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Referee #3

Evidence, reproducibility and clarity

In the presented study the authors identified and mechanistically investigated how Flaviviruses including Japanese encephalitis virus (JEV), Dengue virus (DENV), and Zika virus (ZIKV) commonly use importin-7 (IPO7), an importin-β family protein, as a cellular carrier protein to facilitate nuclear core protein translocation. The authors evaluated how the production of infectious viruses is regulated by IPO7 using cellular infection models including IPO7-deficient knockout cells. In the submitted manuscript, the authors provide evidence that IPO7 facilitates viral core protein import into the nucleus of infected cells, which is essential for effective Flavivirus replication. Taken together, the study is interesting to a broader readership with interest in molecular virology, and its findings are informative for potential future targeting of IPO7 to affect flavivirus replication using small molecule drugs. The manuscript is well-written and easy to follow, the methods are appropriate, the structure is logical, and statistical analysis is adequate.

Major comments:

• It is unclear why the authors specifically used Ala substitution at Gly42 anb Pro43 to obtain the abolishment of nuclear core protein localization. It would be helpful to put this into more context and explain the approach.
• In Figure 4, the authors claim that the binding between IPO7 and RPS7 is disrupted upon the addition of RanGTPQ69L. This is not clearly evident from the pulldown experiment and should be proven experimentally with additional experiments (e.g. by using an imaging approach) to underline the statement that the binding mode of IPO7 to the JEV core protein is similar to that of RPS7. Loading controls for pulldown blots should be added.
• Most methods used are presented logically but require some more details so that they can be reproduced. In particular, the difference between Figure 4 E and 4H is confusing. What is the difference? Is 4E showing intracellular viral titers and 4H infectious viral titers in the supernatant of cells? Clarification needed. Put relevance of these experiments in context of the hypothsis.
• Identical phenotypes induced by IPO7 knockout in a number of HuH7 clones are shown in Figures 6A to 6C. This data does not add to the overall understanding and should be moved to supplementary figures. Why are 293T cells used in experiments shown in Figure 6D and 6E? What is the relevance of kidney cells to Flavirius infections?
• Prior studies are referenced appropriately, however, in a recent study it was demonstrated that IPO7 is stabilized upon Epstein-Barr Virus infection and that IPO7 presence is required for the survival of host cells (Yang YC, Front Microbiol. 2021 Feb 16;12:643327. doi: 10.3389/fmicb.2021.643327). This important study about the physiological relevance of IPO7 during viral infections has not been cited by Itoh and colleagues in the presented study. However, the results of the uncited study are very relevant to the provided manuscript, since Itoh and colleagues are using IPO7 knockout cells to investigate its function in Flavivirus core protein nuclear import. Hence, the authors should perform cell survival and cellular fitness experiments to demonstrate that observed phenomena of reduced viral replication and virus export in IPO7 knockout cells are independent of compromised cellular fitness due to IPO7 deficiency.

Minor comments:

• Describing Figure 3B, the authors state that they focused on IPO7 among the core binding proteins belonging to the importin-b family, because IPO7 "was identified the most peptides" in the mass spectrometry approach. This requires a more detailed explanation. Also, an explanation of why HEK293T cells were used for this approach and not HuH7 cells, as used predominately in most parts of the study, would provide more clarity to the reader.
• In Figures 4E and 4F, colour coding is missing.

Significance

The provided manuscript 'Importin-7-dependent nuclear localization of the Flavivirus core protein is required for infectious virus production' by Itoh and colleagues investigates a topic with important scientific relevance. The presented study builds on previous findings by the authors where they have demonstrated that Flavivirus core protein nuclear localization is actually conserved among Flaviviridae and represents a potential target for broad-range antiviral small molecule drugs (Tokunaga et al., Virology, 2020 Feb;541:41-51). However, our understanding of Flavivirus core protein nuclear localization during viral replication and how the processes could potentially be targeted using novel therapeutic drugs remains elusive. Here, the provided manuscript addresses a mechanistic investigation of how the Flavivirus core protein is actually translocated from the cytoplasm to the nucleus of infected cells. The study is informative particularly for virologists with expertise in Flavivirus replication.

However, from my point of view as a virologist investigating host-pathogen interactions with a strong interest in clinical translational, the manuscript requires a more careful evaluation and interpretation of some results of key experiments. In addition, some of the results need to be more precisely described for clearer understanding by a broader readership.

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Referee #2

Evidence, reproducibility and clarity

Summary: In this study Itoh and colleagues investigate the mechanism, role and impact of the nuclear localization of the flavivirus core protein. The import of the core protein has long been observed and investigated and herein the authors use some novel approaches to identify potential cellular binding partners that facilitate nuclear import. Via proteomics and biochemical approaches they determine that importin-7 plays a crucial role in the import of the core protein that appears to be conserved across Flavivirus members. In general the findings and conclusions are sound but there are some significant omissions and caveats that warrant further investigation.

Major comments:

• one of the major caveats of the study is that the flavivirus NS5 protein also translocates to the nucleus in an Importin-alpha/beta dependent manner. Therefore how can the authors discount any impact of preventing NS5 import, in addition to core, on virus and SRIP replication and production. Some discussion, if not additional experiments are required here ie. NS5 localization in the KO cells during virus infection
• the localization is predominantly nucleolus rather that nucleoplasm when compared to the SV40 NLS. What are the sequence differences between the flavivirus proteins that potentially could account for this? A protein known to localize solely to the cytoplasm should also be used eg. NS1 or NS3.
• controls for Figure 2? Ie. a protein known to be inhibited by Bimax but not the RanGTP mutant and vice versa.
• Fig 5. Difference with WNV and DENV in nucleoplasm localization but also WNV still appeared to have Core in the nucleus in the KO cells
• Fig 5C still has substantial JEV and DENV core but not WNV and ZIKV. Why is the DENV and WNV localization pattern different to Fig 5B?
• Fig 5F, does the KO also restrict NS5 from entering the nucleus and could this then results in increase polymerase activity confined to the cytoplasm resulting in more viral RNA?
• Why was WNV infection not performed in Fig 5H? What where the viral tires compared to for the relative % values?
• Fig 6B, still a significant amount of core present in the nucleolus. Also WT cells have (almost?) no cytoplasmic staining for core where this could be clearly observed in the WT cells in Fig 5D. Why the difference?
• In Fig 7B, D and E, when were the SRIPs collected and what was the time period after subsequent infection?
• In Fig 7C was the luciferase measured from the initial transfection and how did it correlate with RNA production? A 15-fold increase in replicon RNA actually seems quite low over a 48h period
• quantitation is required throughout all of the experimental IFA data provided

Significance

The nuclear translocation of flavivirus protein has long been studied and it has been observed that the core, NS5 (RNA polymerase) and potentially the NS3 (helicase/protease) proteins all translocate the nucleus. Importin alpha and beta have been shown to facilitate this process. The authors aim to extend this to identify importin-7 as a major cellular factor enabling nuclear translocation. Overall the experiments have been performed well but there is a lack of quantitation for many of the results an suitable controls are required.

I am a researcher in the field of flavivirus replication

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Referee #1

Evidence, reproducibility and clarity

The study examined the mechanisms behind the nuclear transport of capsid proteins of various flaviviruses. The study used mass spectrometry to identify the interaction partners of JEV capsid protein and found Importin 7 as the top hit. After validating this interaction with IP-western blotting, using IPO7 knock-out cells they showed that the nuclear accumulation of capsid is dependent on IPO7. Moreover, they also observed nearly 10-folds reduction in titre of virus produced from knock out cells without reduction in virus replication or particle assembly.

The study needs improvements to bring it to publication standards. Some overaarching problems include, all capsid localization studies being done with GFP-tagged capsid, and not wild type capsid produced during authentic infection, lack of quantitation of most of the localization data and not showing capsid localization from infection experiments in knock out cells, and no in-depth analysis of the potential mechanisms behind the observed reduction in titre in knock out cells etc.

The major comments are

Fig 1B: Please add quantitation and statistical analyses of the ratio of nuclear and cytoplasmic capsid protein of all different capsids used. Also include western blot to prove that there is no cleavage between Capsid and GFP and the green signal indeed comes from the fusion protein. Ideally you should use capsid alone instead of a fusion protein for at least selected few constructs to prove that the Capsid-GFP behaves identical to Capsid alone.

Fig 1C: It is unclear from the figure legends the WT JEV capsid means GFP-Capsid or Capsid alone. You should clearly state the GFP part if the construct includes GFP. Quantitation and statistics are missing and the information on how many independent experiments were performed is also not included in the figure legend.

Fig 2B: Quantitation and statistics are missing. Ideally, the data need to be reproduced with Capsid alone instead of Capsid-GFP. A positive control is needed for the activity of Bimax to prove that the drug was working in the assay.

Fig 2C: How do you reconcile the IP mass spectrometry data that Importin b1 is the second strongest hit with the lack of IP interaction you observed in fig 2C?

Fig 3C: How many independent confirmations of this experiment was performed?

Fig 4A and B: Add quantitation for the western blot. 4A-D Include data on the number of biological repetitions. 4C-D: Add quantitation and statistical analyses of the ratio of nuclear and cytoplasmic capsid protein.

Fig 5B. This data should be shown in the context of infection with untagged Capsid at least for 1-2 viruses. This is a serious drawback of the present study as there is no clear evidence presented that the native capsid protein in an infection context depend on importin 7 for nuclear accumulation and behave similar to the GFP-Capsid constructs being used.

Fig 5 A-D: Two repetitions are insufficient; a minimum of three biological repeats and statistical analysis need to be included. 5E-F: You cannot do statistics on two repeats, need minimum of three repeats to perform statistical analysis. 5G-H: I presume three repetitions based on the data points shown, this should be clearly stated in the figure legend.

Fig 5E-G: Taking the data of 5E and 5G together it seems Importin 7 functions as the level of particle release and not particle assembly or maturation. Have you checked for the specific infectivity of the particles released from knock out cells to determine the reason behind the reduction in virus titre? You could look at the prM maturation by furin cleavage to check it this is altered in the IPO7 knock out cells.

Fig 5H: Have you checked if the observation regarding intracellular RNA levels in 5F is applicable to these viruses as well.

Fig 6: The figure legend "Data are representative of two (A, B) independent experiments and are presented as the mean {plus minus} SD of three independent experiments (C)" is confusing. The sentence should be reworded to state the repetitions separately for independent experiments. Fig 6C should show original titres and not percentages.

Fig 7B: This experiment should be performed in IPO7 knock out cells to confirm that the observed reduction of core mutant is mainly contributed from its lack of interaction with IPO7 and not from any other confounding factors.

Significance

While the authors could convincingly demonstrate the interaction between capsid and IPO7, how that interaction results in the observed reduction in viral titre is largely unexplored. As all the localization data used a GFP-tagged capsid outside an infection context, this reviewer is not confident that all the reported observations will hold in an infection setting. This need to be urgently addressed to rise the confidence about the observation. The current data is insufficient to confidently attribute the change in titre to the interaction between capsid and IPO7 and the capsid localization to the nucleus. Knocking out IPO7 could have pleotropic effects independent of capsid nuclear accumulation that could lead to the observed titre reduction. This need to be addressed further before linking both these phenotypes. Certain key experiments needed to address these questions are currently missing. While the interaction of Capsid with IPO7 is certainly intriguing, the implications of this interaction on virus biology needed further investigation before clear conclusions can be drawn regarding this observation.

Résumé de la vidéo [00:00:13][^1^][1] - [00:27:19][^2^][2]:

La vidéo explore la complexité et les mutations du monde et leur impact sur l'éducation partagée. Elle souligne l'importance de repenser l'éducation pour enseigner à vivre, pas seulement à survivre, en tenant compte de la personnalité individuelle et de la communauté. La vidéo aborde la connaissance, la compréhension d'autrui, la reconnaissance de l'incertitude, et la nécessité d'une éducation multidisciplinaire pour aborder des problèmes complexes.

Points saillants: + [00:00:13][^3^][3] L'objectif de l'éducation * Enseigner à vivre, pas seulement à survivre * Épanouissement personnel au sein d'une communauté * Importance de la relation avec autrui + [00:03:47][^4^][4] La connaissance et ses pièges * La connaissance n'est pas une photographie de la réalité * Importance de comprendre les erreurs et illusions de la connaissance * Nécessité de contextualiser l'information + [00:13:55][^5^][5] Affronter les incertitudes * Vivre dans une époque incertaine * Importance de la stratégie et de l'adaptation dans la prise de décision * La vie est un pari constant + [00:18:27][^6^][6] L'enseignement de l'identité humaine * Nécessité d'enseigner qui nous sommes en tant qu'êtres humains * L'importance de la biologie, de la psychologie et de la sociologie * Comprendre notre triple identité : individu, espèce, société Résumé de la vidéo [00:27:20][^1^][1] - [00:50:24][^2^][2]:

La vidéo explore les complexités et les mutations du monde et leur impact sur l'éducation. Elle souligne l'importance de l'équilibre entre raison et passion dans l'apprentissage, l'enseignement des religions pour développer l'esprit critique, et la nécessité d'une éducation qui embrasse la complexité et la transdisciplinarité.

Points forts: + [00:27:20][^3^][3] Raison et passion * L'importance de lier raison et passion dans l'éducation * La passion est essentielle à l'épanouissement et à l'appréciation de l'esthétique * La poésie et la prose de la vie comme métaphores de l'équilibre émotionnel et rationnel + [00:29:17][^4^][4] Religion et éducation * L'enseignement des religions pour comprendre la diversité des croyances * La religion comme expression profonde de l'aspiration humaine * L'importance de l'esprit critique face à la diversité des vérités dogmatiques + [00:31:02][^5^][5] Diversité humaine et éducation * Reconnaissance de la complexité de l'être humain * L'éducation doit refléter la diversité et le potentiel humain * La nécessité d'enseigner l'éthique sans moralisation + [00:35:41][^6^][6] Histoire et multiculturalisme * La France comme nation multiculturelle à travers l'histoire * L'intégration des différentes cultures et peuples dans l'identité nationale * La démocratie et le respect des minorités comme valeurs clés + [00:39:02][^7^][7] La démocratie et l'éducation * La démocratie comme système fondé sur la réciprocité et le respect des minorités * La démocratie participative comme complément nécessaire à la démocratie parlementaire * L'importance de l'interrogation et de l'esprit critique dans l'éducation laïque + [00:41:32][^8^][8] Médias, Internet et éducation * Le rôle des médias et d'Internet dans l'éducation moderne * La nécessité pour les enseignants de comprendre et d'utiliser les nouvelles technologies * L'importance de l'enseignement de la pensée critique face à l'information en ligne

CIなどの、ビルド環境でNotebookが実行できない状況がある場合につかえることをnoteに書く

Résumé de la vidéo [00:00:06][^1^][1] - [00:28:58][^2^][2] : La vidéo présente une conférence à l'ESSEC sur "La compréhension d'autrui" animée par Edgar Morin et Boris Cyrulnik. Ils discutent de la complexité de comprendre autrui, en tenant compte de la biologie, de l'évolution, de la psychologie et de la culture. Ils abordent la nécessité de reconnaître l'autre comme semblable et différent, et l'importance de l'empathie et du respect dans les relations humaines.

Points saillants : + [00:00:06][^3^][3] Introduction de la conférence * Accueil des participants et présentation du thème * Annonce du format de l'échange et de la session de questions-réponses + [00:01:22][^4^][4] Intervention de Boris Cyrulnik * Discussion sur l'évolution de la perception et de la représentation d'autrui * Exemples de comportements chez les animaux et les enfants illustrant la compréhension d'autrui + [00:13:03][^5^][5] Définition du pervers * Explication de la notion de pervers comme quelqu'un vivant dans un monde sans altérité * Impact de la privation affective et culturelle sur la représentation de l'autre + [00:19:23][^6^][6] Intervention d'Edgar Morin * Complément sur les aspects bioanthropologiques de la compréhension d'autrui * Importance de l'empathie, de l'amitié et du respect pour la reconnaissance de l'autre Résumé de la vidéo [00:29:01][^1^][1] - [00:57:44][^2^][2]:

La vidéo présente une conférence à l'ESSEC sur "La compréhension d'autrui" avec Edgar Morin et Boris Cyrulnik. Ils discutent de la complexité de la compréhension humaine, de la tendance à réduire les autres à des stéréotypes, et de l'importance de l'auto-compréhension pour mieux comprendre autrui.

Points forts: + [00:29:01][^3^][3] La complexité de l'être humain * L'humanité est multiple et changeante * Importance de ne pas réduire autrui à un seul aspect + [00:31:02][^4^][4] La réduction et l'insulte * La réduction d'autrui à des stéréotypes mène à l'incompréhension * L'insulte remplace le dialogue et la relation + [00:35:38][^5^][5] La découverte du monde d'autrui * Le plaisir de découvrir le monde à travers les yeux d'un autre * La science et la réductionnisme méthodologique + [00:47:11][^6^][6] L'obéissance et la pensée totalitaire * La certitude et l'obéissance peuvent mener à des crimes sans culpabilité * La nécessité de la démocratie scientifique et du débat Résumé de la vidéo [00:57:46][^1^][1] - [01:27:08][^2^][2]:

Cette partie de la vidéo aborde la compréhension d'autrui à travers les perspectives d'Edgar Morin et Boris Cyrulnik lors d'une conférence à l'ESSEC. Ils discutent des dangers du fanatisme, de l'importance de l'éducation à l'empathie et de la nécessité d'une société ouverte à la diversité des croyances.

Points forts: + [00:57:46][^3^][3] La domination et le confort * La Boétie souligne le confort trouvé dans l'acceptation de la domination * La montée du nazisme en Allemagne est un exemple de dérive progressive + [01:07:04][^4^][4] Religion et société * La religion est nécessaire mais peut être dangereuse * L'éducation à l'empathie est essentielle pour éviter les excès idéologiques + [01:15:42][^5^][5] Définition de l'empathie * L'empathie est un mouvement affectif élémentaire vers autrui * Elle est cruciale pour la compréhension et la coexistence pacifique + [01:17:02][^6^][6] Prévention du fanatisme * L'éducation à la diversité et à l'acceptation de l'incertitude peut prévenir le fanatisme * La culture et l'art jouent un rôle important dans la promotion de l'empathie

トル

例がディレクティブになっているので、ロールに要変更

この表現だとブロックであることがわかりにくいです。

マークアップの説明が必要です。

I think the Ellen Show had a similar thing. As it became canceled people looked back at pranks or interviews to review how celebrities were treated, to gain proof against Ellen DeGeneres.

This is really prevelent in current day since almost half the interactions people do are likely online. Since its a drastic way to get under someones skin and harm them its often used. This can either be to get back at someone or to harass them.

I chose this sentence because I think that while most clinics and healthcare settings are medical and sometimes made impersonally, its impertinent to the comfort of the patient for treatment. Waiting rooms may not seem important enough to be accessible. However, non-traditional medical offices can be designed with difficulty to access due to the smaller scale of patients, however that does not mean that they shouldn't design spaces to be accessible and comforting for all. For me, working at a professional dental office, it is very common knowledge that dental appointments can be scary, it is important to keep that in mind when preparing the office for the day. Even small things like providing headphones to those who get overstimulated easily, or stress balls to those who are more sensitive can change an appointment. Which is why designing for equity is so important to run a smooth operation.

Emily Tran

I chose this section of the article because autonomy in places where autonomy is restricted feels like giving a sense of freedom and power. I currently work in a dental office, and the amount of patients that have dental anxiety is exorbitant. I communicate with these patients where their anxiety comes from, and a lot of it comes from past traumas where their autonomy felt stolen by prior dental providers. Patients with trauma tend to not come back to the dentist and sadly, leads to more dental issues in the future. With this in mind, I hope for the future that designers can produce dental spaces that feel safe for patients and help provide a sense of autonomy as well.

I chose this section because I've always been an equal rights advocate. Social issues are something I've been passionate for the last several years, and the LGBTQIA+ community is especially close to my heart because my sister is gay. It's always important for those in this community to feel safe, but especially in my field of study which is nursing. The best example I can think of is that of transgender individuals, since biological sex can often change certain treatments, diagnoses, or standards of health.

positive reinforcement

This is gettting so scary now because without a person's consent someone could basically fake porn with a person's face. This could get them to lose their jobs and ruin their reputation. Currently, the laws around AI haven't been developed yet, so sometimes people take advantage of that.

Résumé de la vidéo [00:00:03][^1^][1] - [01:01:10][^2^][2]:

Samah Karaki explore la notion de talent, déconstruisant le mythe qu'il est inné et soulignant l'importance des facteurs sociaux et environnementaux dans le développement des compétences. Elle discute de l'histoire du concept de talent, de la méritocratie, et de la manière dont les sciences cognitives peuvent promouvoir la justice sociale et environnementale.

Points forts: + [00:01:00][^3^][3] Déconstruction du mythe du talent * Le talent comme fiction et les mythes de la réussite * L'impact des facteurs sociaux sur le développement des compétences * La proposition d'un modèle de société axé sur les réalisations collectives + [00:08:00][^4^][4] Mesure du talent et méritocratie * L'histoire de la mesure du talent depuis la Grèce antique * La méritocratie et son idéal émancipateur * Les outils historiques pour mesurer le talent et leurs limites + [00:20:00][^5^][5] Automatisation et unicité des cerveaux * Le rôle de l'automatisation dans le succès évolutif * Comment l'automatisation rend nos cerveaux uniques * La distinction entre les automatismes bénéfiques et les biais + [00:34:11][^6^][6] Prédispositions génétiques et performance * L'influence des prédispositions génétiques sur la performance * La nécessité de dispositifs d'entraînement appropriés pour exceller * La réfutation de l'idée de groupes humains partageant des prédispositions génétiques communes Résumé de la vidéo [00:35:00][^1^][1] - [00:48:00][^2^][2]:

Dans cette section de la vidéo, Samah Karaki explore la notion de talent à travers l'histoire et la science. Elle déconstruit le mythe du talent inné et souligne l'importance des facteurs sociaux et environnementaux dans le développement des compétences. Karaki critique l'utilisation des tests de QI comme mesure de l'intelligence et encourage une vision plus holistique des capacités humaines.

Points forts: + [00:35:00][^3^][3] Déconstruction du mythe du talent * Examen de l'histoire du concept de talent * Critique de l'idée du talent comme don inné * Importance des facteurs sociaux dans le développement des compétences + [00:38:00][^4^][4] Critique des mesures de l'intelligence * Discussion sur les limites des tests de QI * Mise en évidence de la plasticité du cerveau * Appel à une approche plus nuancée de l'intelligence + [00:41:00][^5^][5] Automatisation et unicité des cerveaux * Explication de l'automatisation des compétences et des préjugés * Illustration de la manière dont nos cerveaux sont uniques * Importance de la prise de conscience de nos automatismes + [00:44:00][^6^][6] Limites des capacités attentionnelles et décisionnelles * Description des capacités limitées du cortex préfrontal * Importance de l'automatisation pour la survie et l'apprentissage * Appel à la prudence face aux promesses de l'optimisation du cerveau Voici les points forts de la vidéo entre [00:45:00][^1^][1] et [01:19:00][^2^][2], avec les timecodes correspondants :

• [00:47:24][^3^][3] - Samah Karaki souligne que le cerveau est un muscle qui apprend et s'adapte, et que croire en la plasticité de notre intelligence peut améliorer notre capacité d'apprentissage.
• [00:47:40][^4^][4] - Elle mentionne une étude démontrant que les élèves qui croient que l'intelligence peut se développer obtiennent de meilleurs résultats scolaires.
• [00:47:45][^5^][5] - Karaki partage son expérience personnelle, affirmant qu'elle a appris à nager et à faire du vélo en écrivant son livre, ce qui illustre la capacité d'apprendre de nouvelles compétences à tout âge.
• [00:48:01][^6^][6] - Elle encourage l'application de cette mentalité dans les écoles pour réduire la pression de la performance et favoriser l'apprentissage.
• [01:18:43][^7^][7] - La conférencière aborde l'influence de la classe socio-économique sur la réussite scolaire, expliquant que les enfants de milieux aisés ont accès à plus de ressources et d'opportunités pour réussir.

Ces points mettent en lumière l'importance de l'état d'esprit dans l'apprentissage et le rôle des facteurs sociaux dans le développement des compétences. Samah Karaki utilise son expertise en neurosciences pour déconstruire le mythe du talent inné et promouvoir une vision plus équitable de l'intelligence et du mérite.

Résumé de la vidéo [00:00:01][^1^][1] - [01:26:32][^2^][2]:

Cette vidéo présente une conférence de Léonard Vannetzel sur la parentalité et les limites éducatives. Il aborde les défis de l'éducation, l'importance des limites et propose des techniques pratiques pour les parents.

Points forts: + [00:00:01][^3^][3] Introduction à la conférence * Présentation du thème de la parentalité et des limites éducatives * Introduction de Léonard Vannetzel, psychologue spécialisé + [00:02:09][^4^][4] L'importance de l'éducation et des limites * Discussion sur la complexité de l'éducation et l'établissement des limites * L'impact des conseils éducatifs dans les médias et les débats publics + [00:13:09][^5^][5] Exemples concrets de limites éducatives * Partage d'exemples réels pour illustrer les problèmes de limites chez les enfants * Analyse des comportements et des réactions des enfants face aux limites + [00:23:32][^6^][6] Techniques psycho-éducatives * Présentation des méthodes pratiques pour améliorer le climat familial * L'importance du contact visuel et tactile lors de la communication avec les enfants + [00:29:31][^7^][7] Gestion de l'explosibilité chez les enfants * Conseils pour évaluer et gérer le risque d'explosivité des enfants * Techniques pour prévenir les comportements problématiques + [00:57:19][^8^][8] Analyse d'une situation problématique * Examen d'un cas spécifique et identification des facteurs déclencheurs * Stratégies pour éviter les comportements indésirables et améliorer l'éducation Résumé de la vidéo [00:50:00][^1^][1] - [01:03:02][^2^][2]:

Cette partie de la vidéo se concentre sur l'importance de l'inhibition dans le développement de l'enfant et son rôle dans l'établissement des limites éducatives. Léonard Vannetzel, psychologue spécialisé, discute des défis auxquels les parents sont confrontés lorsqu'ils essaient d'instaurer des limites et propose des stratégies pratiques pour gérer les comportements difficiles.

Points forts: + [00:50:00][^3^][3] La mission de Nathanael * Importance de donner des missions claires aux enfants * Utilisation de récompenses symboliques pour encourager le comportement souhaité * Clarification des attentes et conséquences des actions + [00:56:43][^4^][4] Analyse d'une soirée difficile * Impact des actions parentales sur le comportement de l'enfant * Importance de la prévisibilité et de la routine pour les enfants * Conseils pour éviter les comportements problématiques + [01:02:26][^5^][5] Questions du public * Interrogations sur la pérennité des changements de comportement * Discussion sur l'impact à long terme de l'absence de limites sur les adultes * Réflexion sur l'évolution de la criminalité chez les jeunes Voici les points forts de la vidéo entre [01:03:00][^1^][1] et [01:40:00][^2^][2], avec les timecodes correspondants :

• [01:03:01][^3^][3] - Discussion sur l'impact de l'absence de limites sur les enfants devenus adultes, avec une hypothèse sur l'augmentation de la criminalité chez les jeunes.
• [01:03:45][^4^][4] - Explication de la psychoéducation et comment elle aide à instaurer des comportements durables chez les enfants.
• [01:04:01][^5^][5] - Illustration de l'efficacité de la psychoéducation avec l'exemple d'une mère qui a appris à gérer les comportements de son enfant.
• [01:25:20][^6^][6] - Discussion sur la gestion de l'autorité parentale et l'importance de maintenir une éducation équilibrée dès le plus jeune âge.
• [01:25:48][^7^][7] - Une grand-mère partage son intérêt pour les techniques éducatives présentées et pose une question sur les ressources disponibles pour les familles en difficulté.
• [01:26:24][^8^][8] - Réponse à la question sur les ressources disponibles, notamment en région parisienne, pour les familles nécessitant un soutien éducatif.
• [01:37:02][^9^][9] - Démonstration d'une expérience visuelle pour illustrer l'importance de l'inhibition dans le développement humain et la civilisation.
• [01:40:00][^10^][10] - Conclusion de la présentation et ouverture de la séance de questions-réponses avec l'audience.

Ces timecodes marquent des moments clés où des concepts importants sont abordés ou des interactions significatives ont lieu. Ils peuvent servir de repères pour naviguer dans la vidéo et approfondir certaines thématiques.

A bit weird text on the role of open data in European common data spaces, where the author fell too much in love with a metaphor.

I've seen alot of different types of GoFundMes and kickstarters. Some are for medical treatment, or emergencies, other are to launch products or to keep platforms going. Wikipedia for example sometimes asks for donations since they aren't a profit based organization.

I chose this section because it’s extremely relatable to me as a STEM student who’s spent countless nights up staying up completing assignments or studying. Most community college STEM students are like me and want the perfect 4.0 to transfer to a nice University, so we all get our assignments to look “beautiful and wonderful” to get a perfect grade on it. This article is important to me because I’m more aware of neurodivergent students and the challenges they face, with my new knowledge I’ll be able to be more supportive towards my fellow future STEM classmates. I also think this article is important for STEM students because some of them could be neurodivergent students and this article could help them manage challenges they may have like work balancing. Now I’m not personally a neurodivergent student but I’ve noticed tons of the same traits are relatable to me which is interesting, overall I’m glad I chose this article because it’s really informative and helps you gather information about other people's struggles.

i have chosen this quote because not only can i personally relate to it, but i know many of my friends could relate to it too. when talking to a friend that i share a class with, we often wonder why everyone else understands the concepts much easier even though we are doing everything we can to try and understand. its very frustrating and often times makes me think i'm missing something, like everyone automatically knows what to do and im behind somehow, which all in all can lower confidence in classwork. so i could definitely relate to this paragraph. i think this article connects the idea of designing for equity and inclusion by giving a voice to the fact that neurodivergent students have felt this way for a long time and gave examples of ways they have had to adapt to the "ideal students" world.

from

reword ?? "does not at all affect"???

La vidéo intitulée "La faculté de punir" par Didier Fassin semble aborder des sujets complexes liés à la philosophie du droit et à la justice pénale. Voici les temps forts de la vidéo avec les timecodes correspondants :

• [00:00:29][^1^][1] Introduction à la philosophie du droit et la définition du châtiment.
• [00:01:03][^2^][2] Discussion sur la réalité sociale du châtiment et les pratiques punitives extrajudiciaires.
• [00:02:08][^3^][3] Le paradigme du procès et la réalité des affaires judiciaires aux États-Unis.
• [00:02:47][^4^][4] L'évolution du système judiciaire français et l'introduction de nouvelles procédures.
• [00:03:55][^5^][5] La possibilité de sanctionner des personnes innocentes et les erreurs judiciaires.
• [00:07:00][^6^][6] Statistiques sur les condamnations injustes et la discrimination raciale dans le système judiciaire américain.
• [00:17:15][^7^][7] Les conséquences d'une condamnation sur la vie sociale et professionnelle.
• [00:20:07][^8^][8] La détention provisoire et son impact sur les personnes présumées innocentes.
• [00:27:00][^9^][9] Un cas spécifique de détention provisoire et les décisions judiciaires.
• [00:28:01][^10^][10] La comparution immédiate comme source principale de détention provisoire en France.
• [00:36:01][^11^][11] L'utilisation d'algorithmes pour prédire les risques associés aux prévenus.
• [00:47:33][^12^][12] Les méthodes de torture et les conditions de détention à Guantanamo.
• [00:50:31][^13^][13] La détention administrative en Israël et ses implications.
• [00:56:02][^14^][14] Les implications internationales de la souveraineté et les pratiques de détention.

Ces points soulignent les discussions sur la justice, les erreurs judiciaires, la détention provisoire, et les pratiques punitives à travers différents systèmes judiciaires. Ils offrent un aperçu de la complexité et des défis du système pénal moderne.

Anulemos las dosis de 4 en adelante

El denominador es los habitantes de ese subgrupo? Si es asi en Ola COVID cual es?

Résumé de la vidéo [00:00:00][^1^][1] - [01:01:36][^2^][2]:

Cette vidéo présente une conférence de Didier Fassin sur le thème de la faculté de punir, en se concentrant sur les homicides commis par la police sans procès aux États-Unis et en France. Fassin discute des statistiques alarmantes, de la discrimination raciale et des justifications juridiques qui permettent ces actes, souvent sans conséquences pour les policiers impliqués.

Points forts: + [00:00:30][^3^][3] Le droit de tuer de l'État * Débat détourné vers la peine capitale * Impact plus conséquent des homicides sans procès par la police * Exemple de 1976 avec 590 tués par la police contre aucune exécution capitale + [00:02:04][^4^][4] Homicides policiers aux États-Unis * Autorisation pour les policiers de tirer pour prévenir un crime * Justification vague conduisant à l'exonération même si le suspect est innocent * Discrimination raciale avec les hommes noirs tués 10 fois plus que les blancs + [00:15:37][^5^][5] Comparaison internationale * La France tue plus par l'action policière que d'autres pays européens * Augmentation rapide du nombre de morts par balle lors de tirs sur des véhicules * Liens avec les choix politiques et les évolutions législatives + [00:35:54][^6^][6] La privatisation de l'aménagement des peines * Multiplication des frais et confiscation des biens * Impact sur les milieux modestes et création de cercles vicieux * Exemple d'une femme en Géorgie avec une dette impayée menant à l'incarcération Résumé de la vidéo [00:35:00][^1^][1] - [01:01:36][^2^][2]:

La vidéo aborde la question des homicides policiers et de la peine capitale aux États-Unis, en soulignant la disproportion entre les exécutions judiciaires et extrajudiciaires. Elle examine les statistiques, les cas spécifiques, et les implications légales et sociales de ces actes.

Points forts: + [00:35:00][^3^][3] La fréquence des homicides policiers * Les forces de l'ordre tuent plus fréquemment en France qu'en Allemagne ou au Portugal * Les policiers sont impliqués dans des décès quatre fois plus souvent que les gendarmes + [00:41:33][^4^][4] Les conséquences financières des amendes * Les dettes s'accumulent avec le temps, entraînant des frais supplémentaires * Les personnes à faible revenu sont particulièrement vulnérables à ces dettes + [00:45:14][^5^][5] L'expérience carcérale aux États-Unis * L'arrestation est souvent une épreuve humiliante et parfois violente * Les conditions de détention peuvent être dégradantes et déshumanisantes + [00:49:27][^6^][6] Les procédures judiciaires en France * La justice expéditive traite rapidement les affaires de délit mineur * Les comparutions immédiates peuvent être vécues comme une humiliation publique

means of sustaining or supporting life or health; nourishment, especially food and drink:

based on, concerned with, or verifiable by observation or experience rather than theory or pure logic.

“Circa” (abbreviated as “ca.”), from Latin “circum” meaning “around,” signals an approximate date or time.

: the action or process of uniting or merging two or more things :

NetlifyにはGitHubActionsでデプロイする方法もあります。 https://github.com/marketplace/actions/netlify-actions

your_github_username などの説明は別途必要ですね。

こちらのブログのリンクがあると良いと思います。 https://blog.readthedocs.com/jupyter-book-read-the-docs/

pyppeteerのGitHubへのリンクがあると良いと思います。 https://github.com/pyppeteer/pyppeteer

Mathjaxで表示されることとMathjaxとはなにかの説明があると良いなと思いました。

シンタックスが途中から緑になっているのが気になりました。

reStructuredTextがわかる人は自分で使えることを確認できると思いますし、入門者は混乱するので省いたほうが良いと思います。

標準的なMarkdownの仕様とGFMは大きく異なると思いますが、JupyterBookでサポートしているのはGFMのマークダウンのみでしょうか？

Coupled via NE relation

I selected this section because it discusses how unjust treatment and racism in healthcare have led many people of color to question the safety and efficacy of medical research. It discusses some awful events from the past, such as the Tuskegee Syphilis Study, in which African American men were treated cruelly. These instances have raised concerns that individuals will not be treated equitably in medical research or have access to therapies. When we talk about designing for equity and inclusion, it means making sure that everyone, no matter their background, gets fair treatment and has access to the same opportunities. This text reminds me that we must work hard to make healthcare equitable for all. Whether I'm now working in healthcare or intend to, it's critical to listen to people's concerns and ensure that everyone feels involved and treated with respect.

The purpose is to inform people making movies about financial benefits that they can get if they include diversity into their film. They argue that these perks are good for society as well as the industry. These benefits don’t only help encourage more film makers to make more movies but it also benefits the people and filmmakers to take advantage of these benefits.

The first thing I noticed was the fact that there was no other stated. I want to connect this to the authority and expertise question. There is no Information to check the level of expertise and if this is as trust worthy. They did a case study and have information and data on them New Jersey economic recovery act but there is detail lacking on authority.

I can understand why an influencer posts so much, but a Wikipedia editor? I wonder what their goals are and why they choose to write the articles, especially with this statistic. What drives them to do such a service for people? And how much time would they need to invest to write all those articles?

見出し以外でラベル追加可能なものは何でしょうか。

Wow.

Racism wasn't gone in the North, while they didn't agree with slavery, Union members didn't want to associate with black people.

Does this mean he was mixed? If so, wouldn't he be given more lenience?

タイトルでは括弧書きを省いたほうが見やすいです。

VERY minor nit in the equations below, in the 3rd expression for x(t_c,k) that h/8 should be h_k/8, right? And same for the 4th equation.

Would also be good to share your comments on whether it is possible / is a good idea to also include these h_k as decision variables?

这也是个划线同步插件

Sphinxが何かわからない読者が多いと思います。

どの範囲までの操作が行えるかより詳細に知りたいです。ipywidgetsの全操作が可能なのでしょうか？

Great examples.

I have a tiny mini-business card that has a picture of my camper on one side and on the back it says "Follow me Along the Ray" with my website address which I'll had to folks curious about the full-time camping life or leave on bulletin boards, etc.

Beautifully expressed about blogging. It's a small community that spans the world.

DOI: 10.1016/j.celrep.2021.108889

Resource: (Sigma-Aldrich Cat# N4142, RRID:AB_477272)

Curator: @Naa003

SciCrunch record: RRID:AB_477272

What is this?

DOI: 10.1016/j.celrep.2021.108889

Resource: (Sigma-Aldrich Cat# N4142, RRID:AB_477272)

Curator: @Naa003

SciCrunch record: RRID:AB_477272

What is this?

DOI: 10.21203/rs.3.rs-3974015/v1

Resource: RRID:Addgene_108423

Curator: @olekpark

SciCrunch record: RRID:Addgene_108423

What is this?

DOI: 10.21203/rs.3.rs-3974015/v1

Resource: RRID:Addgene_48249

Curator: @olekpark

SciCrunch record: RRID:Addgene_48249

What is this?

DOI: 10.1038/s41598-024-60971-1

Resource: RRID:Addgene_51010

Curator: @olekpark

SciCrunch record: RRID:Addgene_51010

What is this?

DOI: 10.1038/s41598-024-60971-1

Resource: RRID:Addgene_35680

Curator: @olekpark

SciCrunch record: RRID:Addgene_35680

What is this?

DOI: 10.1038/s41598-024-60971-1

Resource: RRID:Addgene_50859

Curator: @olekpark

SciCrunch record: RRID:Addgene_50859

What is this?

DOI: 10.1038/s41467-024-48031-8

Resource: Addgene (RRID:SCR_002037)

Curator: @olekpark

SciCrunch record: RRID:SCR_002037

What is this?

DOI: 10.1038/s41467-024-47981-3

Resource: RRID:Addgene_42230

Curator: @olekpark

SciCrunch record: RRID:Addgene_42230

What is this?

DOI: 10.1038/s41467-024-47219-2

Resource: RRID:Addgene_48138

Curator: @olekpark

SciCrunch record: RRID:Addgene_48138

What is this?

DOI: 10.1038/s41467-024-47423-0

Resource: RRID:Addgene_33093

Curator: @olekpark

SciCrunch record: RRID:Addgene_33093

What is this?

DOI: 10.1016/j.omtn.2024.102183

Resource: Addgene_195279

Curator: @olekpark

SciCrunch record: RRID:Addgene_195279

What is this?

DOI: 10.1016/j.omtn.2024.102183

Resource: RRID:Addgene_195278

Curator: @olekpark

SciCrunch record: RRID:Addgene_195278

What is this?

DOI: 10.1016/j.omtn.2024.102183

Resource: RRID:Addgene_140003

Curator: @olekpark

SciCrunch record: RRID:Addgene_140003

What is this?

DOI: 10.1186/s12935-024-03337-x

Resource: RRID:Addgene_69003

Curator: @olekpark

SciCrunch record: RRID:Addgene_69003

What is this?

DOI: 10.1186/s40659-024-00507-z

Resource: RRID:Addgene_1780

Curator: @olekpark

SciCrunch record: RRID:Addgene_1780

What is this?

DOI: 10.1186/s40659-024-00507-z

Resource: RRID:Addgene_1774

Curator: @olekpark

SciCrunch record: RRID:Addgene_1774

What is this?

DOI: 10.1186/s40659-024-00507-z

Resource: RRID:Addgene_60513

Curator: @olekpark

SciCrunch record: RRID:Addgene_60513

What is this?

DOI: 10.1186/s40659-024-00507-z

Resource: RRID:Addgene_60517

Curator: @olekpark

SciCrunch record: RRID:Addgene_60517

What is this?

DOI: 10.1186/s40659-024-00507-z

Resource: RRID:Addgene_34879

Curator: @olekpark

SciCrunch record: RRID:Addgene_34879

What is this?

DOI: 10.1038/s41388-024-03000-9

Resource: RRID:Addgene_12260

Curator: @olekpark

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1038/s41388-024-03000-9

Resource: RRID:Addgene_18982

Curator: @olekpark

SciCrunch record: RRID:Addgene_18982

What is this?

DOI: 10.1038/s41420-024-01976-7

Resource: RRID:Addgene_8454

Curator: @olekpark

SciCrunch record: RRID:Addgene_8454

What is this?

DOI: 10.1038/s41420-024-01976-7

Resource: RRID:Addgene_8455

Curator: @olekpark

SciCrunch record: RRID:Addgene_8455

What is this?

DOI: 10.1038/s41420-024-01976-7

Resource: RRID:Addgene_12371

Curator: @olekpark

SciCrunch record: RRID:Addgene_12371

What is this?

DOI: 10.1038/s41420-024-01976-7

Resource: RRID:Addgene_114007

Curator: @olekpark

SciCrunch record: RRID:Addgene_114007

What is this?

DOI: 10.1038/s41420-024-01976-7

Resource: RRID:Addgene_69767

Curator: @olekpark

SciCrunch record: RRID:Addgene_69767

What is this?

DOI: 10.1016/j.xpro.2024.103045

Resource: RRID:Addgene_63798

Curator: @olekpark

SciCrunch record: RRID:Addgene_63798

What is this?

DOI: 10.1016/j.xpro.2024.103045

Resource: RRID:Addgene_100547

Curator: @olekpark

SciCrunch record: RRID:Addgene_100547

What is this?

DOI: 10.1016/j.xpro.2024.103045

Resource: RRID:Addgene_41819

Curator: @olekpark

SciCrunch record: RRID:Addgene_41819

What is this?

DOI: 10.18632/oncotarget.28582

Resource: RRID:Addgene_16434

Curator: @olekpark

SciCrunch record: RRID:Addgene_16434

What is this?

DOI: 10.18632/oncotarget.28582

Resource: RRID:Addgene_145032

Curator: @olekpark

SciCrunch record: RRID:Addgene_145032

What is this?

DOI: 10.1016/j.isci.2024.109777

Resource: RRID:Addgene_12259

Curator: @olekpark

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1016/j.isci.2024.109777

Resource: RRID:Addgene_12253

Curator: @olekpark

SciCrunch record: RRID:Addgene_12253

What is this?

DOI: 10.1016/j.isci.2024.109777

Resource: RRID:Addgene_12251

Curator: @olekpark

SciCrunch record: RRID:Addgene_12251

What is this?

DOI: 10.1016/j.isci.2024.109777

Resource: RRID:Addgene_103005

Curator: @olekpark

SciCrunch record: RRID:Addgene_103005

What is this?

DOI: 10.1016/j.isci.2024.109744

Resource: RRID:Addgene_12259

Curator: @olekpark

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.3389/fimmu.2024.1383281

Resource: Addgene (RRID:SCR_002037)

Curator: @olekpark

SciCrunch record: RRID:SCR_002037

What is this?

DOI: 10.1186/s12885-024-12318-2

Resource: Addgene (RRID:SCR_002037)

Curator: @olekpark

SciCrunch record: RRID:SCR_002037

What is this?

DOI: 10.1038/s41598-024-61195-z

Resource: RRID:Addgene_12260

Curator: @olekpark

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1038/s41598-024-61195-z

Resource: RRID:Addgene_12259

Curator: @olekpark

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1038/s41598-024-61195-z

Resource: RRID:Addgene_64874

Curator: @olekpark

SciCrunch record: RRID:Addgene_64874

What is this?

DOI: 10.1038/s41467-024-48092-9

Resource: RRID:Addgene_61591

Curator: @olekpark

SciCrunch record: RRID:Addgene_61591

What is this?

DOI: 10.1186/s40168-024-01792-2

Resource: RRID:Addgene_64969

Curator: @olekpark

SciCrunch record: RRID:Addgene_64969

What is this?

DOI: 10.1002/hem3.77

Resource: RRID:Addgene_19125

Curator: @olekpark

SciCrunch record: RRID:Addgene_19125

What is this?

DOI: 10.1002/2211-5463.13776

Resource: RRID:Addgene_73227

Curator: @olekpark

SciCrunch record: RRID:Addgene_73227

What is this?

DOI: 10.7554/eLife.88991

Resource: Addgene_36102

Curator: @olekpark

SciCrunch record: RRID:Addgene_36102

What is this?

DOI: 10.1016/j.devcel.2024.03.003

Resource: RRID:Addgene_14797

Curator: @olekpark

SciCrunch record: RRID:Addgene_14797

What is this?

DOI: 10.1038/s42003-024-06232-3

Resource: RRID:Addgene_48138

Curator: @olekpark

SciCrunch record: RRID:Addgene_48138

What is this?

DOI: 10.1038/s41419-024-06696-5

Resource: RRID:Addgene_30530

Curator: @olekpark

SciCrunch record: RRID:Addgene_30530

What is this?

DOI: 10.1038/s41419-024-06696-5

Resource: RRID:Addgene_42230

Curator: @olekpark

SciCrunch record: RRID:Addgene_42230

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_105544

Curator: @olekpark

SciCrunch record: RRID:Addgene_105544

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_105542

Curator: @olekpark

SciCrunch record: RRID:Addgene_105542

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_105553

Curator: @olekpark

SciCrunch record: RRID:Addgene_105553

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_44362

Curator: @olekpark

SciCrunch record: RRID:Addgene_44362

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_50457

Curator: @olekpark

SciCrunch record: RRID:Addgene_50457

What is this?

DOI: 10.1101/2024.02.20.581208

Resource: RRID:Addgene_51509

Curator: @olekpark

SciCrunch record: RRID:Addgene_51509

What is this?

DOI: 10.1101/2023.06.25.546449

Resource: Addgene_13320

Curator: @olekpark

SciCrunch record: RRID:Addgene_13320

What is this?

DOI: 10.1101/2023.06.25.546449

Resource: RRID:Addgene_136037

Curator: @olekpark

SciCrunch record: RRID:Addgene_136037

What is this?

DOI: 10.1101/2023.06.25.546449

Resource: RRID:Addgene_84020

Curator: @olekpark

SciCrunch record: RRID:Addgene_84020

What is this?

DOI: 10.1101/2023.06.25.546449

Resource: RRID:Addgene_84023

Curator: @olekpark

SciCrunch record: RRID:Addgene_84023

What is this?

DOI: 10.1016/j.virs.2024.01.005

Resource: RRID:Addgene_52961

Curator: @olekpark

SciCrunch record: RRID:Addgene_52961

What is this?

DOI: 10.1016/j.synbio.2024.04.016

Resource: RRID:Addgene_131464

Curator: @olekpark

SciCrunch record: RRID:Addgene_131464

What is this?

DOI: 10.1016/j.synbio.2024.04.016

Resource: RRID:Addgene_125689

Curator: @olekpark

SciCrunch record: RRID:Addgene_125689

What is this?

DOI: 10.1038/s41598-024-61157-5

Resource: Addgene_23795

Curator: @olekpark

SciCrunch record: RRID:Addgene_23795

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210799

Curator: @olekpark

SciCrunch record: RRID:Addgene_210799

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210798

Curator: @olekpark

SciCrunch record: RRID:Addgene_210798

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210797

Curator: @olekpark

SciCrunch record: RRID:Addgene_210797

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210796

Curator: @olekpark

SciCrunch record: RRID:Addgene_210796

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: Addgene_210795

Curator: @olekpark

SciCrunch record: RRID:Addgene_210795

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210794

Curator: @olekpark

SciCrunch record: RRID:Addgene_210794

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: Addgene_210793

Curator: @olekpark

SciCrunch record: RRID:Addgene_210793

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: Addgene_210792

Curator: @olekpark

SciCrunch record: RRID:Addgene_210792

What is this?

DOI: 10.1371/journal.pone.0284642

Resource: RRID:Addgene_210791

Curator: @olekpark

SciCrunch record: RRID:Addgene_210791

What is this?

DOI: 10.1038/s41467-024-48151-1

Resource: RRID:Addgene_122652

Curator: @olekpark

SciCrunch record: RRID:Addgene_122652

What is this?

DOI: 10.1038/s41467-024-47658-x

Resource: RRID:Addgene_62988

Curator: @olekpark

SciCrunch record: RRID:Addgene_62988

What is this?

DOI: 10.26508/lsa.202201686

Resource: RRID:Addgene_55911

Curator: @olekpark

SciCrunch record: RRID:Addgene_55911

What is this?

DOI: 10.1093/g3journal/jkae046

Resource: RRID:Addgene_48139

Curator: @olekpark

SciCrunch record: RRID:Addgene_48139

What is this?

DOI: 10.1126/sciadv.adh0798

Resource: RRID:Addgene_12371

Curator: @olekpark

SciCrunch record: RRID:Addgene_12371

What is this?

DOI: 10.1126/sciadv.adh0798

Resource: RRID:Addgene_22405

Curator: @olekpark

SciCrunch record: RRID:Addgene_22405

What is this?

DOI: 10.1126/sciadv.adh0798

Resource: RRID:Addgene_8454

Curator: @olekpark

SciCrunch record: RRID:Addgene_8454

What is this?

DOI: 10.1126/sciadv.adh0798

Resource: RRID:Addgene_12254

Curator: @olekpark

SciCrunch record: RRID:Addgene_12254

What is this?

DOI: 10.1126/sciadv.adh0798

Resource: RRID:Addgene_14797

Curator: @olekpark

SciCrunch record: RRID:Addgene_14797

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_12260

Curator: @olekpark

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_12259

Curator: @olekpark

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_52961

Curator: @olekpark

SciCrunch record: RRID:Addgene_52961

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_62988

Curator: @olekpark

SciCrunch record: RRID:Addgene_62988

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_71667

Curator: @olekpark

SciCrunch record: RRID:Addgene_71667

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_11645

Curator: @olekpark

SciCrunch record: RRID:Addgene_11645

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_78101

Curator: @olekpark

SciCrunch record: RRID:Addgene_78101

What is this?

DOI: 10.1126/sciadv.adl4529

Resource: RRID:Addgene_78099

Curator: @olekpark

SciCrunch record: RRID:Addgene_78099

What is this?

DOI: 10.1371/journal.pgen.1010891

Resource: RRID:Addgene_45945

Curator: @olekpark

SciCrunch record: RRID:Addgene_45945

What is this?

DOI: 10.1371/journal.pgen.1011236