Cat scratch disease (CSD) is a self limited zoonotic disease that presents most commonly as a regional lymphadenopathy. We are reporting a case of a 25-year-old male patient who presented with fever and large right inguinal lymphadenopathy. The diagnosis of cat scratch disease was confirmed based on the characteristic cytopathological features on aspirate smears from the lymph node and the serological titers for Bartonella henselae. This case report emphasizes the importance of combining Bartonella serology, and cytopathology in the diagnostic work-up of febrile lymphadenopathy and suspected CSD since the culture of this organism is arduous.

Mechanické vlasnosti intermetalika na bázi titan hliník Ti-46Al-7Nb-0.7Cr-0.1Si-0.2Ni jsou konstatní do teploty 700 °C. Nad touto teplotou slitina oxiduje. Cílem této práce bylo zlepšit oxidační vlastnosti pomocí kovové multivrstvy na bázi yttrium hlinik. Pro depozici vrstev byla použita metoda PVD. Na vzorky byly naneseny vrstvy čistého ytria nebo kombinace yttrium, hliník. Vzorky byly následně žíhány v inertní atmosféře na 700°C a 900°C nebo nebyly. Kvalita nanesených vrstev byla zkoumána pomocí scratch testu a EDS analýzi. Dále byly vzorky izotermicky oxidovány na 900°C po dobu 100 hodin. Na vzorcích byly po oxidaci prováděny měření pevnosti v tříbodovém obybu a měření hmotnosti. Chemické složení oxidické vrstvy bylo vyhodnoceno pomocí EDS. Žádná z vrstev s nebo bez žíhání neprokázaly zlepšení oxidických vlastností. Vyšší teplota žíhání prokýzala zlepšení mechanických vlastnotí vrstvy, ale zhoršení materiálu.

This study aims to investigate CT in relation to students’ experience with visual programming - particularly visual programming language Scratch. The study looks at the level of CT among Swedish high school students. Two research questions are investigated; one related to students’ general programming experience, one related to their level of experience with programming language Scratch. The method used in the study is the Computational Thinking test (CTt). Data from 162 students is presented. The study finds that the students’ performance is relatively high, but not as high as expected given the fact that Swedish education has become heavily focused on teaching programming in recent years. The study also finds that the level of Scratch experience alone is not found to impact the performance, which implies that Scratch does not allow users to deepen their CT knowledge the more they use it. Visual programming is found to play an important role in the level of computational thinking, although the participants with the best results have additional experience of normal programming. The study concludes that visual programming needs to be combined with normal programming in order for students to achieve the best result within computational thinking

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We are reporting an unusual case of cat-scratch disease in a young adolescent girl presenting with recurrent ascites. The illness started with nonspecific symptoms followed by ascites and an axillary lymph node enlargement. She had recurrent ascites for 18 months associated with constrictive pericarditis. Following pericardiectomy, she had a resolution of ascites and was back to her normal life. This is a first documented report of a constrictive pericarditis following cat scratch diseases in English literature.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.

One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood. Without a clear picture of how and why Scratch programmers remix a project as a starting point of their own projects, this programming community would remain in the dark about which programming practices encourage and facilitate remixing. The designers of programming environments for blocks lack feedback on how the remixing facility is used in the wild. To gain a deeper insight into remixing, this thesis presents the results of a comprehensive study of this practice in Scratch that investigates the following heretofore unexplored dimensions of remixing: (1) the prevailing modifications that remixes perform on existing projects, (2) the impact of the original project's code quality on the granularity, extent, and development time of the modifications in the remixes, and (3) the propensity of the dominant programming practices in the original project to remain so in the remixes. Our findings can be used to promote those programming practices in the Scratch community that encourage remixing while also improving this practice's effectiveness, thus benefiting the educational and end-user programming communities. / Master of Science / The Scratch programming language has become an intrinsically important tool in introductory CS education. A visual, block-based language, Scratch is web-based, featuring an enormous online programming community, through which projects are eagerly shared. One of the unique learning provisions of Scratch is the ability to easily start a project by modifying someone else’s project, a practice referred to as remixing. Despite the central role that remixing plays in enabling the communal and collaborative learning styles in the Scratch community, the practice of remixing remains inadequately understood. This knowledge gap leaves the Scratch community in the dark about which programming practices encourage and facilitate remixing, as well as deprives Scratch environment designers from actionable feedback on how the remixing facility is used in the wild. To address this problem, this thesis reports on the results of an exploratory study of remixing in Scratch that investigates three heretofore unexplored dimensions of this practice. First, we study the general remixing trends in terms of how remixes modify the original projects. Second, we infer the impact of a project’s code quality on the modifications in its remixes and the development time. Finally, we investigate whether programmers adopt the techniques and practices of the remixed projects. Computing educators can apply our findings to enhance the educational effectiveness of Scratch by encouraging the practice and magnitude of remixing.