Policy-driven water sector and energy dependencies in Texas border colonias

Colonias— a subset of peri-urban subdivisions located in the United States — often lack ease of access to critical infrastructure services, such as water, wastewater, or energy, consequentially cascading into public health challenges and reduced community well-being. This challenge has been tackled globally through differing policy approaches (dependent on location) in attempt to improve the access to such services and the built environment standards existing in these communities. One category of such policy efforts deemed relatively successful is “In-Place Upgrading”, requiring local participation of the community residents. In Texas colonias, a statewide law was enacted in 1995 to encourage in-place upgrading. This law, leveraging the prioritization of energy infrastructure in households above other infrastructure services, introduced a logical dependency into communities that required residents—prior to connecting to electricity or gas—to have their platted land registered with the city/county and then connected to adequate water and wastewater services. This study seeks to assess the relationship between built environment parameters associated with water and wastewater access, and thereby impacting energy access, approximately two decades after the law has been introduced, as well as the perceived burden and efficacy of this particular law on boarder colonia residents. Enabled by publically available data from the Attorney General of Texas Office and semi-structured interviews from state decision makers and promotoras (local community volunteers), hypothesis testing and qualitative methods are used to answer and understand the aforementioned objectives. Three counties—Hidalgo, El Paso, and Cameron—representing 1,297 colonias were used in this analysis. The results revealed that among 110 combinations of parameters exploring colonias access to services and built environment, only one associated pair—colonia incorporation into a city and the presence of a community water system—was present in all three counties. However, many other associated parameters were significance in only one county, indicating the heterogeneity present at the community level when evaluating parameters possibly influencing access to built environment services. Findings from this study suggest decision makers—in addition to those policies and laws in place— focus on localized county/city-level efforts tailored to the community to increase access and improve the built environment.Civil, Architectural, and Environmental Engineerin

UNA SCUOLA AUTENTICA IN UN MONDO VIRTUALE

n/

Políticas Sociais e o Direito à Educação

In this article, through bibliographic and documentary research, the Right to Education in Brazil is analyzed, taking as a reference Social Policies and the Democratic State of Rights, typical configuration of liberal democracy that has been installed in Latin America since the decade of 1990. The recognition and positivization of Social Rights in the Federal Constitution of 1988 resulted from a long process of social demands. However, from the socioeconomic and political-ideological context of the 1990s, Social Policy in Brazil suffered the impacts of the implementation of neoliberal policies for economic and social adjustments. Thus, it is understood that the recognition and proclamation of Education as a subjective public right in the Brazilian normative order, means the legal support for the realization of access to school, but, on the other hand, the non-realization of this right conceals the ideological political dimension that advocates Education in the market perspective.En este artículo, a través de una investigación bibliográfica y documental, se analiza el Derecho a la Educación en Brasil, tomando como referencia las Políticas Sociales y el Estado de Derecho Democrático, configuración típica de la democracia liberal que se instala en América Latina desde de la década de 1990. El reconocimiento y positivización de los Derechos Sociales en la Constitución Federal de 1988 fue el resultado de un largo proceso de reivindicación social. Sin embargo, desde el contexto socioeconómico y político-ideológico de la década de 1990, la Política Social en Brasil sufrió los impactos de la implementación de políticas neoliberales de ajuste económico y social. Así, se entiende que el reconocimiento y proclamación de la Educación como un derecho público subjetivo en el orden normativo brasileño, significa el sustento legal para la realización del acceso a la escuela, pero, por otro lado, la no realización de este derecho oculta la dimensión política ideológica que aboga por la educación en la perspectiva del mercado.Neste artigo, por meio de pesquisa bibliográfica e documental, analisa-se o Direito à Educação, no Brasil, tomando como referência as Políticas Sociais e o Estado Democrático de Direito, típica configuração da democracia liberal que se instala na América Latina a partir da década de 1990. O reconhecimento e a positivação de Direitos Sociais na Constituição Federal de 1988 resultou de um longo processo de reivindicações sociais. Contudo, a partir do contexto socioeconômico e político-ideológico da década de 1990, a Política Social no Brasil sofreu os impactos da implementação das políticas neoliberais de ajustes econômicos e sociais. Desse modo, compreende-se que o reconhecimento e a proclamação da Educação como Direito público subjetivo no ordenamento normativo brasileiro significa o respaldo legal para a efetivação do acesso à escola, mas, por outro lado, a não efetivação desse direito dissimula a dimensão político-ideológica que preconiza a Educação na perspectiva mercadológica

Traganje za savezništvom ustanova ranog odgoja i obitelji

Istražujemo specifičnost uloga i modela suradnje između roditelja i odgajatelja

PAISAGENS ALIMENTARES URBANAS – UMA POSSIBILIDADE DE LEITURA DAS URBANIDADES CONTEMPORÂNEAS

All interactions that people have with food (where they eat, when, with whom, what, in what contexts, etc.) define and are defined by the territories and the sociabilities inserted in them. This communication aims to reflect on the possibility of urban foodscapes, understood as a result of the nexus between subjects-food-territories, being producers of social space-time, placing the food practices and the food system closer to the study of urbanities, based on its integration with the dimensions of social space-time proposed by Lefebvre. The results are obtained from a literature review, and illustrated by examples in multidisciplinary contexts where the food-people-territories nexus reveals possibilities of reading space(s), time(s) and sociability(s). It is argued that all eating is, ultimately, the experience of inhabiting (and digesting) the world, and a form of urbanity that reproduces, produces, and is produced by the intersection between produced space, practiced space and representational space. Being the only physiological and sensorial act culturally conditioned, shared and spatialized in a possibly infinite network of relationships, eating can constitute a radical experience of social space-time production.Todas as interações que os sujeitos têm com a comida (onde comem, quando, com quem, o quê, em que contextos etc.) definem e são definidas pelos territórios e as sociabilidades neles inseridas. Esta comunicação tem como objetivo refletir sobre a possibilidade de as paisagens alimentares urbanas, entendidas enquanto resultado do nexus entre sujeitos-comida-territórios, serem produtoras de espaço-tempo social, aproximando a prática e o sistema alimentar do estudo das urbanidades a partir de uma integração desta com as dimensões de espaço-tempo social propostas por Lefebvre. Os resultados são obtidos a partir de uma revisão de literatura, e ilustrada por exemplos em contextos multidisciplinares onde o nexus comida-pessoas-territórios desvenda possibilidades de ler espaço(s), tempo(s) e sociabilidade(s). Argumenta-se que todo o comer é, ultimamente, a experiência de habitar (e digerir) o mundo, e uma forma de urbanidade que reproduz, produz e é produzida pela interseção entre o espaço produzido, o espaço praticado e o espaço representacional. Sendo o único ato fisiológico e sensorial absolutamente condicionado culturalmente, compartilhado e espacializado em uma rede possivelmente infinita de relações, comer poderá constituir uma experiência radical de produção de espaço-tempo social

Lean Construction y eficiencia en la ejecución de obras en el Consorcio Constructor G&G S.A.C, Tarapoto-2023

La investigación tuvo como objetivo determinar la relación entre Lean Construction y la ejecución de obras en el Consorcio Constructor G&G S.A.C, Tarapoto-2023, a través de un estudio básico, de diseño no experimental, descriptivo y correlacional. La técnica fue la encuesta y su instrumento el cuestionario, aplicado a una muestra de 35 trabajadores del consorcio, las cuales fueron validados por cinco expertos y la confiabilidad fue de 0.84 y 0.87 para las variables. Los resultados indican que, el Lean Construction se encuentra en un nivel medio de acuerdo al 60 % de los encuestados, de igual manera la ejecución de obras se encuentra predominantemente en un nivel bajo, de acuerdo al 60 % de los trabajadores, asimismo se concluye que, existe relación positiva muy alta entre Lean Construction y la ejecución de obras en el Consorcio Constructor G&G S.A.C, con un sig=0.000< 0.05; de igual manera, las variables presentan una relación de nivel muy alto con un (Rho =0.923). Es decir, al mejorar el Lean Construction mejorará el nivel de la ejecución de obras

Traganje za savezništvom ustanova ranog odgoja i obitelji

Istražujemo specifičnost uloga i modela suradnje između roditelja i odgajatelja

Trasformare la relazione educativa nelle situazioni di emergenza: un’indagine nei servizi 0-6 al tempo del Covid-19

We are living in a time of emergency and dramatic transformations, which challengeeach of us both professionally and personally. Faced with the effects of the pandemic,the educational profession maintains its responsibility to demonstrate the resilience tocontinue, today more than ever in a logic of social inclusion, to develop resources andpromote growth, autonomies and learning. Through the voices of privileged witnesses(educators, coordinators, curricular and specialized teachers), this contribution analysesexperiences and practices that promote in everyday life a reviewed and reinterpreted ed-ucational relationship. Using interviews, questionnaires and documentation producedby early childhood services mainly in Lombardy and Emilia-Romagna in the first monthsof lockdown, we will highlight the changes introduced. The intention is to understandexperiences and ethical-moral questioning, modifications to project development, andconditions for the continuity of educational processes through renewed relations, capableof bringing out the main and generative features of educating

A novel mode of translocation for cytolethal distending toxin

Thermal instability in the toxin catalytic subunit may be a common property of toxins that exit the endoplasmic reticulum (ER) by exploiting the mechanism of ER-associated degradation (ERAD). The Haemophilus ducreyi cytolethal distending toxin (HdCDT) does not utilize ERAD to exit the ER, so we predicted the structural properties of its catalytic subunit (HdCdtB) would differ from other ER-translocating toxins. Here, we document the heat-stable properties of HdCdtB which distinguish it from other ER-translocating toxins. Cell-based assays further suggested that HdCdtB does not unfold before exiting the ER and that it may move directly from the ER lumen to the nucleoplasm. These observations suggest a novel mode of ER exit for HdCdtB. (c) 2008 Elsevier B.V. All rights reserved