"Pasa la vida": Cartografías Urbanas de Madrid en la Post-Transición (1982-1994)

Este artículo explora representaciones de la cotidianidad en el espacio urbano de Madrid desde comienzos de los 80 hasta mediados de los 90. Durante la Transición, el cine español se lanza a retratar noveles formas de interacción que negocian estímulos y formaciones sociales, económicas e ideológicas recién surgidas, mostrando un compromiso innegable con la representación de la realidad social y, más específicamente, los marginados. Desde finales de los 80 hasta mediados de los 90, los realizadores españoles posan su mirada en un tejido social caracterizado por un «presentismo» que dejó de un lado un compromiso con la reciente historia de España y la capacidad de la ciudadanía para intervenir de manera decisiva en los pilares constitutivos de la realidad social. En el periodo estudiado, el cine español encuentra una realidad social en fluctuación y se acerca a la misma desde diferentes perspectivas, tornándose un mecanismo de representación que codifica las prácticas del día a día &-es decir, las recurrentes formas de interacción a través de la cuales los individuos funcionan en el interior una estructura social específica.This essay analyzes representations of the everyday in the Madrid cityscape from the beginning of the 1980s until the mid 1990s. During the Transition, Spanish cinema started to explore forms of interaction that negotiated recently born stimuli and social, economic and ideological formations, displaying as strong commitment to the representation of social reality and, more specifically, the marginalized. From the late 1980s to the mid 1990s, filmmakers tackle a social fabric characterized by a «presentism» that leaves behind a productive commitment to recent Spanish history and the capacity of the citizenry to decisively intervene within the constitutive pillars of social reality. In the studied period, Spanish cinema encounters an ever­flowing social, approaching it from different perspectives, turning into a representational mechanism that codifies the practices of the everyday –that is, the recurrent forms of interaction through which individuals function with a given social structure.Este artículo se ha realizado como parte del proyecto de investigación I+D+i «El cine y la televisión en la España de la post­Transición (1979-1992), (CSO2012-31895), Ministerio de Economía y Competitividad, Gobierno de España

Clowns, Goats, Music and the Comedic Violent: Late Francoism and the Transition to Democracy in Álex de la Iglesia's Films

This chapter was written as part of the research project ‘Cinema and Television in PostTransition Spain (1979–1992)’ funded by the Ministry of Economy and Competitiveness and the Spanish Governmen

Representations of Madrid in the (post-)transition to democracy

This essay was written in the context of the Research Project I+D+i ‘Cinema and Television in Spain during the Post-Transition’ (CSO2012-31895

Fundamentals of shooting with digital video cameras

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"Aquellos guardias civiles que interrumpieron la votación...": humor y subversión en las representaciones del 23-F en la cultura popular

Este trabajo se ha realizado en el ámbito del Proyecto de Investigación I+D+i «El cine y la televisión en la España de la postransición» (CSO2012-31895), Ministerio de Economía y Competitividad, Gobierno de España

Are There Any Differences between the Texts Written by Students Who Are Blind, Those Who Are Partially Sighted, and Those with Normal Vision?

The aim was prepared in order to analyze the linguistic ability of children with visual impairment and children with normal vision. Several features of the narrative episodes produced were investigated, including quantity, quality, the connections between them and the structural elements which they consist of. Central tendency measures and dis-persion measures were applied, in addition to inferential measures. This leads us to the conclusion that the structural parts making up the texts depend on a great extent to the individual style of each subject. However, the two groups are markedly different in cer-tain parts. Finally, pupils who were older and educated to a higher level have shown greater development of narrative ability, engaging more with the essential part quite largely forgotten in the younger pupils’ texts. With regard to the connections established by the pupils between the various episodes making up their narratives, the texts produced by pupils with visual impairments show predominantly temporary connections. Significant differences were found between the texts written by students who had normal vision and those who were blind or partially sighted. The greatest differences were observed in the length of the text and the complete episodes: both measures were greater in the texts writ-ten by students with normal vision

Communication skills training in trainee primary school teachers in Spain

En http://www.ise-lv.eu/ufiles/1440677166JTEFS_2015_vol%2017_no%201.pdf ; http://www.degruyter.com/view/j/jtes DOI: 10.1515/jtes-2015-0007Research on teacher training often focuses on learnersí perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachersí training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should

Development of the Writing Skills of Students in Compulsory Education in Spain

Acquiring writing skills requires an entire academic lifetime but acceptable levels of proficiency should be covered in compulsory education. This research verifies the beginner, intermediate and advanced levels of writing skills in the Spanish education system. It compares both the development of knowledge and the associated difficulties in interviews with 40 students from the even years of primary and secondary education. Descriptive and correlational analyses were made, after coding their statements according to the theoretical model used. They revealed an unexpected stagnation, depending on the levels, with important educational implications.This research was financed by the Andalusian Regional Government (Spain) and the ERDF (European Regional Development Fund), Programme for STRENGTHENING R&D&I at the University of Granada