Path and speed of spectrum management reform under uncertain costs and benefits

The unsolved question in spectrum management is no longer if a reform is necessary to enable higher market participation but the optimal path and speed of reform. We offer an expression to determine when to choose a gradual or big bang reform depending on current and expected technology and an expression to determine whether to wait or not for new technology. Gradual is better if the technological advance coefficient is high, the reversibility of the reforms is costly, the duration of the second reform is long, the probability of an outcome lower than expected is considerable or the reforms are not too complementary

Institutional determinants of public-private sector linkages

We estimate the probability of public sector leadership – defined as Granger causality from public to private sector wages – in a pool of 18 OECD countries as a function of countries’ institutional features. We find that public-private sector causality results are quite heterogeneous across countries. So, we investigate whether this is related to differences in labor and product market institutions, and notably wage-setting institutions, across countries. Government involvement in collective bargaining, bargaining centralization and collective bargaining systems with predominant regional levels’ systems are positively correlated with the probability of finding public wage leadership. Among the factors that reduce its probability we can underline the impact of globalization and a level of collective bargaining closer to the company one

Efectos de #quédateencasa: una primera aproximación a partir de datos de uso del tiempo

La crisis sanitaria global, que fue originada por el coronavirus SARS-Cov-2 a finales de 2019 en China deja, por ahora, muchas incertidumbres y pocas certezas. Entre estas últimas están la transversalidad y la enorme magnitud del impacto que este episodio tendrá sobre nuestras costumbres, presentes y futuras. Una perspectiva comparada nos permite identificar el principal instrumento que se viene aplicando en la totalidad de los países afectados, una vez los contagios –locales- se hacen más evidentes: el confinamiento total/parcial de la población y su aislamiento social con el objetivo de ralentizar, en la medida de lo posible, la transmisión del virus; esto es, hacer descender el número reproductivo básico de la epidemia. El confinamiento total vigente a la fecha de elaboración de este documento en España (7 de abril de 2020) habría conseguido, de acuerdo a Flaxman et al. (2020), hacer descender este número a la mitad, según se puede observar en el siguiente gráfico, mientras que medidas parciales tales como la distancia social o el cierre de colegios no parecen haber sido tan efectivas

Is Public Sector Performance just a matter of money? The case of the Spanish regional governments

Efficient use of public resources is clearly a relevant issue to be studied from several points of view. Among others, it accounts for a significant share of the total economy activity and it deals with non market oriented activities. In Spain, the regional level is particularly relevant due to the progressive decentralization during the 200s of key public policies constituting the welfare state (as education, health, etc.). Consequently,it increased notably their financing needs but affecting asymmetrically because of the important differences in their fiscal capacity. Moreover, they mostly share (15 of 17) a common financing system in which an efficient use of resources is assumed but not evaluated. Our results show that normally a few of the regions tend to be the top performers, but there no regions performing poorly in every aspect. It is also worth noting that no dramatic changes can be seen in terms both of expenditure and performance during the recent Great Recession

Public Sector Bureaucracies and Economic Growth

Public sector bureaucracies are key players in modern advanced economies, in particular for the smooth functioning of the roles assigned to the government sector, such as the provision and organization of welfare state services, and the implementation of the (economic) institutional framework, including as regards the tax code and the guarantees of legal certainty for economic agents. From this perspective, a proper functioning of bureaucratic bodies is crucial for potential growth. Thus, cross-country differences in the quality of bureaucracies can explain, to a large extent, differences in economic growth among them. The operation of self-interested bureaucracies, insofar as their objective function differs from the one of the benevolent social planner (government), can lead to regulatory capture, damaging efficiency and economic incentives, labor market misallocation, and inefficient fiscal policies. In this paper, first, we engage in a thorough review of the extant literature, framing the discussion of the main channels by means of a small-scale dynamic, stochastic general equilibrium model. Second, we provide an empirical exercise that illustrates the links between bureaucratic/institutional quality and economic growth

Effect of selenium application on mineral macro- and micronutrients and antioxidant status in strawberries

The application of selenium (Se) as sodium selenite (Na2SeO3) at 0, 2, and 4 mg L-1 concentrations in nutrient solution to strawberry plants was evaluated. Selenium did not modify the dry weights of the roots, stems, leaves, and fruits, or the fresh weights of the stems and fruits. The 4 mg L-1 concentration caused decreases in the fresh weights of the roots and leaves and in the yield. The mineral content of different plant organs changed but was not adversely affected by Se applications, with the 2 mg L-1 treatment having a lower impact on mineral concentration variation, as well as temporary positive effects on the fruits’ antioxidant status. The fruit pH was not adversely affected by application of Se. Se application in nutrient solution proved to be an adequate technique to increase the Se content in all plant organs. Se concentration exhibited a differential distribution, with the highest levels in the roots, followed by the leaves and crowns; the fruits had the lowest levels, reaching an average concentration of 31.2 mg kg-1 of dry weight. By contrast, fruits from the untreated plants obtained an average concentration of only 6.35 mg kg-1, with no decreases in the concentrations of other mineral elements in treated plants

¿Qué opinan los alumnos universitarios sobre las nuevas tecnologías activas de enseñanza?

El artículo presenta los resultados de la evaluación de una metodología didáctica concreta así como del trabajo y aprendizaje de alumnos universitarios de distintas asignaturas, estudios y centros de la Universidad de Granada. La experiencia se realiza debido al trabajo conjunto y coordinado de un grupo de profesores de distintos departamentos y centros en el marco de un Proyecto de Innovación Docente, auspiciado por el Vice-rectorado de Planificación e Innovación Docente. Los resultados arrojan conclusiones alentadoras para continuar utilizando y perfeccionando esta metodología activa basada en el trabajo autónomo del alumnado, a través de la explicación inicial por parte del profesorado de cada tema del programa de la asignatura y, posteriormente, la reconstrucción del alumno (de forma individual, primero, y, después, grupal) de los contenidos esenciales de cada tema, orientados por guías de trabajo autónomo, y supervisados por el docente, a través de lo que en dicha universidad se denominan Módulos de Supervisión Docente (MDS), con objeto de adaptarse al nuevo espacio de educación europeo marcado por la globalización europea

Desarrollo de Competencias y Prácticas Evaluativas en Matemáticas y Lenguaje desde el Enfoque Formativo

This article is associated with two doctoral research studies that aim to unveil the meanings and significance that Mathematics and Language teachers attribute to their teaching practices and how evaluative practices in Secondary Education have a positive impact on strengthening competencies in these two knowledge disciplines. The common objective of both research studies is to reveal the conceptions that teachers have about their teaching practices, as this would provide clarity about the processes directed in the classroom. This article proposes a literature review with the intention of analyzing the theoretical stances of various authors regarding the conceptions that teachers hold about their own teaching and evaluative practices, in order to expand and deepen the field of study. The results demonstrate that both teaching and evaluative practices are based on the previous experiences that teachers had during their training process. It is concluded that as teachers are able to comprehend the meanings attributed to their own practices, the need to promote strategies for consolidating formative evaluative processes, which can positively impact teaching and learning processes, will emerge. All these insights transform into personal constructs that teachers transfer through their experience in the classroom and significant cultural contexts.El presente artículo está asociado a dos investigaciones doctorales que pretenden develar cuales son los sentidos y significados que otorgan los docentes de Matemáticas y Lenguaje a sus prácticas de enseñanza y cómo las prácticas evaluativas en básica secundaria impactan positivamente en el fortalecimiento de las competencias en estas dos disciplinas del saber. El objetivo en común entre las dos investigaciones es develar las concepciones que tienen los docentes sobre sus prácticas de enseñanza; puesto que, esto permitiría tener claridad sobre los procesos orientados en el aula. Este artículo propone una revisión bibliográfica con la que se pretende analizar las posturas teóricas de varios autores sobre las concepciones que tienen los docentes sobre sus propias prácticas tanto de enseñanza como evaluativas, con el propósito de ampliar y profundizar el campo de estudio. Los resultados evidencian que tanto las prácticas de enseñanza como las evaluativas se basan en las experiencias previas que tuvieron los docentes en su proceso de formación. Se concluye que en la medida en que el docente sea capaz de comprender los significados otorgados a sus propias prácticas surgirá la necesidad de propiciar estrategias para consolidar procesos evaluativos formativos, que puedan impactar positivamente en los procesos de enseñanza y aprendizaje. Todas estas apreciaciones se transforman en constructos personales que los maestros transfieren a través de su experiencia en el aula y los contextos culturales significativos

What do university students think about the new active methodologies of education?

El artículo presenta los resultados de la evaluación de una metodología didáctica concreta así como del trabajo y aprendizaje de alumnos universitarios de distintas asignaturas, estudios y centros de la Universidad de Granada. La experiencia se realiza debido al trabajo conjunto y coordinado de un grupo de profesores de distintos departamentos y centros en el marco de un Proyecto de Innovación Docente, auspiciado por el Vice-rectorado de Planificación e Innovación Docente. Los resultados arrojan conclusiones alentadoras para continuar utilizando y perfeccionando esta metodología activa basada en el trabajo autónomo del alumnado, a través de la explicación inicial por parte del profesorado de cada tema del programa de la asignatura y, posteriormente, la reconstrucción del alumno (de forma individual, primero, y, después, grupal) de los contenidos esenciales de cada tema, orientados por guías de trabajo autónomo, y supervisados por el docente, a través de lo que en dicha universidad se denominan Módulos de Supervisión Docente (MDS), con objeto de adaptarse al nuevo espacio de educación europeo marcado por la globalización europea..This paper shows the results of the evaluation of a didactic concrete methodology as well as the work and learning of university students of different subjects, studies and educative centers of the University of Granada. The experience has been carried out to thanks to the joint and coordinated work of a group of lecturers of different departments and centers in the framework of an Educational Innovation Project, supported by the Office of Planning and Innovation of professional Teachers of this university. The results throw encouraging conclusions to continue using and perfecting this active methodology based on the self-directed learning of the student, across the initial explanation of the lesson by the lecturer of every topic of the subject’s program and later, the reconstruction of the pupil (of individual form, first, and in group, later) of the essential contents of every topic, orientated by guides of self-directed learning, and supervised by the lecturer, across of the Educational Supervision Modules (MDS), in order to adapt to the new European Space for Higher Education marked by the European globalization.Grupo de Investigación FORCE Universidad de Granad

Recognition and attitude towards educational research at the University

Una porción importante de la investigación se desarrolla en la Universidad. Aporta, además de a la Ciencia y al progreso, al reconocimiento e impacto institucional y acreditación y promoción profesional. Y a la docencia, al contemplarla como referente; por tanto, también al estudiantado, como discente y futuros investigadores. Se estudia esta perspectiva del reconocimiento y actitud con 952 estudiantes universitarios de diferentes titulaciones educativas, centros y campus de la Universidad de Granada, desde una aproximación cuantitativa tras la aplicación de una escala previamente diseñada y estandarizada. Con análisis descriptivos, porcentuales, de tendencia central y de dispersión, se obtiene que la investigación educativa en el panorama universitario no goza de la debida reputación entre el estudiantado de ciencias de la educación. Mediante análisis inferenciales, se hallan diferencias entre centros públicos y privados, por género, por edad, por titulación y por cursos. Con fundamento en el detalle de lo anterior, se posibilita el dibujo de un perfil del estudiante para docente en relación con su valoración de la investigación desarrollada en sus centros y su actitud hacia la investigación educativa. Dado que no se corresponde con el perfil deseado para convertirse en su futuro profesional en docente-investigador, para acometer procesos de investigación-acción para mejorar su práctica, o en científico-investigador, se aconseja la formación y estimulación de esta competencia investigadora en los futuros docentes. Lo anterior no solo redundará en la mejora de su ejercicio profesional, sino del institucional y, por extensión, social.A significant portion of research takes place at the University. It contributes not only to science and progress, but also to institutional recognition and impact, accreditation and professional promotion. It also happens with teaching, by considering it as a reference; therefore, also to students, as learners and future researchers. This perspective of recognition and attitude is studied with 952 university students from different educational degrees, centers, and campuses of the University of Granada, from a quantitative approach after the application of a previously designed and standardized scale. Thought descriptive, percentage, central tendency and dispersion analyses, it is obtained that educational research in the university panorama does not have a proper reputation among students of educational sciences. By means of inferential analysis, differences are found between public and private centers, by gender, age, degree and course. Based on the details of the above, it is possible to draw a profile of the teaching student in relation to their assessment of the research developed in their centers and their attitude towards educational research. Since it does not correspond to the desired profile to become a teacher-researcher in their professional future, to undertake action-research processes to improve their practice, or to become a scientist-researcher, the training and stimulation of this research competence in future teachers is advisable. This will not only improve their professional practice, but also their institutional and, by extension, social practice