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In this article we study the particularities of editorial practice in contexts of confinement in Argentina through the systematization and analysis of five publications, already published or in the process of being published, which were formulated within the framework of pedagogical-political practices carried on by the Prisons Extension Program of the Philosophy and Literature Faculty of the University of Buenos Aires. These five cases will be addressed in order to observe what meanings guide the editorial processes through the marks imprinted on them by the specificity of the writing that summons them and the territory to which they belong. Publishing in the context of a pedagogical project developed by the university configures collective territories where writing and publications can display and carry plural voices, which are strengthened in that plurality forged in the heat of individual and collective subjectivation processes made possible by education and writing. Editorial practice is inseparably intertwined with actions aimed at defending rights, narrating lived experiences and building a collective history which are part of the desires and expectations regarding publication. [ABSTRACT FROM AUTHOR]

In the digital age the ways of reading have experienced transformations that alter traditional dynamics and coordinates of space and time. For more than five hundred years the written language- printed and linear- has been characteristically at the epicenter of knowledge, leaving in a subordinate position other ways of acquiring knowledge. This paper describes the characteristics of digital reading, that establishes a first step toward a grammar of digital reading. Further, those characteristics are defined through cognitive, haptics and hipertextual issues. This paper emphasizes how screen reading does not aspire to compete with traditional reading because the past and present can be conjugated in new forms of cultural hybridizations. It also outlines an overview of the role of reading in the transmedia narrative. Understanding the aspects that interest the nature of digital reading is one of the ways to move forward with critical knowledge in virtual scenarios that offer us new possibilities of creation and access to knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de LEEME is the property of Institut de Creativitat i Innovacions Educatives 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en 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 Espacio, Tiempo y Forma: Serie V, Historia Contemporánea is the property of Editorial UNED 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 Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

According to Diogenes Laertius, Hipparchia of Maroneia decided to use for her education the time she was going to waste on the loom (VI98=SSR V I 1). The aim of this paper is to analyze the reason and implications of this decision. I will point out that it is based on the gender equality thesis supported by the Cynics, and I will try to show that it has at least two implications: not only the defense of a certain kind of education, but also of parrhesia, i.e. the practice of free, frank, and open discourse. [ABSTRACT FROM AUTHOR]

The United Nations claims that education is a crucial element in reducing poverty rates in any country if it is accessible, adaptable, acceptable, and affordable; known as the 4A's of education, which are considered within the national education policy. This paper analyzes the effect of the 4A's of education on multidimensional moderate-income poverty and extreme income poverty in Mexico in the years 2010 and 2020. This is achieved with the analysis of microdata from the Module of Socioeconomic Conditions of the National Survey of Household Income and Expenditure (MCS - ENIGH) 2010 and 2020 and with dichotomous logit models. The results indicate that the 4A's have a greater effect on the reduction of multidimensional extreme income poverty than on moderate, even over different periods. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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 presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 monograph on "New Trends in Emotional Intelligence" has been organized to appear in two volumes of Psychological Writings corresponding to 2022 and 2023. In this volume of 2023, seven articles are published, including three systematic reviews, one theoretical paper, and three empirical articles. The first systematic review analyzes publications on Emotional Intelligence (EI) in Argentina over the last ten years; the second examines the relationship between EI and well-being in adolescents; and the third conducts a review on borderline personality disorder and histrionic personality disorder from dimensional models and the emotional regulation strategies employed by individuals who suffer from these disorders. The fourth article provides a theoretical reflection on the relevance of EI and emotional regulation as transdiagnostic factors in emotional problems, anxiety disorders, and depression. The fifth paper investigates the effectiveness of an EI leadership course in developing leadership competencies in future school leaders. The sixth article studies the relationship between EI, social competencies, and academic performance from a new, person-centered approach. Finally, the seventh research study presents the validation of a new test to evaluate EI in children and adolescents: EmocioCine. The articles in this monograph will facilitate for us, as researchers and those interested in studying emotions, our identification of new trends in EI research and our advancement of its conceptualization, measurement, and training from various disciplines and perspectives. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Estudios Demográficos y Urbanos is the property of El Colegio de Mexico AC 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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 Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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 Politica y Sociedad is the property of Universidad Complutense de Madrid 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Moral pride is an emotion that plays an important role in the moral sphere, but has received very little attention to date. This paper reviews five studies on this emotion, with important educational implications. The first two studies focus on the motivational benefits of moral pride, while the other three analyze certain elements that may undermine it. Following the review, the paper reflects on the educational implications of the studies analyzed, highlighting both the importance of stimulating the development of this emotion in moral education, and the need to prepare children to overcome those factors which work against it. Special emphasis is placed on the importance of helping children learn to withstand the (often negative) influence of their peer group. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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 Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca 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 work proposes to research the meanings constructed by prison authorities about the socio-educational practices implemented by institutions, organizations, and heterogeneous actors in contexts of punitive confinement, and their relationship with the construction of the prison order. Institutionalized and formalized spaces such as primary and secondary education, experiences organized by university actors, and "non-formal" educational practices, compose the contemporary educational-prison framework. The central hypothesis is that the definitions of prison managers, introducing differentiations, hierarchies and evaluations, manage to enroll educational practices as substantial devices for the construction and legitimization of the prison order. Legitimation process that gain a weak character, given by three interrelated dimensions: degrees of institutionalization, statehood and criticality that the authorities recognize in the educational actors involved. Starting from an interpretative paradigm, this paper will focus its empirical references on observations and in-depth interviews with directors of three prisons, two for men (one medium security and the other maximum security) and one for women, but it falls within the partial results of a research project carried out during the period 2018-2022, in five prisons in the south of the province of Santa Fe (Argentina). [ABSTRACT FROM AUTHOR]

On other occasions we have reported the partial results of the archaeological research at the site El Divisadero (Cafayate, Salta). The purpose of this paper is to present the analysis of the archaeological collection of San Agustín School located in the mentioned site. This proposal was framed within the Open Science movement and the record of the collection is already available for the local community and for those interested in the past of the native populations of Cafayate. The project included dialogue spaces with the educational community, registering the collection and integrating it with the results of archaeological investigations. The study of the collection allowed us to advance in the interpretations about the functionality of the site, to make temporal approximations of the pre-Hispanic occupations and to contextualize the archaeological objects in local history. [ABSTRACT FROM AUTHOR]

This paper analyzes the development of Latin America over the past three decades by using growth incidence curves and weighted growth rates calculated on the basis of harmonized microdata from national household surveys. Over the past three decades, Latin America has made progress in fundamental socioeconomic indicators. On average, there has been significant growth in income as well as some educational and housing variables, particularly among the lower income strata. In contrast, progress was slower among the most vulnerable population in other important areas (e.g., higher education, female labor participation). Despite notable improvements in various areas of development captured through household surveys, the evidence reveals that substantial shortfalls and disparities still persist. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Political Philosophy / Las Torres de Lucca is the property of Revista Las Torres de Lucca. Facultad de Filosofia, Ciudad Universitaria 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 Culturas: Revista de Gestion Cultural is the property of Universidad Politecnica de Valencia 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 Investigium IRE: Ciencias Sociales y Humanas is the property of Editorial Institucion Universitaria Centros de Estudios Superiores Maria Goretti 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 Miradas is the property of Universidad Tecnologica de Pereira 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 Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino 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 Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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.)

The aim of this paper is to examine the relationship between riddles, education, and philosophy that Clearchus of Soli proposes in fr. 63W. I begin by analyzing the definition of "riddle" given in fr. 86W. I will argue in favor of the following claims: (1) a riddle (grîphos) is different from an enigma (aínigma); (2) a riddle is similar, in a certain way, to a dialectical problem; (3) there is a relationship between riddle and aporia. Then, taking the examples of riddles transmitted in the fragments of the treatise On Riddles into account, I will try to explain what the exact relationship between riddle, education, and philosophy could be. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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 Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 aims to analyze academic production on the family-school relationship from research in Spanish during the last decade (2008-2018). A total of 564 papers indexed in the Scopus, Web of Science (WoS), and SciELO databases were analyzed. To do this, the descriptive bibliometric method was used to analyze the academic production and characterize the research dynamics of these studies, through an analysis of academic social networks. The VOSviewer 16.1 software was used to design bibliometric maps based on text and bibliographic data. The results show that academic production does not present clear growth; on the contrary, there are fluctuations due to increases and decreases in publications. Also observed are niches of work formed through small academic communities of a closed nature. The greatest impact of academic production in terms of citations is to be found in the Scopus and WoS databases. On the other hand, the content analysis of the 12 most cited papers shows high heterogeneity regarding the themes around which the family-school studies are articulated. Given these results, it is reasonable to consider that more scientific production in Spanish is needed in this field to provide evidence to consolidate the approach to and discussion of the family-school relationship. [ABSTRACT FROM AUTHOR]

Copyright of Investigaciones Feministas is the property of Universidad Complutense de Madrid 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 Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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 Miradas is the property of Universidad Tecnologica de Pereira 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.)

The current context involves a generally increasing access of technologies and information, which has a strong impact on the classroom. Students are passive and reluctant to the traditional teaching model. Thus, innovations take center stage, such is the case of the Flipped Classroom (FC) model. The aim of this paper is to describe the application of FC in the teaching of human anatomy in a university environment. Four sessions of the General Anatomy program were intervened with a group of 41 students. The content was approached in 3 stages: pre-class, class and post-class, using multimedia resources and platforms such as Moodle and YouTube. The activities included virtual lessons, group work and minimalist quizzes. At the end of the semester a student perception survey was applied. Achievement percentage in preclass were 40.45 %, 55.46 %, 43.75 % and 76.04 % for sessions 01 to 04. The grades for class group work were 5.8±0.34, 6.1±0.46, 6.0±0.78 and 6.7±0.38 for the sessions worked. In the survey 63.2 % and 76.3 % of the students stated that they "very satisfied" that FC enhances autonomous and collaborative work, respectively. 73.6 % preferred the FC model over the traditional one. The FC model has shown to promote a better evolution of the teaching-learning process, being adaptable to basic science disciplines such as human anatomy. A positive experience of this innovation must be supported by well-structured programming, support inside and outside the classroom, and the adjustment of successful strategies. There is an imminent need to adapt to the new context where access to technologies and information is a priority. [ABSTRACT FROM AUTHOR]

This paper studies the effect of transfers from the General Participations System (SGP) on Colombian municipal development indicators during 2003-2017. A Municipal Development Index is proposed, considering indicators of educational achievement, health coverage, and crime rates. This index is studied in the municipal context using spatial autocorrelation techniques. A panel-type econometric model was estimated to evaluate the effect of transfers on the index. The results suggest that increases in education, health, culture, and recreation transfers generate positive, differential effects on the index. Transfers to the health sector have the most significant impact on the index. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Economics & Finance / Revista Mexicana de Economia y Finanzas is the property of Instituto Mexicano de Ejecutivos de Finanzas 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.)