Nuestro propósito es analizar las relaciones entre el mito de Drácula y la propia esencia de Séptimo Arte a través de ocho puntos de conexión: la vampirización, la oscuridad, el carácter mítico, la vida eterna, el carácter colectivo, el viaje en el tiempo y en el espacio, la misoginia y las innovaciones técnicas. Inspirándonos en la terminología de Umberto Eco, pretendemos demostrar que el fenómeno vampírico puede ser visto como una metáfora epistemológica del cinematográfico y que, a su vez, el cine mismo se reapropia y explota dicha metáfora, haciendo de la figura vampírica una de sus más relevantes tradiciones.In this article we aim at analyzing the relation between the myth of Dracula and the cinematographic event through eight main aspects: bleed dry, darkness, the myth, everlasting life, collective nature, the possibility to travel through time and space, misogyny and technical innovations. Borrowing Umberto Eco´s terminology and through these eight aspects, we will develop the argument that vampirism can be understood as an epistemological metaphor of the cinematographic event. Cinema, at the same time, uses this metaphor making the best of this vampiric figure and turning it into one of its most important genres and cinema traditions.

The main purposes of this study were to describe teacher education students’ values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.

A través del uso de la publicidad, vamos a intentar cubrir una serie de aspectos socioculturales de Andalucía. De esta forma, no solamente podremos ofrecer al alumnado de forma amena contenidos gramaticales y léxicos, sino que también les ayudaremos a entender mejor la cultura andaluza como algo en continuo cambio y más allá de los estereotipos.