Toxicity of chromated copper arsenate: a study in mice

Chromated copper arsenate (CCA) was widespread used as a chemical wood preservative with application in the construction of playground equipment, fences, jetties, and naval. Environmental protection agency (EPA) had limited the use of CCA-treated wood on 2002, due to probable implications on both human and environmental health. Although this fact, several industries pursue the use of this product within their manufactories. In addition, the durability of this wood for 60 years, makes these treated products an hazard to the public health. In the present work, studies were explored exposing mice to CCA, during 14, 24, 48, and 96 h for the assessment of acute toxicity of CCA. Kidney and liver were removed, prepared for histology and for metalloid, and copper content evaluation by high resolution inductively coupled plasma mass spectroscopy. The histological results evidenced apparently normal structures for control animals and group exposed to As2O5. On the contrary, the renal sections of the animals treated with CCA revealed epithelium cells desquamation, hyaline, and granular casts in renal tubules lumen. Furthermore, high levels of arsenic were detected in the kidney of animals treated with CCA over 14 and 48 h, being significantly greater than controls. Although this approach underlines the potential hazard of CCA on some vital organs, further testing may be required to establish the impacts on other functions.

Digital storytelling: an integrated approach to language for the 21st century student

Societal changes have, throughout history, pushed the long-established boundaries of education across all grade levels. Technology and media merge with education in a continuous complex social process with human consequences and effects. We, teachers, can aspire to understand and interpret this volatile context that is being redesigned at the same time society itself is being reshaped as a result of the technological evolution. The language- learning classroom is not impenetrable to these transformations. Rather, it can perhaps be seen as a playground where teachers and students gather to combine the past and the present in an integrated approach. We draw on the results from a previous study and argue that Digital Storytelling as a Process is capable of aggregating and fostering positive student development in general, as well as enhancing interpersonal relationships and self-knowledge while improving digital literacy. Additionally, we establish a link between the four basic language-learning skills and the Digital Storytelling process and demonstrate how these converge into what can be labeled as an integrated language learning approach.