Acute pseudo-septic arthritis following viscosuplementation of the knee

A 70-year-old woman with a history of medial femoro-tibial compartment of knee osteoarthritis was admitted for acute arthritis six days after a second intra-articular injection of Hyaluronic acid. The joint fluid was inflammatory, with no crystals, and laboratory tests showed marked inflammation leading to antibiotic treatment for suspected septic arthritis. The persistent symptoms and negative results of joint fluid and blood cultures led to discontinuation of the antibiotic therapy after 10 days. Anti-inflammatory with rehabilitation therapy of the knee relieved the symptoms, and the patient was discharged home 3 weeks after her admission. Aseptic arthritis induced by repeated Hyaluronic acid injection is the most likely diagnosis. Physicians should be conscious of this extremely severe complication.Pan African Medical Journal 2012; 12:4

Productes i Usuaris: Disseny per a Tothom

Facultat de Belles Arts, Universitat de Barcelona. Assignatura: Disseny, Curs: 2017-2018, Tutor: Marsol Valença Castell

Social Emotional Learning (SEL) e interacción; aprendiendo a manejar las emociones negativas

Este proyecto consiste en la definición, prototipado y creación de una aplicación móvil para ayudar a los adolescentes de entre 12 y 17 años a autorregular sus emociones negativas mediante actividades individuales de auto manejo. Dichas actividades se basan en las cuatro habilidades de manejo emocional del modelo de Mayer y Salovey (1997)1: Percepción emocional, Facilitación emocional, Comprensión emocional y Regulación emocional, y las cinco competencias del SEL (Social Emotional Learning) 2: Conciencia del sí mismo, Automanejo, Conciencia Social, Habilidades de relación y la Toma de decisiones responsable.Aquest projecte consisteix en la definició, prototipat i creació d'una aplicació mòbil per a ajudar als adolescents d'entre 12 i 17 anys a autoregular les seves emocions negatives mitjançant activitats individuals d'acte manejo. Aquestes activitats es basen en les quatre habilitats de maneig emocional del model de Mayer i Salovey (1997)1: Percepció emocional, Facilitació emocional, Comprensió emocional i Regulació emocional, i les cinc competències del SEL (Social Emotional Learning) 2: Consciència del si mateix, Consciència Social, Habilitats de relació i la Presa de decisions responsable.This project consists of the definition, prototyping and creation of a mobile application to help teenagers between the ages of 12 and 17 years old to self-regulate their negative emotions through individual self-management activities. These activities are based on the four emotional management skills of Mayer and Salovey¿s model (1997)1: Emotional perception, emotional facilitation, emotional understanding and emotional regulation, and the five skills of SEL (Social Emotional Learning)2: Self-awareness, Self- Management, Social Awareness, Relationship Skills and Responsible Decision Making

The term well-being in technology-enhanced learning: a systematic literature review

Comunicació presentada a International Symposium on Computers in Education (XXIV SIIE), celebrat del 17 al 19 de novembre de 2022 a Coïmbra, Portugal.Well-being as a concept has a wide spectrum, easily gaining an interdisciplinary quality more often than not. Its concurrent use in education is more prominent now, gaining relevance due to the discussions surrounding the ethical guidelines for the design of digital technologies and Artificial Intelligence (AI). This paper presents a systematic literature review aiming to explore the gray area that is the use of the word “well-being”. The objective is to look further into the uses of the word, its formulated expressions, conceptualizations and areas of impact that are specifically focused and linked to Technology-Enhanced Learning (TEL). We find that the word “well-being” comes in various shapes and forms, sometimes accompanied by supporting expressions (e.g. emotional well-being, mental well-being) and other times used alone to address the state of wellness of a person. The results provided in this paper focus on the specific dimensions of well-being impact in TEL and are mainly classified by the identified contexts of use.This work has been partially supported by grant PID2020-112584RBC33 funded by MICIN/AEI/10.13039/501100011033. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program. P.Santos acknowledges the support by the Spanish Ministry of Science and Innovation under the Ramon y Cajal programme. E. Hakami acknowledges the grant by Jazan University, Saudi Arabia

Students’ basic psychological needs satisfaction at the interface level of a computer-supported collaborative learning tool

Comunicació presentada a: 28th International Conference, CollabTech 2022, celebrat del 8 a 11 de novembre a Santiago de Xile, XileWell-being has been considered an urgent vein of discussion in fields that intersect with Information and Communication Technologies. In this paper, we used a questionnaire adapted from the METUX (Motivation, Engagement, and Thriving in User Experience) model to explore how well a ComputerSupported Collaborative Learning (CSCL) tool's interface satisfy users' needs for competence, autonomy, and relatedness; and to test the instrument's validity in a CSCL context. METUX provides scales grounded in Self-Determination Theory (SDT) allowing researchers to foster insights into how technology designs support or undermine psychological needs, boosting user well-being. 53 bachelor students represented the tool's users based on convenience sampling. Our findings showed that users may not perceive the autonomy construct in the tools' interface, taking a neutral stance toward aspects of competence and relatedness as well. The results indicate the need for design interventions to improve the interface’s ease of use, and the components that facilitate interaction and feelings of being connected. Regarding the instrument, more work is needed to validate the use of METUX interface in CSCL, especially for the autonomy subscale. Also, more scales from METUX (e.g., adoption and task spheres of experience) are needed to be included in the future for a fuller validation.This work has been partially supported by grant PID2020-112584RBC33 funded by MICIN/AEI/10.13039/501100011033. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program. P. Santos acknowledges the support by the Spanish Ministry of Science and Innovation under the Ramon y Cajal programme. E. Hakami acknowledges the grant by Jazan University, Saudi Arabia