Acoso y ciberacoso, ¿qué es igual y qué es distinto? Un análisis de clases latentes

Bullying and cyberbullying are risky behaviours which normally occur during adolescence. Although an important relationship has been recognized between the two phenomena, issues related to their prevalence, the similarity and difference between them, the transfer of roles, as well as the emotional, social, and moral aspects associated with them, remain unresolved. The aim of this study was to explore the roles ofinvolvement in bullying and cyberbullying through an analysis of latent classes, and examine their association with moral disengagement, social and normative adjustment, and anger rumination. The study had a two-stage longitudinal design, with 3,006 secondary school students (Mage= 13.53; 51.9% girls), using extensively validated self-reports in the reference population. The results showed four latent classes: uninvolved, victim-cybervictim, bully victim and wholly involved. Logistic regression analyses identified a low social adjustment in those wholly involved, low normative adjustment and high moral disengagement in mixed profiles, and high anger rumination in all involvement profiles, mainly in bully-victim. These results are discussed in terms of their value in understanding the distinctions between bullying and cyberbullying, the existence of pure and mixed roles, and the associated emotional, social, and moral variablesEl acoso escolar y el ciberacoso se presentan como comportamientos de riesgo durante la adolescencia. Aunque se ha reconocido una importante relación entre ambos fenómenos, aspectos referidos a su prevalencia, la semejanza y diferencia entre uno y otro, la transferencia de roles, así como los aspectos emocionales, sociales y morales asociados aún están sin resolver. El objetivo fue explorar los perfiles de implicación en acoso y ciberacoso a través de un análisis de clases latentes y examinar su asociación con desconexión moral, ajuste social y normativo y rumiación de la ira. Se presenta un estudio longitudinal en dos tiempos con 3,006 escolares de secundaria (Medad= 13.53; 51.9% chicas). Se utilizaron autoinformes ampliamente validados en la población de referencia. Los resultados mostraron cuatro clases latentes: no implicados, víctimas-cibervíctimas, agresores victimizados y totalmente implicados. Análisis de regresión logística identificaron un bajo ajuste social en los totalmente implicados, bajo ajuste normativo y alta desconexión moral en perfiles mixtos, y alta rumiación de la ira en todos los perfiles de implicación, principalmente en agresores victimizados. Se discuten estos resultados en términos de su valor para comprender los matices que distinguen el acoso y ciberacoso, de la existencia de roles puros y mixtos y de las variables emocionales, sociales y morales asociadas

Acoso y ciberacoso, ¿qué es igual y qué es distinto? Un análisis de clases latentes

Bullying and cyberbullying are risky behaviours which normally occur during adolescence. Although an important relationship has been recognized between the two phenomena, issues related to their prevalence, the similarity and difference between them, the transfer of roles, as well as the emotional, social, and moral aspects associated with them, remain unresolved. The aim of this study was to explore the roles of involvement in bullying and cyberbullying through an analysis of latent classes, and examine their association with moral disengagement, social and normative adjustment, and anger rumination. The study had a two-stage longitudinal design, with 3,006 secondary school students (Mage = 13.53; 51.9% girls), using extensively validated self-reports in the reference population. The results showed four latent classes: uninvolved, victim-cybervictim, bully-victim and wholly involved. Logistic regression analyses identified a low social adjustment in those wholly involved, low normative adjustment and high moral disengagement in mixed profiles, and high anger rumination in all involvement profiles, mainly in bully-victim. These results are discussed in terms of their value in understanding the distinctions between bullying and cyberbullying, the existence of pure and mixed roles, and the associated emotional, social, and moral variables.El acoso escolar y el ciberacoso se presentan como comportamientos de riesgo durante la adolescencia. Aunque se ha reconocido una importante relación entre ambos fenómenos, aspectos referidos a su prevalencia, la semejanza y diferencia entre uno y otro, la transferencia de roles, así como los aspectos emocionales, sociales y morales asociados aún están sin resolver. El objetivo fue explorar los perfiles de implicación en acoso y ciberacoso a través de un análisis de clases latentes y examinar su asociación con desconexión moral, ajuste social y normativo y rumiación de la ira. Se presenta un estudio longitudinal en dos tiempos con 3,006 escolares de secundaria (Medad = 13.53; 51.9% chicas). Se utilizaron autoinformes ampliamente validados en la población de referencia. Los resultados mostraron cuatro clases latentes: no implicados, víctimas-cibervíctimas, agresores victimizados y totalmente implicados. Análisis de regresión logística identificaron un bajo ajuste social en los totalmente implicados, bajo ajuste normativo y alta desconexión moral en perfiles mixtos, y alta rumiación de la ira en todos los perfiles de implicación, principalmente en agresores victimizados. Se discuten estos resultados en términos de su valor para comprender los matices que distinguen el acoso y ciberacoso, de la existencia de roles puros y mixtos y de las variables emocionales, sociales y morales asociadas

Lung and airway disorders in immunoglobulin G4- related disease

gG4-related disease (IgG4-RD) is an immune-mediated condition, characterized by the formation of fibroinflammatory tumefactive lesions that can cause progressive tissue damage and subsequent organ failure. Although initially described as a disease of unknown etiology confined to the pancreas, IgG4-RD has been realized over time as an important entity that has underlies numerous pathologic conditions such as autoimmune pancreatitis, Riedel thyroiditis, Mikulicz syndrome, inflammatory pseudotumors and many others. IgG4-RD can affect almost any organ. However, the most commonly affected are the pancreas, hepatobiliary system, exocrine glands (salivary, lacri mal), retroperitoneum, kidneys and intrathoracic structures. Within the thorax, involvement of the lung parenchyma, airways, mediastinum, and pleura have been reported. The pulmonary involvement, therefore, is very diverse and can present as pulmonary nodule(s) or mass(es), alveolar or interstitial infiltrates, airflow obstruction, lymphadenopathy, mediastinal fibrosis, and pleural thickening and/or effusion. It is therefore important to recognize the diverse manifestations of this condition, as it can involve multiple organs and have various forms of expression within the same organ. As a consequence, IgG4-RD has presented a fascinating diagnostic challenge for many different specialties. In this review, we focus on the diagnosis and management of the intrathoracic involvement in this multisystem disease

Ecological genomics of adaptation to unpredictability in experimental rotifer populations

Elucidating the genetic basis of phenotypic variation in response to different environments is key to understanding how populations evolve. Facultatively sexual rotifers can develop adaptive responses to fluctuating environments. In a previous evolution experiment, diapause-related traits changed rapidly in response to two selective regimes (predictable vs unpredictable) in laboratory populations of the rotifer Brachionus plicatilis. Here, we investigate the genomic basis of adaptation to environmental unpredictability in these experimental populations. We identified and genotyped genome-wide polymorphisms in 169 clones from both selective regimes after seven cycles of selection using genotyping by sequencing (GBS). Additionally, we used GBS data from the 270 field clones from which the laboratory populations were established. This GBS dataset was used to identify candidate SNPs under selection. A total of 76 SNPs showed divergent selection, three of which are candidates for being under selection in the particular unpredictable fluctuation pattern studied. Most of the remaining SNPs showed strong signals of adaptation to laboratory conditions. Furthermore, a genotype-phenotype association approach revealed five SNPs associated with two key life-history traits in the adaptation to unpredictability. Our results contribute to elucidating the genomic basis for adaptation to unpredictable environments and lay the groundwork for future evolution studies in rotifers

Càlcul : problemes i solucions

Els problemes que aquest llibre conté són el resultat d'alguns anys de docència en l'assignatura Càlcul de les titulacions d'Enginyeria de Camins, Canals i Ports, i d'Enginyeria Geològica, i desenvolupen el càlcul diferencial i integral d'una variable i de diverses. També fa una introducció de les successions i les sèries funcionals, aplicable a tot el programa d'un primer curs de càlcul. Aquest llibre és una recopilació de problemes proposats als estudiants d'Enginyeria Civil de l'ETSECCPB durant els últims anys. S'estructura en deu capítols, que corresponen al primer curs de càlcul d'una variable i diverses d'una carrera tècnica, i es complementa amb les solucions dels exercicis

Cálculo : problemas y soluciones

Los problemas contenidos en el libro que se presenta son el resultado de cuatro años de docencia en la asignatura Cálcul I de la ETSECCPB. En ellos se desarrolla el cálculo diferencial e integral de una y varias variables, así como una introducción a las sucesiones y series funcionales, con lo que se pretende cubrir cualquier programa de un primer curso de cálculoPrimera edició

Cálculo : problemas y soluciones

Los problemas contenidos en el libro que se presenta son el resultado de cuatro años de docencia en la asignatura Cálcul I de la ETSECCPB. En ellos se desarrolla el cálculo diferencial e integral de una y varias variables, así como una introducción a las sucesiones y series funcionales, con lo que se pretende cubrir cualquier programa de un primer curso de cálculo.Segunda edició

Academic engagement: A diary study on the mediating role of academic support

© 2020 Elsevier Inc. Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergraduates filled in a general questionnaire and subsequently completed a daily questionnaire, for 5 consecutive academic days (470 diary entries). The multilevel analysis showed a positive relationship between self-efficacy and curiosity and academic engagement. In addition, the results revealed a positive relationship between academic support and academic engagement. Finally, the results showed partial mediation of academic support in the relationship between self-efficacy and academic engagement and in the relationship between curiosity and academic engagement. The results can be used to improve teaching and learning programs in colleges and universities.This research was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES (Brazil), through a scholarship granted to the first author (process n° 99999.004301/2015-03

Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study

El ajuste normativo estimula el desarrollo de actitudes y comportamientos que promueven la convivencia escolar. Estudios previos subrayan su relevancia para prevenir la implicación en comportamientos de riesgo que afectan a la calidad de las relaciones entre iguales en el aula y en el centro escolar. El objetivo del estudio es analizar la influencia prospectiva entre el ajuste normativo y la perpetración de acoso durante cuatro períodos de tiempo con un intervalo de seis meses (18 meses). Han participado un total de 3017 adolescentes entre 11 y 16 años (49,5% niñas; MEdadT1 = 13.15, DT = 1.09). Los resultados del Modelo Random Intercept Cross-Lagged indican una asociación bidireccional entre el ajuste normativo y la perpetración del acoso a lo largo del tiempo. Cuando los adolescentes aumentan su ajuste normativo, disminuye su participación en la perpetración del acoso seis meses después. A su vez, cuando aumenta la implicación en agresión, se registra una disminución en su ajuste normativo a lo largo del tiempo. Los resultados de crecimiento univariado incondicional informan que el ajuste normativo aumenta mientras que la agresión en acoso escolar disminuye. Los hallazgos se discuten en términos de la necesidad de considerar la interacción longitudinal con factores contextuales para comprender y prevenir el acoso escolar en las escuelas.Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MAgeT1 = 13.15, SD = 1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools