Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Arterial Hypertension is one of the main causes of death and disability. One of the biggest problems with this chronic illness is the lack of adherence towards pharmacological and nonpharmacological treatment. This means that many patients are unable to control their hypertension levels and thus increasing the risk of suffering from cardiovascular complications and worsening their quality of life. A bibliographic review was carried out using articles from the following databases: PubMed, Medline, LILACS, CNAHL, Scopus and Google Academic. As part of the search, articles with descriptions “arterial hypertension”, “intervention”, “therapeutic adherence”, “nursing role” were used. Articles with free access to the full text, between the years 2012-2016, were studied. We can put into categories the six situations from the results obtained: informative tasks, educational actions, follow-up activities, actions regarding the treatment, complex actions and those that highlight the relationship between the patient and the health professional. It is essential that we find out which actions must be taken for therapeutic adherence. They are actions with a complex character that encompass the multifactorial nature of therapeutic adherence and range from; creating an aid relationship between the health professional and patient; advancement of self-care and, the self-responsibility of the patient.

The present study is a longitudinal study that tries to verify whether the perinatal risk levels of a group of preterm children can influence in their cognitive abilities in the school-age. Methods: The participants were divided in groups according to their level of perinatal risk which was obtained by means of PERI. The final sample was tested with the WISC-IV Scale. Results: The results show differences in the scores of low risk children, being higher in three subtests of the WISC-IV Scale. Notwithstanding, the scores are found to be lower in the group of high-risk children. Discussion: The results are discussed in the light of existing studies.

The meaning of life is a predictor of mental health, avoiding disorders as frequent as anxiety and depression from a clinical point of view. For this reason, it is necessary to evaluate the meaning of the life of these patients and then help them to improve with the setting of goals, increase of the hope and development of values, as well as to optimize the moral conscience, the well-being and the resilience before the difficulties of life. We evaluate the construct meaning of life through the PIL inventory and the study of its quality as an instrument, through a quantitative research of descriptive, comparative, correlational and analytical cut. Operationally, we investigate the reliability and validity of the PIL (Purpose in life) test with 200 clinically diagnosed with anxiety disorder and 200 subjects with depression. The main objectives are to establish the reliability and validity of the PIL and the results show that theinstrument has a high reliability and validity. The derived implications indicate that PIL is valid to be applied in the clinical setting (depression and anxiety), to estimate its meaning of life as alreadyconfirmed in normal population.

The American and European societies of geriatrics support the withdrawal of benzodiazepines in elderly patients treated for a prolonged period, since its use is associated with balance disorders, falls, sedation and confusion. In our study we describe the use of benzodiazepines in patients older than 65 years. The population attended in an urban health center was selected. Prolonged treatment was defined as those lasting longer than six months. The data was obtained from the health card information system provided by the autonomous community. We identified patients older than 65 years treated with benzodiazepines from the electronic billing data of the prescriptions of these drugs dispensed in pharmacy offices during the period January-September 2016. Of the 19399 patients treated in this center, 6766 were over 65 years of age. 92.8% of patients older than 65 years were treated with benzodiazepines. 1263 used long-term benzodiazepines, 92.18% of the total. The usual practice differs from the recommendations on a limited use of benzodiazepines for a long time in elderly patients. Lormetazepan, lorazepam and alprazolam are the most prescribed benzodiazepines. These benzodiazepines can be prioritized when initiating programs of benzodiazepine deprescription in the population and propose other nonpharmacological alternatives to treat insomnia in the elderly.

The historical transition referred to in this paper describes the development of the modern mass schooling system in the Dominican Republic. It was partially public in its republican beginnings, when it emerged from the heart of the teacher’s home space under the model we call chamber-school, an education provided by the state that would slowly move towards more complete forms of free access to school. Between the 1844 quasi-public chamber-schools and the «Presidente Trujillo» schools of the 1930-1961 dictatorship, citizens’ open and free access to public education took place, accompanied by a profound transformation of spatial and social relations that gave life to the school.This paper analyzes the great transformation that the emergence of the «Presidente Trujillo» schools represented, as a school system based on a publicly- owned, isolated space, one which the rural population could access freely. Although we focus on the process of rural school spatial  transformation, our main analytical interest lies in the configuration and change of social relationships that the development of public education entailed. We wish to understand both those relationships based on processes of power and interest derived from the articulation between the State and civil society; for example, those processes founded on the social epistemology that intended to regulate education during the first century of republican life of Dominican society (1844-1944).

 The republican movement erupted in Portugal in the last decades of the nineteenth century, probably driven by a natural assimilation —although late in comparison with other European countries— of the values that followed the Ancien Régime, but above all by the exhaustion of the bipartisan system of the Portuguese constitutional monarchy. The crown tried to contain the political instability with authoritarian governmental solutions, but the regicide of 1908 in which the king D. Carlos and the crown prince Luís Filipe were murdered ended up being an omen of the fall of the monarchy two years later. On October 5, 1910  the republican revolution triumphed, not surprisingly, and the country experienced a series of important social and political transformations. In many cases the revolution did not represent a sudden break with the past but rather the confirmation of a new phase of transition and transformation of Portuguese society, especially in the cultural and artistic field. The music sector —this article refers exclusively to classical music, commonly known as western vocal and instrumental music, excluding parallel sectors such as electronic music or jazz, for example— was not alien to these transformations.  This text investigates some paradigmatic cases of the new and effervescent climate of the First Republic, revealing a certain instability and incoherence of a period more distinguished by its expectations than by its achievements.

From an investigation in the historical archive «Armenia Euredgian» of the Normal School N.º 2 «Mariano Acosta» in the City of Buenos Aires, we present three versions of the relationship between the writer Julio Cortázar and the school where he was trained as a teacher during the 1930s. Our starting hypothesis is that the history of an institution must be understood in the double framework offered by the history of education and the general history of the country. By examining how the history of the school was intertwined with the history of education and of the country, we hope to reveal certain clues about the different configurations of school culture produced by the individuals who inhabited the school. The first of these versions refers to the most explicit position of the author, who denounces the formation received as that of «a machine of fascists». The Normal School, which by this time was officially recognized as an element of cultural irradiation, was extolled and respected in its role of training citizens for the Republic; it is described by Cortázar as «an immense lie». Through his images, he denounces the non-fulfillment of the function of the educative system in the formation of educated citizens and men. The second version of the school is mounted on the first, and tends towards a dreamlike and sinister portrayal, represented mainly through the story «The school at night». In Cortázar’s own words, these are «imaginary facts that have been written as a symbolic equivalent of reality». In his story, he invites us to believe that in the supposed normality of the «Normal School» dark ghosts are hidden, in the context of a period which saw the advancement of authoritarian positions in the country and in their education. Finally, a third version affords us a view of a school where individuals rebel against the models proposed in previous versions and inscribe them in more democratic political, cultural and pedagogical traditions. This interpretation is evidenced mainly through the concrete ways in which Cortázar lived in the school in his student years, and more specifically as director of the magazine Addenda, publication of the Student Association.

This article analyses the changing school policies in the city of Buenos Aires between the fall of Juan Manuel de Rosas’ regime and the imposition of a unified curriculum in the city in 1872. Local school policies were erratic and even conflicting in their priorities and were influenced by different socialand educational groups. Different strategies and the emergence of educational factions within the school administration are seen as being largely the result of different postures regarding the crucial issue of the meanings of the «popular ». These meanings affected both the political and the educational spheres. In this constellation, a liberal faction led by Sarmiento maintained the strong political meanings associated with the popular, which included a strong confidence in the active participation of civil society in the regulation and improvement of the schools as well as a consistent concern about the extension of school attendance. Another faction was rather Catholic in its liberalism and had in Marcos Sastre, a writer and educationist, its central figure. This faction defended a sceptical perspective about the popular in the field of education and focused on pedagogical issues to the detriment of a more political approach

In this work we study school supply catalogues as a source for the study of History of Mathematics Education (HME). First, we describe some relevant characteristics of school supply catalogues when used as historical sources. Then, we analyse how abacuses appear in some sets of catalogues as a typical tool for teaching arithmetic. For this purpose, we devote a section to describing school abacuses and their uses. We describe the devices offered in catalogues  according to their description and images. The existence of diachronic series of documents allows us to assess the degree to which the offer remained stable or changed as time passed. This analysis of abacuses appearing in catalogues will allow us to appreciate catalogues as a source material for HME.

The librarianship studies, developed under the auspices of the Boston International Institute by the «Residencia de Señoritas» between 1930 and 1936, were part of the first educational initiatives taken to promote the integration of women into the labour force of Spain. These studies were ledby Maria de Maeztu. Along with significant figures like Elena Fortún, a huge collective of anonymous students participated and deposited in this enterprise their important personal prospects. In this work we have investigated the information included in their registration forms as well as Elena Fortún’s testimony regarding this activity. We have attempted to recover the human spirit or, in other words, the inside history of this pioneering effort, truncated by the Spanish Civil War and its final outcome.