The introduction of sickness insurance in Spain in the first decades of the Franco dictatorship (1939-1962)

[Abstract:]Using new statistical data on financing, coverage and economic and health care provisions, this article analyses how sickness insurance was introduced, managed and extended in Spain, under the Franco dictatorship, between 1939 and 1962. This article highlights how the dictatorship accelerated its implementation for political motives and this resulted in a failure of the system due to the lack of public financing and the high pharmaceutical, medical and infrastructure cost

On Dirac's incomplete analysis of gauge transformations

Dirac's approach to gauge symmetries is discussed. We follow closely the steps that led him from his conjecture concerning the generators of gauge transformations {\it at a given time} --to be contrasted with the common view of gauge transformations as maps from solutions of the equations of motion into other solutions-- to his decision to artificially modify the dynamics, substituting the extended Hamiltonian (including all first-class constraints) for the total Hamiltonian (including only the primary first-class constraints). We show in detail that Dirac's analysis was incomplete and, in completing it, we prove that the fulfilment of Dirac's conjecture --in the "non-pathological" cases-- does not imply any need to modify the dynamics. We give a couple of simple but significant examples.Comment: 36 pages. Additional references and a new paragraph in the introduction. Version to be published in Studies in History and Philosophy of Modern Physic

Evaluation and improvement of the motivational profile of compulsory secondary education students.

Treball Final de Grau en Psicologia. Codi: PS1048. Curs: 2018/2019.The present study is based on the Educational Situation Quality Model (MOCSE) proposed by Doménech (2017). For more information about the characteristics of this model, you can access the following web address (https://sites.google.com/a/uji.es/plataforma-web-para-la-mejora-de-lamotivacion-escolar-y-el-aprendizaje-en-educacion-secundaria/) where the article cited will be found. The study has two objectives, first, to analyze the relationship between the intention to learn (success expectancies) and the involvement of students in their learning process. Secondly, to examine the relationship between the intention to learn (overall value of subject-matter) and the involvement of students in their learning process. Specifically, we want to test two hypotheses. The first (H1) predicts a positive and significant relationship between success expectancies and active coping strategies (focused on the problem); and vice versa, a negative and significant relationship between success expectancies and passive coping strategies (focused on avoidance), while the second (H2) predicts a positive and significant relationship between the overall value of subject-matter and active coping strategies (centered in the problem); and vice versa, a negative and significant relationship between the overall value of subject-matter and passive coping strategies (focused on avoidance). The sample consists of 74 students from the Caminás, Bajo Aragón, Juan Bautista Porcar and Alfonso XIII High Schools. The data on the variables that were used in this study, has been obtained through the application of a questionnaire based on the Quality of Education Situation Model (MOCSE) proposed by Doménech (2017). In order to analyze the hypotheses proposed, bivariate Pearson correlations have been carried out. After obtaining the results and their subsequent statistical treatment, we can affirm that there is a relationship between the success expectancies and active coping and also, between the overall value of subject-matter and active coping strategies, which allows to determine determining -> that the motivational profile of the students present in our sample is favorable. Finally, we present a proposal for improvement and guidance for teachers with the aim of preventing any deficiency in the motivational climate of the classroom.El presente estudio se basa en el Modelo de Calidad Situación Educativa (MOCSE) propuesto por Doménech (2017). Para conocer las características de este modelo, se puede consultar la siguiente dirección web (https://sites.google.com/a/uji.es/plataforma-web-para-la-mejora-de-la-motivacionescolar-y-el-aprendizaje-en-educacion-secundaria/) donde se encontrara el artículo citado. El estudio tiene dos objetivos, por una parte examinar la relación entre la intención de aprender (expectativas de éxito) y la implicación de los alumnos en su aprendizaje y por otra parte, examinar la relación entre la intención de aprender (Valor de la materia) y la implicación de los alumnos en su aprendizaje. Concretamente queremos probar dos hipótesis. La primera (H1) pronostica una relación positiva y significativa entre las expectativas de éxito y las estrategias de afrontamiento activo (centradas en el problema); y viceversa, una relación negativa y significativa entre las expectativas de éxito y las estrategias de afrontamiento pasivo (centradas en la evitación), mientras que la segunda (H2) pronostica una relación positiva y significativa entre el valor de la materia y las estrategias de afrontamiento activo (centradas en el problema); y viceversa, una relación negativa y significativa entre el valor de la materia y las estrategias de afrontamiento pasivo (centradas en la evitación). La muestra está formada por 74 alumnos de los centros IES El Caminàs, IES Bajo Aragón, IES Juan Bautista Porcar y IES Alfons XIII. La información de las variables utilizadas se ha conseguido a través de la aplicación de un cuestionario basado en el Modelo de Calidad Situación Educativa (MOCSE) propuesto por Doménech (2017). Para examinar las hipótesis planteadas se han llevado a cabo correlaciones bivariadas de Pearson. Tras la obtención de los resultados y su posterior tratamiento estadísticos, podemos afirmar que existe una relación entre las expectativas de éxito y afrontamiento activo y, también, entre el valor de la materia y las estrategias de afrontamiento activo, lo que permite determinar que el perfil motivacional del alumnado de nuestra muestra es favorable. Finalmente, presentamos una propuesta de mejora y orientaciones para los profesores con el objetivo de prevenir cualquier deficiencia en el clima motivacional del aula

Where Have All The Young Men Gone? Evidences and Explanations of Changing Age: Sex Ratios in Kampala

In the second half of the twentieth century the population of Kampala grew substantially and the long-remarked surplus of men over women began to level out. These general trends are equally evident in other African cities, but important differences show up when the balance of age cohorts within the male and female populations is considered. Thus in Kampala, along with population growth and a declining overall sex ratio, censuses show a growing excess of girls/young women over boys/young men. The article reviews these population data and two levels of (unenumerated) explanation for them. The first is extrapolated from Uganda's recent history; the second from observation and narrative in one densely populated parish. The argument is that changes in the age–sex ratio follow from change in the map of work options in Kampala. The disappearance of young males stems from the collapse of the formal economy, once the employer of men, and the developments in the informal economy which favour young women. This conclusion is supported by census data from Nairobi, where the formal employment structure remains relatively buoyant, and the comparable age–sex ratios are less extreme. The health policy relevance of the Kampala trend is underlined by official calculations of increasing HIV/AIDS incidence among teenage women. As long as sex work remains dominant among their options in the informal economy, one effect of their economic advantage is extra vulnerability to fatal disease