School violence towards peers and teen dating violence: the mediating role of personal distress

School violence towards peers and teen dating violence are two of the most relevant behaviour problems in adolescents. Although the relationship between the two types of violence is well established in the literature, few studies have focused on mediators that could explain this empirical relationship. We departed from the evidence that relates anger, emotional distress and impaired empathy to teen dating violence and juvenile sexual offending, to explore the role of personal distress, i.e., a self-focused, aversive affective reaction to another’s emotion associated with the desire to alleviate one’s own, but not the other’s distress; as a possible mechanism linking school violence towards peers and teen dating violence in a sample of Spanish adolescents. We also explored the prevalence of emotional and physical teen dating violence, both occasional and frequent, and the differences between boys and girls. A total of 1055 adolescents (49.2% boys and 50.8% girls) aged between 11 and 17 years (M = 14.06, SD = 1.34) who had had at least one romantic relationship within the last year, completed measures of school violence towards peers, teen dating violence, and personal distress. Statistical analyses revealed that occasional and frequent teen dating violence (both physical and emotional) was more frequent in girls than in boys, and that personal distress functioned as a partial mediator, with an overall model fit higher for boys than girls: in boys, partial mediation occurred for both physical and emotional teen dating violence; in girls, partial mediation occurred only for physical violence. The interpretation of the results is tentative given the novel nature of the study, and points to the evidence of the emotional costs of school violence and the importance of emotion and behavior regulation to undermine the social costs of personal distress

Kinetics and crystallization path of a Fe-based metallic glass alloy

The thermal stability and the quantification of the different transformation processes involved in the overall crystallization of the Fe50Cr15Mo14C15B6 amorphous alloy were investigated by several characterization techniques. Formation of various metastable and stable phases during the devitrification process in the sequence a-Fe, ¿-Cr6Fe18Mo5, M23(C,B)6, M7C3, ¿-Fe3Mo3C and FeMo2B2 (with M = Fe, Cr, Mo), was observed by in-situ synchrotron high energy X-ray diffraction and in-situ transmission electron microscopy. By combining these techniques with differential scanning calorimetry data, the crystallization states and their temperature range of stability under continuous heating were related with the evolution of the crystallized fraction and the phase sequence as a function of temperature, revealing structural and chemical details of the different transformation mechanisms.Postprint (published version

Academic competence, teacher–student relationship, and violence and victimisation in adolescents: The classroom climate as a mediator

School violence is a serious social and public health problem prevalent worldwide. Alt-hough the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the poten-tial mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Com-pulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher–student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of classroom climate (involvement, affiliation, and teacher support) perceived by the students functioned as partial mediators between teacher perceptions of academic competence and of teacher–student relationship and violence and victimisation. In the mediational model, teacher perception of academic competence acted as a direct protective factor against violence and victimisation, and teacher perception of teacher–student relationship acted as a direct risk for violence, as well as an indirect protective factor through classroom climate for victimisation. The interpretation of these results points to the importance of the teacher’s subjective perceptions in the prevention of violence and victimisation problems and their practical implications for the classroom climate perceived by students

The Gamma-ray Blazar Quest: new optical spectra, state of art and future perspectives

We recently developed a procedure to recognize gamma-ray blazar candidates within the positional uncertainty regions of the unidentified/unassociated gamma-ray sources (UGSs). Such procedure was based on the discovery that Fermi blazars show peculiar infrared colors. However, to confirm the real nature of the selected candidates, optical spectroscopic data are necessary. Thus, we performed an extensive archival search for spectra available in the literature in parallel with an optical spectroscopic campaign aimed to reveal and confirm the nature of the selected gamma-ray blazar candidates. Here, we first search for optical spectra of a selected sample of gamma-ray blazar candidates that can be potential counterparts of UGSs using the Sloan Digital Sky Survey (SDSS DR12). This search enables us to update the archival search carried out to date. We also describe the state-of-art and the future perspectives of our campaign to discover previously unknown gamma-ray blazars.Comment: 11 pages, 2 figures, 5 tables, pre-proof version, accepted for publication of Astrophysics and Space Scienc

Hysteroscopic findings and intrauterine pathology treatment in Mexican infertile women

Background: Hysteroscopy is a minimally invasive approach in gynecologic surgery and one of the main procedures performed on women undergoing fertility treatments. Intrauterine pathology negatively affects fertility by decreasing endometrial receptivity and embryo implantation success, and its prevalence has been reported between 19% and 62%. The aim of our study was to describe the hysteroscopic findings, prevalence of intrauterine pathology, the instruments used for the treatment of structural lesions in Mexican infertile women; and to compare the relationship of positive findings with the type of infertility. Methods: This was a descriptive, cross-sectional study conducted at fertility clinic at a private hospital. Results: We evaluated 191 hysteroscopies; the mean age of women was 35.5+3.2 years and the mean time of infertility 5.7+3.2 years. Primary infertility was the most prevalent (79.1%). In 118 cases (61.8%), uterine cavity abnormalities were diagnosed, the most frequent findings were: polyps (n=51, 26.7%), endometritis (n=30, 15.7%), fibroids (n=15, 7.6 %), synechiae (n=12, 6.5%), and müllerian anomalies (n=10, 5.3%). For structural pathology treatment, cold scissors and bipolar energy were used in 65.5% and 34.5%, respectively. Conclusions: Overall intrauterine pathology prevalence in our study population was 61.8%. Cold scissors and bipolar energy were used for structural lesions treatment. When comparing the relationship of hysteroscopic findings, no statistically significant difference was found in the presence of positive findings, with the type of infertility.

Chronic renal dysfunction in maintenance heart transplant patients: the ICEBERG study

[Abstract] Chronic renal dysfunction (CRD) is a major complication after heart transplantation. We sought to describe the renal function over time, to assess the risk factors associated with CRD development, and to evaluate the clinical attitudes on diagnosis and treatment of CRD. A retrospective, cross-sectional, multicenter study was conducted in 13 outpatient clinics in Spain. A total of 244 heart recipients who survived more than 2 years after transplantation were included. Post-transplantation follow-up was 7.7 years (range: 2-22 years). CRD was diagnosed in 32.4% of patients at a mean of 3.3 years after transplantation. Serum creatinine increased 0.1 ± 0.2 mg/dL per year in CRD group compared with 0.0 ± 0.2 mg/dL per year in non-CRD group (P = .003) and glomerular filtration rate decreased −1.5 ± 4.3 mL/min/1.73 m2 per year in CRD group versus −0.1 ± 4.8 mL/min/1.73 m2 per year in non-CRD group (P = .027). After CRD diagnosis, major changes in immunosuppression based on calcineurin inhibitors reduction were instituted in 46.8% of patients. Multivariate model identified recipient age (P < .0001), female sex (P = .0398), and time since transplant (P < .0001) as predictors of CRD. In conclusion, the prevalence of CRD in long-term heart recipient survivors was quite high. CRD was associated with nonmodifiable factors (age, gender, and time since transplant)

Studi Implementasi Pendidikan Karakter Pada Pembelajaran Matematika Pada Kelas Cerdas Istimewa Bakat Istimewa (Cibi) SMP Negeri 2 Surakarta

The objective of research was to describe the implementation of character education to mathematics learning, the constraints the teacher faced and the solution the teachers took to the constraints with the implementation of character education in mathematics learning in the gifted and talented class of SMP Negeri 2 Surakarta. This study was a descriptive qualitative research; the subject of researcher was one mathematics teacher and six students in the grade VII gifted and talented class. Techniques of validating data used were researcher persistence and time triangulation. Techniques of analyzing data used were (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of research are as follows. 1) The process of character education implementation to learning was below. (a) The development of logical, critical, creative and innovative thinking character was conducted by means of assignment, directing the students to the correct answer and to make decision with debriefing. (b) The development of hard work character was conducted by means of group assignment. (c) The development of curiosity character was conducted by providing the example of material existing in real life. (d) The development of independency character was conducted by assigning the material reading to be discussed in the next meeting. (e) The development of self-confidence character was conducted by means of facilitating the students writing the result on the blackboard. 2) The constraints the teacher faced and the solutions the teacher took were as follows. (a) In the implementation of logical, critical, creative and innovative thinking character, the students monopolized actively the debriefing process so that the teacher should limit and provide other students the opportunity of asking question. (b) In the implementation of hard work character, not all students in the classroom had equal hard work ethos. The solutions taken were to play motivation video and to convince them about the ability they had, to display the students\u27 work, and to reward the students with the best performance. (c) In the implementation of curiosity character, the students who did not want to think too hard responded poorly to the stimulus given. In this case, the teacher could give reward in the form of mark (grade). (d) In the implementation of self-confidence character, the students with less self-confidence would select the easy assignment in presenting the group assignment, and they explained in very soft voice. The solutions taken were to give more mark to the students explaining group assignment, and to direct the students in the presentation. For teacher independency character, the teacher did not face a significant constraint