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Schooling in Edinburgh is often seen as a uniquely divisive social issue, reflecting the relatively large size of the selective independent sector that, because it charges fees, caters mainly for the affluent middle class. Yet the actual history of the city's schools during the twentieth century suggests a more complex account. For reasons relating to the size of inherited endowments, the schools that are now independent of local-authority management constituted a much larger share than elsewhere in Scotland of the selective academic sector in the city before the move to comprehensive schooling in the 1960s and 1970s, but, until that time, most of these independent schools were, in effect, part of the public system. The result throughout the century was that the city did indeed have greater social-class inequality in education than the rest of Scotland, but also that it had higher attainment in all social classes and for both sexes. [ABSTRACT FROM AUTHOR]

This article shows the recovery of the experience of corporeality in students of higher education and upper secondary level of private institutions of Christian inspiration. The research aims to develop a generational characterization of the young students of these institutions to guide the offer of integral formation regarding the experience of sexuality and affectivity, the dynamics of the body, its manifestation and self-care. A survey was applied with 27,047 participants from 65 educational establishments nationwide. The results indicate that there is empirical evidence of differences between men, women and those who did not declare their gender about their bodies. Through the analysis of the information, the differences between groups and educational levels regarding satisfaction with their bodies, substance use, sexuality and sports activities were determined, as well as the differences between educational levels. In accordance with situations of risk and vulnerability identified, the formalization of initiatives from the curricular and the transversality of school education is proposed, beyond preventive and remedial actions. [ABSTRACT FROM AUTHOR]

Copyright of ESPIRAL: Revista de Docencia e Investigación is the property of Universidad Santo Tomas, Bucaramanga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Medicina do Esporte is the property of Redprint Editora Ltda. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the pedagogical potential of university extension, when it is integrated to the teaching and research processes. For this, the main results of a case study carried out in the period August 2011- February 2013 are presented within the framework of the Administración Nacional de Educación Pública (anep) and the Universidad de la República (Udelar) (Uruguay). After presenting the Uruguayan policy of university extension, the article summarizes some conceptualizations of university pedagogical models, proposing its complementation from the experiences studied. Finally, the main findings of the research in three levels of analysis are presented: the teacher's role changes; the university extension potential for curriculum transformation, and some difficulties faced in relation to the institutional framework of experiences. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Docencia Universitaria is the property of Universidad Industrial de Santander and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education in Latin America is going through on-going times of change. Such changes seek to enhance the individual's capacity to learn, and this is why education needs to be comprehensive while having an impact on pedagogic models. This paper attempts to conceptually analyze one of the main dimensions of comprehensive education, based on the experience in the Social Communication program offered by the School of Communication and Audiovisual Arts at Universidad Autónoma de Bucaramanga. [ABSTRACT FROM AUTHOR]