La Merindad de Ultrapuertos en 1361

La Meindad de Ultrapuertos, Tierras de Vascos o Castellanía de San Juan era parte de la monarquía Navarra y pagaba sus tributos como se puede ver en los registros de Contos del Archivo General de Navarra. Se presenta el registro de Contos de 1361The district of Ultrapuertos, Tierras de Vascos (Lands of the Basques) or Castellanía de San Juan belonged to the Crown of Navarre and paid their taxes, as can be seen in the records of Accounts in the General Archives of Navarre. The author introduces the records of Accounts corresponding to 136

Hombro doloroso hemipléjico en pacientes con ictus: causas y manejo

The hemiplegic shoulder pain is common after a stroke. Its appearance brings pain and limits daily living activities as well as participation in specific Neuro-rehabilitation programs. All this leads to a worse functional outcome. Good management of patients can reduce both the frequency and intensity of shoulder pain, improving functional outcome. DEVELOPMENT: We conducted a literature search of various databases between 1980 and 2008. The articles were evaluated using the PEDro scoring system. Five evidence levels were established for the conclusions. CONCLUSIONS: Shoulder subluxation, occurs at an early stage after stroke and is associated with subluxation of the shoulder joint and spasticity (mainly subscapularis and pectoralis). Slings prevent subluxation of the shoulder. It is preferable to move within a lower range of motion and without aggression to prevent the occurrence of shoulder pain. The injection of corticosteroids does not improve pain and range of motion in hemiplegic patients, while botulinum toxin combined with physical therapy appears to reduce hemiplegic shoulder pain

Monitorización con vídeo-EEG y ECG simultáneo para el diagnóstico diferencial de trastornos de conciencia transitorios. A propósito de un caso

We present the case of a 36 year-old woman, with history of transient consciousness disorders with vegetative state, interpreted as epileptic crises and treated with valproate for two years. After nine asymptomatic years, they reappeared associated with migraine, vomiting and some generalized convulsions. Electroencephalogram and cerebral magnetic resonance turned out normal, and treatment with zonisamide was started, without beneficial results. Later cardiological studies objectified a blockage of the left branch that coincided with dizziness. The study was completed with Video-EGG monitoring, where there was an episode that showed temporary right epileptiform activity, with a diagnosis established of focal epilepsy of unknown cause. At present, she remains asymptomatic with oxycarbazepine

Monoaminergic impairment in Down syndrome with Alzheimer's disease compared to early-onset Alzheimer's disease

Introduction: People with Down syndrome (DS) are at high risk for Alzheimer's disease (AD). Defects in monoamine neurotransmitter systems are implicated in DS and AD but have not been comprehensively studied in DS. Methods: Noradrenaline, adrenaline, and their metabolite 3-methoxy-4-hydroxyphenylglycol (MHPG); dopamine and its metabolites 3,4-dihydroxyphenylacetic acid (DOPAC) and homovanillic acid; and serotonin and its metabolite 5-hydroxyindoleacetic acid were quantified in 15 brain regions of DS without AD (DS, n = 4), DS with AD (DS+AD, n = 17), early-onset AD (EOAD, n = 11) patients, and healthy non-DS controls (n = 10) in the general population. Moreover, monoaminergic concentrations were determined in cerebrospinal fluid (CSF)/plasma samples of DS (n = 37/149), DS with prodromal AD (DS+pAD, n = 13/36), and DS+AD (n = 18/40). Results: In brain, noradrenergic and serotonergic compounds were overall reduced in DS+AD versus EOAD, while the dopaminergic system showed a bidirectional change. For DS versus non-DS controls, significantly decreased MHPG levels were noted in various brain regions, though to a lesser extent than for DS+AD versus EOAD. Apart from DOPAC, CSF/plasma concentrations were not altered between groups. Discussion: Monoamine neurotransmitters and metabolites were evidently impacted in DS, DS+AD, and EOAD. DS and DS+AD presented a remarkably similar monoaminergic profile, possibly related to early deposition of amyloid pathology in DS. To confirm whether monoaminergic alterations are indeed due to early amyloid β accumulation, future avenues include positron emission tomography studies of monoaminergic neurotransmission in relation to amyloid deposition, as well as relating monoaminergic concentrations to CSF/plasma levels of amyloid β and tau within individuals

Teaching English through pedagogical translanguaging

Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic because it prevents students from using resources they have previously acquired in other languages (Cenoz & Gorter, 2015; Kubota, 2018). In this article we discuss 'pedagogical translanguaging' understood as intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire as well as metalinguistic and language awareness. Pedagogical translanguaging considers learners as emergent multilinguals who can use English and other languages depending on the social context. Their linguistic resources are valued and learners are not seen as deficient users of English but as multilingual speakers.MINECO/FEDER,Grant/AwardNumber:EDU2015-63967-R;EuskoJaurlaritza,Grant/AwardNumber:DREAMIT1225-1

The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers

Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students' English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.This work was supported by the Agencia Estatal de Investigacion, Spain [Grant Number PID2019-105818GB-100] and the Basque Government [Grant Number DREAM IT-1225-19]

Immigrant students’ minority language learning: an analysis of language ideologies

This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.This work was supported by Eusko Jaurlaritza: [Grant Number IT-1225-19]; Ministerio de EconomAa y Competitividad: [Grant Number FFI2014-52173-P]; University of the Basque Country: [Grant Number PIF 2013]

Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.This work was supported by the MINECO/FEDER [grant number EDU2015-63967-R] and the Basque Government [grant number DREAM IT-1225-19]

Assessment of the Common Agricultural Policy 2014–2020 in Supporting Agroecological Transitions: A Comparative Study of 15 Cases across Europe

This article is aimed at analyzing the potential that CAP 2014–2020-related instruments have on supporting agroecological transitions in Europe by focusing on the strengths and weaknesses of key instruments. Through a stepwise participatory research methodology, 105 key stakeholders (farmers, advisors, academics, environment experts, administration representatives, and professionals from food chains) in 15 countries in Europe were engaged in the discussion of the potential of current CAP instruments to solve the barriers that constrain agroecological farming systems in their particular regions. The results of this comparative study show which CAP instruments are valued with a high potential to support transitions to agroecology. The analysis of the stakeholders’ perceptions contributes to an enhanced understanding of why CAP instruments have failed or succeeded to promote agroecological transitions.This research was funded by the European Union from the research and innovation program Horizon 2020 under the Grant Agreement No. 773901 (Call: Sustainable Food Security—Resilient and resource-efficient value chains; Topic SFS-29-2017: Socio-eco-economics—socio-economics in ecological approaches)