In humans, anxiety and cognitive processes are age, gender, and time of day dependent. The purpose of the present study was to assess whether the time of day and sex have an influence on anxiety and emotional memory in adult mice. Light-dark and passive avoidance (PA) tests were performed at the beginning and at the end of the light cycle, defined as Zeitgeber time (ZT) ZT0-2.5 and ZT9.5-12, respectively. A baseline difference in anxiety was not found, but on the 24 h retention trial of the PA test, females presented longer latencies to enter into the dark compartment at the ZT0-2.5 time point of the day. The data from the second test day (PA reversal trial) indicated that some animals associated the dark compartment with an aversive stimulus (shock), while others associated the aversive stimulus with crossing from one compartment to another. At the ZT9.5-12, female mice mainly related the aversive stimulus to transferring from one compartment to another, while male mice associated darkness with the aversive stimulus. There was a negative correlation between the frequency of light-dark transitions in the light-dark test and the PA latency on the 24 h retention trial in males tested at ZT0-2.5. The PA latency on the reversal and 24 h retention trials negatively correlated with a risk assessment behavior in male mice tested on ZT0-2.5 and ZT9.5-12, respectively. In conclusion, our data reveal that the impact of motor activity and risk assessment behavior on PA memory formation and applied behavioral strategies are time of day and sex dependent.

RESUMEN Objetivos: averiguar los factores que influyen en el uso de los protocolos de fisioterapia en Atención Primaria según la opinión de los fisioterapeutas deTo the second question, the most mentioned suggestion has been to carry out consensus meetings to design protocols (13.7 %).Conclusions: physiotherapists assumed that the clinical protocols were used little and the key to using them more is to improve the organization and protocol document.

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La obtención de un proyecto interdepartamental subvencionado por el Ministerio de Educación y Ciencia español ha permitido crear materiales didácticos específicos de Protección Radiológica que se han publicado en varios manuales y cuadernos de actividades prácticas. Estas publicaciones han constituido la base del primer curso continuado sobre Protección Radiológica realizado a través de Internet en España (8 ediciones, durante los años 2000-2009). Durante el pregrado y el grado, la utilización de material didáctico digital apropiado determina el nivel de conocimientos que puede alcanzarse. La enseñanza multimedia y la tele-educación incrementan el interés de los alumnos en los temas más complicados y difíciles en Ciencias de la Salud. Posteriormente, cuando se abandona la Universidad y comienza la actividad profesional, la tele-enseñanza permite la formación continuada en las actualizaciones básicas sobre Protección Radiológica, permitiendo a todos los profesionales familiarizarse con medios y recursos que difícilmente podrán utilizar de forma personal y directa.

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