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In Del Otro Lado: Literacy and Migration across the U.S.-Mexico Border , author Susan V. Meyers draws on her year-long ethnographic study in Mexico and the United States to analyze the literacy practices of Mexican-origin students on both sides of the border. Meyers begins by taking readers through the historical development of the rural Mexican town of Villachuato. Through a series of case studies spanning the decades between the Mexican Revolution and the modern-day village, Meyers explores the ever-widening gulf between the priorities of students and the ideals of the public education system. As more and more of Villachuato’s families migrate in an effort to find work in the wake of shifting transnational economic policies like NAFTA, the town’s public school teachers find themselves frustrated by spiraling drop-out rates. Meyers discovers that students often consider the current curriculum irrelevant and reject the established value systems of Mexico’s public schools. Meyers debunks the longstanding myth that literacy is tied to economic development, arguing that a “literacy contract” model, in which students participate in public education in exchange for access to increased earning potential, better illustrates the situation in rural Mexico. Meyers next explores literacy on the other side of the border, traveling to Marshalltown, Iowa, where many former citizens of Villachuato have come to reside because of the availability of jobs for unskilled workers at the huge Swift meat-packing plant there. Here she discovers that Mexican-origin families in the United States often consider education a desirable end in itself rather than a means to an end. She argues that migration has a catalyzing effect on literacy, particularly as Mexican migrant families tend to view education as a desirable form of prestige. Meyers reveals the history and policies that have shaped the literacy practices of Mexican-origin students, and she raises important questions about not only the obligation of the United States to educate migrant students, but also those students’ educational struggles and ways in which these difficulties can be overcome. This transnational study is essential reading for scholars, students, educators and lawmakers interested in shaping the future of educational policy.

\"In Del Otro Lado: Literacy and Migration across the U.S.-Mexico Border, author Susan V. Meyers draws on her year-long ethnographic study in Mexico and the United States to analyze the literacy practices of Mexican-origin students on both sides of the border.Meyers begins by taking readers through the historical development of the rural Mexican town of Villachuato. Through a series of case studies spanning the decades between the Mexican Revolution and the modern-day village, Meyers explores the ever-widening gulf between the priorities of students and the ideals of the public education system. As more and more of Villachuato's families migrate in an effort to find work in the wake of shifting transnational economic policies like NAFTA, the town's public school teachers find themselves frustrated by spiraling drop-out rates. Meyers discovers that students often consider the current curriculum irrelevant and reject the established value systems of Mexico's public schools. Meyers debunks the longstanding myth that literacy is tied to economic development, arguing that a \"literacy contract\" model, in which students participate in public education in exchange for access to increased earning potential, better illustrates the situation in rural Mexico.Meyers next explores literacy on the other side of the border, traveling to Marshalltown, Iowa, where many former citizens of Villachuato have come to reside because of the availability of jobs for unskilled workers at the huge Swift meat-packing plant there. Here she discovers that Mexican-origin families in the United States often consider education a desirable end in itself rather than a means to an end. She argues that migration has a catalyzing effect on literacy, particularly as Mexican migrant families tend to view education as a desirable form of prestige.Meyers reveals the history and policies that have shaped the literacy practices of Mexican-origin students, and she raises important questions about not only the obligation of the United States to educate migrant students, but also those students' educational struggles and ways in which these difficulties can be overcome. This transnational study is essential reading for scholars, students, educators and lawmakers interested in shaping the future of educational policy\"-- Provided by publisher.

The Summer 2024 Issue. Ploughshares is an award-winning journal of new writing. Since 1971, Ploughshares has discovered and cultivated the freshest voices in contemporary American literature, and now provides readers with thoughtful and entertaining literature in a variety of formats. Find out why the New York Times named Ploughshares “the Triton among minnows.” The Summer 2024 Issue, guest-edited by Rebecca Makkai, features prose by Dur e Aziz Amna, Ramona Ausubel, Peter Mountford, Khaddafina Mbabazi, DK Nnuro, and more.

This article explores the educational context of a migrant-sending community in rural Mexico to demonstrate how students are often typecast as “undocumented migrants” before they ever leave Mexico. As such, students can be treated as outsiders within their own community, long before they may come to feel alienated in classrooms in the United States. In response, students in Mexico develop savvy means of participating in school activities without absorbing negative messages about their identities or choices. Indeed, scholars such as Guerra have likewise found evidence of students’ careful transnational positioning. However, once these students reach the United States, their undocumented status is often silenced or ignored. In this context – one that encourages academic pursuit without considering the real challenges that transnational students face – students often find their loyalties split between new academic pressures and their community of origin. This experience can negatively impact their educational outcomes.

In Del Otro Lado: Literacy and Migration across the U.S.-Mexico Border , author Susan V.Meyers draws on her year-long ethnographic study in Mexico and the United States to analyze the literacy practices of Mexican-origin students on both sides of the border.

The Nephrotic Syndrome Study Network (NEPTUNE) is a North American multicenter collaborative consortium established to develop a translational research infrastructure for nephrotic syndrome. This includes a longitudinal observational cohort study, a pilot and ancillary study program, a training program, and a patient contact registry. NEPTUNE will enroll 450 adults and children with minimal change disease, focal segmental glomerulosclerosis, and membranous nephropathy for detailed clinical, histopathological, and molecular phenotyping at the time of clinically indicated renal biopsy. Initial visits will include an extensive clinical history, physical examination, collection of urine, blood and renal tissue samples, and assessments of quality of life and patient-reported outcomes. Follow-up history, physical measures, urine and blood samples, and questionnaires will be obtained every 4 months in the first year and biannually, thereafter. Molecular profiles and gene expression data will be linked to phenotypic, genetic, and digitalized histological data for comprehensive analyses using systems biology approaches. Analytical strategies were designed to transform descriptive information to mechanistic disease classification for nephrotic syndrome and to identify clinical, histological, and genomic disease predictors. Thus, understanding the complexity of the disease pathogenesis will guide further investigation for targeted therapeutic strategies.

Michael Cho and colleagues report a genome-wide association study of risk for chronic obstructive pulmonary disease (COPD) in a large, multi-ancestry cohort. They identify 22 genome-wide significant loci, including 13 not previously associated with COPD and 4 not previously associated with any lung function trait. Chronic obstructive pulmonary disease (COPD) is a leading cause of mortality worldwide 1 . We performed a genetic association study in 15,256 cases and 47,936 controls, with replication of select top results ( P < 5 × 10 −6 ) in 9,498 cases and 9,748 controls. In the combined meta-analysis, we identified 22 loci associated at genome-wide significance, including 13 new associations with COPD. Nine of these 13 loci have been associated with lung function in general population samples 2 , 3 , 4 , 5 , 6 , 7 , while 4 ( EEFSEC , DSP , MTCL1 , and SFTPD ) are new. We noted two loci shared with pulmonary fibrosis 8 , 9 ( FAM13A and DSP ) but that had opposite risk alleles for COPD. None of our loci overlapped with genome-wide associations for asthma, although one locus has been implicated in joint susceptibility to asthma and obesity 10 . We also identified genetic correlation between COPD and asthma. Our findings highlight new loci associated with COPD, demonstrate the importance of specific loci associated with lung function to COPD, and identify potential regions of genetic overlap between COPD and other respiratory diseases.