Bi-factor exploratory structural equation modeling done right: using the SLiDapp application

Background: Due to its fl exibility and statistical properties, bi-factor Exploratory Structural Equation Modeling (bi-factor ESEM) has become an often-recommended tool in psychometrics. Unfortunately, most recent methods for approximating these structures, such as the SLiD algorithm, are not available in the leading software for performing ESEM (i.e., Mplus). To resolve this issue, we present a novel, user-friendly Shiny application for integrating the SLiD algorithm in bi-factor ESEM estimation in Mplus. Thus, a two-stage framework for conducting SLiDbased bi-factor ESEM in Mplus was developed. Method: This approach was presented in a step-by-step guide for applied researchers, showing the utility of the developed SLiDApp application. Using data from the Open-Source Psychometrics Project (N = 2495), we conducted a bi-factor ESEM exploration of the Generic Conspiracist Beliefs Scale. We studied whether bi-factor modelling was appropriate and if both general and group factors were related to each personality trait. Results: The application of the SLiD algorithm provided unique information regarding this factor structure and its ESEM structural parameters. Conclusions: The results illustrated the usefulness and validity of SLiD-based bi-factor ESEM, and how the proposed Shiny app could make it eaiser for applied researchers to use these methodsThis work was supported by Grant FPU15/ 03246 from the Ministry of Education, Culture and Sports (Spain), by the Cátedra de Modelos y Aplicaciones Psicométricos (Instituto de Ingeniería del Conocimiento and Autonomous University of Madrid) and by Grant PSI2017-85022-P from Ministerio de Economia y Competitividad (Spain) and Fondo Social Europe

Derechos humanos y educación afectivo-sexual en la adolescencia: el programa educativo Forma Joven

El present text neix d’una recerca més àmplia sobre la construcció de les identitats sexuals en l’adolescència, realitzat en el context del programa educatiu Forma Joven de la Junta d’Andalusia. Centrem l’atenció en les concepcions i experiències dels i les adolescents participants sobre els rols de gènere i de les relacions amoroses i sexuals. L’anàlisi delsseus discursos ens ha permès detectar un seguit de necessitats educatives i proposar diverses línies d’intervenció que afavoririen el compliment dels drets humans.The present text is the result of a broader research into the construction of sexual identities in adolescence, carried out in the context of the Forma Joven educational programme of the Junta de Andalucía (the Regional Government of Andalusia), in which we focus in particular on the conceptions and experiences expressed by the adolescent participants with regard to gender roles and affective and sexual relationships. The analysis of their commentsand attitudes has enabled us to identify a se ries of educational needs and to propose various lines of intervention that would favour the respecting of human rights.El presente texto nace de una investigación más amplia sobre la construcción de las identidades sexuales en la adolescencia, realizado en el contexto del programa educativo Forma Joven de la Junta de Andalucía. En él centramos la atención en las concepciones yexperiencias de los y las adolescentes participantes acerca de los roles de género y de las relaciones amorosas y sexuales. El análisis de sus discursos nos ha permitido detectar una serie de necesidades educativas y proponer diversas líneas de intervención que favorecerían el cumplimiento de los derechos humanos

El compromiso con la escuela desde la perspectiva de estudiantes de enseñanza secundaria de éxito escolar

Por un error tipográfico no aparecen todos los autores del trabajo en el libro de actasMarco conceptual: El estudio de las relaciones entre el éxito escolar y el compromiso con la educación es una vía para colaborar a reducir los índices de fracaso escolar. Diversos estudios han mostrado evidencias de estudiantes de éxito que muestran un alto nivel de compromiso con la educación, independiente de factores sociales, culturales y de género (Francis, Read & Skelton, 2009; Gorard & See, 2011; Akey, 2006; Abajo y Carrasco, 2004). Compromiso e implicación que se manifiestan en el nivel de participación y en el interés intrínseco que un estudiante muestra hacia la escuela. Objetivo: Conocer qué significa para ellos y ellas el éxito escolar; comprender qué les lleva a comprometerse con la escuela. Indagar en las construcciones subjetivas diferenciadas. Metodología: Entrevistas en profundidad a una muestra intencional de 26 estudiantes de enseñanza secundaria postobligatoria, que cursan Bachillerato o Ciclos formativos. Además, hemos utilizado un cuestionario de contexto (para obtener datos del ambiente familiar) y la técnica del fotolenguaje (para explorar aspectos más emocionales). Resultados: Todos los estudiantes muestran un alto compromiso con la formación; quienes cursan Bachillerato lo han desarrollado a través de una trayectoria escolar estable, mientras quienes cursan Ciclos Formativos lo han generado como fruto de un proceso de maduración personal. Aunque no todos se consideran buenos estudiantes, se definen como responsables y comprometidos con el trabajo escolar, mostrando una actitud positiva ante la escuela que se concreta en atender en clase y respetar las normas del aula. Las chicas son consideradas mejores estudiantes. Conclusión: Cuestiones para reflexionar y tomar decisiones: a) ofrecer posibilidades de experiencias de éxito tempranas que fortalezcan la autoestima; b) cuidar la enseñanza secundaria como un momento crítico, en el que muchos estudiantes se enfrentan al fracaso y a la ruptura de sus expectativas de éxito; c) establecer canales diversos para acoger a quienes se apartan de la escuela; y d) contribuir a crear, desarrollar y fortalecer el proyecto vital de cada estudiante, lo que requiere una mirada que lo contemple como un ser singular.Conceptual framework: The knowledge of the relations between school success and engagement with education may help to reduce school failure. Several studies have shown that students with school success are engaged with education in spite to social, cultural and gender variables (Francis, Read & Skelton, 2009; Gorard & See, 2011; Akey, 2006; Abajo y Carrasco, 2004). Engagement and implication is visible because they are interested and implied in school activities. Aims: To know what does it means for them to have success at school in order to understand what do they need to engage with it. We explored their different subjective constructions. Methodology: We have done in-deep interviews to 26 students who have already finished compulsory secondary education and are now involved in high school or vocational education and training (VET). We although collect data about the familiar context with a questionnaire and we explored their emotions using the photolanguage technique. Findings: All students show a high engagement with education, those in a high school developed their engagement all along their academic background and those enrolled in a VET course developed their engagement as a consequence of their individual maduration process. Not all of them say they are good students, but all of them believe they are responsible and are engaged with academic work. They show a good attitude to school because they pay attention during the lessons and they respect the rules. Girls are considered as best students than boys. Conclusions: There arise some questions to reflect about and make decisions: a) to offer early experiences of success that increase self-esteem; b) be careful with secondary education because so many students fail and their successful expectations disappear; c) to create some pathways to guide and to recover those students who leave school, and d) to contribute to design, develop and encourage the vital project of each student, this requires a different look to consider the student as a unique perso

Diseño de las Osteotomías Digitales Incompletas. Técnicas ODI

Tomando como referencia el estudio estadístico realizado, proponemos la utilización de las Técnicas de Osteotomías Digitales Incompletas (Técnicas ODI) para las correcciones quirúrgicas de los dedos, ya que estás cumplen los fundamentos de osificación y fijación mejor que el resto de las osteotomías descritas. Mostramos en este trabajo su diseño y forma de ejecución en función de la patología digital.After doing a statistic study, we propose the use of the incomplete osteotomies (IDO techniques) to correct in a surgical way digit deformities. These kinds of osteotomies have a better fixation and quicker consolidation than the classical complete osteotomies that have been usually applied. In this work we show how to design IDO osteotomies and the way of execution depending on digit deformities.Podologí

Observatorio para el monitoreo de variables físicas y fisiológicas en niños y adolescentes en edad escolar

Las tablas de referencia con las que se trabaja actualmente en el país, para determinar las variables antropométricas y fisiológicas, son referentes internacionales. Se pretende construir las tablas de referencia departamentales para conocer el biotipo del escolar risaraldense y hacer un seguimiento de crecimiento y desarrollo de manera longitudinal a través de una plataforma web, y obtener información permanentemente actualizada que apoye la toma de decisiones gubernamentales, con la posibilidad de implantar la herramienta en otros departamentos.The reference tables with those currently working in the country, to determine the anthropometric and physiological variables are international relations. It is intended to build the tables to know the reference department of the school biotype Risaralda and monitor growth and development of longitudinal manner through a web platform, and updated information to support government decision-making, with the possibility of implement the tool in other department

Improving the Accuracy of Metatarsal Osteotomies in Minimally Invasive Foot Surgery Using a Digital Inclinometer: Preliminary Study

Conceptualization, C.F.-V. and J.F.-T.; data curation, J.F.-T. and C.F.-V.; formal analysis, E.N.-G. and J.F.-T.; investigation, C.F.-V., E.N.-G., N.F.-E. and J.F.-T.; methodology, J.F.-T.; supervision, J.F.-T. and N.F.-E.; validation, J.F.-T., E.N.-G. and N.F.-E.; writing—original draft, C.F.-V.; writing—review and editing, C.F.-V., E.N.-G., N.F.-E. and J.F.-T. All authors have read and agreed to the published version of the manuscript.Minimally invasive foot surgery (MIS) has become a common procedure to treat various pathologies, and accuracy in the angle of metatarsal osteotomies is crucial to ensure optimal results. This randomized controlled trial with 37 patients investigates whether the implementation of a digital inclinometer can improve the accuracy of osteotomies compared to traditional freehand techniques. Patients were randomly allocated to group A (n = 15) receiving inclinometer-assisted surgery or group B (n = 22) receiving conventional surgery. Osteotomies were performed and outcomes were evaluated using an inclinometer. The inclinometer group showed a significant decrease in plantar pressure from 684.1 g/cm2 pretreatment to 449.5 g/cm2 post-treatment (p < 0.001, Cohen’s d = 5.477). The control group decreased from 584.5 g/cm2 to 521.5 g/cm2 (p = 0.001, Cohen’s d = 0.801). The effect size between groups was large (Cohen’s d = −2.572, p < 0.001). The findings indicate a significant improvement in accuracy and reduction in outliers when using an inclinometer, suggesting that this technology has the potential to improve surgical practice and patient outcomes in minimally invasive metatarsal osteotomies.Podologí

The impact of associated tenotomies on the outcome of incomplete phalangeal osteotomies for lesser toe deformities

Partial or incomplete osteotomy (IO) of the phalanx is recently described in the literature. However, the clinical outcome and the rate of complications when applied to lesser toe deformities (LTD) have been never addressed. This study aims to find out if the association of tenotomies to incomplete or partial phalanx osteotomies has a significant impact on the clinical outcomes, the occurrence of complications, and the recovery time after surgery. Methods: A retrospective review of two cohorts of cases operated in our institution for hallux abductus valgus (HAV) and associated LTD from 2008 to 2014 was carried out. The surgical correction of both HAV and the associated LTD was always performed by minimally invasive techniques. The study included a total of 223 patients (723 IO in 556 toes). In 129 cases, the IO for LTD correction was performed without tenotomies, and in 94, the procedure was combined with flexor and/or extensor tenotomies. Patients were assessed with the American Orthopaedic Foot and Ankle Society (AOFAS) questionnaire before surgery and at 6- and 12-month follow-up. Results: The mean preoperative AOFAS score before surgery was similar in both cohorts. At 12-month follow-up, the cohort without tenotomies showed better recovery (95.7 ± 2.8 versus 92.5 ± 6.8; p < 0.01). AOFAS scores decreased as the number of associated LTD increased (r = − 0.814; p < 0.001). Cases operated on by PO + tenotomy showed a high rate of complications such as delayed union of the osteotomy (p < 0.01), hypertrophic callus (p < 0.01), phalangeal fracture at the osteotomy site (p < 0.01), and lack of correction (p < 0.05). The overall occurrence of adverse events was 38.6% in cases operated by PO + tenotomy and 13.9% in cases receiving PO alone (p < 0.0001). Cases operated on without tenotomy showed a shorter time to complete recovery for daily life activities (37.4 ± 2.3 versus 43.0 ± 1.7 days; p < 0.01). Conclusion: The performance of associated tenotomies to incomplete phalanx osteotomies provides worse clinical outcomes, higher complication rates, and longer recovery time as compared to similar forefoot surgeries without tenotomies.Podologí

A Experiência Como Eixo da Formação: uma proposta de Formação Inicial de educadores e educadoras sociais

The meaning of initial training is to help the students to develop their own ways of thinking, acting, explaining and reflecting on the principles that guide their actions. We therefore believe that our role as teachers is to encourage the students to develop their own ways of thinking and acting based on their own "lived´s experiences". From these assumptions, we've develop a training proposal that builds on the experience: that of students: ours as teachers and that of professional educators. In the pages that follow, we discuss the concepts that guide ours principles and methodological options, and some reflections on the challenges and possibilities that open.El sentido de la formación inicial es ayudar a que las alumnas y los alumnos desarrollen sus modos propios de pensar, de actuar, explicitando y reflexionando sobre los principios que orientan sus acciones. Por tanto, consideramos que nuestro papel como enseñantes es favorecer que las y los estudiantes puedan formar-se, conocer-se, que desarrollen un saber vivo, encarnado, donde el saber, el hacer y el ser se presentan unidos. Desde estos presupuestos, desarrollamos una propuesta de formación que toma como base la experiencia: la de los estudiantes, la de profesionales en ejercicio, y la nuestra propia como docentes. En las páginas que siguen, abordamos las concepciones que la orientan, los principios y opciones metodológicas en que se concreta, y algunas reflexiones sobre los retos y posibilidades que se abren.O sentido da Formação Inicial reside em ajudar alunos e alunas a desenvolverem modos próprios de pensar e atuar, explicitando e produzindo reflexões sobre os princípios que orientam suas ações. Portanto, consideramos que nosso papel, como ensinantes, é favorecer que os/as estudantes possam formar-se e conhecer-se, desenvolvendo um saber vivo, encarnado, a partir do qual o saber, o fazer e o ser estabeleçam relações entre si. A partir destes pressupostos, desenvolvemos uma proposta de formação que toma como base a experiência: a dos estudantes, a dos professores que estão atuando, a nossa própria experiência como docentes. Nas páginas que seguem, abordamos as concepções que orientam essa experiência, os princípios e opções metodológicas por meio das quais ela se materializa, produzindo algumas reflexões sobre os caminhos e possibilidades que se abrem

El Aprendizaje de la Escucha en la Investigación Educativa

Despite the fact that listening is at the core of teaching, pedagogical literature has paid very little attention to listening. In this paper, we echo this absence of research and try to explore some of listening’s pedagogical and training possibilities. We move away from the kind of listening that underlies relationships of power, trying to find a pattern of listening in which our presence becomes important and related research activity is seen as a transformational experience. We address these matters on the basis of some learning experiences arising from a recent study in which we analyzed, by means of a narrative methodology, the experiences of academic failure of three adolescents. The article concludes with proposals of some principles which served as the basis and guidelines for our conduct in the course of the study, and which are an example of our concept of listening for educational research.Pese a que la escucha está en el corazón de la enseñanza, la literatura pedagógica le viene prestando escasa atención. En este artículo nos hacemos eco de esa carencia de pensamiento sobre la escucha, buscando explorar algunas de sus posibilidades pedagógicas y formativas. Nos alejamos de la escucha que se sostiene en las relaciones de poder para buscar aquella en la que cobra importancia nuestra presencia y donde la práctica de la investigación se enfoca como una experiencia de transformación. Abordamos estas cuestiones apoyándonos en algunos de los aprendizajes que se derivan de un estudio reciente en el que, a través de una metodología narrativa, nos hemos acercado a las experiencias de fracaso escolar de tres estudiantes adolescentes. El artículo finaliza proponiendo algunos principios que han sostenido y orientado la forma de conducirnos en dicho estudio y que ejemplifican nuestra concepción de la escucha para la investigación educativa