A Thorn in a Haystack: A Rare Case of Septic Arthritis

Pantoea agglomerans is a facultative anaerobe and environmental bacterium that could be a cause of opportunistic human infections, especially in wound infection with plant material. Arthritis or synovitis secondary to penetrating plant thorn injuries is not frequently reported. We present the case of a 35-year-old otherwise healthy male with a bramble thorn penetrating injury of the left knee. P. agglomerans was isolated from the synovial fluid. The patient was treated with amoxicillin/clavulanate according to sensitivity testing. This case highlights the importance of precise and thorough medical history, especially for less common presentations, as well as source control.info:eu-repo/semantics/publishedVersio

Guia per a l’elaboració de projectes en un centre educatiu. Exemples d´indicadors d’avaluació

Els centres educatius, en el marc de l’autonomia de centre, disposen d’unes eines organitzatives i de gestió que han de permetre posar en pràctica el Projecte Educatiu del Centre (PEC) per tal de contribuir als objectius marcats en el sistema educatiu català, que són l’èxit escolar i l’excel·lència educativa en un marc d’escola inclusiva. Per desenvolupar les línies del PEC, els centres dissenyen diferents projectes concebuts com un conjunt d’activitats, planificades com un procés, interrelacionades i coordinades entre si que es porten a terme per satisfer una necessitat o un problem

Preparing Science Librarians for Success: An Evaluation of Position Advertisements and Recomendations for Library Science Curricula

Science librarianship is a rapidly changing professional specialization that requires unique skills and experiences for science librarians to perform at the highest level. A content analysis of recent job advertisements was conducted to determine the most desirable qualifications for science librarians. It was found that the most frequently cited qualifications include formal education and professional experience, and also, significantly, interpersonal skill sets in areas such as customer service, communication, and teaching. Furthermore, subject-specific scientific knowledge and experience was also found to be desirable for science librarian positions or departmental liaison roles. These results suggest that library schools should re-evaluate their curricula to make sure that their courses emphasize communication skills and offer subject-specific training as well as education in the traditional skills of librarianship

Modelling the predictable effects of dietary lipid sources on the fillet fatty acid composition of one-year-old gilthead sea bream (Sparus aurata L.)

The present study aimed to ascertain the different fatty acid (FA) descriptors linking dietary and muscle FA composition in one-year-old gilthead sea bream. For that purpose, our own published data along with additional data from the present study were compiled and analysed. High linear correlations (r2 = 0.90, P < 0.001) between dietary and muscle fatty acid composition were reported for monoenes, C18 polyunsaturated FA (PUFA) and long-chain PUFA. Prediction deviations due to changes in muscle fatness were analyzed in an independent trial with two different feeding levels (full ration size, 30% restriction ration). Regardless of feeding regimen, predicted values for muscle FA at low concentrations deviated (P < 0.001) from observed values, but good predictions with less than 6% deviations were found for abundant fatty acids (16:1n-7, 18:1n-9, 18:2n-6, 18:3n-3, 20:4n-6, 20:5n-3, 22:6n-3). All this highlights the predictable effects of dietary oils in the muscle FA composition of gilthead sea bream, although further research is needed to cover all the range of commercial fish size and for the up-scaling of laboratory results to different fish farming conditions

Icosahedral metallacarborane/carborane species derived from 1,1′-bis(o-carborane)

We thank ORSAS (GS) and the EPSRC (DE and DMcK supported by project EP/E02971X/1, WYM supported by project EP/I031545/1) for funding.Examples of singly-metallated derivatives of 1,1[prime or minute]-bis(o-carborane) have been prepared and spectroscopically and structurally characterised. Metallation of [7-(1[prime or minute]-1[prime or minute],2[prime or minute]-closo-C2B10H11)-7,8-nido-C2B9H10]2- with a {Ru(p-cymene)}2+ fragment affords both the unisomerised species [1-(1[prime or minute]-1[prime or minute],2[prime or minute]-closo-C2B10H11)-3-(p-cymene)-3,1,2-closo-RuC2B9H10] (2) and the isomerised [8-(1[prime or minute]-1[prime or minute],2[prime or minute]-closo-C2B10H11)-2-(p-cymene)-2,1,8-closo-RuC2B9H10] (3), and 2 is easily transformed into 3 with mild heating. Metallation with a preformed {CoCp}2+ fragment also affords a 3,1,2-MC2B9-1[prime or minute],2[prime or minute]-C2B10 product [1-(1[prime or minute]-1[prime or minute],2[prime or minute]-closo-C2B10H11)-3-Cp-3,1,2-closo-CoC2B9H10] (4), but if CoCl2/NaCp is used followed by oxidation the result is the 2,1,8-CoC2B9-1[prime or minute],2[prime or minute]-C2B10 species [8-(1[prime or minute]-1[prime or minute],2[prime or minute]-closo-C2B10H11)-2-Cp-2,1,8-closo-CoC2B9H10] (5). Compound 4 does not convert into 5 in refluxing toluene, but does do so if it is reduced and then reoxidised, perhaps highlighting the importance of the basicity of the metal fragment in the isomerisation of metallacarboranes. A computational study of 1,1[prime or minute]-bis(o-carborane) is in excellent agreement with a recently-determined precise crystallographic study and establishes that the {1[prime or minute],2[prime or minute]-closo-C2B10H11} fragment is electron-withdrawing compared to H.Publisher PDFPeer reviewe

El treball per Projectes a l’Educació Secundària. Aprendre de forma competencial

Els canvis que ha experimentat la nostra societat tenen una forta incidència en els interessos, motivacions i circumstàncies d’aprenentatge dels joves. Per respondre a les necessitats i als reptes del món d’avui cal una pràctica docent que els contempli i apropi la realitat a l’àmbit escolar. El treball per projectes és una eina que facilita la integració d’aquests elements a l’aula, ja que posa en relació diverses estratègies i metodologies d’aprenentatge que orienten la finalitat de l'educació secundària obligatòria. El procés de construcció del coneixement que segueix l’alumnat en desenvolupar un projecte implica la integració dels coneixements i dels nous aprenentatges de forma interdisciplinària i amb un grau molt elevat de funcionalitat. Aquest fet facilita la transferència dels sabers interioritzats, per abordar noves situacions i aprenentatges, on l’aplicació de destreses i coneixements adquirits siguin necessaris. La funció del professorat és orientar el procés de construcció i reconstrucció d’aprenentatges, per tal de poder aportar els suports necessaris a l’alumnat en cadascuna de les fases del procés. Ara bé, per a que es doni un veritable aprenentatge competencial s’ha de potenciar que sigui l’alumnat qui es faci responsable, de forma autònoma, de l’elaboració i dels resultats