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Congestion and local air pollution continue to be a serious problem in many cities around the world, partly because of an increasing and ageing car fleet. Unfortunately, the use of pricing schemes for handling these externalities, such as congestion and pollution charges, still face much resistance. To cope with it, Carlos F. Daganzo advanced an ingenious hybrid scheme that supposedly leaves everybody better off: driving restrictions with toll exemptions. We extend Daganzo’s idea to include vintage exemptions in an effort to also control for the pollution externality. We then test for its Pareto-improving property using Santiago as a case study. We find the latter not to hold in that low-income drivers are strictly worse off: the gain from faster car travel in days of no restriction is not enough to compensate the loss from switching to public transport in days of restriction. To make all individuals better off, the entire toll collection ought to be recycled back into the public transport system, lowering its fares and improving its quality. If so, the most ambitious hybrid restriction format —a 5-day-a-week restriction with vintage thresholds during fall and winter— reports per-year net benefits of around 1.2 billion dollars (or 0.5% of the country’s GDP), 58% of which comes from lighter traffic and the remaining 42% from cleaner air.

The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.

The central purpose of the present study is to assess the early numeracy skills of Chilean kindergarten students, taking into consideration the socioeconomic status (SES) of the schools the...

The present study examined the contribution of working memory and Rapid Automatized Naming (RAN) to growth trajectories in number processing, measured using Curriculum-based Measurement (CBM). Participants were two groups of first grade children; one group were at risk of developing mathematics disabilities (MLD-at-risk, n = 32), and the other included typically developing (non-MLD, n = 32) children. Of all the cognitive measures, backward digit span (BDS) tasks and RAN-Letter made significant contributions to differentiating group performance. RAN-Letter provided differentiation of groups, and BDS provided differentiation of the growth rates of both groups in number processing skills. These results highlight the relevance of RAN and BDS for the development of number processing skills in first grade, especially for MLD-at-risk children. BDS is therefore a very important task to be measured during the early stages of mathematics instruction, because it predicts deficits in development of number skills.

Resumen En el presente estudio se investiga el efecto de la memoria de trabajo y la denominacion automatizada rapida (RAN) en las trayectorias de crecimiento del procesamiento numerico, medido mediante Medidas Basadas en el Curriculum (CBM). Se evaluan dos grupos de ninos de primer grado: un grupo en riesgo de desarrollar dificultades especificas de aprendizaje en matematicas (riesgo-DEAM, n = 32) y otro compuesto por ninos con desarrollo tipico (sin-DEAM, n = 32). De todas las medidas cognitivas administradas se evidencia que la tarea de span verbal de digitos inversos (SDI) y la subtarea de RAN-Letras contribuyen significativamente en la diferenciacion del rendimiento de los grupos. RAN-Letras contribuye a la diferenciacion de los grupos en el rendimiento de habilidades numericas, mientras SDI contribuye de forma diferenciada a la ratio de crecimiento de los grupos en habilidades numericas. Estos resultados visibilizan la relevancia de RAN y SDI para el desarrollo de habilidades de procesamiento numerico en primer grado, especialmente para ninos en riesgo de DEAM. Asi, SDI emerge como una tarea importante a evaluar durante las primeras etapas de la instruccion matematica, debido a su capacidad de predecir deficits en el desarrollo de habilidades numericas.

Resumen El programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE) tiene como objetivo final entregar una oportunidad de continuidad de estudios a nivel superior para estudiantes que asisten a establecimientos educacionales con altos índices de vulnerabilidad social. El PACE está diseñado para trabajar desde tercer año de enseñanza media con el objetivo de entregar orientación vocacional y apoyar la formación académica. Este estudio describe los resultados de un diagnóstico sobre prácticas pedagógicas en el área de lenguaje y comunicación y matemáticas, desarrollado en 15 liceos de la región del Biobío, Chile. Se realizaron observaciones de clase a 58 docentes con el objetivo de caracterizar la practicas pedagógicas. Los resultados fueros utilizados para trabajar con cada docente en la implementación de nuevas metodologías de enseñanza acordadas entre el equipo de Preparación y Acompañamiento Docente del PACE UCSC y cada docente de aula. Abstract The program called “Assistance and Effective Access to Higher Education” (PACE) aims to provide an opportunity to continue studies at a higher education institution to high school students attending educational establishments with high levels of social vulnerability. The PACE is designed to work with students from eleventh grade, providing them with vocational guidance and supporting their secondary academic formation. This study describes the results of a characterization of pedagogical practices of language arts and mathematics classes, developed in 15 high schools from Biobío region, Chile. The pedagogical practices of 58 participating teachers were characterized throughout in-class observations. The PACE UCSC advisor team and each classroom teacher used the observation results to design an action plan directed to develop effective teaching methodologies. Resumo O programa de Acompanhamento e Acesso Eficaz ao Ensino Superior (PACE) tem como objetivo final proporcionar uma oportunidade de continuidade de estudos a nível superior a estudantes que frequentam estabelecimentos de ensino com altos níveis de vulnerabilidade social. O PACE foi concebido para trabalhar a partir do terceiro ano do ensino médio, com o objetivo de fornecer orientação vocacional e apoiar a formação acadêmica. Este estudo descreve os resultados de um diagnóstico de práticas pedagógicas na área de linguagem, comunicação e matemática, desenvolvida em 15 colégios de ensino médio na região de Biobío, Chile. Foram realizadas observações a 58 professores em suas classes, com o objetivo de caracterizar as práticas pedagógicas. Os resultados foram utilizados para trabalhar com cada professor na elaboração de novas metodologias de ensino, entre a equipe de Preparação e Acompanhamento de Professores do PACE UCSC e cada professor em sala de aula.