Netrin-1 influences retinal ganglion cell (RGC) axon pathfinding and also participates in the branching and synaptic differentiation of mature RGC axons at their target. To investigate whether netrin also serves as an early target recognition signal in the brain, we examined the dynamic behavior of Xenopus RGC axons soon after they innervate the optic tectum. Time-lapse confocal microscopy imaging of RGC axons expressing EYFP demonstrated that netrin-1 is involved in early axon branching, as recombinant netrin-1 halted further advancement of growth cones into the tectum and induced back branching. RGC growth cones exhibited differential responses to netrin-1 that depended on the degree of differentiation of the axon and the developmental stage of the tadpole. Netrin-1 decreased the total number of branches on newly arrived RGC growth cones at the target, but increased the dynamic branching of more mature arbors at the later developmental stage. To further explore the response of axonal growth cones to netrin, Xenopus RGC axons were followed in culture by time-lapse imaging. Exposure to netrin-1 rapidly increased the forward advancement of the axon and decreased the size and expanse of the growth cone, while also inducing back branching. Taken together, the differential in vivo and in vitro responses to netrin-1 suggest that netrin alone is not sufficient to induce the cessation of growth cone advancement in the absence of a target, but can independently modulate axon branching. Collectively, our findings reveal a novel role for netrin on RGC axon branch initiation as growth cones innervate their target.
In this project, we sought to know and understand the perceptions of professors in computer education programs and computing concerning the use of Information and Communication Technologies (ICT) in order to propose communication-effective strategies that would promote the increased use of these tools through an interpretive study. For this, a mixed approach, based on surveys and semi-structured interviews with professors at Centro Universitario Ciénega, through which it was determined that some teachers continue to be reluctant to use ICT in their teaching practice. However, there is a large opening up toward the integration of ICT and agreement in stating that these tools comprise the teaching aids that the professor uses to manage the educational process in a different manner. Nonetheless, consideration of the use of technological tools in the classroom must derive from personal motivation and from recognition of the educational potential that they possess in the teaching-learning process, and not only for being on a par with the requirements of the current society. Strategies of awareness, motivation, and support by the Centro Universitario Ciénega and its academic departments are required for the effective integration of ICT in teaching.
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