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This research seeks to integrate social theory into the spatiality analysis of the Andean Spanish of the Santandereano subdialect (Santander department [state], Colombia). The application of a probabilistic methodology allowed the identification of linguistic hierarchical centers, given the impact of population size and geographical and social distance between these localities and the communities within their range of influence. A qualitative analysis stablished the effect of the physical friction of distance on the development of perceptions and values associated with the social environment -an eminently rural space characterized by strong social networks-. Linguistic distance and other factors of resistance such as regional idiosyncrasies reinforce a type of linguistic conservatism that promotes greater distinction between regional varieties. The integration of the spatial dimension through geolinguistics leads the study to advance the proposal for the regional division of this variety. [ABSTRACT FROM AUTHOR]

In this interpretive essay we consider aspects of the existence of social elites in the Nasrid emirate and we raise some of the great problems that still exist regarding them in the historiographic production that concerns the Kingdom of Granada, especially based on Castilian sources. The questions asked range from terminological aspects: What should we call these elites? To conceptual and interpretive questions: Why are they elites and how do they act as such? Is there mutual recognition within the Nasrid elites? How are these higher social groups perceived after the conquest? All this with the aim of building a point of debate for an updated understanding of the social hierarchies of the Nasrid emirate. [ABSTRACT FROM AUTHOR]

This article examines the paradox induced by the teamwork "injunction" in a French Primary School, such as it has remained both without principal, highly focused on the classroom and in a system centralized. This (pseudo) location of the school system is studied both from the Supervision members' point of view (hierarchy represented by Ministerial Cabinet and political staff) and from the «field members»' viewpoint. The mistrust that this "imposed" collective work generates among teachers, finally turns away from truly collaborative work and leads to withdrawal and team conflicts, tensions between a delegitimized - but ambiguous - "bureaucracy" and "anarchy" fuelled by organizational contradictions in a period of repository change. [ABSTRACT FROM AUTHOR]