http://blog.unijimpe.net/rss https://www.bubok.es/ Puedes comprar en nuestra librería todos los libros publicados en Bubok. es info@bubok.com (Bubok Publishing) info@bubok.com (Bubok Publishing) https://www.bubok.es/libros/205801/theta-rhythm-emotion-and-the-alpha-rhythm-attentiontheta rhythm, in a non-pathological and in normal adults, this rate has been linked to certain psychological activities, known as the rhythm of emotion. The theta and beta rolandic, amending consciously, in training exercises of relaxation and excitement, relaxation is observed during the initial occipital rhythm of 8 c / s and beta Rolandic 18 c / sec during the progress of relaxation is an increase of the alpha rhythm at 9 c / sec and the rolandic rhythm about 25 c / sec. The function of attention, in preparation for action (psychomotor) and the preparation of apprehension (thinking), this function of action or function to apprehend, the alpha rhythm is blocked. However, in terms of the attention, does not cause blocking, but the function of attention, synchronize and extend the alpha rhythmhttps://www.bubok.es/libros/206461/atlas-of-electroencephalography--eeg-emotions-interact-with-brodmann-areasNew extended version Atlas of Electroencephalography, it contains for the first time a study of the interactions of emotion and cognition in a population of children and adolescents with learning handicaps. Summary maps E.C.G. (emotions cognitions, graphics) research on the interaction of emotions with cognitions.EEG showed a collection obtained in our research department, is only a sample, we consider the possibility of editing in the future a complete atlas with all EEG and detailed explanations of each. It should be detailed, the maps produced from this small atlas, this corresponds to children and adolescents ages 10 years to 14 years. Children and adolescents with cognitive handicaps, still have not reached the proper maturity of his age.https://www.bubok.es/libros/206376/project---ii----conscious-and-unconsciousProject XX: The Structural Relation Between Mind and Consciousness Project XX examines the structural nature of the mind as a composite construct formed by mental factors-perturbing or non-perturbing-and the non-composite nature of consciousness as the condition that allows these factors to appear. The project does not treat the mind as a subject, a psychological entity, or an interpretative agent: it is a dynamic configuration of operations that arise dependently. Consciousness is not defined as experience, identity, or phenomenology: it is the structural condition of presence that does not share the composite nature of the mind. The project studies how these two domains relate without confusion, how the mind operates within consciousness, and how conceptual errors arise when the two are conflated.https://www.bubok.es/libros/206276/project---i----the-fear-emotions-cognitions-education-project-emotionally-controlled-laboratory-experimentationThis work develops a unified hybrid theory of human experience grounded in the interaction of structural operators, psychological processes, and relational dynamics. The theory articulates two major hybrid constructs: fear and control. Each construct emerges from a triadic system of perturbing mental factors?threat, helplessness, and uncertainty in the case of fear; previsión, explicación, and influencia in the case of control. Both constructs exhibit fractal expansion, operate through recursive loops, and restructure the subject?s relation to worldhood, selfhood, and temporality. The theory integrates ontological and psychological dimensions, showing how structural operators reorganize temporal horizons, interpretative fields, and agentive configurations. It also provides methodological tools for reflec tive decomposition, structural mapping, recursive diagnostics, and hybrid intervention. By articulating fear and control within a single framework, the work establishes a coherent and expandable architecture for analyzing complex experiential phenomena and opens pathways for future hybrid constructs such as desire, power, apertura, and resonanciahttps://www.bubok.es/libros/205737/graphics-eeg-sample-field-study-of-aggressive-emotions---emotions-of-frustrationGraphics E.E.G. sample field study of aggressive emotions - emotions of frustrationhttps://www.bubok.es/libros/205833/electrogenesis-bio-electrical-fundamentals---physical-chemistry-of-bio-electric-phenomenaThis is a very summarized report, intended for specialists and scholars from bio-electrical fundamentals. We show in a simple, basic concepts of electro-genesis and physical-chemical substrate.Electrogenesis (bio-electrical fundamentals) - Physical chemistry of bio-electric phenomena. Index: Bioelectrical fundamentals, Electrogenesis,Physical chemystry of bio-electrical phenomena ,Bibliography.https://www.bubok.es/libros/205685/bioelectrical-brain-maturation-in-relation-to-ageIn the investigation of emotions and cognition, the ages of the subjects vary in different phylogenetic stages of development, we show schematically the bioelectrical brain maturation in relation to age.https://www.bubok.es/libros/176093/teoria-de-una-nueva-educacion-del-siglo-xxiThe project Education in the 21st?22nd Centuries ? Structural?Dynamic Foundations for a New Educational Paradigm establishes an extensive structural analysis of educational systems across two centuries. It situates education not as a pedagogical technique nor as a sequence of institutional reforms, but as a dynamic structural ecosystem shaped by proto-variation, configurational coherence, resonant fields, deep tendencies, and emergent states of lucidity. The work belongs to the Coral Framework and maintains genealogical continuity with the broader corpus developed between 1975 and 2026. Its purpose is not to reform education superficially but to expose the underlying operators that govern its behaviour across regimes, transitions, and structural thresholds. The opening block frames education as a structural field governed by unconscious operators. Proto?variation is described as the initial layer of instability, noise, and impulsive fluctuation that precedes coherent learning structures. Configurational coherence refers to the formation of stable cognitive pathways and structural patterns that allow learning to persist. Resonant fields articulate the coupling between learners and their environments, determining how educational behaviour amplifies or dampens structural tendencies. Deep tendencies operate as long-term structural memories that shape the evolution of educational systems across decades. The project positions these components as the foundational architecture of any educational paradigm. The first major section identifies structural errors in previous educational models. These include linear causality, individual?centric epistemology, neglect of environmental resonance, fragmentation of knowledge, misinterpretation of variability, ignorance of deep tendencies, surface?level reform, absence of predictive capacity, and ethical reductionism. Each error is treated as a structural misalignment rather than a conceptual flaw. The project argues that educational systems have historically failed because they were built upon epistemologies unable to perceive or regulate the operators that actually govern learning dynamics. The final reflection of this section asserts that any new paradigm must correct these structural errors rather than merely adjust pedagogical techniques. The subsequent sections introduce four structural regimes?high stability, oscillatory behaviour, multi?stable dynamics, and critical/transitional states. Each regime is presented through a structural description, a mathematical model, a stability analysis, and an educational interpretation. The high?stability regime is characterised by strong coherence and minimal proto?variation. The oscillatory regime exhibits periodic fluctuations and limit cycles. The multi?stable regime contains multiple attractors and catastrophic surfaces. The critical regime displays slowing down, bifurcation sensitivity, and transitional instability. These regimes are not pedagogical categories but structural states that educational systems can inhabit depending on their internal configuration and external resonance. A comparative synthesis of the four regimes demonstrates that educational systems move across these states according to structural flows, resonance amplification, coherence decay, and deep tendency accumulation. The project emphasises that transitions between regimes are not random but governed by identifiable structural operators. Mathematics is presented not as an external tool but as a language capable of expressing the geometry of educational behaviour. The work argues that the four scenarios are universal because they arise from structural conditions rather than cultural or institutional contingencies. The project then constructs a unified dynamic model of educational systems. It integrates the four operators?proto?variation, coherence, resonance, and deep tendencies?into a single structural field. Regimes are treated as regions of a landscape shaped by these operators. Resonance plays a central role in transitions, while deep tendencies function as structural memory. Coherence is identified as the primary stabilising force. The unified model is not a pedagogical theory but a structural map of educational dynamics. A full system of differential equations is introduced to formalise the structural behaviour of educational systems. Variables and structural factors are defined, followed by the complete system and its interpretation. The system allows identification of regimes, prediction of transitions, and analysis of stability conditions. The project emphasises that mathematical formalisation is necessary to understand the deep architecture of educational behaviour. The Coral Structural Map is then presented as a topological representation of educational dynamics. It includes structural axes, regions, flows, trajectories, auxiliary coherence?resonance planes, and deep tendency memory. The map is described as a comprehensive structural cartography of the learning space. The work proceeds to define structural early?warning indicators: critical slowing down, rising variance, coherence decay, resonance amplification, and deep tendency accumulation. These indicators allow anticipation of transitions and identification of structural fragility. A full section is dedicated to structural interventions. Intervention is defined as modification of the structural field rather than adjustment of pedagogical techniques. Interventions target proto?variation, coherence, resonance, and deep tendencies. Structural intervention is presented as field modification rather than behavioural correction. The project then develops a structural educational policy for the 21st?22nd centuries. Policy is defined as regulation of structural operators. It includes regime?specific strategies, governance of the full system of differential equations, and long?term structural planning. Policy is treated as field governance rather than institutional management. A section on structural ethics argues that ethics is a form of structural responsibility. Coherence, resonance regulation, deep tendencies, and predictive systems are treated as ethical obligations. Structural ethics is presented as a foundation for educational governance. The project introduces structural predictive models, emphasising that prediction is a structural act rather than a statistical one. Predictive geometry, auxiliary subsystems, and structural responsibility are discussed. The final sections develop a Coral Ontology of Education, a Coral Epistemology, and a Structural Phenomenology of Learning. Education is defined as a structural field; operators are treated as ontological conditions; learning is described as trajectory experience; epistemic regimes are mapped structurally; and phenomenological profiles are linked to the four scenarios. The project concludes with a Coral Methodology, consisting of operator identification, field mapping, regime diagnosis, transition anticipation, structural intervention, and methodological synthesis. It presents the Coral Framework as a unified theory of educational dynamics. The annexes provide extensive structural cartographies, dynamic models, bifurcation analyses, attractor maps, stability conditions, control mechanisms, perturbation methods, validation frameworks, and closure procedures. They form a comprehensive structural atlas of educational behaviour.https://www.bubok.es/libros/176261/n-2---teoria-de-una-nueva-educacion-del-siglo-xxi---segunda-conferencia-ano-2002Una propuesta de una teoría vanguardista, resumen textual de la segundade las tres conferencias sobre la teoría, aportando una nueva visión social, humanista de la educación.Miles de familias en todo el mundo civilizado, llevan años educando a sus hijos en los hogares, una propuesta humanista a los cambios que se avecinan en las próximas generaciones, https://www.bubok.es/libros/176117/acoso-moral-infantilPresentación abreviada del estudio de Investigación de Campo realizado en 1984, por el Dr. Jordi Mas i Manjon conjuntamente con el equipo de investigación de la Fundación. En el año 1984 se inició un protocolo para investigar e informar sobre un acontecimiento que en aquellos dias era un acontecer que estaba  mostrandose en los inicios ,"El Acoso Moral Infantil", no obstante, a priori se informó por la Fundación, en su momento de lo que podría ser una circunstancia compleja desfavorable en un futuro, a posteriori fue incrementandose la conducta acosadora , hasta alcanzar la magnitud social perjudicial que se observa en el momento presente, observandose un progresivo incremento en la conducta maliciosa de un modo generalizado y especificamente en el ámbito infantil.https://www.bubok.es/libros/175871/documental---el-campo-afectivo-de-las-emociones---muestra-testimonialA continuación mostramos, información sobre un documental,un documento visual serio, riguroso, que expone la teoría de lareorganización silenciosa del aprendizaje adquirido, como unarelevancia de importancia en la comprensión de las emociones coninteracción con las cogniciones. Hemos actualizado los enlaces de lasreferencias bibliográficas, vinculadas a nuestra fundación.RESUMENEste video, que pertenece a la serie televisiva Enlaces, analiza cómo lasemociones han vuelto a considerarse como un pilar fundamental del desarrollohumano. Las emociones están ligadas a todas las actividades neuronales delcerebro, ya que son los mecanismos y el puente con que nos relacionamos con los fenómenos del entorno.El video profundiza en el concepto de inteligencia emocional, que vislumbra lasdistintas habilidades y destrezas que ofrecen las emociones en el desarrollointelectual. Esta línea de investigación indaga en las capacidades emocionales y en la capacidad de empatía (poder compenetrarse en las emociones de los demás). A su vez, se abordan ciertas deficiencias neuronales que impiden el desarrollo de estas destrezas como el autismo y la timidez, y como pueden ser tratadas en el sector educativo mediante estrategias centradas en el juego, que involucra las emociones y el trabajo en equipo.https://www.bubok.es/libros/18985/presentacion-de-una-hipotesis-de-investigacion-de-campo-sobre-una-vanguardista-exposicion-de-la-manifestacion-de-la-inteligenciaen-una-hipotesis-fundamentada-en-la-teoria-de-la-fisica-cuanticaPresentación de una hipótesis de investigación de campo, sobre unavanguardista exposición de la manifestación de la inteligencia,en una hipótesisfundamentada en la teoría de la física cuántica.La hipótesis se fundamenta en el que la inteligencia es un estado mecanicocuánticodel cerebro que se superpone al estado mecanicocuántico del "mar " de partículasvirtuales.Atención: solamente es una presentación muy generalizada, para exponer ydeterminar el campo de investigación; posteriormente se extenderá una mayor exposiciónde las investigaciones con mayor detalle.https://www.bubok.es/libros/174439/poemario-2010Breve Poemario del 2010, poemas para inspirar, compartir y ensoñar.https://www.bubok.es/libros/18333/presentation-of-the-hypothesis-of-field-research-on-a-cutting-edge-exhibition-of-the-manifestation-of-intelligence-an-assumption-based-on-quantum-theoryPresentation of the hypothesis of field research, on a cutting edgeexhibition of the manifestation of intelligence, an assumption based onquantum theory.The hypothesis is based on that intelligence is a quantum-mechanical state of thebrain that overlaps the quantum-mechanical state of the sea of virtual particles.Please note that only a very general introduction, to expose and identify theresearch field, and subsequently extend greater exposure of the investigations further.https://www.bubok.es/libros/18758/the-moral-intelligence-course--a-collection-of-reflections-from-the-perspective-of-the-thought-process-designated-as-zen-the-mind-is-a-causal-process-without-ipseityA collection of reflections from the perspective of the thought process designated as Zen. Question : Why ZenAnswer : Because it is a way of logical thinking and paradoxical, but it is not an abstraction diffuse, is underpinned by the theory that the mind has no ipseity. The mind is a causal process without ipseity, and this is what we try to illustrate with this Zen reflections