The Spanish Regional Policy: an assessment of economic incentives during the period 1988-2003

Two main challenges influence the design of regional policies carried out by European, National and Regional policy makers. The first is the shift towards a knowledge-based economy, where enterprise competitiveness is increasingly linked to intangible assets. The second is the enlargement of the European Union that means important changes in the European Union marketplace and the possibilities of intervention in some less favoured regions. Until today, Regional Policy in many European Union countries has principally been founded on incentives for the creation of employment and investment in tangible assets. In this context, Spanish Regional Policy has been formulated, on the one hand, to achieve decentralisation of the entities responsible for its promotion and, on the other, to foster co-ordination and integration of Community, National and Autonomous Region interventions. Moreover, the design of this policy has taken into consideration the classical conflict between equity and efficiency. The objective of this paper is to assess the results and the gradual changes in regional incentive policy applied in Spain over the last 15 years and to identify the elements in which public intervention could be improved in order to adapt this policy to the demands laid out within the new environment previously defined. This assessment includes: firstly, a brief analysis of the evolution of public intervention; secondly, a study of the spatial distribution of the incentives over the period considered; and thirdly, a comparison of the economic performance of the different areas depending on the awards received. The analysis of this policy is based on a database comprising over 16 000 items referring to award decisions to applications for Regional Investment Grants (Law 50/1985 of 22 December 1985) gathered from the Official State Bulletin (Boletín Oficial del Estado, BOE) during the period 1988-2003. KEY WORDS: Spain, Regional policy, Regional incentive, Employment, Investment, Policy assessment

“Jo he entrevistat a Hoover”. L’aprenentatge mitjançant la protagonització

Dissetenes Jornades de Foment de la Investigació de la FCHS (Any 2012)El projecte que es desenvolupa a continuació versa sobre la Unitat Didàctica “La Gran depressió del 1929”, que està Situada en el tercer bloc de Primer de Batxillerat. Part del desenvolupament d’aquest projecte es va aplicar en l’estància del pràcticum. L’autora del projecte és llicenciada en Periodisme i després de fer una anàlisi quantitativa i qualitativa (aprofitant l’estada en pràctiques) va descobrir que, el més dificultós per als alumnes alhora d’aprendre les Ciències Socials és el fet d’aprendre memorísticament i això, minva l’interès per l’assignatura. Amb els resultats a la mà l’autora del projecte va elaborar un dossier de premsa, extret de les principals publicacions periodístiques espanyoles del 1929, es van treballar eixos arxius a l’aula, perquè els alumnes valoraren que eixos documents són les fonts vives del passat. Es va demanar el seguiment dels mitjans de comunicació actuals (ja que la crisi actual té paral·lelisme en la del 1929) i es va motivar perquè foren ells els que escrigueren la història amb l’elaboració d’un reportatge en present sobre la fallida de la Borsa de Nova York. Es fomenta l’aplicació a l’aula l’aprenentatge de la Història amb un mètode atractiu i dinàmic que s’esdevé aprofitant el bagatge professional de l’autora. L’ús dels recursos històrics, serveixen de suport a l’alumnat per sentir i reviure el que passava exactament en eixe període de la història. El paper de la professora ha aportat valors afegits a l’aula, ja que també ha ajudat a adquirir altres habilitats fonamentals contemplades en les competències bàsiques com ara: la concreció en la redacció, la capacitat de síntesi front la informació, assolir l’habilitat del tractament de la informació respecte la objectivitat i la subjectivitat i l’elaboració d’un comentari de text.The project develops then turns on the unit Teaching " The Great Depression of 1929 ," which is located in the third block First High School . Part of the development of this project applied in the practicum stay . She is a graduate project Journalism and then make a quantitative and qualitative analysis ( taking advantage of the internship ) found that the most difficult to students also learn Social Sciences is one of learning memorísticament However, the decrease in interest in the subject . With the results in hand the author of the project prepared a dossier press, extracted from the main Spanish newspaper publications 1929 files were working areas in the classroom for students axis values ​​that documents are the sources of the past alive . it request tracking current media (since the crisis You currently have parallels in 1929 ) and led to them were write history with the preparation of a report on this about the collapse of the New York Stock Exchange . Encourages the application of classroom learning with history attractive and dynamic method that happens advantage of professional experience of the author. The use of historical resources , serve as support for students to feel and relive what happened exactly in this period of history. The role of the teacher has brought added value to the classroom , as has also helped others acquire fundamental skills covered in basic skills such as specifying in writing the ability to synthesize the information front , the ability to achieve treatment information regarding the objectivity and subjectivity and the development a text commentary

Diseño curricular : indagación y razonamiento con el lenguaje de las ciencias

Several questions about what happens inside the classrooms are raised in terms of: Do students «talk science? Do students reason using scientific thinking? How is it possible to design tasks and units to meet these goals? How can we investigate these performances? The inquiry perspective and its connection to science discourse, to reasoning as part of doing science are discussed with examples from a research project on argument

Apoyo y protección de las víctimas : el estatuo de la víctima del delito

Treball Final de Grau en Criminologia i Seguretat. Codi: CS1044. Curs: 2014/2015Durante muchos años venimos escuchando que la víctima del delito no tiene el reconocimiento que se merece en el sistema procesal penal. Porque no son tenidas en cuenta como se merecen ni tampoco sus necesidades. Esto es todavía más evidente de aquellas víctimas que toman la decisión de no personarse como acusación particular. Es curioso este descontento cuando el Derecho español otorga a la víctima la posibilidad de ser parte en el proceso penal como acusación particular. ¿Pero realmente es suficiente con esta participación para que de manera efectiva se ampare y proteja a las víctimas? Según la Directiva 2012/29/UE esto no es suficiente, el reconocimiento de la víctima del delito debe ir más allá y reconocerle el estatus de víctima y los derechos que por ello le son inherentes. Esta norma comunitaria exige a los estados de la UE establecer unos mínimos en sus ordenamientos jurídicos sobre la materia, y como consecuencia de esta exigencia en España se crea la Ley 4/2015, de 27 de abril, del Estatuto de la víctima del delito que ha sido aprobada recientemente. Esta norma supone la regulación de un verdadero estatuto jurídico de la víctima, porque regula en un único texto los derechos y garantías que ofrezcan respuesta a las necesidades de las víctimas. En este trabajo vamos a tratar tres cuestiones concretas: la finalidad que persigue esta nueva Ley, la incorporación del nuevo concepto de víctima del delito y los derechos inherentes a las víctimas.For many years we heard that the victim of the crime does not have the recognition it deserves in the criminal procedure system because their needs are not taken into account. This is even more evident in those victims who make the decision of not taking part as private prosecutor. This displeasure is remarkable because the Spanish law issues the victim the possibility of being part in the criminal procedure as private prosecutor. However, is having this law really enough to protect the victims in an effective way? According to the Directive 2012/29/EU it is not, the recognition of the victim of the crime should go further and recognize the status of victim and the inseparable rights that go with it. This Community Legislation claims the countries members of the EU, to establish a minimum in its legal system and, consequently, from this requirement it is created in Spain the Law 4/2015 from April 27th from the victims law that has been approved recently. This policy means the regulation of a true legal Statute for the victim because it regulates in one single text the rights and guarantees which offer help to the needs of the victims. In this paper, we will deal with three specific issues; the purpose of this new law, the addition of a new concept of victim of crime and the inherent rights of the victims

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Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally