Purpose: Romania has a high prevalence of hypertension (45.1% in 2016). Whether this is attributable to a low rate of treatment adherence—which can aggravate the pathology and reduce patients’ quality of life (QoL)—is unknown. To address this point, the present study investigated the factors that influence short- and long-term adherence and QoL in patients with arterial hypertension using a specially designed questionnaire. Patients and Methods: The study enrolled 289 patients at different stages of hypertension with or without comorbidities. The diagnosis of hypertension was established by the cardiologist, and treatment regimens were communicated by patients to the clinical pharmacist who administered the questionnaire, which comprised 7 domains with variable numbers of items. Results: The majority of surveyed patients (57.43%) considered that their capacity for effort was decreased because of their hypertension, with 65.05% reporting that they were affected by symptoms associated with high blood pressure (eg, headache and dizziness). Most patients (71.28%) understood the consequences of discontinuing their medication and the severe complications of hypertension, and 69.55% indicated that they would not stop treatment if they experienced side effects. For 53.28% of patients, social activity was significantly affected by their condition. Only 47.05% of patients underwent regular mandatory medical examinations and 55.36% periodically monitored their blood pressure at home. A regression analysis revealed correlations between specific questionnaire items and patient characteristics. Conclusion: Nonpharmacologic factors that were shown to influence patients’ adherence to treatment and QoL included the level of health education and knowledge of disease complications, self-monitoring of hypertension, and consultation with medical and pharmaceutical healthcare providers regarding hypertension and its treatment.

We consider an infinite network of identical theta neurons, all-to-all coupled by instantaneous synapses. Using the Watanabe–Strogatz Ansatz, the mathematical model of this infinite network is reduced to a two-dimensional system of differential equations. We determine the number of equilibria of this reduced system with respect to two characteristic parameters. Furthermore, we discuss the stability properties of each equilibrium and the possible bifurcations that may take place. As a result, the occurrence of exotic higher codimension bifurcations involving a degenerate center is also unveiled. Numerical results are also presented to illustrate complex dynamic behaviour in the reduced system.

The rapid integration of large language models into higher education creates opportunities for mathematics instruction, but also raises the need for structured interaction strategies that support reflective learning rather than passive answer consumption. This study, conducted within the Erasmus+ MAESTRO-AI project, examines how selected AI prompt patterns can be implemented in concrete university mathematics activities and how students evaluate these AI-supported experiences. Two experimental modules were compared: complex numbers for first-semester Applied Mathematics students in Poland ($n=100$) and conditional probability for second-year Computer Science students in Romania ($n=213$). After completing AI-assisted learning activities with ChatGPT and/or Gemini, students completed a common evaluation questionnaire assessing engagement, perceived usefulness, and reflections on AI as a tutor. Group comparisons and experience-based analyses were performed using the Mann–Whitney test. Results indicate that students who reported regular prior use of AI tools evaluated AI-supported learning significantly more positively than those with occasional or no prior experience. They gave higher ratings across most questionnaire items as well as for the overall score. The findings suggest that prompt-pattern-based designs can support engaging AI-assisted mathematics activities. They also indicate that such designs can provide a structured learning experience, while introductory guidance may be important to ensure comparable benefits for less experienced students.