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The purpose of this paper is to use the practical application of tools provided by social network theory for the detection of potential influencers from the point of view of marketing within online communities. It proposes a method to detect significant actors based on centrality metrics.

A matrix is proposed for the classification of the individuals that integrate a social network based on the combination of eigenvector centrality and betweenness centrality. The model is tested on a Facebook fan page for a sporting event. NodeXL is used to extract and analyze information. Semantic analysis and agent-based simulation are used to test the model.

The proposed model is effective in detecting actors with the potential to efficiently spread a message in relation to the rest of the community, which is achieved from their position within the network. Social network analysis (SNA) and the proposed model, in particular, are useful to detect subgroups of components with particular characteristics that are not evident from other analysis methods.

This paper approaches the application of SNA to online social communities from an empirical and experimental perspective. Its originality lies in combining information from two individual metrics to understand the phenomenon of influence. Online social networks are gaining relevance and the literature that exists in relation to this subject is still fragmented and incipient. This paper contributes to a better understanding of this phenomenon of networks and the development of better tools to manage it through the proposal of a novel method.

The purpose of this paper is to analyze the circumstances that have conditioned the development of education in Spain from the enlightenment to the present day.

Multidisciplinary scientific approach that combines the interpretation of the legal texts with the revision of the doctrinal and theoretical contributions made on the issue.

From the beginning of the nineteenth century, the history of education in Spain has been marked by constant fluctuations between the reactionary instincts, principally maintained by the Catholic Church and the conservative social classes, and the progressive experiments, driven by the enlightened and the liberals first, and the republicans and the socialists later. As a consequence of that, the fight for finishing with illiteracy and guaranteeing universal schooling underwent permanent advances and retreats, preventing from an effective modernization of the Spanish educative system. On the one hand, renewal projects promoted by teachers and pedagogues were inevitably criticized by the ecclesiastical hierarchy, obsessed with the idea of preserving the influence of religion on the schools. On the other hand, successive governments were weak in implementing an educational policy which could place Spain at the level of the other European and occidental nations.

At the dawn of the twenty-first century, although the country has overcome a good part of its centuries-old backwardness, increasing economic difficulties and old ideological splits keep hampering the quality of teaching, gripped by neoliberal policies which undermine the right to education for all. The reading of this paper offers various historical clues to understand this process.