To rejuvenate the country through science and education, the university is an important position of China's personnel training system and a base for the production of human resources in our country. The higher education in the popularization stage has made a profound change in the employment mode of graduates, which makes the discipline structure and personnel training mode of colleges and universities adapt to the requirements of the market and society. Based on the employment situation of colleges and universities, this paper analyzes the significance, dilemma and suggestions of constructing a feedback mechanism for the quality of graduates, so as to help colleges and universities cultivate more high-quality talents.

Open pitaya (Stenocereus thurberi) flowers were marked at 10, 20, 30 and 40 days after floration (DAF). When fruit were formed, they were collected from each of the dates with the objective of evaluating physical, physiological and quality changes before and after harvest. In fruits with different DAF, the analyses of fruit size (diameter and length), weight, density, firmness, color in pulp and peel (L*, a* and b*), respiration rate (CO₂) and ethylene production were carried out. In the case of ripe and overripe fruit, in addition to the variables mentioned above, pH, percentage of total soluble solids TSS and total acidity (% citric acid equivalents) were evaluated. Fruit with 40 DAF were stored for up to 14 days at 25 ℃ and 80% RH to evaluate daily changes in respiration rate and ethylene production. It was found that during development the fruit tended to grow more in length than in diameter. In color, the best indicators of changes during fruit development were the parameters L* and b* for peel and for flesh L* and a*. For firmness in pitaya fruits, no significant differences were found with the methodology used. Changes in ethylene production and respiration rate during storage and development showed the usual behavior of climacteric fruits. Pitaya fruits with 40 FDD presented quality characteristics similar to those accepted by the consumer for this type of fruit. It is concluded that it is possible to evaluate the different stages of development in DDF of pitaya fruit based on the changes of the color space variables L*, a* and b*, in addition to the fact that the fruit follows the classical climacteric behavior.

Public-Private Partnerships (PPPs) are mostly presented as a means to introduce efficient procurement methods and better value for money to taxpayers. However, the complexity of the PPP mechanism, their lack of transparency, accounting rules and implicit liabilities make it often impossible to perceive the amount of public expenditure involved and the long-run impact on taxpayers, providing room for fiscal illusion, i.e., the illusion that PPPs are much less expensive than traditional public investments. This psaper, thanks to a systematic review of the literature on the EU countries experience, tries to unveil the sources of this illusion by looking at the reasons behind the PPPs’ choice, their real costs, and the sources of fiscal risks. The literature suggests that PPPs are more costly than public funding, especially when contingent liabilities are not taken into account, and are employed as mechanisms to circumvent budgetary restrictions and to spend off-balance. The paper concludes that the public sector should share more risks with private sectors by reducing the amount of guarantees, and should prevent governments from operating through a sleight of hand that deflects attention away from off-balance financing, by applying a neutral fiscal recording system.

This study investigates the impact of extreme rainfall events on soil erosion in the downstream Parnaíba River Basin, located in the Brazilian Cerrado. The analysis focused on rainfall erosivity (R factor) and soil erodibility (K factor) as key indicators. The average erosivity in the region was 9051 MJ mm h⁻¹ha⁻¹year⁻¹, with a variation between 7943 and 10,081 MJ mm h⁻¹ha⁻¹year⁻¹, suggesting a high erosive potential, mainly in the rainiest months, from December to April. The soils of the studied area, mainly Ultisols and Chernosols, present high to very high erodibility, with K factor values ranging from 0.025 to 0.050 t h MJ⁻¹ mm⁻¹. Furthermore, fieldwork revealed areas, near highways, with apparently fragile soils, as well as rills and gullies, identified through photographs taken during fieldwork. These locations, due to the combination of high erosivity and susceptible soils, were considered prone to the occurrence of erosion processes, representing an additional risk to local infrastructure. The spatialization of R and K factors, along with field observations, showed that much of the area is at high risk of erosion and landslides, particularly in regions with greater topographic variability and proximity to water bodies. These results provide a basis for the development of mitigation strategies, being important for the effective prevention of landslides.

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.