Financiación de los gastos de capital: Posicionamiento de las Comunidades Autónomas ante los nuevos escenarios

Los gastos de capital y su relación con el desarrollo económico han sido tratados en numerosas ocasiones. La particularidad de este trabajo es el estudio de sus principales fuentes de financiación para las CCA, teniendo en cuenta que se están produciendo cambios que van a afectar a dichas fuentes: se flexibiliza la aplicación de la Ley de Estabilidad Presupuestaria (admitiendo que las CCAA incurran en déficit), se prevé una reducción de los Fondos Europeos y está en marcha un proceso de futura reforma de la financiación autonómica. Este estudio analiza la importancia de las vías de financiación de los gastos de capital y su evolución, para identifica la posición de las distintas comunidades de cara a los nuevos escenarios planteados

El gasto regional por funciones: Análisis y clasificación de las ccaa

El objetivo de la financiación autonómica es dotar a las regiones de los recursos para financiar las competencias transferidas, sin embargo, nos parecía que una cuestión que había sido poco tratada por la literatura era el comportamiento del gasto autonómico por funciones, por esta razón el objetivo principal de este trabajo es el análisis de los gastos de las CCA según dicha clasificación, durante el período comprendido entre los años 1989 y 2002. El estudio se estructura en dos partes diferenciadas, aunque complementarias: por una parte se calcula un índice de disimilitud, en concreto el que emplean Sanz y Velázquez (2002) para, en una segunda parte, realizar una clasificación de las CCA de régimen común según la estructura funcional del gasto. El estudio nos permite extraer conclusiones sobre las siguientes cuestiones: qué gastos explican las similitudes entre CCAA , qué regiones se asemejan en cuanto a la composición del gasto, y si en el periodo analizado se ha producido una convergencia de las regiones por tipos de gasto o si, por el contrario, las diferencias han ido aumentando

LA INFERENCIA ESTADÍSTICA EN LAS PRUEBAS DE ACCESO A LA UNIVERSIDAD EN ANDALUCÍA

El objetivo de este estudio ha sido analizar el contenido matemático de los problemas de inferencia propuestos desde 2003 a 2014 en las Pruebas de Acceso a la Universidad del Distrito Andaluz en la especialidad de Bachillerato de Ciencias Sociales. Mediante un análisis de contenido se ha identificado el campo de problema que corresponde a cada ejercicio. Se utiliza un ejemplo en cadacategoría para identificar el contenido matemático evaluado, analizando la diferencia entre campos de problemas y la correspondencia con los estándares de aprendizaje evaluables propuestos en el nuevo currículo. Finalmente se estudia la distribución global y por año de los diferentes campos de problemas. Los resultados obtenidos del análisis pueden servir para la elaboración de pruebas futuras y preparar a los estudiantes que tienen que enfrentarse a las mismas

Estudio epidemiológico en una muestra clínica de mujeres a través del dis

La investigación epidemiológica llevada a cabo en las últimas décadas en nuestro país ha demostrado, de manera inequívoca, la existencia de marcadas diferencias en la morbilidad psicopatológica y en el patrón de conducta de enfermedad desarrollados según el sexo (Vázquez-Barquero, Diez Manrique, Peña, Quintanal y Labrador López, 1986; Herrera, Antonell, Espagnolo, Domenech y Martín, 1987; Herrera, Antonell, Spagnolo y Gispert, 1990). Este hecho, unido a la constatación de que la prevalencia psicopatológica en la mujer es mucho mayor que en el hombre y que el riesgo de padecer un trastorno mental puede ser casi del doble en el sexo femenino (Muñoz, 1979; Herrera et al., 1987; Vázquez-Barquero, Diez Manrique y Peña, 1987), nos hacen plantear la presente investigación con el objetivo de conocer el tipo de desórdenes psicológicos que afectan de forma preferente a la población femenina, objetivo éste enmarcado en un planteamiento metodológico de tipo epidemiológico descriptivo

Os recursos tecnológicos na estadística bidimensional nos textos espanhóis do Ensino Médio

Current curriculums recommend the use of technological resources in the teaching of statistics,due to the help they represent in the calculation and production of graphs, the work with real dataand the learning of several concepts through simulation. In this research, we analyse the differenttechnological resources suggested in high school textbooks for teaching and learning bi-dimensionalstatistics in high school (organization and representation of bi-dimensional data, correlation andregression).The importance of this issue is due to the fact that it extends functional dependence torandom situations and provides students with opportunities to model numerous applications. Onthe other hand, previous research shows many difficulties of understanding and misconceptionson these topics. The researchers analysed sixteen Spanish text books, using content analysis; eightbooks of each of the two modalities that include this topic: “Humanities and Social Sciences” and“Science and Technology”. In these books was analysed the use of technological resources in theproblems and procedures proposed, the references to technological resources in Internet and thecontent of a CD that supplements most of these textbooks. The results suggest a scarce presenceof these resources in the textbooks analysed, and a large variability of the resources described. Thereference to Internet resources is often reduced to didactic units and not to data sets that can beused in projects or simulators to facilitate conceptual understanding. The CD which supplementssome of these textbooks sometimes reproduces the same text which appears in the book or includescollections of traditional exercises; there are few problems and procedures based on technology.Finally, some recommendations for improvement of these texts are presented, considering technologicalresources.Los currículos actuales recomiendan el uso de los recursos tecnológicos en la enseñanza de la estadística, por la ventaja que suponen en el cálculo y representación gráfica, el trabajo con datos reales y el aprendizaje de conceptos a través de la simulación. En esta investigación se analizan los recursos tecnológicos que los libros de texto sugieren para la enseñanza y aprendizaje de la estadística bidimensional en bachillerato (organización y representación de datos bidimensionales, correlación y regresión). La importancia de este aspecto se debe a que extiende la dependencia funcional a situaciones aleatorias y proporciona al alumno oportunidades de modelizar numerosas aplicaciones. Por otro lado, la investigación didáctica muestra dificultades de comprensión y concepciones erróneas en esta área. Mediante un análisis de contenido se han estudiado dieciséis libros de texto españoles, ocho libros de cada una de las dos especialidades de bachillerato que incluyen “Humanidades y Ciencias Sociales” y “Ciencia y Tecnología”. En dichos libros se estudia el uso que se hace de recursos tecnológicos en los problemas y procedimientos propuestos, los tipos de recursos que se referencian para trabajar con internet y el contenido de un CD que acompaña a la mayoría de estos textos. Los resultados muestran una escasa presencia de recursos tecnológicos en los textos analizados, a la vez que una gran variabilidad de los recursos descritos. La referencia a recursos en internet se suele restringir a unidades didácticas y no a conjuntos de datos que puedan usarse en proyectos o a simuladores que faciliten la comprensión conceptual. El CD que acompaña a los textos a veces reproduce el mismo texto o se reduce a colecciones de ejercicios tradicionales; son minoría los problemas y procedimientos que usan recursos tecnológicos. Se concluye con algunas recomendaciones para la mejora de estos textos, teniendo en cuenta dichos recursos.Os currículos atuais sugerem o uso dos recursos tecnológicos no ensino da estadística, pela vantagemque supõe o cálculo, a representação gráfica, o trabalho com dados reais e a aprendizagematravés da simulação. Nesta pesquisa são analisados os recursos tecnológicos que os livros detexto sugerem para o ensino e a aprendizagem da estadística no Ensino Médio (organização erepresentação de dados bidimensionais, correlação e regressão). A importância desses recursosé devida a uma extensão ou ampliação da dependência funcional em termos de situações imprevistas,o que oferece ao aluno oportunidades para a modelagem de varias aplicações. Poroutro lado, a pesquisa didática evidencia dificuldades de compreensão e concepções erradasneste tema. Através da análise de conteúdo foram estudados dezesseis livros didáticos espanhóis,oito livros de cada uma das área de Ensino Médio: “Humanidades e Ciências Sociais, Ciência eTecnologia”. Nesses livros estuda-se o uso que se faz dos recursos tecnológicos, os problemas eprocedimentos propostos, os tipos de recursos indicados para trabalhar na internet e o conteúdode um CD anexo aos livros. Os resultados da pesquisa evidenciam a pouca presença dos recursostecnológicos nos textos analisados, bem como a grande variabilidade dos recursos descritos. Osrecursos na internet estão restritos às unidades didáticas e não estão relacionados com os dadosque podem usar-se em projetos ou em simulações que facilitem a compreensão conceitual. O CDque está junto aos livros as vezes reproduz o mesmo texto do livro ou está reduzido às coleçõesde atividades tradicionais, são uma minoria de problemas e procedimentos que usam recursostecnológicos. Conclui-se com algumas recomendações para a melhora desses livros tendo emconsideração os recursos tecnológicos

Sexual differences in hippocampal microglia of adult mice subjected to maternal separation stress.

Introduction: It is well known that early life adversities could a"ect brain development and increase the vulnerability to stress-related disorders later in adulthood. Nevertheless, the neurobiological mechanisms underlying this susceptibility have been poorly characterized and sex could be an important variable. Recently, microglia, which is involved in many neurodevelopmental processes such as neurogenesis and synaptic plasticity, has been proposed as a mediator of this stress response and early life stress could “prime” microglia to be over- responsive in future challenges. Objective: The analysis of hippocampal microglia morphology and distribution in the dentate gyrus (DG) of mice subjected to early stress. Methods: Female and male C57BL/6J mice were subjected to 3h daily maternal separation (MS) for 21 days. In postnatal day 60, adult mice undertook a single 2h restriction stress (RS). Accordingly, the experimental groups were as follows: CTRL, RS, MS, MS+RS. The DG was analyzed using immunohistochemistry techniques against Iba1 (microglia) following image analysis (ImageJ) to obtain morphological and distribution data of microglial somas and DG surface area. Results: Smaller DG surface area was observed in MS male mice compared with the CTRL group, but not in female. Furthermore, microglial soma area changed in a sex-dependent manner, having female mice from MS group an increased soma area than those of MS male mice. This was also observed to be region-specific, with a larger microglia soma in DG subgranular zone (SGZ) of MS female compared to MS male. Since microglia in this DG zone is involved in neurogenesis, this might suggest a possible change in the formation of new born neurons. Conclusion: These results revealed a di"erent microglial response to stress depending on the animal sex and open the door to a better understanding of neurobiological basis in pathologies like depression. .University of Málaga, the project PID2020-117464RB-I00 from Ministerio de Ciencia e Innovación (MCIN/AEI) Spain, awarded to Pedraza, C. and Pérez-Martín, M. ; the project P20_00460 from Consejería de Conocimiento, Investigación y Universidades, Junta de Andalucía awarded to Pedraza, C. and predoctoral fellowship FPU21/01318 awarded to Munoz- Martin, J. funded by MCIN/AEI, Spain. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Mild juvenile stress increases resilience to the development of anxious behaviors and prevents neurogenic reduction after stress exposure in adulthood.

Stress, especially during sensitive periods of development, can induce neuroplastic changes in brain regions such as the hippocampus, which increases vulnerability to the negative effects of a second stressor during adulthood, precipitating the development of depressive symptoms. For this reason, C57BL/6J mice were subjected to two stress protocols, the first in the juvenile period and the second in adulthood. Neurogenic and behavioral changes (saccharin preference test and social behavior test) were analyzed. The results revealed that juvenile stress increased basal saccharin preference in adulthood. However, animals subjected to stress in both juvenile and adulthood showed anhedonic behavior. In addition, stress in adulthood resulted in increased anxious behavior without affecting interest in social relationships. Stress in adulthood reduced neurogenesis. In contrast, juvenile stress prevented the development of anxious behavior and the reduction of hippocampal neurogenesis induced by stress in adulthood. In conclusion, juvenile stress increases the risk of developing anhedonia after exposure to a second stress, but, in contrast to our expectations, mild stress during the juvenile period increases resilience to the development of anxious behaviors and prevents neurogenic reduction after stress exposure in adulthoodUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Effects of chronic stress on hippocampal microglia and neurogenesis of mice under social defeat stress.

Introduction: Chronic stress is the main environmental factor in the aetiology of depression and it is known that this type of stress may cause alterations in brain regions such as the hippocampus. Nevertheless, changes in a cellular basis are still a subject of study. Objective: The analysis of microglial cells and immature neurons in the dentate gyrus (DG) of stressed mice. Methods: C57BL/6J mice were subjected to Social Defeat Stress model (SDS), consisting of 6 days of social isolation prior to 10 days of stressor. The DG was analysed using immunohistochemistry techniques against Iba1 (microglia) and DCX (immature neurons) following image analysis (ImageJ) to obtain morphological and distribution data of microglial somas. Furthermore, hippocampal neurogenesis was assessed through stereological quantification of DCX+ cells (Visiopharm). Results: An increase in soma size under chronic stress conditions was shown, as well as a less circular and more ameboid soma. These changes were observed mainly in the infrapyramidal blade of the DG. According to microglial cells distribution parameters, the granular cell layer (GCL) was the region which presented the highest microglial density under SDS. Regarding hippocampal neurogenesis, a decrease in the number of DCX+ Type 2-3 cells was observed in the whole DG. Conclusion: All these results o!er a more profound insight of stress changes at a cellular level and could contribute to a better understanding of neurobiological basis in pathologies such as depression. Projects: PSI2017-83408-P (MINECO) and P20 00460 (Consejería de Conocimiento, Investigación y Universidades, Junta de Andalucía).University of Málaga and the projects PID2020-117464RB-I00 (Ministerio de Ciencia e Innovación, Spain) to Pedraza C. and Pérez-Martin M., PSI2017-83408-P (FEDER/Ministerio de Ciencia, Innovación y Universidades, Spain) to Pedraza C., UMA20- FEDERJA-112 (FEDER/Junta de Andalucía) to Pedraza C. and Pérez-Martin M. and P20-00460 (Consejería de Conocimiento, Investigación y Universidades, Junta de Andalucía) to Pedraza C. Predoctoral Fellowship: FPU16/05308 to Nieto-Quero A. and FPU19/03629 to Infantes-López MI., Ayuda A.2 para Contrato Predoctoral Del I Plan Propio de Investigación, Transferencia y Divulgación Científica de la Universidad de Málaga, Convocatoria 2021 to Munoz-Martin J. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Social defeat stress induces microglial alterations and impaired cell survival in the hypothalamus according to behavioral phenotype

Stress is the main environmental cause for depression, known to cause brain immune alterations. As major brain immune cells, microglia undergo transcriptional and, consequently, morphological changes that result in tissue damage, including new cell generation impairment. Even so, few brain regions have been thoroughly studied, excluding key regulators as the hypothalamus, in which this process remains partially unknown. Moreover, there is a poor understanding in physiology related to behavioral outcome. Therefore, it would be interesting to study the relationship between microglia and cell proliferation in stressed mice while controlling for behavior. Here, we used the social defeat stress (SDS) paradigm as a depression-inducing protocol in 8-week-old male C57BL/6J mice for 10 consecutive days. Intruder mice behavior was analyzed to assess depression using behavioral tests and K-means clustering. By immunohistochemical and imaging procedures, microglial morphology, and distribution, as well as cell survival, were analyzed in the hypothalamic paraventricular, ventromedial and arcuate nucleus. Finally, statistical mediation analysis was conducted to evaluate the relationship among variables. Results show mice response to SDS was different, being half the mice resilient and half sensitive to depressive-like symptoms. Microglial morphological activation was enhanced in the ventromedial and arcuate nucleus, especially in stress sensitive animals. Similar results were observed in cell survival, which was particularly affected in sensitive mice. Strikingly, these cell survival changes were statistically mediated by microglial activation. As a conclusion, hypothalamic regions were found to respond differently to stress, accordingly to behavioral outcome, in terms of microglial activation and subsequent decrease in cell survival.This study was supported by FEDER/Ministerio de Ciencia, Innovación y Universidades – Agencia Estatal de Investigación from Spain (PSI2017-83408-P to Pedraza C.), FEDER/Junta de Andalucía from Spain (UMA20-FEDERJA-112 to Pedraza C. and Pérez- Martín M), and Ministerio de Educación, Cultura y Deporte from Spain (FPU19/03629 to Infantes-López MI and FPU16/05308 to Nieto-Quero A). Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech