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In Mexico, uncertainty due to lack of information on the quality of drinking water has led to a high consumption of bottled water. Understanding and finding its prevalence requires knowledge of the institutional environment and how it has favored the development of bottled water market and has generated changes in preferences in times of Covid-19. To understand the institutional environment, we use three concepts: institutional incentives, institutional inputs and institutional demands, which allow us to interpret the evolution and permanence or a market worth 20 billion pesos, which is maintained in times of pandemic and economic difficulties in a large part of the population, which has not stopped consuming bottled water, but has changed its preferences., Au Mexique, l'incertitude due au manque d'informations sur la qualité de l'eau potable a provoqué une forte consommation d'eau en bouteille. Pour comprendre et trouver sa prévalence il fout connaître l'environnement institutionnel, comment il a favorisé le développement du marché de l'eau embouteillée et généré des changements dans les préférences pendent la Covid-19. Pour comprendre l'environnement institutionnel, nous utilisons trois concepts : les inventives institutionnelles, les provisions institutionnels et les demandes institutionnelles, qui nous permettent d'interpréter l'évolution et la permanence d'un marché de 20 milliards de pesos, qui se maintient en période de pandémie ainsi que les difficultés économiques de la population mexicaine, qui n'a pas cessé de consommer de l'eau en bouteille, mais a changé ses préférences., In Messico, l'incertezza dovuta alla mancanza di informazioni sulla qualità dell'acqua potabile ha causato un elevato consumo di acqua in bottiglia. Comprendere e trovare la sua prevalenza richiede la conoscenza dell'ambiente istituzionale e di come abbia favorito lo sviluppo del mercato dell'acqua in bottiglia e generato cambiamenti nelle preferenze in tempi di Covid-19. Per comprendere l'ambiente istituzionale, utilizziamo tre concetti: incentivi istituzionali, input istituzionali e richieste istituzionali, che ci consentono di interpretare l'evoluzione e la permanenza di un mercato di 20 miliardi di pesos, che si mantiene in tempi di pandemia e difficoltà economiche in molti della popolazione del Paese, che non ha smesso di consumare acqua in bottiglia, ma ha cambiato le sue preferenze., No México, a incerteza devido à falta de informação sobre a qualidade da água potável tem causado um alto consumo de água engarrafada. Compreender e encontrar sua prevalência requer conhecer o ambiente institucional e como ele tem favorecido o desenvolvimento do mercado de água engarrafada e gerado mudanças nas preferências em tempos de Covid-19. Para entender o ambiente institucional, utilizamos três conceitos: incentivos institucionais, insumos institucionais e demandas institucionais, que nos permitem interpretar a evolução e permanência de um mercado de 20 bilhões de pesos, que se mantém em tempos de pandemia e dificuldades econômicas em muitas da população do país, que não deixou de consumir água engarrafada, mas mudou suas preferências., En México la incertidumbre debido a la falta de información de la calidad del agua potable ha provocado un alto consumo de agua embotellada. Entender y encontrar su prevalencia requiere conocer el entorno institucional y cómo ha favorecido el desarrollo del mercado del agua embotellada y ha generado cambios en las preferencias en tiempos de Covid-19. Para entender el entorno institucional utilizamos tres conceptos: incentivos institucionales, insumos institucionales y demandas institucionales, que permiten interpretar la evolución y permanencia de un mercado de 20 mil millones de pesos, que se mantiene en tiempos de pandemia y dificultades económicas en buena parte de la población, que no ha dejado de consumir agua embotellada, pero ha cambiado sus preferencias.

This guide is designed to assist state and local consortia with their evaluation of Tech Prep education programs and with their reporting of Tech Prep program and student outcomes data to meet the accountability requirements of the Perkins Act of 1998. Intended for Tech Prep stakeholders in secondary schools and two-year colleges, the guide also promotes current planning and future development of Tech Prep education programs. Section I provides an overview about evaluating Tech Prep education programs; a description of the compliance requirements set by federal legislation; definitions of a Tech Prep student, concentrator, and completer; model for Tech Prep evaluation; and a discussion of the use of internal and external evaluators. Section II reports on the seven essential program elements of Tech Prep and provides state and local Tech Prep evaluation examples. Section III describes Tech Prep performance measures for reporting the Perkins four core indicators, and it provides performance measure examples. Section IV provides information to assist with collecting, analyzing, and presenting Tech Prep program and student outcomes data. Section V links the Tech Prep evaluation process to program improvement. Appendixes, amounting to over two-thirds of the guide, include glossary; 40 references; and reproductions of numerous survey templates and evaluation examples described in Section II. (YLB)

This report details a study designed to test the sustainability of a school-based Collaborative Action Team (CAT) process, which attempted to address the need to enhance family and community involvement in education and to be self-sustaining over time. Based in communities across five Southwestern states, the intervention tested the sustainability of collaborative partnerships among families, community members, school personnel, and students and the efficacy of this intervention to improve student success. Training for CAT participants consisted of activities to improve their knowledge of, skills in, and attitudes toward collaboration and shared leadership. Qualitative and quantitative measures were used to evaluate and continually refine the CAT process. Data collected provided information on site characteristics, implementation and sustainability of the process, the sustainability of team collaboration, and student outcomes. Overall, results indicated that the development of school-based, collaborative partnerships was an effective way to improve results for students and families in school communities. Establishment of a core team of representative partners was possible with appropriate time and support. Most partnerships were sustained for 1-4 years, with numerous goals accomplished. Forms and data from the intervention are appended. (Contains 26 references.) (SM)

This document presents school principals' points of view on school and student improvement, using the real life experiences and practices of principals within Chicago's schools that have over the past few years shown the most improvement. Principals from 32 schools discussed their leadership style and strategies that contributed to school and student performance in their diverse schools. For each of 13 strategies, this document presents essential steps for implementation. The 13 strategies are: (1) create a consistent reading program; (2) set clear goals and standards; (3) coordinate curriculum; (4) build strong team faculty; (5) hold teachers accountable; (6) monitor both students and teachers; (7) foster individual teacher support; (8) encourage professional development; (9) ensure philosophical consistency; (10) invest in performance; (11) instill a love of learning through reading; (12) work together; and (13) increase time on task. The document concludes that good principal leadership is essential to positive school change. The data show that students can flourish academically regardless of their background, and that race, poverty, and other urban challenges are not reasons for failure. Students in urban schools can be very successful if the local conditions and school leadership are right. (SM)

This learning package on factors that determine and influence Hispanic parental involvement is designed for implementation either in a workshop atmosphere or through individual study. The package includes an overview of the topic; a comprehensive search of the ERIC database; a lecture giving an overview on the topic; copies of articles and existing ERIC/Reading, English, and Communication (REC) publications on the topic; a set of guidelines for using the learning package as a professional development tool; an evaluation form; and an order form. (RS)

El objetivo del presente trabajo de investigación fue caracterizar e identificar injertos clonales multipatrón con características morfológicas, fisicoquímicas y de sanidad para obtener buenos rendimientos y calidad de pulpa del fruto en poblaciones de guanábana. Se utilizó la lista de descriptores, recomendado por CORPOICA para caracterizar el fruto y pulpa de las plantas clonales. Para la caracterización morfológica cuantitativa y cualitativa de la fruta se utilizó el software estadístico InfoStat, y para determinas las características más sobresalientes de la pulpa se usó el software SPSS Ver. 24. El análisis químico de la pulpa fue mediante las técnicas no paramétricas de Kruskal Wallis. En la caracterización cualitativa de la pulpa el 43,1% mostraron color blanco y blanco nieve, el 42,1% tuvo sabor ácido, el 57,9% tuvo textura media y el 44,7 % presento aroma medio y 36,8% aroma alto, el 50% mostro ser semi jugoso. El pH encontrado oscilo entre 4,70 y 2,92, con respecto a los sólidos solubles totales expresados en ºBrix tuvo en promedio 17,10. Se concluye que existe variabilidad genética en caracteres cualitativo y cuantitativo del fruto y pulpa en clones injertados y se encontraron diferencias en el análisis químico de la pulpa de plantas clonales.

The document provides a list of career education goals and subgoals for hearing impaired elementary students at the Kendall Demonstration Elementary School. The listing is intended to help in infusing career education concepts into classroom activities. Eight themes are addressed, and goals and subgoals described for preschool, primary, elementary, middle school, and high school levels. The following eight themes are considered: self-awareness, educational awareness, career awareness, economic awareness, decision making, beginning competency, employability skills, and attitudes and appreciations. It is suggested that the goals and subgoals listed in the eight areas be used as guidelines rather than as exact requirements for a career education approach. (CL)

This manual for the teacher and/or counselor is part of the microcomputer version of the Carerer Planning System (CPS). CPS is a comprehensive instructional package designed to provide individualized career exploration and career-planning experiences for students of approximately middle-school age. This microcomputer version is designed to take advantage of the motivational, managerial, and interactive capabilities of the Atari 800 microcomputer to provide individualized career exploration and career-planning experiences for students with mild learning handicaps. Students with mild mental retardation, learning disabilities, and behavior handicaps reading at the 3.5 grade level will profit from working with this instructional package. Section 1 provides a basic theoretical awareness of the goals, purposes, conceptual bases, and developmental history of the CPS. It describes the content, organization, and sequence of student activities. Section 2 describes the steps to get ready to use the CPS microcomputer hardware and software with the students, procedures for making and using back-up disks of students' records, and built-in options. The instructional procedures for using the CPS are then discussed. Steps for developing an education plan and the teacher's role are considered. Section 3 contains ideas for supplementary group activities, discussions, games, and other activities expanding upon the individualized core activities. A listing of information sources is appended. (YLB)

This student guide is part of the microcomputer version of the Career Planning System (CPS). CPS is a comprehensive instructional package designed to provide individualized career exploration and career planning experiences for students of approximately middle-school age. This version is designed to take advantage of the motivational, managerial, and interactive capabilities of the Atari 800 microcomputer to provide individualized career exploration and career-planning experiences for students with mild learning handicaps. Students with mild mental retardation, learning disabilities, and behavior handicaps reading at the 3.5 grade level will profit from working with this instructional package. Section 1 introduces the student to the CPS. Section 2 provides worksheets for practice in working with the concepts and vocabulary essential to the CPS. Section 3 is a form to record the student's Interest Areas. In section 4 are reaction forms upon which the student records reactions to Activities and Briefs. Section 5 provides places to record career plans for 10 occupations (courses to take now, activities to do now, and things to do after high school). Section 6 contains a reaction form summary to list jobs that interest the student most. In the final section are forms to provide the basis for discussions with the teacher and/or counselor to prepare a personal education plan. (YLB)

Comments on building departmental excellence through creating conditions for development of the focus that emerged at the Speech Communication Department at the University of Illinois. Considers how the constructivist turn in communication studies at Illinois in the late 1970s and early 1980s underscores the value of multiple-group cluster hiring of excellent young faculty within a field's area of highest vitality. (SC)

Presents protocols for setting up a Winogradsky column and biofilm slides, interpreting the chemical transformations that occur in the column as a result of color changes in the soil, identifying common microorganisms, and determining the microbial composition of the column over specified intervals of time. (WRM)

Four units are combined to form this primary level unit on Navidad (Christmas). It discusses and compares 3 cultures: the Mexican, the Chicano, and the Anglo-Saxon. The unit consists of: (1) "La Muneca Mas Bella de Wildrose", a story by Amado Nervo which shows children's feelings of love and tenderness; (2) the Mexican tale "El Regalo", a detailed panorama of a beautiful town -- Taxco (Guerrero), Mexico; (3) the Chicano tale, "Recuerdos" which depicts the culture that is enclosed in the Mexican American people; (4) "El Angel Caido", a story, illustrated by children, whose principal objective is to demonstrate the Chicano child's art, sensitiveness, and imagination; and (5) a brief history of the origin of Navidad, the posadas, and the pinata. Objectives, a pretest and a posttest, a story, a vocabulary list of new words, and some suggested activities are given for each unit. The vocabulary, place, people, and history are characteristic of Chicanismo; the student-teacher interaction and the familiarity shown are distinct from those characteristic of other races. The Anglo-Saxon history shows their way of life and feelings, which differ greatly from those of the Mexican or Chicano. (NQ)

On November 2, all Mexican Americans remember their dead as Mexico does on that same day. Called "El Dia de los Muertos" (Day of the Dead), the dead are remembered posthumously with flowers, candles, music, prayers, chants, and wreaths. The people go to cemeteries to clean tombs, lay fresh or artificial flowers on them, and pray for peace for each soul. Some persons take a priest who says masses to help the dead rest in peace. Dia de los Muertos also has some amusing features such as "claveras" which are satirical and mocking verses addressed to well-known persons or groups in public life, dancing skeletons on sticks with clay faces and limbs, and sugar skulls. Examples of several "claveras" are given. (NQ)

Dia de Dar Gracias (Thanksgiving) is the subject of this primary level unit. The unit objectives are to: (1) know about El Dia de Dar Gracias as it is celebrated in the United States; (2) know how the Mayas celebrated it; (3) understand the context of the stories in the unit; (4) know about the main food used, the turkey; (5) distinguish other peoples' customs from those of this country; (6) develop a minimum of 3 activities on the Thanksgiving theme; and (7) answer the major part of the final exam. The unit consists of a brief history of how the Mayas, along with the ancient Greeks, Romans, and Celts, had celebrations to give thanks for their harvest before the Pilgrims did; the story "Guivito El Guajolote"; a vocabulary list; a pretest and a posttest; suggested activities; and a form for teacher evaluation. (NQ)

This "Writers' Handbook" was prepared in response to the many requests for "a book that tells how to write textbooks and other educational materials for schools." These requests have come from educators of other countries as well as from the United States. The authors believe that the handbook holds valuable information and suggestions for heads of educational systems who may be exploring such matters; for teachers and librarians who use and evaluate educational materials; and especially for those persons who may desire to write textbooks, and related works, in which children will find both values and joys in reading. The handbook is the outcome of the first Washington workshop for the development of educational materials, a cooperative project of the International Cooperation Administration, The George Washington University, and the Office of Education, which was held February-August 1958. The ever-continuing need for adequate and appropriate educational materials is a widely recognized problem faced by educators around the world. This bulletin is divided into three parts: Part I. Overall Planning, which contains the following chapters: (1) What Are Educational Materials?; (2) Major Steps in Publishing Textbooks; and (3) Making the Most of Printing Resources. Part II. Fitting Materials to the Curriculum, which contains the following chapters: (4) Organization of Time and Material; (5) Developing Materials in Language Arts; (6) Developing Materials in Arithmetic and Science; (7) Developing Materials for Social Studies; and (8) Manuals and Workbooks Aids for Teaching and Learning. Part III. Developing Writing Techniques, which contains the following chapters: (9) Factors in Readability; (10) Developing Techniques for Writing Nonfiction; (11) Developing Techniques for Writing Fiction; (12) Developing Illustrations; (13) Tryouts and Evaluation; and (14) Developing a Writers' Workshop. Individual chapters contain footnotes. [Best copy available has been provided.]

The Children and Parents Interacting program is a federally funded Title VII project designed to create and promote greater Hispanic parent involvement in the educational system. The program represents a joint effort of Monroe and Dade County Public Schools and Florida International University's Center for Latino Education. The major thrust of the program is to involve Hispanic parents and children in parent-child training sessions, with specific activities designed to improve the students' academic achievement and English language proficiency. This guide for school personnel in the program is comprised of the following sections: (1) program description; (2) definition of parent involvement; (3) history of parent involvement; (4) discussion of the need for parent involvement; (5) factors influencing Hispanic parent involvement; (6) parenting in the Hispanic home; (7) common problems and solutions in interacting with parents; (8) strategies for promoting Hispanic parent involvement, including needs assessment strategies, strategies for facilitating involvement, strategies for dealing with parents of limited English proficient children, and specific ways Hispanic parents may be involved; (9) curriculum and materials, including state and national resources, associations, a bibliography, publications for sale, ERIC sources, and a list of magazines and journals; (10) Spanish survival language phrases; (11) staff biographical data; and (12) appendices which include a checklist for parents and a parent invitation. Sections 2 through 9 include bibliographies. (AF)

A partir del enfoque institucional, este trabajo tiene como objetivo mostrar que las instituciones relacionadas con la distribución del agua potable que llega a los hogares han provocado incertidumbre en la ciudadanía al no informar sobre su calidad, ocasionando que se haya volcado hacia el agua embotellada en un lapso de treinta años. Muestra cómo a su vez esta falta de información institucional resulta ser un incentivo poderoso --entre otros-- para las trasnacionales, que en pocos años han logrado tener un mercado cautivo de consumidores en México., Based on an institutional approach, this paper aims to show that the institutions tied to the distribution of drinking water delivered to households have caused consumer uncertainty by not disclosing information about the quality of water, triggering a shift towards bottled water consumption in the past thirty years. The paper shows how the dearth of institutional information has become a powerful incentive --among others-- for transnational companies that in a few years have established a captive consumer market in Mexico.

The U.S. Army Corps of Engineers (Corps) has had the authority to award multiyear contracts-- continuing contracts--without having received appropriations to cover the full contract amount. In 2006, Congress limited the Corps' use of such contracts by prohibiting obligations made in advance of appropriations. In response, the Corps developed a new clause that stopped work once funding for a fiscal year was expended. GAO was mandated to examine (1) the accuracy of the Corps' fiscal years 2007 and 2008 quarterly reports to Congress about continuing contracts that included the new clause, (2) the extent to which the Corps' use of continuing contacts with the new clause may have affected its execution of the Civil Works program during this time, and (3) the extent to which the Corps followed legal procedures in implementing the new clause. To conduct this work, GAO reviewed Corps documents, such as its quarterly reports and bid protests, federal procurement laws, and interviewed officials. GAO recommends that the Corps (1) establish adequate internal controls to track continuing contracts and (2) suspend its use of the new clause until it has been published in the Federal Register. The agency disagreed with the latter recommendation because it anticipates publication within 60 days. GAO continues to believe the recommendation is appropriate because use of the clause would be in violation of the OFPP Act., Report to Congressional Committees.

EI desarrollo económico que los países del sudeste asiático han conocido ha sido notable comparado con el resto de los países subdesarrollados. Éste ha descansado en tres pilares fundamentales: una vigorosa participación estatal, el fortalecimiento de las empresas locales y la participación de la inversión extranjera directa (IED), inversión fundamentalmente asiática. El objetivo de este trabajo es mostrar cuál ha sido el origen, el comportamiento y los vínculos que ha generado la IED a la luz de la consolidación de lo que se conoce como el modelo asiático, y cuáles son las perspectivas que se presentan a partir de la crisis financiera por la cual atraviesa la zona.