LEADER 01266nam2-2200373---450- 001 990000348260203316 035 $a0034826 035 $aUSA010034826 035 $a(ALEPH)000034826USA01 035 $a0034826 100 $a20010302d2000----km-y0itay0103----ba 101 $aeng 102 $aIT 105 $aa|||||||101yy 200 1 $aMunicipal wastewater, industrial wastewater$v2 210 $aVenezia$cHyper$d[2000?] 215 $av.$cill.$d24 cm 300 $aIn testa al front. : ABES, ANDIS, AIDIS 461 1$10010034821$12001$aSIDISA 2000 606 0 $aIngegneria sanitaria$xAspetti ambientali$xCongressi$yTrento$z2000 606 0 $aAmbiente naturale$xTutela$xGestione$xCongressi$yTrento$z2000 676 $a628 710 11$aInternational symposium on sanitary and environmental engineering $0543142 912 $a990000348260203316 951 $a628 INT (2)$b15728 Ing.$c628$d00068807 959 $aBK 969 $aTEC 979 $aTAMI$b40$c20010305$lUSA01$h1026 979 $aTAMI$b40$c20010305$lUSA01$h1027 979 $aTAMI$b40$c20010306$lUSA01$h1453 979 $c20020403$lUSA01$h1642 979 $aPATRY$b90$c20040406$lUSA01$h1624 996 $aMunicipal wastewater, industrial wastewater$9878620 997 $aUNISA LEADER 05060oam 22006975 450 001 9910789164103321 005 20200520144314.0 010 $a0-8213-8814-2 010 $a0-8213-8694-8 024 7 $a10.1596/978-0-8213-8683-5 035 $a(CKB)3710000000077165 035 $a(EBL)1595467 035 $a(SSID)ssj0001084421 035 $a(PQKBManifestationID)12445425 035 $a(PQKBTitleCode)TC0001084421 035 $a(PQKBWorkID)11035260 035 $a(PQKB)11279211 035 $a(MiAaPQ)EBC1595467 035 $a(Au-PeEL)EBL1595467 035 $a(CaPaEBR)ebr10819722 035 $a(CaONFJC)MIL561113 035 $a(OCoLC)868068483 035 $a(The World Bank)16801691 035 $a(US-djbf)16801691 035 $a(EXLCZ)993710000000077165 100 $a20110531d2011 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aFaith-based schools in Latin America : $ecase studies on Fe y Alegria /$fJuan Carlos Parra Osorio and Quentin Wodon, editors 210 1$aWashington DC :$cWorld Bank,$d[2011] 210 4$dcopyright 2011. 215 $apages cm 225 0 $aWorld Bank study 300 $aDescription based upon print version of record. 311 $a0-8213-8683-2 311 $a0-8213-8695-6 320 $aIncludes bibliographical references. 327 $aFront Cover; Contents; Foreword; Abstract; Acknowledgments; List of Acronyms and Abbreviations; 1 Fe y Alegri?a School Performance and Practices; 1. Introduction; Tables; Table 1.1 Enrollment statistics for Fe y Alegri?a programs, 2009; 2. Contributions in This Volume; 3. Conclusion; 4. References; Part I Evaluation of Fe y Alegri?a Programs in Repu?blica Bolivariana de Venezuela,Colombia and Peru; 2 The Performance of Decentralized School Systems: Evidence from Fe y Alegri?a in Repu?blica Bolivariana de Venezuela; 1. Introduction; 2. Related Literature; 3. Data 327 $aTable 2.1 Variable means for treated and nontreated4. Econometric Framework; 5. Results; 6. Reasons for Fe y Alegri?a's Improved Performance; Table 2.2 Results of propensity score matching; 7. Conclusion; 8. References; Annex. Regression Results; Table A.2.1. OLS regression results; 3 Performance of Fe y Alegri?a High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegri?a (Joy)?; 1. Introduction; 2. Data and Methodology; Table 3.1. Total number of students and schools in the sample; 3. Results; Table 3.2 Mean value of control variables: Fe y Alegri?a schools 327 $aTable 3.3 Mean value of control variables: other schoolsTable 3.4 Average test scores; Figures; Figure 3.1 Percentage difference between average test scores (Fe y Alegri?a minus other schools)-before matching; Table 3.5. Percentage difference in test scores after matching (Fe y Alegri?a minus other schools)-CEM and PSM; Figure 3.2. Percentage difference between average test scores (Fe y Alegri?a minus other schools)-propensity score matching; Figure 3.3. Percentage difference between average test scores (Fe y Alegri?a minus other schools)-CEM matching; 4. Conclusion; 5. References 327 $aTable 4.4. Development areas defined in curriculum proposalsTable 4.5. Development area: integral communication competencies from the first cycle: written communication (reading); Table 4.6. Development area: communication abilities: reading comprehension sub-abilities: oral reading sub-sub-abilities: for 1st and 2nd grades; 6. Conclusions; 7. References; Annex; Part II Fe y Alegri?a Experiences A Network That Adapts to Local Realities; 5 Literacy in Elementary Schools; 1. Program Context; Table 5.1. Illiteracy rate (percentage); Table 5.2. Education coverage rate (percentage) 327 $aTable 5.3. Dropout rate (percentage) 330 $aMany observers consider Fe y Alegri?a a successful organization, but very few rigorous evaluations have been conducted. This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegri?a, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation's schools often do reach the poor, and that students in Fe y Alegri?a schools tend to perform as well on test scores, if not slightly better than comparable stu 410 0$aWorld Bank e-Library. 606 $aPoor children$xEducation$zLatin America$vCase studies 606 $aEducational equalization$zLatin America$vCase studies 607 $aLatin America$2fast 615 0$aPoor children$xEducation 615 0$aEducational equalization 676 $a379.2/6098 701 $aOsorio$b Juan Carlos$01533040 701 $aWodon$b Quentin$01104883 801 0$bDLC 801 1$bDLC 906 $aBOOK 912 $a9910789164103321 996 $aFaith-based schools in Latin America$93779669 997 $aUNINA