The exocenter and type decomposition of a generalized pseudoeffect algebra

We extend to a generalized pseudoeffect algebra (GPEA) the notion of the exocenter of a generalized effect algebra (GEA) and show that elements of the exocenter are in one-to-one correspondence with direct decompositions of the GPEA; thus the exocenter is a generalization of the center of a pseudoeffect algebra (PEA). The exocenter forms a boolean algebra and the central elements of the GPEA correspond to elements of a sublattice of the exocenter which forms a generalized boolean algebra. We extend to GPEAs the notion of central orthocompleteness, prove that the exocenter of a centrally orthocomplete GPEA (COGPEA) is a complete boolean algebra and show that the sublattice corresponding to the center is a complete boolean subalgebra. We also show that in a COGPEA, every element admits an exocentral cover and that the family of all exocentral covers, the so-called exocentral cover system, has the properties of a hull system on a generalized effect algebra. We extend the notion of type determining (TD) sets, originally introduced for effect algebras and then extended to GEAs and PEAs, to GPEAs, and prove a type-decomposition theorem, analogous to the type decomposition of von Neumann algebras

Service-Learning and Community Engagement: Working en comunidad with Latina/o/x Peoples in the US

Summary: This panel explores the ethical approaches to working with Latina/o/x communities within language courses and beyond, preparing Latina/o/x students for working with their own communities in different environments, and ensuring equitable practices and building relationships that are mutually beneficial for students and community, that can be extended beyond a college course. Abstract: This panel presentation of the edited book collection, Service-Learning and Community Engagement: Working en comunidad with Latina/o/x Peoples in the US brings together different approaches on integrating a careful and ethical framework for ensuring reciprocity in working with the Latina/o/x community as one that is rooted en comunidad and warns about extractive practices that fail to address power disparities between university and partner organizations. While reciprocal relations are key to this work, we believe that building sustainable relationships, especially among minoritized communities, is most fruitful when we consider them to be a long-term commitment, not just a semester or within a semester (Manzo,et al, 2020). That is, many of the authors doing this work are also actively involved with the organization(s) they partner with, as a long-term commitment and relationship-building practice to make sure we are not being extractive in our engagement with the community. This collection employs a decolonial and intersectional approach of thinking and working with the Latina/o/x community inside and outside the classroom in a variety of institutional contexts including both public and private Hispanic Serving Institutions, Predominantly White Institutions, and Ivy League Institutions. It centers on service-learning theory and practice that acknowledge the diverse experiences and complexity of this community’s racialized identity and language, and their contributions as knowledge production. The work of the various authors in this collection provides an opportunity to broaden critical discourses around equitable education and racial justice in higher education

Historias de Una Pandemia: Documenting Latina/o/x Stories During Covid-19 Through Performed Storytelling

Using oral histories and narratives collected during the Covid-19 pandemic, a student-led performance invites consideration about the role of language, cultural, and social pluralities in creating a socially just world

Border Crossings in Graciela Limon\u27s Translingual In Search of Bernabé

The teaching of texts in translation has become an increasingly common practice, but so too has the teaching of texts from languages and cultures with which the instructor may have little or no familiarity. The authors in this volume present a variety of pedagogical approaches to promote translation literacy and to address the distinct phenomenology of translated texts. The approaches set forward in this volume address the nature of the translator’s task and how texts travel across linguistic and cultural boundaries in translation, including how they are packaged for new audiences, with the aim of fostering critical reading practices that focus on translations as translations. The organizing principle of the book is the specific pedagogical contexts in which translated texts are being used, such as courses on a single work, survey courses on a single national literature or a single author, and courses on world literature. Examples are provided from the widest possible variety of world languages and literary traditions, as well as modes of writing (prose, poetry, drama, film, and religious and historical texts) with the aim that many of the pedagogical approaches and strategies can be easily adapted for use with other works and traditions. An introductory section by the editors, Brian James Baer and Michelle Woods, sets the theoretical stage for the volume. Written and edited by authorities in the field of literature and translation, this book is an essential manual for all instructors and lecturers in world and comparative literature and literary translation.https://digitalcommons.tamusa.edu/engl_books/1004/thumbnail.jp

Archiving Bilingual Latin@ Oral Histories

Over the past ten years, digital archives documenting underrepresented communities have been rising. For example, oral and print historical projects about minoritized communities and ethnic cultural heritage centers have existed for decades (Daniel, 2010), yet few are fully accessible online. The increased presence of these types of archives points not only to the need to document the histories of these communities but also to the interest in making this work accessible to all. There is an urgency in documenting, archiving, and curating histories—audio, print, video, and other ephemera—because minoritized communities have consistently faced exclusion from majority historical documents. As precarious and essential as this work is, important projects like the one discussed here are often shared as an in-process version. This process allows us to shape and consider new ways of archiving, perhaps even disrupting traditional collecting and accessioning methods beyond canonical (White) standards. This article shows our interest in developing a decolonized model for archiving digital oral history collections. Indeed, much of the way we are thinking about making the collection accessible is by centering it on bilingual descriptions of each item in the collection signals a non-traditional and, thus, decolonial way of documenting a community. “Archiving Bilingual Latin@ Oral Histories” is an initiative to make an already existing digital oral history archive accessible to the community it documents. From collecting stories, accessioning, and website design and content, it seeks to work collaboratively with students and the community to present a bilingual archive representing the Latina/o/x community in Ohio