevant pedagogy has led to ineffective attempts to meet the needs of students most at risk (White-Clark, 2005). Using the five themes of Critical Race Theory (Solórzano & Yosso, 2001) as the theoretical framework, the research examined how teachers perceive and implement culturally relevant pedagogy, and how students and their families perceive and evaluate these practices. This research conducted at a inner city, charter elementary school was grounded on Ladson-Billings‘ work on culturally relevant pedagogy and the three concepts of knowledge that she identified that teachers must bring to the classroom and impart to their students: a) Academic achievement, b) Cultural competence, and c) Sociopolitical consciousness (Ladson-Billings, 2001). The educational significance of this study resides in an analysis of its potential to influence teaching practices in many existing classroom settings that have an ethnically diverse population of students. On a micro level, through the use of catalytic validity and ongoing dialogue with the participants, the potential arose for members of the school community to have greater input in the structuring of their children‘s education. As members of the school community engage in future decisions regarding culturally relevant strategies, these research findings offer them an informed and critical perspective to work from.

No description available.

The relationship between gender identity and psychological adjustment has long been investigated, but it is only in the 21st century that gender identity has been examined as a multi-faceted construct. According to Egan and Perry (2001), there are five dimensions comprising a person’s gender identity and they have demonstrated a significant relationship between these dimensions and youth’s psychological adjustment. Three of their gender identity constructs are pertinent to this study: gender typicality, gender contentedness, and felt pressure. While subsequent studies have had similar significant results (Carver, Yunger, & Perry, 2003; Yunger, Carver, & Perry, 2004), one study found that felt pressure was not negatively correlated with adjustment in minority youth, including Latinos, as it was with majority White samples from the previous studies (Corby, Hodges, & Perry, 2007). Minority youth face more pressure to conform to gender stereotypes (Corby et al., 2007) and Latinos in particular face more rigid gender stereotypes than European American cultures (Corona, Gonzalez, Cohen, Edwards, & Edmonds, 2009). While having a strong ethnic identity has been significantly correlated with self-esteem in Latinos (Umaña-Taylor, 2004), the relationship between ethnic identity, gender identity, and self-esteem in Latino youth have been underrepresented in the literature (Mora, 2012). Since Latino male youth in particular are at-risk for low-self esteem (Twenge & Crocker, 2000) and self-esteem is a protective factor in adolescents (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012), it is important to pinpoint variables that are related to high self-esteem. The purpose of this study is to explore the relationship between ethnic identity, gender identity, and self-esteem in an understudied population in the literature. The sample consisted of 55 males, aged 10-14, who are members of a school-based intervention program for boys at-risk of gang membership. The majority of boys were of Latino heritage. It was hypothesized that gender typicality and gender contentedness would be significantly correlated with self-esteem, and that ethnic identity would mediate the relationship between felt pressure and self-esteem. Statistical analysis yielded partial support for the hypothesis. Implications and future directions are discussed.