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Título, resumen y palabras clave en español y en inglés Resumen tomado de la publicación Se analizan las diferencias entre estudiantes involucrados en situaciones de cyberbullying (no implicados, ocasionales, severos) en su actitud hacia la autoridad institucional y conducta violenta escolar directa y relacional, teniendo en cuenta la interacción con el sexo. La muestra está formada por 1062 estudiantes de educación secundaria entre 12 y 18 años de ambos sexos. Los resultados del análisis multivariado no muestran interacciones, pero sí efectos principales de las variables grupo y sexo. Los ciberagresores severos presentan más rechazo hacia la autoridad institucional, transgresión de normas y mayores conductas violentas directas y relacionales entre iguales. Los chicos tienen actitudes más favorables hacia la transgresión de normas y participan más que las chicas en conductas violentas escolares directas. Los análisis de regresión revelan que las variables de estudio predicen el cyberbullying. Se discuten estos resultados y sus implicaciones. ESP

The aim of this study was to analyse adolescent cyberbullying aggressors’ psychosocial profiles, taking into account the psychosocial adjustment indicators of life satisfaction, non-conforming reputation, antisocial behaviours at school and antisocial behaviours in the community. The sample was made up of 877 Spanish students (48.6% boys and 51.4% girls) aged 11 to 17 (M = 13.8, SD = 1.4). Three groups of adolescents were distinguished: severe cyberbullies, occasional cyberbullies and non-aggressor adolescents. Analysis of covariance results indicated differences between the two cyberbullying groups and non-aggressor adolescents. The severe cyberbullies, followed by occasional cyberbullies, showed the least adaptive psychosocial profiles, while non-aggressor adolescents obtained the most adaptive profiles. We also discuss the practical implications of these results.

Resumen: Se describe la experiencia desarrollada en la Escuela Superior de Diseno de Valencia de utilizar el origami como recurso didactico para formar disenadores. El termino origami, de origen japones, queda muy condicionado por la tradicion y se plantea un criterio mas amplio de las tecnicas relacionadas con el y su aplicacion para la formacion en diseno. Se explica como surge esta iniciativa y se describen los cambios de planteamiento metodologico llevados a cabo para su implementacion en la asignatura Espacio y volumen, dentro de un marco de innovacion educativa. Se presentan los beneficios y cualidades para la ensenanza de este conjunto de procedimientos que afectan a los alumnos, como receptores directos de la experiencia, y a los profesores como agentes implicados en su desarrollo. Se describen las habilidades que se pueden fomentar al aplicar los principios del plegado de papel, la relacion directa con la geometria y como se amplia y profundiza en su conocimiento, convirtiendose en un instrumento valido para conocer los principios del diseno tridimensional. Finalmente, se argumenta como estos procedimientos, de transformacion de una superficie laminar en volumen, en su conjunto, son adecuados para trabajar en todas las especialidades de diseno y se presentan como un metodo de trabajo aplicable en el proceso creativo. Palabras clave: innovacion educativa, origami, geometria, creatividad, metodologia, diseno tridimensional. Abstract: The purpose of this study is to describe the experience of implementing origami as a didactic tool for training designers in Escuela Superior de Diseno de Valencia.The Japanese origin word origami has always been conditioned by tradition. A new and wider approach is given, as well as to the techniques related to it and its implementation in designers training.This study describes how the initiative began, and depicts the methodological changes performed for its implementation in the subject “Image and Design” from an innovative perspective. Both students and teachers, as receiving and driving forces, benefit from this innovative teaching experience.Given their relation with geometry, these paper folding techniques can develop the students’ skills, not only those ones connected to it, but also to other fields. This is a very useful tool to approach to the principles three-dimensional design. Finally, the study provides the reasons why the use of these methods, based on the transformation of a laminated surface into volume forms, is appropriate in every design category and is presented as an applicable method in the creative process. Keywords: educative innovation, origami, geometry, creativity, methodology, three-dimensional design. http://dx.doi.org/10.7203/eari.8.10024

Objective: The study sought to ascertain the effectiveness of acupuncture as a treatment for fibromyalgia Materials and Methods: The following electronic databases were searched: PubMed; The Cochrane Library (CENTRAL); EMBASE; CINAHL; and Pascal Biomed (last date of search: January 2008). We analyzed pain intensity and patient withdrawals prior to termination of the study. A meta-analysis was performed, and a weighted global effect obtained using the inverse of variance. Results: This review covered a total of 6 studies (323 subjects). No statistically significant differences were observed in terms of pain intensity (VAS): 0.02 (-0.24 a 0.28) or withdrawals: RR 0.91 (0.53 a 1.58) Conclusion: This systematic review found no evidence of benefit resulting from acupuncture versus placebo, as a treatment for fibromyalgia.

Purpose– This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents.Design/methodology/approach– The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4).Findings– The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades.Research limitations/implications– The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents’ responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisheret al.(2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable.Practical implications– It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment.Social implications– The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of thisJournal.Originality/value– This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context.

espanolLos estudios sugieren que el cyberbullying conlleva graves consecuencias a nivel psicosocial para las cibervictimas, y que estas no confian en que los adultos y autoridades sean capaces de ayudarles. Por ello, el objetivo principal de este trabajo fue analizar si existen diferencias en el ajuste psicologico (depresion y estres percibido) y social (percepcion de apoyo social formal e informal) entre adolescentes victimas y no victimas de acoso a traves de las Nuevas Tecnologias de la Informacion (TIC). La muestra estuvo formada por 590 adolescentes de ambos sexos y de edades comprendidas entre los 11 y los 18 anos a los que se les pasaron para los objetivos del presente estudio las escalas de: victimizacion a traves del telefono movil y a traves de internet; depresion; estres percibido; y, apoyo social comunitario. Los resultados indicaron que las victimas de cyberbullying tienen puntuaciones superiores en sintomatologia depresiva, estres percibido, y puntuaciones inferiores en la percepcion de apoyo social de los sistemas formales, en comparacion a los adolescentes no victimizados, no habiendo diferencias significativas entre los grupos en la percepcion de apoyo social de los sistemas informales. Se discuten estos resultados y sus implicaciones para futuras investigaciones. catalaEls estudis suggereixen que el ciberassetjament escolar comporta consequencies greus en l’ambit psicosocial per a les cibervictimes, a mes les victimes no confien que els adults i les autoritats siguen capacos d’ajudar-los. Per aixo, l’objectiu principal d’aquest treball fou analitzar si hi ha diferencies en l’ajust psicologic (depressio i estres percebut) i social (percepcio de suport social formal i informal) entre adolescents victimes i no victimes d’assetjament mitjancant les Noves Tecnologies de la Informacio (TIC). La mostra va estar formada per 590 adolescents d’ambdos sexes i d’edats compreses entre els 11 i els 18 anys, els quals van omplir per als objectius del present estudi les escales de: victimitzacio a traves del telefon mobil i a traves d’Internet; depressio; estres percebut; i suport social comunitari. Els resultats han indicat que les victimes de ciberassetjament escolar tenen puntuacions superiors en simptomatologia depressiva, estres percebut, i puntuacions inferiors en la percepcio de suport social dels sistemes formals, en comparacio dels adolescents no victimitzats, i no hi ha diferencies significatives entre els grups en la percepcio de suport social dels sistemes informals. Es discuteixen aquests resultats i les implicacions per a investigacions futures. EnglishSeveral researches have demonstrated that cyberbullying does serious emotional harms to the victims, and these victims aren’t confident that their parents and the authorities will solve the problem. In this line, the aim of the present study was to examine the differences in psychological adjustment (depression and perceived stress) and social adjustment (perception of formal and informal social support) among adolescent victims and non-victims of cyberbullying. The sample was composed of 590 adolescents, ranging from 11 to 18 years old, these adolescents filled out the scales: victimization through mobile phone and Internet; depression; perceived stress; and community social support. Results indicated that victims of cyberbullying have higher scores on depressive symptoms, perceived stress, and lower scores in perceived social support from formal systems, compared to teenagers that were not victimized. There were no significant differences between the two groups in perception of informal social support systems. Implications of the findings are discussed and suggestions for future research are made.