Calcium oxalate AMS C dating and chronology of post-Palaeolithic rock paintings in the Iberian Peninsula. Two dates from Abrigo de los Oculados (Henarejos,Cuenca, Spain)

Since 2005 we have been utilizing accelerator mass spectrometry (AMS) ¹⁴C dating in research on calcium oxalate crusts associated with open air rock art of the Iberian Peninsula. In this paper we present two dates linked with three eye-idol pictographs at Abrigo de los Oculados (Henarejos, Cuenca, Spain). Radiocarbon ages for these motifs agree with the expected iconography-based archaeological chronology. Such oxalate dates could provide an independent basis for evaluating chronological theories for post-Palaeolithic sites, designated in the UNESCO World Heritage List as Rock Art of the Mediterranean Basin on the Iberian Peninsula.     

Post–national Spain? Post–Spanish Spain?

The term ‘post–nationalism’ has been proposed to designate the emergence of political bodies in the wake of economic globalisation. However, not only is the ‘post–national landscape’ strongly redolent of nationalism, but nations themselves continue to correlate with the political subject in ways that cannot be dismissed. In Spanish political debates the notion of ‘post–nationalism’ has been deployed along with the concept of ‘patriotism of the constitution’, vulgarising their original philosophical use. In this context both terms do ideological duty against the peripheral nationalities in an effort to relegitimise the centralised control of the state. In this article I ‘deconstruct’ the self–serving duality between ‘constitutionalists’ and ‘nationalists’ by showing that traditional state nationalism overlaps with the ‘constitutionalist’ position. Subsequently, I consider whether some form of Habermasian detachment of nation from state can be contemplated for Spain.     

The interplay between school and home location and its relationship with children’s subjective well-being

ABSTRACT

The aim is to determine the extent to which children’s subjective well-being (SWB) varies according to age, gender and the fact of living in the same context as the school (urban/rural) or not, in representative samples of 8, 10 and 12-year-olds (N?=?3708) in Spain. The existence of a match between schoolchildren’s living context and that of their school was the most common situation for the participants. The results, analysed using linear regression models and analysis of variance (ANOVA) with complex samples, show that a match between home and school context is not associated with statistically different levels of SWB in the three age groups (8, 10 and 12-year-olds) or by gender. Whereas no interactions between age, gender, school context and home location contribute to explaining overall life satisfaction, some do contribute to explaining the modified version of the Student’s Life Satisfaction Scale (SLSS) used here.