This Doctoral Dissertation explores the transition that took place in the eighteenth century from the figure of the king as the symbolic representative of the nation to the recently created category of the citizen as the new national metaphor all over the western world. The necessity of creating a positively racialized model of citizen that would serve as a symbolic representative of the nation followed the racial zeitgeist of the time, dictated by imperial expansion together with the creation of new systems of thought such as scientific racism, geographic determinism, or phrenology. Spain, former hegemonic power during Early Modern Europe, was expelled from Modern Europe in the eighteenth century, being displaced for the first time to a racialized southern European periphery at a time when race matched power. Intellectual battles fought through the first stages of the Printed Press and the Encyclopedia, used propaganda to build or destroy national identities. Through an extensive study about foreign views of Spain by France, England, and Latin America, and their reception in Spain, this doctoral dissertation explores Spanish attempts to dislocate Northern European eighteenth and nineteenth centuries epistemologies by creating alternative networks of knowledge and proposing a model of empire where race was not used as a political ideology, with the aim of re-branding itself in the new nation-building landscape of the time.

Trichomycosis axillaris is a common but underdiagnosed condition of the skin. The dermoscopic image of this disease is not previously described in the scientific literature. We believe that dermoscopy is a convenient and interesting diagnostic method that may aid in the diagnosis.

This case study explores the cognitive and emotional development of a university student using the schema of a complete orienting basis of action (SCOBA) in her learning of Italian as a foreign language. The article follows Marie, a 19-year-old undergraduate student, as she used a SCOBA that illustrated the concept of Genre and Register in typified situations. Marie’s lived emotional experiences and how she overcame her struggles while learning and using Italian are analyzed through the concept of Perezhivanie. Framed in sociocultural theory, the analysis of different data sources from classroom instruction and study abroad demonstrates how the student’s use of the SCOBA was an essential aspect of her cognitive and emotional learning process. The data analysis shows how the SCOBA, as graphic representations of orienting activity inlaid in a concept-based instruction pedagogy, guided Marie’s oral interaction from a dependence on the tool to her independent use and transformation of the tool. This article contributes to the sparse empirical research on SCOBA use by documenting Marie’s progress in language learning as an example of Perezhivanie, a lived experience, of the SCOBA.