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Ed 395 677 Title Institution Spons Agency Pub Date Note
DOCUMENT RESUME ED 395 677 PS 024 219 TITLE Good Nutrition Promotes Health: Guide for Parent Nutrition Education. INSTITUTION Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.; American Home Economics Association, Washington, D.C.; Food and Consumer Service (DOA), Washington, DC. SPONS AGENCY Kraft General Foods Foundation, Glenview, IL. PUB DATE Oct 94 NOTE 143p.; Accompanying videotapo not available from ERIC. Spanish-Language calendar printed in many colors. PUL TYPE Guides Non-Classroom Use (055) Multilingual/Bilingual Materials (171) LANGUAGE English; Spanish EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Cultural Relevance; Food Standards; Hispanic American Culture; *Hispanic Americans; Latin American Culture; *Latin Americans; *Mexican Americans; *Nutrition Instruction; Parent Education; Preschool Education; Puerto Rican CuLture; *Puerto Ricans; Spanish IDENTIFIERS American Home Economics Association; Head Start Program Performance Standards; *Project Head Start ABSTRACT The purpose of this manual is to guide users of the nutrition education project produced by Padres Hispanos en Accion por Una Sana Generacion (Hispanic Parents in Action for a Healthy Generation). The project provides nutrition education materials to trainers who provide nutrition counseling to parents of Head Start children. The project has two goals: (1) to provide culturally specific nutrition information to three Hispanic populations within Head Start including Mexican-Americans, Puerto Ricans, and Central Americans; and (2) to strengthen the nutrition education and parent involvement components of Head Start. The materials produced by the project include three Spanish-language nutrition education videos specific to the three target cultural groups. A Spanish-language calendar was also produced to aid in nutritious menu planning and includes nutrition tips for parents and recipes drawn from the targe: cultural groups. -
Ecosystems and Agro-Biodiversity Across Small and Large-Scale Maize Production Systems, Feeder Study to the “TEEB for Agriculture and Food”
Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food” i Acknowledgements We would like to acknowledge TEEB and the Global Alliance for the Future of Food on supporting this project. We would also like to acknowledge the technical expertise provided by CONABIO´s network of experts outside and inside the institution and the knowledge gained through many years of hard and very robust scientific work of the Mexican research community (and beyond) tightly linked to maize genetic diversity resources. Finally we would specially like to thank the small-scale maize men and women farmers who through time and space have given us the opportunity of benefiting from the biological, genetic and cultural resources they care for. Certification All activities by Comisión Nacional para el Conocimiento y Uso de la Biodiversidad, acting in administrative matters through Nacional Financiera Fideicomiso Fondo para la Biodiversidad (“CONABIO/FFB”) were and are consistent under the Internal Revenue Code Sections 501 (c)(3) and 509(a)(1), (2) or (3). If any lobbying was conducted by CONABIO/FFB (whether or not discussed in this report), CONABIO/FFB complied with the applicable limits of Internal Revenue Code Sections 501(c)(3) and/or 501(h) and 4911. CONABIO/FFB warrants that it is in full compliance with its Grant Agreement with the New venture Fund, dated May 15, 2015, and that, if the grant was subject to any restrictions, all such restrictions were observed. How to cite: CONABIO. 2017. Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food”. -
Santa Fe School of Cooking and Market 2005
Santa Fe School of Cooking and Market 2005 santafeschoolofcooking.com Chile Tiles on Back Cover NEW Savor Santa Fe Video— Traditional New Mexican Discover how easy it is to create both red and green chile sauces, enchiladas and the regional food that is indigenous to Santa Fe. Included in the 25-minute video is a full color booklet with photos for the featured recipes: chicken or cheese enchiladas, red and green chile sauce and corn tortillas. In addition, you will receive recipes for pinto beans, posole and bread pudding. After watching this video and creating the food in your own kitchen, you will feel The making of the video with host Nicole like you have visited Santa Fe and the Curtis Ammerman and chef Rocky Durham. School of Cooking. #1 $19.95 FIFTEEN YEARS AND STILL COOKIN!! That’s right. The Santa Fe School of Cooking will be 15 years old in December of 2004. We have seen lots of changes, but the School and Market have the same mission as the day it opened—promoting local agriculture and food products. To spread the word of our great food even further, we recently produced the first of a series of videos touting the glories of Santa Fe and its unique cuisine. Learn the tips and techniques of Southwestern cuisine from the Santa Fe School of Cooking right in your own home. Be sure and check out our great gift ideas for the holidays, birthdays, Father’s and Mother’s days or any day of the year. Our unique gifts are a sure way to send a special gift for a special person. -
Id Propuesta Clase Indicacion Comentarios Registro Pais
ALIANZA DEL PACÍFICO LISTADO DE TÉRMINOS Y REGIONALISMOS ARMONIZADOS DE PRODUCTOS Y SERVICIOS ID CLASE INDICACION COMENTARIOS REGISTRO PAIS PROPUESTA 1 2 achiote [pigmento] MEXICO 2 2 axiote [pigmento] MEXICO 3 5 agua de muicle [remedio medicinal] MEXICO 4 5 agua de muitle [remedio medicinal] MEXICO 5 5 té de muicle [remedio medicinal] MEXICO 6 5 té de muitle [remedio medicinal] MEXICO 7 15 ayoyote [instrumento musical] MEXICO 8 15 chapereque [instrumento musical] MEXICO 9 15 chirimía [instrumento musical] MEXICO 10 15 huéhuetl [instrumento musical] MEXICO 11 15 quinta huapanguera [instrumento musical] MEXICO 12 15 salterio [instrumento musical] MEXICO 13 15 teponaztli [instrumento musical] MEXICO 14 15 tochacatl [instrumento musical] MEXICO 15 15 toxacatl [instrumento musical] MEXICO 16 21 chashaku [pala de bambú para té] MEXICO 17 21 comal [utensilio de cocina] MEXICO 18 21 tamalera [olla de cocción] MEXICO 19 21 tejolote [utensilio de cocina] MEXICO 20 21 temolote [utensilio de cocina] MEXICO 21 21 tortilleros [recipientes] MEXICO 23 25 guayaberas [prenda de vestir] MEXICO 24 25 huaraches [sandalias] MEXICO 25 25 huipiles [vestimenta] MEXICO 26 25 jorongo [prenda de vestir] MEXICO 28 25 sarape [prenda de vestir] MEXICO ALIANZA DEL PACÍFICO LISTADO DE TÉRMINOS Y REGIONALISMOS ARMONIZADOS DE PRODUCTOS Y SERVICIOS 29 25 sombrero de charro MEXICO 30 27 petate [esteras de palma] MEXICO 31 29 acocil no vivo [crustáceo de agua dulce] MEXICO 32 29 aguachile [crustáceos preparados] MEXICO 33 29 aporreadillo [alimento a base de carne] MEXICO -
Tabla Composición De Alimentos REIMPRESIÓN
INSTITUTO DE NUTRICIÓN DE CENTRO AMÉRICA Y PANAMÁ (INCAP) ORGANIZACIÓN PANAMERICANA DE LA SALUD (OPS) INCAP INCAP http://www.incap.int Segunda Edición © Copyright 2006 Guatemala, Centroamérica Tercera reimpresión Febrero 2012 INSTITUTO DE NUTRICIÓN DE CENTRO AMÉRICA Y PANAMÁ (INCAP) ORGANIZACIÓN PANAMERICANA DE LA SALUD (OPS) INCAP Tercera reimpresión, 2012 ME/085.3 2007 INCAP. Tabla de Composición de Alimentos de Centroamérica./INCAP/ Menchú, MT (ed); Méndez, H. (ed). Guatemala: INCAP/OPS, 2007. 2ª. Edición. viii - 128 pp. I.S.B.N. 99922-880-2-7 1. ANÁLISIS DE LOS ALIMENTOS 2. ALIMENTOS 3. VALOR NUTRITIVO Responsables de la producción de esta edición: Revisión y actualización técnica Licda. María Teresa Menchú Lic. Humberto Méndez, INCAP Coordinación de la edición y publicación Licda. Norma Alfaro, INCAP Segunda Edición Segunda reimpresión, 2009. Tercera reimpresión, 2012. Impresión: Serviprensa, S.A. PBX: 2245 8888 Tabla de Composición de Alimentos de Centroamérica Contenido Presentación................................................................................................................... v Introducción ..................................................................................................................vii Parte I. Documentación A. Antecedentes .............................................................................................................3 B. Metodología aplicada .................................................................................................. 4 C. Presentación de la Tabla de Composición -
Combined 97 Index
1997 ARTICLE LISTINGS BY CATEGORY Click on any category below TRAVEL Western Wanderings 12 Techniques,Maintenance 17 Shade,Sun Control 21 Accessories,Gear 1 Wildlife,Nature 12 Tools,Products 18 Storage 21 Agriculture 1 Window on the West 12 Trees 18 Tools,Products 21 Alaska 1 Wineries,Wine Regions 12 Tropicals,Subtropicals 18 Windows,Skylights 21 Arizona 1 Wyoming 12 Vegetables 18 Art,Exhibits,Museums 1 Vines 18 FOOD Beaches,Coast 2 GARDEN Water Features 18 Appetizers 22 Best of the West 2 Animals 13 Watering 18 Barbecuing 22 Biking 2 Annuals,Biennials 13 Beverages 22 Boating,River Trips,Cruises Arrangements 13 HOME Breads 22 3 Beneficial Insects 13 Architecture 19 Cakes 22 California 3 Bulbs,Bulblike Plants 13 Artisans 19 Casseroles 22 Camping 4 Cactus,Succulents 13 Bathroooms 19 Cereals,Grains 22 Canada 4 Community Action 13 Building Materials 19 Competitions 22 Colorado 4 Container Gardening 13 Design Contests,Awards Cookies,Candies 22 Environmental Action 4 Crafts,Projects 13 19 Dairy,Eggs 22 Events 5 Design Contests,Awards Doors,Entries 19 Desserts 23 Fishing 7 13 Ecology,Energy 19 Equipment 23 Hawaii 7 Events 14 Electrical,Electronic 19 Fish,Shellfish 23 Hiking,Trails 7 Fruits,Nuts 14 Entertainment Centers 20 Food Products 23 Idaho 7 Herbs 14 Fireplaces,Woodstoves 20 Fruit 23 Lodging 7 House Plants 14 Furniture 20 International 24 Mexico 8 Landscaping 14 Garages 20 Meat 24 Montana 8 Lawns,Grasses 14 Home Office 20 Menus 24 Nevada 9 Native Plants 15 Interior Design 20 Nuts 25 New Mexico 9 Nurseries,Seed Sources 15 Kitchens 20 Pasta -
Diversity on the Farm How Traditional Crops Around the World Help to Feed Us All, and Why We Should Reward the People Who Grow Them
Diversity on the Farm How traditional crops around the world help to feed us all, and why we should reward the people who grow them. FORD FOUNDATION By Charles C. Mann POLITICAL ECONOMY RESEARCH INSTITUTE UNIVERSITY OF MASSACHUSETTS Maize Front cover, left: Hector Diaz Castellano, a Zapotec small-holder, on his farm in the hills of southern Mexico; right: an array of native maize varieties. Above and right: Post-harvest survey of native maize varieties at INIFAP, an agricultural-research institute outside the city of Oaxaca; inside left: making the maize drink atole in a country market; inside right: rinsing off the lime used to process maize kernels for hand-made tortillas in Ítanoni, an unusual gourmet tortillería in Oaxaca city that may serve as one model for saving agricultural biodiversity. By Charles C. Mann Photographs by Peter Menzel Diversity on the Farm Subhead if any goes here for the development of wild corn and Maize heirloom varieties At Ítanoni, hand-made tortillas 2 Mission Statements 17 From the Stomach 23 The Best Tortillas from single varieties of native maize to the Heart in Mexico are cooked on traditional circular 3 Foreword clay griddles called comales. 25 Notes 5 Introduction 19 What We Can Do: Five Approaches 28 Credits 7 Building the Roof with 1. LABELING Stones from the Foundation 2. CROP IMPROVEMENT 3. REMOVING PERVERSE INCENTIVES 11 Conserving Agricultural Biodiversity 4. PAYING FOR CURRENTLY Copyright 2004 UNCOMPENSATED SERVICES by the Ford Foundation all rights reserved. 13 A Community Effort 5. INCREASING SOCIAL CAPITAL Mission Statements FORD FOUNDATION The Ford Foundation is a resource for innovative people and institutions worldwide. -
Economic Botany, Genetics and Plant Breeding
BSCBO- 302 B.Sc. III YEAR Economic Botany, Genetics And Plant Breeding DEPARTMENT OF BOTANY SCHOOL OF SCIENCES UTTARAKHAND OPEN UNIVERSITY Economic Botany, Genetics and Plant Breeding BSCBO-302 Expert Committee Prof. J. C. Ghildiyal Prof. G.S. Rajwar Retired Principal Principal Government PG College Government PG College Karnprayag Augustmuni Prof. Lalit Tewari Dr. Hemant Kandpal Department of Botany School of Health Science DSB Campus, Uttarakhand Open University Kumaun University, Nainital Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Board of Studies Prof. Y. S. Rawat Prof. C.M. Sharma Department of Botany Department of Botany DSB Campus, Kumoun University HNB Garhwal Central University, Nainital Srinagar Prof. R.C. Dubey Prof. P.D.Pant Head, Department of Botany Director I/C, School of Sciences Gurukul Kangri University Uttarakhand Open University Haridwar Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Programme Coordinator Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University Haldwani, Nainital Unit Written By: Unit No. 1. Prof. I.S.Bisht 1, 2, 3, 5, 6, 7 National Bureau of Plant Genetic Resources (ICAR) & 8 Regional Station, Bhowali (Nainital) Uttarakhand UTTARAKHAND OPEN UNIVERSITY Page 1 Economic Botany, Genetics and Plant Breeding BSCBO-302 2-Dr. Pooja Juyal 04 Department of Botany Uttarakhand Open University Haldwani 3. Dr. Atal Bihari Bajpai 9 & 11 Department of Botany, DBS PG College Dehradun-248001 4-Dr. Urmila Rana 10 & 12 Department of Botany, Government College, Chinayalisaur, Uttarakashi Course Editor Prof. Y.S. Rawat Department of Botany DSB Campus, Kumaun University Nainital Title : Economic Botany, Genetics and Plant Breeding ISBN No. -
Los Herederos Del Maíz
LOS HEREDEROS DEL MAÍZ Amisadai Rosado Ortega Bruno Alejandro Villasante Serrano Ilustraciones Grecia Hernández Salcido 2 Instituto Nacional de los Pueblos Indígenas Lic. Adelfo Regino Montes Director General del Instituto Nacional de los Pueblos Indigenas Mtra. Bertha Dimas Huacuz Coordinadora General de Patrimonio Cultural y Educación Indígena Itzel Maritza García Licona Directora de Comunicación Social LOS HEREDEROS DEL MAÍZ Investigación Amisadai Rosado Ortega Bruno Alejandro Villasante Serrano Ilustraciones Grecia Hernández Salcido Corrección de estilo Paola Denisse Lozano Vera Edición Corina Ramírez Hernández Coordinación Norberto Zamora Pérez México, 2021 Índice 1. Introducción 07 2. Historia 09 3. Razas de Maíz Grupo Cónico 13 Grupo Sierra de Chihuahua 17 Grupo Ocho Hileras 19 Grupo Chapalote 22 Grupo Tropicales precoces 23 Grupo Dentados tropicales 24 Grupo Maduración tardía 27 4. Rituales 33 5. Glosario 39 6. Fuentes 40 6 1 Introducción n México el maíz: es el alimento que sencillamente unas palomitas. Consejos representa por excelencia nuestras que luego enseñaron e inspiraron a mu- Eraíces, nuestro presente y segura- chas generaciones mente el futuro. El maíz nos conecta con Todos hemos probado el sabor de este nuestra identidad como mexicanos. Es cereal, vive en nuestra memoria íntima y protagonista de libros, de mitos, de leyen- en escenarios donde nuestras papilas gus- das. El maíz, es el cereal que alimenta a tan su sabor. Y en este compendio, podrás todo un país. Todo lo que se obtiene del conocer que la historia del maíz nos reve- maíz abarca la economía, la gastronomía, la la relación que tenía con los antiguos la cultura, para finalmente acariciar el co- dioses. -
Teacher´S Guide
TEACHER´S GUIDE GRADE 4- UNIT 5 VOCABULARY AND WARM UP Pre-activity Schema Building: - The teacher activates the students background knowledge about the different celebrations around Costa Rica. - The teacher asks questions about the different celebrations and the dates they are celebrated. For example: When is Palmares Fair celebrated? / What do you do at Palmares Fair? Activity Grouping: Setup: Students repeat the questions and the answers. Students brainstorm -Individual work different activities that can be done in the different celebrations. VOCABULARY - Make students acquainted with the goals of the unit. - Have students practice the vocabulary section: ACTIVITIES IN YOUR COMMUNITY Students click on the to start again or to continue or listen again. Vocabulary Practice: Section 1 Students click on the images about the different celebrations. Then they listen and repeat. They click on each picture and listen to the word and sentence. Then they repeat the word and the sentence that refers to each activity. For example: There’s a parade in Palmares. Section 2 Students listen and repeat the sentences about the celebrations and the dates they are celebrated. Example: We celebrate Palmares Town Fair in January. Section 3 Students listen and repeat statements about what people do in the different celebrations: Example: What do you do at Fiestas Palmares? You go to rides, concerts, and bullfights ¨a lo tico¨. (Warm-up) Students work individually. Students read the celebrations and match them with the activities you do there. Post-activity Students click on the PLAY button. Students sing the CALENDAR SONG. Tips/Further Students investigate if their classmates go to the different celebrations. -
81 CAPÍTULO IV RESULTADOS 4.1 Análisis De Datos En Este Capítulo
CAPÍTULO IV RESULTADOS 4.1 Análisis de Datos En este capítulo se presenta el análisis acerca de la comida típica en la zona centro del estado de Chiapas. Debido a que este trabajo es de campo y descriptivo, se desarrolló un análisis de datos de manera que se enfoque en platillos tradicionales e ingredientes prehispánicos. Por lo tanto, se analiza pregunta por pregunta de tal modo que puedan interpretar los datos recabados en las tablas que se presentan. El análisis de datos se llevó a cabo desde dos puntos de vista: Primero, se analizó el cuestionario 1 (ver anexo II), el cual fue aplicado a dueños de establecimientos de comida típica, incluyendo las cocinas de los mercados de las tres ciudades de estudio; el cuestionario constó de ocho preguntas abiertas. Se verificó que todos los ingredientes enlistados en el marco teórico se encontraran en los mercados seleccionados y se hizo una relación con los platillos más populares que venden en los establecimientos de comida en establecimientos de merca dos, el resultado es el siguiente: el chile ancho, el jitomate, el chile mulato, la tortilla, el caldo de guajolote, calabaza, chayote, elote, camote, cueza, epazote, ejote, semilla de calabaza, achiote, huevo, frijol, aguacate, chile verde chamborote y el chipilín, son los ingredientes prehispánicos que utilizan en los platillos típicos más populares que venden en común los tres mercados, ver anexo VIII. 81 Segundo, se analiza la prueba piloto de las entrevistas aplicadas a amas de casa acerca de la comida típica que conocen en la ciudad de Tuxtla Gutiérrez. El análisis se divide en tres partes. -
Post-Harvest Operations
MAIZE Post-harvest Operations - Post-harvest Compendium MAIZE: Post-Harvest Operation Organisation:Food and Agriculture Organization of the United Nations (FAO), AGST Author: Danilo Mejía, PhD, AGST. Edited by AGST/FAO: Danilo Mejía, PhD, FAO (Technical) Last reviewed: 15/05/2003 1. Introduction ........................................................................................................................ 2 1.1 Economic and Social Impact. ...................................................................................... 7 1.2 World trade ................................................................................................................ 12 1.3 Maize primary products. ............................................................................................ 15 1.4 Secondary and derived products from maize ............................................................. 21 1.5 Requirements for export and quality assurance. ........................................................ 28 1.6 Consumer preferences. ............................................................................................... 30 1.7 Others. ........................................................................................................................ 32 2. Post-production Operations ......................................................................................... 38 2.1. Pre-harvest operations. .............................................................................................. 38 2.2. Harvesting ................................................................................................................