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Los fortines de Ketura forman parte de la primera línea de defensa republicana del Sector de Ubidea, en la parte central del frente alavés de la Guerra Civil en el País Vasco (1936-1937). En este artículo se presenta el proceso de estudio arqueológico integral llevado a cabo en 2017. Estos nidos destacan sobre todo por la gran cantidad de ‘grafitis de guerra’ que contienen. Milicianos socialistas del Ejército Vasco dejaron decenas de inscripciones en el cemento fresco a modo de testimonio o «ego-documento». Mediante una investigación intensiva se propone reconstruir la historia de este conjunto a través de su propia materialidad, es decir, a través de sus objetos arqueológicos y grabados. Toda esta información, hasta ahora inédita, se presenta además como posible recurso para la comunidad local en la gestión de sus diversas «memorias políticas»., Pillboxes of Ketura are located in the former Republican vanguard of the Sector of Ubidea, in a central part of the Front of Araba of the Spanish Civil War in the Basque Country (1936-1937). This article shows the process of a comprehensive archaeological research developed in 2017. These armored structures are especially remarkable because of a large number of ‘war graffiti’ preserved in them. Socialist soldiers of the Basque Army placed dozens of inscriptions in the fresh cement as testimonies or ‘ego-documents’. Throughout an intensive research it is proposed a reconstruction of the history of this place focusing on its own materiality, that is to say its archaeological objects and graffiti. This information, up to know unpublished, is present also as a resource for local community in order to manage its diverse ‘political memories’.

Public university art education in Ecuador lacks subjects to study the current convergent space between art, science and technology and their creative practices. This situation reveals a certain stagnation under traditional techniques and profiles. The new medialabs of the Faculty of Arts (University of Cuenca and Central University) from Ecuador (Quito) are implementing the first practices in this regard, repairing the curriculum deficiencies of these career paths in digital culture and new media art. This study analyzes the characteristics of these centers and the methodology followed to introduce the art and new technologies pioneered in the country. La educación artística universitaria pública en el Ecuador adolece de materias ligadas al estudio del espacio convergente actual entre arte, ciencia y tecnología y sus respectivas prácticas creativas. Ante esta situación, que denota cierto anquilosamiento bajo técnicas y perfiles tradicionales, son los nuevos medialabs creados en los últimos años en el contexto de las Facultades de Arte de la Universidad de Cuenca y de la Universidad Central del Ecuador (Quito), los que vienen implementando las primeras prácticas en este sentido, cubriendo así las carencias curriculares de dichas carreras en lo que a cultura digital, arte y nuevos medios se refiere. Este estudio analiza las características de estos centros y la metodología seguida para introducir el arte y las nuevas tecnologías de forma pionera en el país. A educação artística universitária pública em Equador carece de matérias ligadas ao estudo do espaço convergente atual entre arte, ciência e tecnologia e suas respectivas práticas criativas. Frente a essa situação, que denota certa estagnação sob técnicas e perfis tradicionais, são os novos medialabs criados nos últimos anos no contexto das Faculdades de Arte da Universidade de Cuenca e da Universidade Central do Equador (Quito), que vem implementando as primeiras práticas neste sentido, cobrindo assim as carências curriculares das chamadas carreiras no que a cultura digital, arte e novas mídias se referem. Este estudo analisa as características destes centros e a metodologia seguida para introduzir a arte e as novas tecnologias de forma pioneira no país.

Background: Some authors consider that secondary prevention should be conducted for all DM2 patients, while others suggest that the drug preventive treatment should start or be increased depending on each patient's individual CVR, estimated using cardiovascular or coronary risk functions to identify the patients with a higher CVR. The principal objective of this study was to assess three different cardiovascular risk prediction models in type 2 diabetes patients. Methods: Multicentre, cross-sectional descriptive study of 3,041 patients with type 2 diabetes and no history of cardiovascular disease. The demographic, clinical, analytical, and cardiovascular risk factor variables associated with type 2 diabetes were analysed. The risk function and probability that a cardiovascular disease could occur were estimated using three risk engines: REGICOR, UKPDS and ADVANCE. A patient was considered to have a high cardiovascular risk when REGICOR ≥ 10 % or UKPDS ≥ 15 % in 10 years or when ADVANCE ≥ 8 % in 4 years. Results: The ADVANCE and UKPDS risk engines identified a higher number of diabetic patients with a high cardiovascular risk (24.2 % and 22.7 %, respectively) compared to the REGICOR risk engine (10.2 %). The correlation using the REGICOR risk engine was low compared to UKPDS and ADVANCE (r = 0.288 and r = 0.153, respectively; p < 0.0001). The agreement values in the allocation of a particular patient to the high risk group was low between the REGICOR engine and the UKPDS and ADVANCE engines (k = 0.205 and k = 0.123, respectively; p < 0.0001) and acceptable between the ADVANCE and UKPDS risk engines (k = 0.608). Conclusions: There are discrepancies between the general population and the type 2 diabetic patient-specific risk engines. The results of this study indicate the need for a prospective study which validates specific equations for diabetic patients in the Spanish population, as well as research on new models for cardiovascular risk prediction in these patients. Keywords: Type 2 diabetes, Cardiovascular risk prediction, Cardiovascular disease, Risk prediction models, Primary prediction

Se estudian las múltiples formas que adoptan los problemas producidos por una situación de maltrato, para cuya atención la residencia de menores y el centro educativo deben estar preparados. La escuela se convierte en un recurso educativo y comunitario que debe compensar las desigualdades que estos menores requieren, tanto desde la perspectiva académica como desde la pedagogía social. ESP