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This paper considers the intersection of Spiritual Motherhood, early childhood education and child welfare in early twentieth-century Edinburgh. Its focus is St Saviour's Child Garden (SSCG), which opened in the Canongate, in November 1906, part of the Free Kindergarten movement that emerged in Europe and North America in the late nineteenth century. The paper focuses on the SSCG's founder Lileen Hardy, in order to trace the development of this new approach to child welfare and women's work in Britain. It discusses her training at the Sesame House for Home-Life Training in London, her move to Edinburgh, and the network of predominantly women reformers, whose interests ranged from urban reform to medical welfare, she found there. It shows how this network facilitated the founding of the SSCG and discusses the form it took and Hardy's implementation of a modified form of Froebelian praxis. In so doing its concern is to show how Free Kindergarten forms part of a wider history of social welfare and urban reform as well as to the history of early childhood education, and to move attention away from the men usually associated with innovations in Scottish social reform like Patrick Geddes, and onto a group of women who created a women and child-centred proto-Welfare State in pre-First World War Edinburgh. [ABSTRACT FROM AUTHOR]

e-Learning has been frequently heralded as a transforming influence on global education and corporate training. Despite such rhetoric, the adoption, diffusion and exploitation of e-Learning by educational institutions and organizations have been slower than anticipated. In this paper we attempt to examine the future of e-learning by adopting a scenario planning approach, which formed the basis of a recent major international conference held in Edinburgh, Scotland in February 2004. We set out the background of the study, the methodology used to investigate the future(s) of e-learning and reflect on the process and outcomes of the exercise to provide some assistance for practitioners in the field. Our general conclusions are that the scenarios have been a valuable starting point to engage in a more informed discussion of how e-learning may transform education and training markets and the ways in which people learn over the next decade. [ABSTRACT FROM AUTHOR]

It is always a challenge in social work education to set assessment tasks that will encourage learning. This paper, written collaboratively by a lecturer and team of students, describes one novel approach to assessment developed at the University of Edinburgh. [ABSTRACT FROM AUTHOR]

Presents an abstract of the research paper 'Teaching Dermatology to Medical Students,' by D.B. McKenna and J.A.A. Hunter presented during the annual meeting of the British Association of Dermatologists in Edinburgh, Scotland.