Lorenzo Garcia

Bio: Lorenzo Garcia is an academic researcher from University of North Texas. The author has contributed to research in topics: Drama & Primary education. The author has an hindex of 5, co-authored 15 publications receiving 63 citations.

Living With/Through Loss and Grief in Lisa Loomer's Bocón!

Abstract: In Lisa Loomer's Bocon (Big Mouth), Miguel—a 12-year-old boy—has to travel north to the United States after witnessing soldiers arrest his parents. My reading of Bocon relies on asking how the process of holding on to intense loss may actually serve to counter the process of assimilation as a particular form of national integration. I then turn to Bocon as a dramatized rendition of one boy's journey in which the salient feature is the persistent deploying of an idyllic recollection of his parents—which constructs for him a reassuring point of ethical comparison by which to judge an impoverished present.

Images of Teaching and Classroom Drama

Abstract: (1996). Images of Teaching and Classroom Drama. Youth Theatre Journal: Vol. 10, No. 1, pp. 1-15.

Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring.

Abstract: (2000). Placing “Diverse Voices” at the Center of Teacher Education A Pre-Service Teacher's Conception of Educacion and Appeal to Caring. Youth Theatre Journal: Vol. 14, No. 1, pp. 85-100.

Drama, Theatre, and the Infusion of Multiethnic Content: An Exploratory Study

Abstract: The school-age population in the United States has become increasingly diverse in terms of ethnicity, language, social class, and national origin (Grant and Secada 404). For example, in states such as Texas, New Mexico, Hawaii, and California, students of color--of African, Native American, Latino, and Asian descent-constitute more than 50% of the total student population, making White students the most recent numerical "minority" (Banks, Multiethnic Education 5). Furthermore, a disproportionate number of these students live at or below the poverty level, and many reside in homes where English is not the first language (Bennett 15). Although students come to school with culturally diverse backgrounds, teachers are predominately White, middle class, English-speaking, and female (National Education Association 78-80). Such a demographic mismatch between the student population and teacher workforce suggests that teachers will need to have specific knowledge and competencies to effectively understand and relate to diverse groups of students (Baruth and Manning 200-204).

The Body in Pain: The Making and Unmaking of the World.

Abstract: basic research and clinical data in an attempt to derive a cohesive model which explains the behavioral effects of the drug. Johnson is an experimental psychologist, and his work underlies many of the chapters which suggest that lithium decreases the behavioral response to novel external stimuli. He then utilizes this foundation to propose a cognitive model for lithium's anti-manic action, its inhibition of violent impulsivity, and its prophylactic effects in recurrent depression. Previous formulations which were clinically based, such as that of Mabel Blake Cohen and her associates, stressed the primacy of depression and noted the \"manic defense\" as an attempt to ward off intolerable depression. In direct contrast, Johnson views mania as the primary disturbance in bipolar disorder. He considers depression in bipolar disease as an over-zealous homeostatic inhibitory responsf to a maniaassociated cognitive overload. Consistent with this, he believes, lit lum exerts its anti-manic effect by decreasing cognitive processing in a manner analogous to his animal studies. Johnson also suggests that lithium exerts its prophylactic effect in recurrent depressions by treating subclinical mania. These concepts are supported by the work of Johnson's associate, Kukopulos, to whom the book is dedicated. The bulk of the research which describes the cognitive disturbance in mania is complex, however, and uncomfortably open to multiple interpretations. Recognized as a preliminary effort, Johnson's formulation may help to guide further research. Although Johnson clearly traces lithium actions through a broad range of subjects, his discussion of the neurophysiological aspects of this drug is notably spotty. In particular, Johnson ignores the work of Svensson, DeMontigny, Aghajanian, and others who suggest that serotonergic systems may play an important role in the antidepressant actions of lithium. As a result, he fails to discuss one of the most important current uses of lithium: as an agent used in conjunction with antidepressant medications to increase treatment response in medication-resistant forms of depression. Lithium augmentation of antidepressant medication also challenges the formulation presented by Johnson. This formulation suggests that lithium should have no therapeutic value in patients, such as those with endogenous depression, who already \"under-process\" cognitive information. The omission of lithium augmentation in depression is clearly unfortunate in this text. Overall, this volume demonstrates the benefits of a single-authored text. It it clearly organized and readable. The bibliography is also broad and useful. In this book, Johnson primarily addresses a research audience, and his model seems designed to stimulate thought rather than to improve clinical technique. In this capacity, his book will be of most interest to behavioral psychologists. Other books, focusing purely on clinical data, may be more useful to clinicians. Nevertheless, the clear organization, the large bibliography, and the thoughtful presentation may make this text a useful addition to a clinical library as well.

Death and dying

Abstract: Death is the new sex, last great taboo in Western society and Western medicine, as Richard Smith discusses in his editorial (p 129). In the trinity of births, marriages, and deaths, only death does not have glossy magazines devoted to stylish consumption at the attendant ceremonies. On the web, of course, …

Diasporas, Foreign Governments, and American Politics: An Excerpt from "Merging America with the World," in Who Are We? the Challenges to America's National Identity

Abstract: In his seminal work \"The Clash of Civilizations\" and the \"Remaking of World Order,\" Samuel Huntington argued provocatively and presciently that with the end of the cold war, \"civilizations\" were replacing ideologies as the new fault lines in international politics.His astute analysis has proven correct. Now Professor Huntington turns his attention from international affairs to our domestic cultural rifts as he examines the impact other civilizations and their values are having on our own country.America was founded by British settlers who brought with them a distinct culture including the English language, Protestant values, individualism, religious commitment, and respect for law. The waves of immigrants that later came to the United States gradually accepted these values and assimilated into America's Anglo-Protestant culture. More recently, however, national identity has been eroded by the problems of assimilating massive numbers of primarily Hispanic immigrants, bilingualism, multiculturalism, the devaluation of citizenship, and the \"denationalization\" of American elites.September 11 brought a revival of American patriotism and a renewal of American identity. But already there are signs that this revival is fading, even though in the post-September 11 world, Americans face unprecedented challenges to our security.\"Who Are We?\" shows the need for us to reassert the core values that make us Americans. Nothing less than our national identity is at stake.Once again Samuel Huntington has written an important book that is certain to provoke a lively debate and to shape our national conversation about who we are.\\

The past is a foreign country.

Abstract: 'When I was your age,' my father was fond of telling me, 'I used to walk 5 miles through a foot of snow just to go to school.' I was impressed for a while, until I noticed that, as he got older, the distance got longer and the snow got deeper. Eventually, he claimed to have walked 20 miles through 6 feet of snow. I became even more suspicious when I found out from my grandmother that they had lived three blocks from school. In an age of school buses and car-pooling parents, such stories, whether believable or not, conjure up visions of a world almost beyond the imaginations of today's children. I was reminded of that today by an email from my friend and Brandeis colleague Tom Pochapsky, who directed my attention to a fascinating article on the website of Beloit College (http://www.beloit.edu/mindset/2014.php). Each August since 1998, Beloit College has released the Beloit College Mindset List, which provides a look at the cultural background of the students entering college that fall. The creation of Beloit's Keefer Professor of the Humanities Tom McBride and former Public Affairs Director Ron Nief, it was originally created as a reminder to the Beloit faculty to be aware of dated references. As the website notes, 'it quickly became a catalog of the rapidly changing worldview of each new generation.' So what's the worldview of the class of 2014? According to the latest list, here are a few of the things these 18-year-olds, born in 1992, have experienced - and not experienced: • Few in the class know how to write in cursive. • They find that email is just too slow, and they seldom if ever use snail mail. They text. Oh, God, do they text. • To them, Clint Eastwood is better known as a sensitive film director than as vigilante cop Dirty Harry. • For them, Korean cars have always been a staple on American highways. • They've never recognized that pointing to their wrists was a request for the time of day. • In their world, Czechoslovakia has never existed. There was no Berlin Wall, the Iron Curtain is a meaningless phrase, and Russia has never had a Communist government. • There has never been a world without AIDS. • The Beatles and the Rolling Stones are classical music. • Toothpaste tubes have always stood up on their caps. • There have always been women priests in the Anglican Church. • Having hundreds of cable channels but nothing good to watch has always been the norm. • The US public has never approved of the job the US Congress is doing. • Most of them have never seen a long-playing record, or even a tape drive. If they have ever seen a typewriter, it was in a museum, possibly alongside a dial telephone. • They have never lived in a world without personal computers, the Internet, CD-ROMs or laser printers. There are, of course, many things they have experienced that we also experienced at the same age. Among these are automobiles, jet airplanes, color television sets, and the Chicago Cubs not having won the World Series. Another commonality has been the enduring hostility between the English and the French. But they couldn't imagine life without PopTarts, juice boxes, and movies you can have on your home TV, and they have no idea how we could have survived in a world that required carbon paper. All of which got me wondering: what would the scientific worldview be like for someone, let's say, just starting graduate school today (and therefore about 22 years of age)? Born in 1988, how would their scientific lives differ from the lives of the generations preceding them (including mine, which is the only one I really care about)? It makes for some interesting speculation: • For today's budding biologists, DNA fingerprinting would have always existed. Actual fingerprinting would have been a recent invention, used primarily to secure laptop computers. • Protein crystal structure determination would for them never be anything but a routine tool. • Molecular biology would never have been a discipline in its own right. Instead, it would always have been a set of techniques, introduced to students in better high schools. • They cannot imagine a world without kits to make experiments virtually automatic. • Since the first free-living organism had its genome sequenced when they were 7 years old, they have grown up in the age of genomics. They have had access to the complete sequence of the human genome since they were in middle school. • They have never attended a lecture given with slides from a carousel projector, and they may not have ever seen one given from overhead transparencies either. PowerPoint has been in use for virtually their entire lives. • In their lifetime, no one has ever pipetted anything by mouth. • DNA sequencing, peptide synthesis, chemical analysis, and gene synthesis have always been farmed out to specialty companies rather than done in one's own lab. • They have almost certainly never seen anyone blow glass. In fact, many of them may not know that test tubes were ever made of anything but plastic. • They have always had the option of going into the biotechnology industry. • The term 'enzyme' has always referred to both protein and RNA. • Evolution has always been under attack, and science and religion have largely been seen as incompatible. • There have always been 'big science' projects in biology. • Chemistry has always been a declining field in terms of student interest, and physics has always been the province of a small number of practitioners. • Believe it or not, they have never known a world without cDNA microarrays. • For them, 'Xerox' is a verb, Polaroid makes LCD TVs, and every piece of equipment is computer-controlled. • They have never requested a reprint. They probably don't know what one is. • They believe that no science was done before 2000. Any science not indexed on PubMed was not done either, even if it was done yesterday. • They cannot imagine that there once was only a single Cell journal, and just one Nature as well. I'm sure you could think of lots more. I know I could, but we had 10 feet of snow last night, and that 50-mile walk to school is going to take me a while.

Teachers and Texts: A Political Economy of Class and Gender Relations in Education

Abstract: Introduction 1.The Politics of Teachers and Texts. Teachers 2. Controlling the Work of Teachers 3. Teaching and 'Women's Work'. Texts 4. The Culture and Commerce of the Textbook. 5. Old Humanists and New Curricula. 6. Educational Reports and Economic Realities. 7. Is the New Technology Part of the Solution or Part of the Problem in Education? Conclusion 8. Supporting Democracy in Education.