Bimodal Electrochemiluminescence Microscopy of Single Cells

Electrochemiluminescence (ECL) microscopy is an emerging technique with new applications such as imaging of single entities and cells. Herein, we have developed a bimodal and bicolor approach to record both positive ECL (PECL: light-emitting object on dark background) and shadow label-free ECL (SECL: nonemissive object shadowing the background luminescence) images of single cells. This bimodal approach is the result of the simultaneous emissions of [Ru(bpy)3]2+ used to label the cellular membrane (PECL) and [Ir(sppy)3]3- dissolved in solution (SECL). By spectrally resolving the ECL emission wavelengths, we recorded the images of the same cells in both PECL and SECL modes using the [Ru(bpy)3]2+ (?max = 620 nm) and [Ir(sppy)3]3- (?max = 515 nm) luminescence, respectively. PECL shows the distribution of the [Ru(bpy)3]2+ labels attached to the cellular membrane, whereas SECL reflects the local diffusional hindrance of the ECL reagents by each cell. The high sensitivity and surface-confined features of the reported approach are demonstrated by imaging cell-cell contacts during the mitosis process. Furthermore, the comparison of PECL and SECL images demonstrates the differential diffusion of tri-n-propylamine and [Ir(sppy)3]3- through the permeabilized cell membranes. Consequently, this dual approach enables the imaging of the morphology of the cell adhering on the surface and can significantly contribute to multimodal ECL imaging and bioassays with different luminescent systems

Fake news and critical thinking in information evaluation

In the post-truth era we are constantly bombarded with “news” which is fabricated, distorted, and massaged information, published with the intention to deceive and mislead others. Such “news” has come to be known as “fake news”. The influence of fake news can have profound socio-political and cultural effects when translated into action. The ability to distinguish between real facts, fabricated stories, rumours, propaganda, or opinions is of paramount importance. The rapid proliferation of information through social media is now the norm. In this paper we consider the challenge of preparing students, in developing skills for recognising mis-information, dis-information and mal-information. We argue that critical thinking for evaluating information should now be considered a basic literacy, equally important to literacy itself, as well as information and information technology literacies. In this paper we revisit Bloom’s taxonomy of cognitive skills and represent what a learner can achieve at each level. We customise the traditional moral and ethical concepts suggested by the US Content Subcommittee of the ImpactCS Steering Committee to flag the ethical concerns over mis-information, dis-information and mal-information. We report on current levels of awareness and practices at the authors’ five higher education institutions, and reveal varying levels of awareness of the significance of critical literacy and different practices in each location. The paper concludes with an outline of future work