Association of ADHD and Obesity in Hispanic Children on the US-Mexico Border: A Retrospective Analysis

Pediatric obesity and Attention Deficit Hyperactivity Disorder (ADHD) are rising health concerns in the United States, especially among Hispanic children and adolescents. Research on Hispanic children and adolescents indicates disproportionately higher prevalence rates of obesity in this community but scant data on ADHD prevalence rates. In contrast, a plethora of research studies across the general population examines the relationship between childhood obesity and ADHD. In addition, there is a lack of research that examines the role of ethnicity and sub-ethnic group correlations in ADHD, particularly in the Hispanic population. Existing studies in the general population indicate ADHD may be a risk factor for being overweight compared to normal controls. The objective of the present study is to examine the prevalence of obesity in children with ADHD compared to children in the general population in a predominately Hispanic sample on the US-Mexico border. A total of 7,270 pediatric medical records were evaluated. The retrospective analysis included Body Mass Index (BMI) and related health variables, and ethnicity and showed that children with ADHD are more likely to be underweight. In conclusion, no significant relationship existed between obesity and ADHD among Hispanic children on the US-Mexico Border, and instead we found the opposite correlation.

The Illustrated Chicano: Chicano Border Methodology in Practice

<p>What is Chicano Border Methodology? In my thesis I am answering this question by showing that this is a key part of my practice, and revisiting my past work and experiences to re-construct the development of this methodology. Chicano Border Methodology is a living methodology based on lived experience that is constantly in praxis, and not just theoretical. It is rooted in a knowledge space that is specific to a locality, La Frontera/US-Mexico border. I began to assemble the methodology using epistemological pluralism as the framework and modified this framework to produce a decolonising epistemological pluralism. Using the colonial matrix of power, this position questions the assumption of epistemic privilege of western knowledge production. Using a personal narrative structure, I start the re-construction process by describing the beginnings of my decolonising process with the re-discovery of my Chicano identity. I then describe the knowledge space developed along La Frontera/US-Mexico Border and how it shows up in my art practice. Looking at the concepts of decolonisation process, practice-led research, performative research and Kaupapa Māori, I contrast and analyse the position of my Chicano Border Methodology, highlighting the differences that make my Chicano Border Methodology unique. I go on to describe and analyse how I applied this methodology to the production of The Illustrated Chicano, an art installation that looks at issues of place, home and immigration in Aotearoa New Zealand. The Illustrated Chicano, as a practical application of the Chicano Border Methodology, revealed that this methodology is robust and can be modified by Chicanos to match the specific needs of research areas, where a decolonising approach is required or beneficial to the outcome. I also explore how the community reacted to my installation built through the Chicano Border Methodology lens by documenting and analysing the community’s reaction to this work. I conclude with a discussion of the significance of local knowledge spaces, the value of different methodological models, and the flexibility of a decolonising epistemological pluralism framework, such as the Chicano Border Methodology.</p>

The Illustrated Chicano: Chicano Border Methodology in Practice

<p>What is Chicano Border Methodology? In my thesis I am answering this question by showing that this is a key part of my practice, and revisiting my past work and experiences to re-construct the development of this methodology. Chicano Border Methodology is a living methodology based on lived experience that is constantly in praxis, and not just theoretical. It is rooted in a knowledge space that is specific to a locality, La Frontera/US-Mexico border. I began to assemble the methodology using epistemological pluralism as the framework and modified this framework to produce a decolonising epistemological pluralism. Using the colonial matrix of power, this position questions the assumption of epistemic privilege of western knowledge production. Using a personal narrative structure, I start the re-construction process by describing the beginnings of my decolonising process with the re-discovery of my Chicano identity. I then describe the knowledge space developed along La Frontera/US-Mexico Border and how it shows up in my art practice. Looking at the concepts of decolonisation process, practice-led research, performative research and Kaupapa Māori, I contrast and analyse the position of my Chicano Border Methodology, highlighting the differences that make my Chicano Border Methodology unique. I go on to describe and analyse how I applied this methodology to the production of The Illustrated Chicano, an art installation that looks at issues of place, home and immigration in Aotearoa New Zealand. The Illustrated Chicano, as a practical application of the Chicano Border Methodology, revealed that this methodology is robust and can be modified by Chicanos to match the specific needs of research areas, where a decolonising approach is required or beneficial to the outcome. I also explore how the community reacted to my installation built through the Chicano Border Methodology lens by documenting and analysing the community’s reaction to this work. I conclude with a discussion of the significance of local knowledge spaces, the value of different methodological models, and the flexibility of a decolonising epistemological pluralism framework, such as the Chicano Border Methodology.</p>

Prevalence of Pediatric Periorbital Trauma at a US-Mexico Border Level 1 Trauma Center, 10 Year Retrospective Review

Introduction: Due to its location in the middle third of the face, the periorbital area is exposed to external forces that may cause blunt and/or penetrating trauma. This anatomical location houses important structures for vision, cosmesis, and upper and lower facial skeletal stability. Trauma in this area puts the patient at risk for injuries to important structures, that, when damaged at early age, may have permanent debilitating consequences. Methods: After obtaining IRB approval, we evaluated ER admissions at a Level 1 Trauma Center located in the US-Mexico border over a 10-year-period. Inclusion criteria included patients younger than 18 years old with diagnosis of trauma to the face involving the periorbital region. Results: From January 2009 to December 2018, 1192 pediatric patients were admitted to the Level 1 Trauma Center with trauma that involved the periorbital area amongst other injuries. Mean age was 8, STD 5.2. 61.4% were male patients. The most common mechanism of injury was fall (365) followed by blunt trauma (305) and motor vehicle accident (MVA) (108). 29.4% of patients required admission, and 18.8% required a surgical intervention. Conclusion: Periorbital trauma in the pediatric population may bring lifelong consequences due to deformity, dysfunction, or loss of the structures that are contained within this anatomical area. Further studies are warranted to assess risk factors and to provide prevention measures to avoid trauma and complications due to injury to these important structures.