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El concepte de capacitats professionals és nou per al món de l’acadèmia i de la professió, on ha prevalgut el de competència. La noció de capacitat prové de la teoria del desenvolupament humà, promoguda per Amartya Sen i Martha Nussbaum, i també dels estudis professionals, com els de Stan Lester. En resulta un desafiament conceptual innovador en la seva aplicació a la comunicació estratègica, i en aquest treball es presenten les troballes d’un estudi Delphi a Espanya, en el context d’un projecte de recerca internacional titulat Global Capability Framework in Public Relations and Communication Management. Els investigadors es van plantejar si és possible establir el consens sobre un nucli de capacitats globals atenent les diversitats regionals. A Espanya s’han fet tres rondes de qüestionaris a experts acadèmics, consultors i directius de comunicació, i s’ha arribat a un consens de catorze capacitats. Entre les conclusions, en la llista final predomina una perspectiva de capacitats que accentua la naturalesa estratègica i atorga menys protagonisme a aquelles que estan centrades en la naturalesa operativa o funcional de la comunicació. En aquest sentit, els experts accentuen una professió que necessita capacitats estratègiques per tal d’impactar en les organitzacions en la seva relació amb l’entorn social. Les troballes retraten, així, un professional polièdric i en subratllen la dimensió directiva i consultiva. Paraules clau: capacitats; competències; comunicació estratègica; Delphi

The main objective of this investigation is to evaluate the efficacy and the quality of an early childhood program that is being developed in a pre kindergarten centre of San Sebastian (Spain) that tries to develop the physical, cognitive, social and moral capacities of children, during their first three years. The methodology of this program is characterized by linguistic immersion that will allow to the children to listen three languages: spanish, english and basque. The methodology also includes different exercises of motility (creeping and crawling, for example) and activities like bits of intelligence. The Spanish legislation suggests that during this period, educators can stimulate the capacities of all children because of the educative and assistential finality that demands this period. Furthermore, it suggests that it has to attend to the quality principle and, for this reason, the evaluation program is the only way to assure and guarantee that activities really respond to this demand. But the way to develop a quality program for children under the three year is not defined in the legislation. For this reason is really important to clarify the way to develop the capacities of children attending the principle of quality. The present evaluation program has considered the orientations of the Perez Juste evaluation model and the considerations of Glassman and Nevo theory. The agents that participated in this evaluation were the children (the pupils of two year old of this pre kindergarten), the parents, the teachers, the context, and the program per se. The moments where the evaluation was developed were before the development of the program, during the development, and after the implementation of the program, during two year. Furthermore, the dimensions, the indicators, the variables were the categories that we used to study the results of this evaluation. The result of the evaluation indicates that is possible to implement an early childhood program that develops the capacities of children attending the quality principle.

Este artículo resume algunas enseñanzas aristotélicas para la economía contemporánea. Comienza aclarando que para extraer esas contribuciones se utilizará el término oikonomikè en un sentido amplio. Considera cuatro significados de oikonomikè: como una acción humana (del uso de lo necesario para la vida y para la vida buena); como una capacidad; como un hábito y como una ciencia práctica. En cuanto a las enseñanzas éticas, se enumeran las virtudes que ayudan a las acciones económicas y evitan la práctica de la "censurada crematística". A continuación el artículo subraya el carácter político de oikonomikè y la relevancia de las instituciones para la economía. Aborda la cuestión de la inconmensurabilidad y sugiere la necesidad de utilizar la "comparabilidad práctica" para decidir sobre los fines sociales. Por último, analiza las consecuencias de que la economía sea una ciencia práctica.-----This paper summarizes some Aristotle's teachings for contemporary economics. It starts clarifying that he uses the term oikonomikè in an enlarged way in order to extract these contributions. The author considers four analogical meanings of oikonomikè, as a human action (of using what is necessary for the life and the Good Life), as a capacity, as a habit and as a practical science. Concerning ethical teachings, the paper enumerates the virtues that mostly assist the economic actions and avoids the practice of a "censured chrematistics". Then, the paper stresses the political character of oikonomikè and the relevance of institutions for the economy. It tackles the issue of incommensurability and suggests to recall the need of using a "practical comparability" to decide about social ends. Finally, the paper analyses the consequences of economics being a practical science.

Contemporary theories of justice may be categorized in mainly political and natural justice theories. The former are generally conceived as an instance of the Kantian philosophical tradition, whereas the latter are rooted in classical-philosophy theories. Each of them is furthermore grounded on a different conception of the person: "political", or "ontological". This paper aims to bring them in rapport, taking in special account Martha Nussbaum's and Sergio Cotta's justice theories. The paper argues that the universal respect of individuals' rights -which is at the core of Nussbaum's theory- finds better support in Cotta's onto-phenomenological approach to justice, rather than in Rawls'political liberalism.