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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]

Lilian Harrison was a pioneering South American swimmer who established new records for open water distance swimming, and time spent swimming, in December 1923, as she became the first person to swim across the Rio de la Plata, from Uruguay to Argentina. Until now, her achievements have been remembered and studied as a South American history, from Harrison's birth in Quilmes to her training in Tigre, to the tumultuous reception she received when returning to Buenos Aires after her successful swim. In this article, we situate Harrison's achievement within the historical context of her early life and education, which was spent in an idealistic and pioneering school in Letchworth Garden City, in England. We argue that Harrison's English schooling was a vital ingredient in her 1923 success that was generally overlooked in the press reports. Using existing newspaper sources as well as privately-held family papers which we have been fortunate to consult, we look at Harrison's education at school, in the pool and her family upbringing. The article concludes with some reflections on the nature of global sporting histories in the early twentieth century. [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]

The history of physiotherapy in Latin America has received little attention thus far in the English-speaking literature. In this paper, we draw on narratives from activists, educators, and professional leaders who have been instrumental in shaping the development of physiotherapy in Argentina, Colombia, and Ecuador. Physiotherapists in the Latin American countries faced many similar challenges, including developing physiotherapy in the shadow of medicine, overcoming conservative attitudes toward women professionals, and frequent social upheaval. The paper explores the disputed story of physiotherapy's origins in the polio epidemics, the influence of Swedish remedial gymnastics, and the educational colonialism of North American and European educators. We examine some of the effects of social unrest and trauma, military rule, and economic instability on the professions attempts to establish itself in the face of competition from other professions allied to medicine. And we consider the efforts taken to establish the profession's autonomy and its shifting relationship with the state. We employed two different methods for data collection to explore aspects of physiotherapy's history in Latin America from a political and socio-cultural context: 1) A reconstruction of memories from activist physiotherapists in Colombia, Ecuador, and Argentina, who have seen, lived, and promoted the development of physiotherapy in their own countries, gleaned from in-depth interviews; and 2) Analysis of secondary sources. Data were analyzed following the method described by Maynes, Pierce, and Laslett (2008), exploring personal narratives. Textual data were analyzed using documentary research (Prior, 2003) using thematic analysis, to inductively discover, and describe relevant themes about the two main guiding study questions. A constant comparative method as outlined by Boeije (2002) was used to form categories, establish boundaries, and discerning conceptual similarities between participants' narrative. Five physiotherapists were interviewed. One from Colombia, two from Argentina and two from Ecuador. Three main themes were identified: 'A Female Profession?', 'training and education', and 'Present Day in Argentina, Ecuador, and Colombia'. Tensions between the interests of the State, professionals, patients, cultures, urban and rural services, and practices are prevalent throughout physiotherapy in Argentina, Colombia, and Ecuador. Operating within these tensions is very much the reality for physiotherapists in Latin America today. Multiple histories emerge from the research, opening up a space for a more nuanced, polyphonic reading of physiotherapy in Colombia, Ecuador, and Argentina than has been heard to date. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación 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.)

Purpose – The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today. Design/methodology/approach – The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective. Findings – The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion. Research limitations/implications – Throughout Argentina’s education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. Practical implications – In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion. Originality/value – The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices. [ABSTRACT FROM AUTHOR]

Copyright of Cuestiones de Sociologia: Revista de Estudios Sociales is the property of Universidad Nacional de La Plata 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 Regional Science Policy & Practice is the property of Wiley-Blackwell 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 existing macro-historical scholarship tends to assert rather than demonstrate the wider impact of nationalism. Yet, state-sponsored national ideologies permeate the broader reaches of society to varying degrees. To investigate variations in the consolidation of official nationalism, this paper combines the content analysis of school textbooks as state-regulated and picture postcards as primarily market-driven sources. Building on this novel methodological approach, we find that textbooks published in mid-twentieth-century Argentina, Mexico, and Peru promoted a similar popular nationalism that portrayed the lower classes as "true" national subjects. However, picture postcards from the same period demonstrate that the consolidation of this official national ideology varied. In Mexico and Peru, the new state-sponsored conceptions of nationhood gained presence in public life, but they did not to take hold in Argentina. We conclude that studying the top-down nationalist messages promoted by states should not be equated with studying their ideological impact in public life. [ABSTRACT FROM AUTHOR]

In this paper we propose to address the problem of the traditional use of the masculine as 'unmarked' gender in Argentina, in relation to the urgent need to make visible those identities that self-perceive themselves sexually as non-binary, and that have the right to be recognized and named as such. For this purpose, we will put in dialogue certain hegemonic discourses, among which stands out that of the Real Academia Española [Royal Spanish Academy] with the theorizations of different authors who argue in favor of inclusive language and of the importance of embracing a paradigm shift that will eventually lead us to more inclusive ways of living with dissident identities that are outside the male/female binomial. Finally, we will propose a reflection on the importance of thinking about the transmission of knowledge in the educational field in Argentina, considering how crucial it is to be able to include in our speeches all those we address. [ABSTRACT FROM AUTHOR]

The article explores the importance of considering "gender regimes" as strategic enclaves in the processes of mainstreaming comprehensive sex education policies in high school. The analysis is based on a diverse set of empirical data constructed in an ethnographic investigation carried out between 2017 and 2018 in a high school in Gran La Plata, Argentina. From the description of a gender regime called "virile" and within the framework of an institutional culture characterized as "normative", the paper reveals some limitations of a way of mainstreaming comprehensive sex education that here is called "curricular" and it offers some clues to consider in which ways an approach that considers the totality of institutional dynamics in their pedagogical dimension could enhance the scope of a policy aimed at combating gender inequalities. [ABSTRACT FROM AUTHOR]

This paper makes use of the income variability generated by the macroeconomic crisis of 2001/2002 to examine schooling outcomes in Argentina. The effect of this macroeconomic swing is examined with a focus on whether the income or substitution effect dominates in the decision-making of young people. It is demonstrated that the probability of being in school was 6.5–10 percentage points higher in May 2002 than in 2001 for 15–18-year-olds. This is probably the largest (positive) effect found in the developing country literature so far and is comparable to the effect of a 10% increase in household income. For 19–25-year-olds, the probability is between 2 and 6 percentage points higher. Results are robust to a wide range of controls and specification checks. Difference-in-difference panel estimation corroborates these findings and shows that the increase in schooling seems to be driven by a decrease in school exits during the crisis. [ABSTRACT FROM AUTHOR]

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.)

This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame – the IB network. The IB network includes mainly global actors, such as the Diploma Programme (DP), IB schools and the IB organisation, IB schools associations but also a myriad of local actors such as political leaders, national education administrations and local authorities. The paper examines two central assemblages: the institutional assemblage and the curricular assemblage. The institutional assemblage relates to who promotes and funds the DP in each country. While in Argentina and Chile an IB-private school assemblage prevails, in Spain it was an IB-public/private schools assemblage and in Ecuador an IB-government one. These assemblages condition the main point of passage of the IB network – the DP as a means to access to university – which further necessitates new assemblages between the DP and the official curriculum – the curricular assemblage. [ABSTRACT FROM PUBLISHER]

We estimate the impact on education outcomes of the Universal Child Allowance (AUH), a conditional cash transfer programme launched in Argentina in 2009. Evidence from previous works suggests a significant positive impact on attendance rates at the beginning of the school year. In this paper we contribute over and above those previous findings by addressing the effects on other education outcomes. Based on a difference-in-difference analysis, we find that the AUH may be held responsible for significant improvements on intra-year dropout rates and primary school completion rates, while the analysis highlights heterogeneous effects across age groups and gender. [ABSTRACT FROM AUTHOR]

Water, is in Spain a scarce commodity and although we have an age-old water culture, with an emblematic Court, such as the "Tribunal de las Aguas de Valencia", hydraulic infrastructure, hydrological basin plans, legislation and hydraulic administration since the 20th Century, there are problems of scarcity, water quality and extreme events that often lead to conflicts between users and also among the responsible administrations for their management. Within this framework, it is of a great interest the training of technicians in matters related to planning, quality and integrated water resources management for sustainable development. In Argentina (especially in the NOA) and until a few years ago, water has not been considered as a scarce commodity. In addition to this, they do not have the history and culture of Spain on issues related to their management, planning and governance. Now, they have begun to establish laws and regulations, as well as, an Association of Consortia of Public Water Users, needing external advice. Therefore, it is necessary, to train technicians in water resources capable of working in areas related to their planning and sustainable management, with knowledge related to the quality required by users. These technicians could be integrated, both in the responsible water administrations', as well as, in private companies. The project that is the object of this paper is based on preparing a double master 's degree, in which the training needs of the students graduated of Spanish and Argentina Engineering Schools are taken into account. [ABSTRACT FROM AUTHOR]

Objective: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. Method: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. Results: consensus for Core Competencies was established. Conclusion: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment. [ABSTRACT FROM AUTHOR]

Copyright of Anuario del Instituto de Historia Argentina is the property of Universidad Nacional de La Plata 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 Archivos de Ciencias de la Educacion is the property of Universidad Nacional de La Plata 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, a theory of cultural marginality is used in examining the role behavior of American business executives in an Argentine community. The data presented verify the hypothesis that although these executives are accepted in their limited roles as workers and guests within the country, they are marginal in that they are not accepted as people willing to share in its culture. The findings suggest that contrary to the charges of some critics, these executives are clearly not manipulating the power structure of the host community, even though a sizable proportion of adults in Argentine City believe that they are. [ABSTRACT FROM AUTHOR]

The Argentinean software and information services (SIS) sector has grown steadily over the last decade. However, academics, policy makers and managers agree that the shortage of computer science (CS) degree-holders has been (and is) jeopardizing future growth. This paper depicts the situation of formal education in CS and related areas in Argentina, providing the necessary basis from which to call into question the assumption that the primary driving force of a powerful SIS sector is CS graduates. After presenting figures of enrollment, graduates and researchers, we find that while it is true that there is a mismatch between the trends of formal education in CS and that of Argentinean SIS, it is not clear at all that the sector is limited because of that. First, international comparisons with the US and the UK show that the proportion of graduates is not necessarily the main driver of a highly innovative SIS sector. Secondly, qualitative sources underline the relevance of informal learning in the acquisition of the software skills actually used by workers. Additionally, the particular evolution of SIS wages could be limiting the inflow of graduates into the sector. [ABSTRACT FROM AUTHOR]

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata 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 article, we emphasize the different reflections and the discussions regarding a university extension project in a Middle School within the Political Science and International Relations University. This paper presents the description of a number of "classroom-workshop" experiences during the school year 2013 with 3°, 4° and 5° year students from "San Juan Diego" school, which is situated in a suburb populated mainly by Rosario Qom Community inhabitants. The focus of the paper is the relationship between the educational context and the students' identity process. The tutorials, that took place in order to support the educational process, involved the development of different activities in which the artistic aspect was really important since it triggered several discussions regarding the school, the suburb and the community. These experiences lead us to think about the notion of identity and its complexity. During the presentation of this work, a discussion that questioned the project following the idea of their chances of interference with the changing reality took place in the IV University Extension National Congress, September 2014. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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.)

• Classical weed biological control is hardly practiced in Argentina today. • There is a small community of local experts that work mostly for overseas projects. • The National Strategy on Invasive Alien Species promotes biocontrol initiatives. • A prioritization process is developed to select the best target(s) for biocontrol. • Public awareness and outreach activities could help gain biocontrol public support. Argentina hosted pioneering classical weed biological control projects that were carried out by state institutions between the 1970s and 1990s, at a time when the practice was almost unheard of in Latin America. Despite the early development of these initiatives, the discipline did not prosper and all projects were discontinued. Notwithstanding, Argentina continued to provide biological control agents for the control of weeds in many other parts of the world, ensuring the expertise persisted. Although public concern about invasive plants and chemical-dependent agricultural practices has increased over time, it did not lead to a greater acceptance of classical biological control of weeds, which is still regarded with mistrust or ignored in many public and academic circles alike. Furthermore, there are no systems in place to reach a consensus on declaring weeds as targets for biological control in Argentina. In this paper we discuss different ways in which the community of researchers working in the field in Argentina can help relaunch the biological control of weeds, including the preparation of a prioritized list of target species. A list of this kind would not only reduce costs, but also help in developing trust in the discipline of biological control informing regulators and decision makers in this regard. Prospects are brighter today than a few years ago, but considerable communication and educational work on the benefits of this practice is still required to gain more support before it can effectively be re-implemented. [ABSTRACT FROM AUTHOR]

The 'paradox of progress' is an empirical regularity that associates more education with larger income inequality. Two driving and competing factors behind this phenomenon are the convexity of the 'Mincer equation' (that links wages and education) and the heterogeneity in its returns, as captured by quantile regressions. We propose a joint least-squares and quantile regression statistical framework to derive a decomposition in order to evaluate the relative contribution of each explanation. The estimators are based on the 'functional derivative' approach. We apply the proposed decomposition strategy to the case of Argentina 1992 to 2015. [ABSTRACT FROM AUTHOR]

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata 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 Sociohistórica: Cuadernos del CISH is the property of Universidad Nacional de La Plata 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.)

I propose a few epistemological and methodological reflexions to account for intercultural daily communication. These reflexions emerged during a sociological research in Mendoza, Argentina, with Huarpes Indigenous students at the University of Cuyo. I observed that Indigenous people became quasi 'ethnographers' of diverse environments. To make intelligible their classmates' behavior, and to account for their own behavior, Huarpes follow, in diverse environments and interactions, public rules of meaning. The objective of this paper is twofold: (a) to stress the methodological scope of ordinary communication and ordinary reasoning in order to study understanding between people from different groups and categories, and (b) to contest a kind of 'pessimist' standpoint in social sciences and philosophy according to which the use of ordinary language reduces possibilities for understanding. Interviews, participant observation in natural situations, and a review of literature about language and understanding are the basis of this paper. [ABSTRACT FROM AUTHOR]

This paper begins by historicizing certain issues that are put at stake in the extension of mandatory schooling in Argentina, as elaborated in the 2006 National Education Law which, in which from its extension to the end of secondary education it includes more actors and institutions. In order to accomplish this, laws and regulations are analyzed, as well as parliamentary debates and various documents. The second half of this paper accounts for the different circulating meanings regarding to the schooling of those who attend Secondary Level Educational Centers (students, teachers, directors). Since they did not tend to identify youths and adults as subjects of the regulation that establishes compulsory education, it is argued that historical configurations intervene in this stance, configurations that are linked to said command as well as to personal experiences. In this second half of the paper, the records of the ethnographic fieldwork conducted in two Secondary Level Educational Centers are analyzed. [ABSTRACT FROM AUTHOR]

The author shares a personal account of 50 years of experience practicing psychodynamic psychiatry and psychoanalysis after migrating from Argentina to the United States. Her career developed in parallel as a clinician and as an academic psychiatrist, with leadership roles in the American Psychiatric Association, the Association of Women Psychiatrists, and the American Academy of Psychodynamic Psychiatry and Psychoanalysis. After describing what constitutes the essence, substance, and form of psychoanalysis, she reviews the historic shift within psychoanalysis in the United States from intrapsychic dyadic practice with selected patients to the application of psychodynamic concepts to everyday psychiatric care of patients with complex morbidities in multiple clinical settings. [ABSTRACT FROM AUTHOR]

Copyright of Realidad Economica is the property of Realidad Economica 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 Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. 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 analyzes the most recent changes in Argentine federalism and the challenges that arise from the migration process from a dual model to a cooperative one. Specifically, it reflects on the political and institutional challenges for the formulation and implementation of public policies and the transformations in terms of articulation of these policies in heterogeneous contexts: large differences between different levels of regional development, and also in terms of political-ideological conception and policy orientation of the highest authorities of the executive in each of the levels of government. In order to analyze these challenges we work over the federal councils, considering them as an instrument that promotes public policy coordination between the national government and the provincial states. In this sense, we explore the transformations of the federal management of educational policy since it provides evidence to identify significant milestones in the process of transformation of the management arrangements of Argentine federalism and, on recent experience, how the consolidation of the Federal Education Council (FEC) contributes to improve the conditions of the joint cooperative model. The paper seeks to contribute to the debate on federalism and intergovernmental relations. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the relevance of intercultural education within contemporary educational debates in Argentina. First, we will review Argentinean legislation. Then, we will discuss the core characteristics of the Argentine educational system in order to study the historical incorporation of indigenous people into the school system. Later, we will explore concrete legislation regarding intercultural education, emphasizing the potential of such legislation as well the limitations. Finally, we will present how our findings connect to the main discussions in the field of anthropology and education. [ABSTRACT FROM PUBLISHER]

The origins of sports in Argentina and Australia have been widely investigated. However, little research has been conducted to investigate the origins of Physical Education (PE). This paper explores the origins of PE in both Argentina and Australia. It first describes the general social context and the education system for both countries. Then, it explores the foundations of PE as a school subject and as a university degree in Argentina and Australia. Finally, it compares the origins of PE in both countries. The research reveals how these two countries share similarities and differ in regard to the origins of PE both as a school subject and as a university degree. [ABSTRACT FROM AUTHOR]

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin 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 Universitas Psychologica is the property of Pontificia Universidad Javeriana 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.)

Solving systems of equations at school, at least in Argentina, is usually a task that students are given as a series of techniques that "allow" them to find a solution. How to overcome educational obstacles that are generated from a fragmented approach of knowledge? What can DGS do, in particular the CAS environment? What epistemic and instrumental value (Artigue, 2002) these techniques acquire to work with software? Do they redefine work with pencil and paper? Specifically, this paper attempts to examine a series of dynamic problems (Bifano and Villella, 2012) and study the manipulation of different parts of the same equations and reflections that have emerged from experience working with teachers who analyse and solve such problems. Using the notion of instrumental orchestration (Trouche, 2004) we considered the different types of didactical performance as a result of the workshop experience. [ABSTRACT FROM AUTHOR]

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata 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 analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

Supported by the evidence found in documents produced by undergraduate and graduate students, the text is focused on representative samples of language practices, autobiography writing, and metacognitive reflections linked with text production from students at the higher education level, analyzed through Carlino (2005), Brito (2010), Natale (2012), Bidiña and Zerillo (2013), Navarro (2013) and others. In general, as an advance conclusion, it can be said that students complain that the intense monotoring carried out by the teaching staff at the beginning of the lerarning process decreases as the course is in progress, but they also show signs of having difficulties in the framing of the enunciator, and their papers manifest scarce rhetorical and pragmatic abilities, in spite of the two decades elapsed since the functional communicative approach for language teaching was officially prescribed in Argentina. Furthermore, students object the lack of common criteria among the teachers regarding the use of academic text formats, and demand institutional agreements or between the faculty members concerning the criteria for the evaluation of papers. [ABSTRACT FROM AUTHOR]

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This paper offers a method for examining elite schools in a global setting by appropriating Theodor Adorno's constellational approach. I contend that arranging ideas and themes in a non-deterministic fashion can illuminate the social reality of elite schools. Drawing on my own fieldwork at an elite school in Argentina, I suggest that local and global determinants in the school's past contribute to its current, and relatively recent, elite status. Moreover, all of these factors can be arranged to elucidate the school in a history of global capitalism that coincides with Argentine nationalism, British ‘informal’ imperialism and Presbyterian educationalism. [ABSTRACT FROM PUBLISHER]

The current English Language Teaching (ELT) global coursebook market has embraced content and language integrated learning (CLIL) as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper, I investigate how CLIL is included in ELT coursebooks aimed at young learners, available to teachers in Argentina. My study is based on the content analysis of four series, which include a section advertised as CLIL oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject–specific content and school curricula in L1, (2) oversimplification of contents and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education. [ABSTRACT FROM AUTHOR]

This paper investigates new directions in the evolution of Latin American welfare regimes by focusing on the extension of early childhood education and care (ECEC) policies in Argentina and Mexico, particularly in the last decade. Both states have paid increased attention to ECEC policies for several reasons: the failure of first-generation structural adjustment reforms to address problems of poverty; women's increased participation in the paid labor force and the adoption of a new investment social paradigm which emphasizes human capital formation. We argue that these factors play out in different ways in the two countries, as a result of different ideologies and political agendas of the governments and their different degrees of openness to the influence of international ideas. When looking at gender dimensions of their welfare regimes, Argentina and Mexico show very similar patterns of gender stratification, and both states display similarities between their policies in the area of early education. In the area of day care, however, Mexico encourages women to work via defamilialization of services, while Argentina reveals preference for low-income mothers to stay at home and work in the informal sector. [ABSTRACT FROM PUBLISHER]

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Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones 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 analyses the efficiency of Argentinean public universities and its determinants over a 10-year period (2004-2013). We quantify the effect on the efficiency scores of a set of institutional variables, i.e. policy decisions under the control of universities. Efficiency scores are determined on a first stage using nonparametric Data Envelopment Analysis and then we conduct a second stage study through parametric modelling. The results reveal the existence of a positive and significant effect on efficiency levels of those variables related to high-ranked professors and full-time positions, while those variables associated with budget allocation do not significantly affect the efficiency. Our empirical findings help identifying the characteristics that explain differences in the efficiency of public universities, providing new elements in studying the higher education system in Argentina. [ABSTRACT FROM AUTHOR]