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We hereby present the main conclusions and perspectives obtained by the Group of Teaching Innovation in Electronics (Grupo de Innovación Docente en Electrónica, GIDEN) of the University of Valladolid (UVa) with regard to its main areas of work. This group comprises teachers of the "Specialty in Industrial Electronics" degree, and the degree in Electronic and Automatic Control and Industrial Engineering at the School of Industrial Engineering, who are interested in the introduction of active teaching-learning methodologies. The sharing of ideas, views and conclusions among teachers with common interests in such a cooperative environment has been the driving force behind the success of the different teaching activities carried out by the members of the GIDEN. Such work is presented in this paper.

This paper shares some of the experiences in online coordination and teacher development which have emerged in the English Language Department at the "Universitat Oberta de Catalunya". The advantages and disadvantages of coordination in an asynchronous computer-mediated environment form the backdrop to those issues which we consider to be vital, both for the success of online language courses and in the training and support of online instructors. Among the issues discussed are the course coordinators' role in developing awareness of the specific needs of the online learner, encouraging teacher reflection and the construction of knowledge on new pedagogical approaches inherent in online learning, and promoting a sense of community among online teachers. Specific examples of coordinating activities developed within the English Department will be examined, such as face-to-face meetings, training of new teachers, reference documents for teachers, coordinators' feedback on teachers' work in the classroom, and online discussions of pedagogical issues. These all play their part in helping educators to deliver online courses "to learn from the experience of others and to encourage and evaluate educational innovation" (Gooley & Lockwood, 2001, p. 12). (Contains 7 figures and 2 notes.)

In the search for solutions for Integrated Water Resources Management (IWRM), decision-makers frequently face governance-related challenges such as the fragmentation of institutions, the interconnection with other essential services and overlapping competences. In many cases, solutions to these challenges involve strengthening coordination between different actors and sectors. Today different digital tools and resources are available to support related decision-making processes. These tools can (1) offer a context-specific assessment of the water governance system ("Diagnosis") and (2) provide, in some cases, context-specific recommendations to tackle identified deficits ("Therapy"). In this paper, we aim to advance the understanding of the potential of digital tools for water governance and management assessments. After reviewing relevant tools, we introduce the Diagnostic Water Governance Tool (DWGT) that builds on a clear diagnosis-therapy-logic. After presenting the empirical basis and functional logic of the DWGT, we test the DWGT in two case studies: the Guadalquivir river basin in Spain and the Emscher river basin in Germany. We find that the DWGT provides context-specific, evidence-based instrument recommendations that can enhance water governance and management, albeit accompanying suitability evaluations by governance experts remain critical. We conclude by discussing the limitations of digital tools for water governance and management assessments and sketch out fields of future research. • Most water governance online tools do not allow for case-specific assessments. • Diagnostic Water Governance Tool identifies context-specific coordination deficits. • The Tool gives case-sensitive recommendations for governance instruments. • Fuzzy set Qualitative Comparative Analysis provides sound methodological framework. • The Tool's analysis can supplement but not replace expert evaluations. [ABSTRACT FROM AUTHOR]

The aim of this study was to describe the goals, activities, and methods of EUMOVE project in developing a set of resources targeting both primary and secondary schools that allow the entire educational community to promote healthy lifestyles (HL). The EUMOVE project is an Erasmus+ program based in the Creating Active Schools (CAS) framework. The project lasted 3 years and was developed by 14 academic and non-governmental institutions from Spain, Portugal, France, Italy, and the UK. EUMOVE was divided into three phases. In the first phase, several work packages were carried out aimed to ensure the coordination/management of the project activities. In the second phase, seven educational resources strengthened by rigorous scientific research were developed to promote HL from schools. During the last phase, all the resources were disseminated through scientific seminars, workshops with families and teachers, and the online promotion by the non-governmental institutions of each country. The EUMOVE project developed and promoted a smartphone APP, video/activity repository of physically active lessons, active break virtual platform, learning units, and parent/teachers/school-leaders' guidelines to promote physical activity, active commuting, active school playgrounds, healthy diet, and sleep habits. To our knowledge, EUMOVE is the first European project to provide a set of practical tools based on scientific evidence to help schools or future school-wide interventions implement a paradigm shift based on the CAS framework for the promotion of HL. Future research will need to investigate the implementation, effectiveness, and scalability of this proposal. [ABSTRACT FROM AUTHOR]

Coordination in the public sector among interdependent policies is considered crucial for their effectiveness. However, while coordination has been studied for decades, conceptual approaches to understand the functional and temporal dimensions of policy coordination are lacking. This paper attempts to address these gaps by integrating governance functions and action situations into the analysis of the policy cycle, thereby introducing the notion of holistic coordination. We argue that this approach is useful to get a more differentiated understanding of where and why coordination across the policy cycle breaks down, and to capture the political economy of policy-making. Empirically, we undertake an illustrative case study of the European Union (EU) Water Framework Directive (WFD) implementation in the Guadalquivir river basin, Spain, focusing on measures to reduce agricultural water consumption. We find that the failure to reach agreed policy objectives of reduction of water consumption can be traced back to the way governance functions were addressed and coordinated within action situations and across the overall policy cycle. Furthermore, the analysis shows that the lack of holistic coordination can be seen as an outcome of deliberate decisions by public actors involved in the policy, taken already at the beginning of the policy cycle. Thereby, expected benefits that agricultural water users associated with the policy have been deliberately increased, while their related expected costs have been decreased. Ultimately, this made the policy objective to reduce agricultural water consumption less credible and the policy more acceptable to water users and a powerful agricultural lobby. • Analysis of coordination of governance functions across the policy cycle. • Exploring holistic coordination to understand temporal and functional dimensions of policy coordination. • Approach uncovers coordination failures and the political economy of policy-making. • Illustrative case study of the Water Framework Directive (WFD) implementation in the Guadalquivir river basin, Spain. [ABSTRACT FROM AUTHOR]

This paper describes the situation of ECI in Spain, taking into account the political organisation in 17 "autonomous" communities and steps towards comparable standards and coordination of services. Alongside with the legal basis of ECI diverse bodies (health, social and education) are described, highlighting the need of coordination. Within this context the "White paper on Early Intervention" by the GAT/Real Patronato Sobre Discapacidad (2005) can be seen as one major attempt, to create a "covering roof" within a diversity of services and structures in Spain. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Estudios Políticos is the property of Centro de Estudios Politicos y Constitucionales 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.)

During the euro crisis, the sustainability of Spain's debt burden was called into question. By 2019, however, Spain had successfully navigated its own crisis and reduced its debt burden. What role did Spain's emerging fiscal federal system play in this recovery? We analyze the performance of Spain's fiscal federalist framework and how it affected the country's budgetary balance, with a special emphasis on its coordination and on political relationships within the autonomous regions. Contrary to what advocates of the benefits of fiscal coordination argue, we find that coordination does not prevent the erosion of fiscal discipline in regions. Our results show that politics, rather than fiscal rules and frameworks, play an important role and have led to differing fiscal performance. In regions where incumbents were re-elected, coordination is employed to ensure more positive budgetary balances. Conversely, in regions with changing incumbents, coordination serves as an indicator of future fiscal problems. [ABSTRACT FROM AUTHOR]

A rapid response action carried out against the invasion of water hyacinth (Eichhornia crassipes) in the Guadalquivir River branch in Seville (Southern Spain) is described and analyzed. Removal was implemented and coordinated by the regional environmental Council, National security forces and public companies. Immediately after its detection, the distribution and abundance of water hyacinth, and the possible origin of introduction were assessed as the basis for selecting a feasible removal method. Plants were scattered across 110 ha and a perimeter of 8.4 km. A total biomass of 1,931 kg (fresh weight) was removed between May and December 2021 by combining manual removal from water using inflatable boats, floating booms, wetsuits and fishing waders, as well as removal from the shore. In total, the action cost ca. €22,500. Most biomass (83%) was removed during the initial control phase (one month). However, most of the efforts and costs (83%) were made in the following seven months, especially for monitoring and follow-up treatments. Rapid response avoided the growth, blooming and spread that could be expected in summer, coinciding with the optimal growing conditions. Moreover, rapid response reduced ca. 50 times the biomass and control costs with respect to a delayed action (i.e., after summer). Despite the fact that monitoring required a higher effort and cost than the initial control phase, it altogether represented a great cost saving as the invasion was kept at bay. The coordination between the regional Council, National security forces and public companies has taken advantage of the specific strengths of each one of them, achieving the shortest possible response time. [ABSTRACT FROM AUTHOR]

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Politécnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well. [ABSTRACT FROM AUTHOR]

The introduction of quality management systems in Degree and Master education programmes offers a great opportunity to face some of the most persistent problems and challenges in Spanish higher education. In this context, it is possible to think of new institutional coordination schemes to expand and deepen into the idea of a study as an evolving joint project driven by a coordinated teaching team. However, in order that these new quality management systems become powerful agents for change in teaching culture, coordination and true improvement of the students' learning experience, they need to be thought, specifically, from an internal enhancement perspective and not from the usual external quality assurance perspective or as a device for external accountability. On one hand, it implies that quality management systems should be designed as actual academic coordination and government structures, with capacity for effective intervention on the curricula and learning processes of the studies. On the other hand, the ability of these systems for empowering deep enhancing changes on learning experiences depends on are spect of the diversity and ownership of studies and individuals, on fostering the presence of the students' voice inside the coordination system, on giving support to leadership inside the teaching team responsible of the study and on designing good internal and formative assessment procedures. This paper, grounded on the experience at the Universidad de Zaragoza, proposes a synthesis of these requirements in ten principles for a quality management system in higher education programmes specifically oriented toward the enhancement of the students' learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Actualidad Jurídica Ambiental is the property of CIEMAT, through its Centro Internacional de Estudios de Derecho Ambiental (CIEDA) 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 the literature on democratisation, the Spanish case has a paradigmatic status, especially for the negotiations between the regime and the opposition. While these negotiations did stabilise the new regime, the transition was driven by the regime's elites. The key event was the approval of the Law for Political Reform in November 1976, when the legislature voted its own demise. The change was done according to the rules of the system. To explain this reform, we offer a formal model of coordination and a statistical analysis of an original dataset of the 531 legislators. The reform was possible because of elites' belief coordination. [ABSTRACT FROM AUTHOR]

During the economic crisis, youth unemployment grew exponentially in many European countries. It was argued that countries with a high level of firm involvement in the provision of initial vocational training were better equipped to address this problem. Boosting workplace‐based training was therefore seen as the right strategy to tackle unemployment. Using Denmark, Spain and the UK as case studies, this article analyses how countries with different skill formation systems have improved this type of training. While the UK reinforced the voluntaristic character of its training regime, Denmark improved the quality of its vocational education, and Spain made reforms to the training and apprenticeship contract. Interestingly, the countries achieved different results. To explain this divergence, it is argued that while the reforms made in the UK and Denmark were compatible with the national institutions and coordination mechanisms, this was not the case in Spain, where reforms were implemented in a non‐complementary way. Key Practitioner Message: After the economic crisis it was argued that countries with a high level of firm involvement in the provision of initial VET were better equipped to fight youth unemployment.The study analysed how countries with different skill formation systems improved this type of training and assessed their relative success.The article shows that when implementing reforms policy makers must take into account the institutions and mechanisms of coordination that prevail in each country. Otherwise, reforms may be unsuccessful. [ABSTRACT FROM AUTHOR]

The variables explaining party system fragmentation have been investigated extensively, but little is known about changes in the number of parties over time within countries. This article is an attempt to fill the gap by explaining the entry of new viable competitors in party systems after the founding election. Using empirical evidence from Spain, we show that when there is an electoral market failure and a high number of perfectly elastic voters, there is a high probability of new viable entrants. [ABSTRACT FROM PUBLISHER]

This article explores the evolving interests of Spanish capital and the structural and political constraints within which employers define and defend their interests. It shows that institutional change is a political matter; it is therefore possible to develop coordination capacities in the absence of many defining features of ‘coordinated market economies’. The central argument is that successful coordination depends not only on the organization of the social actors but also on their interests and strategies. [ABSTRACT FROM AUTHOR]