Programming your - objects (turtles, textboxes, sliders and buttons) in microworlds

This article outlines some new-object commands of Logo Microworlds and includes the use of buttons, sliders and programmable colours. The ability to assign object properties including font, colour and frames are discussed. As is assigning object-instructions and commands such as click on and clickoff, launch and cancel. Programming the turtle, making a new turtle, running simultaneous turtles, programming graphic colours and sliders as well as understanding dotimes are explored.

Mitomycin C: a promising agent for the treatment of canine corneal scarring

Objective  To evaluate the safety and efficacy of mitomycin C (MMC) in prevention of canine corneal scarring.

Methods  With an in vitro approach using healthy canine corneas, cultures of primary canine corneal fibroblasts or myofibroblasts were generated. Primary canine corneal fibroblasts were obtained by growing corneal buttons in minimal essential medium supplemented with 10% fetal bovine serum. Canine corneal myofibroblasts were produced by growing cultures in serum-free medium containing transforming growth factor β1 (1 ng/mL). Trypan blue assay and phase-contrast microscopy were used to evaluate the toxicity of three doses of MMC (0.002%, 0.02% and 0.04%). Real-time PCR, immunoblot, and immunocytochemistry techniques were used to determine MMC efficacy to inhibit markers of canine corneal scarring.

Results  A single 2-min treatment of 0.02% or less MMC did not alter canine corneal fibroblast or keratocyte phenotype, viability, or growth. The 0.02% dose substantially reduced myofibroblast formation (up to 67%; P < 0.001), as measured by the change in RNA and protein expression of fibrosis biomarkers (α-smooth muscle actin and F-actin).

Conclusion  This in vitro study suggests that a single 2-min 0.02% MMC treatment to the canine corneal keratocytes is safe and may be useful in decreasing canine corneal fibrous metaplasia. In vivo studies are warranted.

Digital immigrant teachers learning for the information age

This study investigated how experienced teachers learned Information and Communication Technologies (ICT) during their professional development. With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons – digital immigrants; new settlers – endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants and adult learners: by doing, experimenting and reflecting on ICT. Unfortunately, for these teachers-as-pedagogues, their focus on pedagogical theory during the action research they conducted, was not fully investigated or embraced during the year-long study. This study used a participant observation qualitative methodology to follow teachers in their university classroom. Interviews were conducted and documentation collected and verified by the teacher educator. The application of Kolb‘s, Gardner‘s, and Vygotsky‘s work allowed for the observation of these teachers within their sociocultural contexts. Kolb‘s work helped to understand their learning processes and Gardner‘s work indicated the learning abilities that these teachers valued in the new ICT environment. Meanwhile Vygotsky‘s work – and in particular three concepts, uchit, perezhivanija, and mislenija – presented a richer and more informed basis to understand immigration and change. Finally, this research proposes that teachers learn ICT through what is termed a hyperuchit model, consisting of developments; action; interaction; and reflection. The recommendation is that future teacher university ICT professional learning incorporates this hyperuchit model

Experienced teachers and multiple intelligences

In the world of the Information Age, digital natives (students) are being taught by digital immigrants (experienced teachers). These digital immigrants prefer to employ a number of abilities or multiple intelligences (Gardner 1983) to learn about software that can be beneficial to their students. As experienced teachers with limited ICT exposure, they are interested in: learning how to push buttons (P), thinking how to apply software to their practice (A) and are willing to change their practice using ICT (C). This paper discusses a study of experienced teachers with limited ICT exposure and their preferred way of learning, as they PAC for the information age.