Las potencias subregionales en el sistema internacional de posguerra fría: ¿nuevos actores en la política internacional?

En trabajos anteriores, hemos avanzado en la identificación y diferenciación de tres categorías de potencias: potencias mundiales, potencias medias y potencias regionales. Pero, más allá de las potencias mundiales y las potencias medias que se encuentran en el centro del sistema-mundial, y las potencias regionales que se ubican en la semiperiferia, ¿es posible hablar de potencias que se encuentren en la periferia? Como se trata de Estados periféricos, ¿pueden ser calificados como “potencias”? ¿En qué radicaría su relevancia y envergadura? Dichas “potencias” ¿pueden ser agrupadas en una nueva categoría? De ser así ¿qué características compartirían? El objetivo de este documento es proponer una nueva  categoría de potencias en el sistema internacional: las potencias subregionales.

Colonialism, political unconscious and cognitive mapping in the space of the film "Captain Phillips"

The purpose of this article has been made through a Marxist analysis of the US film "Captain Phillips" (PaulGreengrass, 2013), based on a true story. I have found how the evolution of capitalism in the West continuesto consolidate the belief reified in a historical and geographical superiority of the political and socioeconomicwestern models regarding Africa and Asia lowers models. At the same time, through categories like dialecticalmaterialism, criticism of diffusionist theory and application of cognitive mapping to large geopoliticalspaces located in most poor areas of the world, I have realized a remark about currently being articulatingthe political unconscious of working class in rich countries and the poor in poor countries, establishing arelationship between the ideological representation that takes an individual from his historical reality (ona scale that moves from local to global), and how he has developed a mental ability to escape of the responsibilityto make a critical review of what's happening around him in all areas. Finally, through physicalspace captured in the film, I have realized a materialist critique of globalized business process that takesplace through the carriage of goods, outlining spatial and cognitively limits of the mentality of our time, bothamong "winners"as among the "losers", based on the spatial movement of capital.

TTIP vs. BRICS: Consequences on Geopolitics and Internacional Relations of the XXIst. Century

The TTIP is a proposal on negotiations between the EU and the USA in order to create the largest free international trade area by extension, population and volume of trade of all existing ones. In our view, TTIP would be the geoeconomic answer to BRICS (Brazil, Russia, India, China and South Africa), as a comercial, geopolitical and cooperation space in other areas such as the military, in both that TTIP reproduce on a commercial scale the political and military alliance already existing between good part of the EU and USA by the NATO. In this paper we will try to explain why the possible rivalry between TTIP and BRICS would reproduce in the XXIst. Century the schemes of “Cold War” inherited from XXth. Century, that in turn reproduced the geopolitical confrontations arising from the theory of Haltford McKinder pivot area and the traditional opposition between thalassocratic imperialisms (government on the seas and oceans) and tellurocratic imperialisms (government on an enormous portion of emerged land). Likewise, we will try to show why, at a dialectic of States level, the most populated, territorially extensive and with greater amount of resources political societies will be those that have the greatest ability to impose a particular model of international relations and its geopolitical hegemony on a universal scale in response to this viable confrontation between TTIP, plus TTP, vs. BRICS.

The management of bone tools from the Bronze Age site of El Portalón of Cueva Mayor, Sierra de Atapuerca, Burgos

In this paper we analyze the set of Bronze Age bone tools recovered at the archaeological site of El Portalón of Cueva Mayor in the Sierra de Atapuerca (Burgos). The Bronze Age cultural period is the best represented in the cavity and its study has forced us to unify the different excavation and stratigraphical criteria undertaken from the earliest archaeological excavations developed by J.M. Apellániz during the 70s until the excavations of the current research team (EIA) since 2000. We propose here for the first time a relationship between the initial system of “beds” used by Apellániz and our recent sedimentary sequence that recognizes eleven stratigraphic levels radiometrically dated from the late Upper Pleistocene to the Middle Age. Within the bone industry assemblage we recognize a large variety of utensils and ornamental elements, with native and allochthonous features, that make evident a regional as well as long distance relationships of these populations of the interior of the Iberian Peninsula during the recent Prehistory.

The Spanish reforms on domestic work regulation

This paper analyses the latest Spanish reforms regarding domestic work. The Spanish legislator, doubtlessly influenced by the ILO Domestic Work Convention nº 189 – which, however, was not later ratified in Spain- made a deep reform on domestic work in 2011. This legal reform implied a striking change that affected both working conditions and social security of employees in the family home. The aim of this reform has been to bring the regulation in domestic work closer to the general regulation for other workers, although maintaining certain specialties. Regarding working conditions, their setting as “particular employment relationship” has been held. However, the differences between this relationship and the common ones have been reduced. As for social security, domestic employees have been incorporated into the General Social Security System, but with important specialties, thus erasing the Special Domestic Employees System. The paper also examines the legal changes that have taken place in this field after the new Government arose.

Los conocimientos mínimos de Geografía en los estudios de Grado en Educación Primaria

La asignatura Ciencias Sociales y su Didáctica I (Geografía) de los estudios de Grado en Educación Primaria es, en la Universitat de les Illes Balears y en la mayoría de universidades españolas, el único contacto académico que mantendrán los futuros maestros con la Geografía. Existe un ambiente de preocupación sobre la formación de los maestros en España, inquietud que no es exclusiva de los geógrafos ni de nuestro país. El presente trabajo indaga en los conocimientos mínimos de Geografía exigibles a los futuros docentes a través de una prueba de conocimientos basada, en gran parte, en el currículo de Ciencias Sociales de Educación Primaria de la Comunidad Autónoma de las Islas Baleares. Los resultados obtenidos demuestran que el alumnado del Grado en Educación Primaria no ha interiorizado esos contenidos tras su dilatada trayectoria académica. Asimismo desvelan que aunque ninguna variable es determinante, el género, la escasa presencia de materias de Geografía en el sistema educativo español y el nivel de formación de los padres son algunos de los factores que inciden en los resultados alcanzados por los alumnos en una prueba piloto sobre la que se basa la investigación.

Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.