254 Matching Annotations
  1. May 2019
    1. Luciferase assay was performed using luciferase assay systems (Promega #1500). Cells were transfected with shRNA. Following 24 hrs.of shRNA transfection, cells were transfected separately with FOP-Flash and TOP-Flashvectors in the absence and presence of Wnt3a plasmids. After 24 hrs, media was removed, and the cells were rinsed twice with 1X PBS. After removing the final wash, the cells were incubated with lysis buffer (1X lysis reagent: CCLR; 20μl/well for a96-wellplate, or 400 μl/60mm culture dish, or 900μl/100mm culture dish). Cells were collected in a microcentrifuge tube and were centrifuged at 14000 rpm for 10 minutes. The cell lysate (supernatant) was transferred to a new tube. 20μl of cell lysate was mixed with 100μl of Luciferase Assay Reagent(LAR), and the amount of light produced was measuredin luminometer by usinga delay time of 2 sec and a read time of 10 sec.
    1. Four week old tomato S-22 cultivar (acts as non-host for Xanthomonas oryzae pv. oryzicola) were syringe-infiltrated with a suspension of Xocstrains and water control. Plants were incubated in green house for 24 h with minimum and maxium temperature of 26 and 28°C, respectively and relative humidity of 65%. Callose deposition assay was performed as a marker for hypersensitvity response in non host plant as described previously (Hauck et al., 2003). Leaf picture was captured at this stage to observe the HR browning of leaf. For assaying callose deposition by aniline blue staining, infilterated leaves were removed from plant,dipped in lactophenol solution and incubated at 65°C in water bath until the cholorohyll is completely removed. Leaves were rehydrated by washing with 50% ethanol, and finally rinsed with water. For aniline blue staining, leaves were incubated in 0.01% aniline blue solution, prepared in 100 mM K2HPO4(pH 9.5), for 15-20 min in dark. Subsequently, leaves were washed with water and observed for callose deposition in epifluorescence microscope (Stereo, Lumar V7, Zeiss) under UV illumination
    1. Scratch wound healing assay was performed as described previously (Raoet al., 2015). Cells were seeded in 6 well plates in triplicates to attain confluence. On the next day, a scratch was made on the confluent monolayer culture using a 200 μL pipette tip. Cells were washed gently twice with PBS to remove floating cells, replaced with complete DMEM and incubated at 37ºC with 5% CO2.Images were acquired using a Zeiss phase contrast inverted microscope (ProgRes CapturePro v2.8 acquisition software, 5x 0.12 N.A. objective). Images were acquired immediately after scratch (0 h) and after a period of 4 h (MEFs) or 24 h (HeLa and HCT116) to monitor wound closure. The area of wound closure was analyzed using ImageJ software, and the data was plotted as total area covered in square μm(μm2)
  2. Aug 2018
    1. That is no way to start a writing project, let me tell you. You begin with a subject, gather material, and work your way to structure from there. You pile up volumes of notes and then figure out what you are going to do with them, not the other way around

      He uses a personal anecdote about his writing experience to provide personal insight

  3. Jul 2018

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  4. Jun 2018
    1. a teacher constructs an instructional program

      I think it is important that teachers retain the role of constructing an instructional program and utilize the strengths and interests of the children when doing so. As was pointed out above, children learn best when they are able to use their preconceptions and misconceptions to test out new information. It is up to the teacher to know what her students know and harness this knowledge as a foundation for new concepts.

    2. Teachers must come to teaching with the experience of in-depth study of the subject area themselves.

      YES! There is a lack of truly knowledgeable teachers, especially in the early years and elementary. I work directly with 2-6 year olds who ask tons of questions. The main science focus in this age group is focused on plants and life cycles. I have observed so many wasted moments in the classroom because a teacher didn't know the answer to "how does the water go up the roots?" or "why are leaves green?" Teachers with rich background knowledge are able to apply that to the question and development of the child and continue to build layers of knowledge that will be added to in years ahead.

    3. For the scientific understanding to replace the naïve understanding, students must reveal the latter and have the opportunity to see where it falls short.

      To do this, a school must value student-driven learning. Not many are willing to devote time to taking a child's idea, putting it to the test, and seeking additional information on the topic unless it is one that relates directly and specifically to the prescribed curriculum.

    4. A logical extension of the view that new knowledge must be constructed from existing knowledge is that teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject.

      This comes about through dialogue with the child one-on-one or in a small group setting which is hard to find in modern class settings and teacher/student ratios. Young children who are given the opportunity to explore a rich environment and ask spontaneous questions are developing habits which will encourage them to keep learning through the rest of life.

    5. rather, the goal of education is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts.

      I agree with this, but I am interested to see if this is seen as a negative or positive as the book continues. Personally, I think that this shift was viewed as a negative, isolating people from each other and building a dependency on AI up until a few years ago. At the moment, I see this view shifting to one of collaboration. I recently watched our elementary students preparing for a reading competition. They had 8 books for the team of 4. Amongst themselves, they decided to each read all the books, but then each took 2 books to read multiple times and be the "expert" on. I think dividing knowledge among people is becoming more important and it is becoming more acceptable to have depth of knowledge rather than breadth.

    6. Developmental researchers have shown that young children understand a great deal about basic principles of biology and physical causality, about number, narrative, and personal intent, and that these capabilities make it possible to create innovative curricula that introduce important concepts for advanced reasoning at early ages.

      I have seen this first-hand with my preschoolers. It all starts when an adult takes the time to question a child about his/her thinking and understand what the child has observed or experienced that has influenced this thinking. I work in a bilingual Mandarin/English school and recently had quite a scientific conversation with a child who was telling me that the word for muscle and chicken are nearly the same in Chinese and that the chicken's muscles were the part we were eating for lunch.

  5. Apr 2018
    1. stocks and stones,

      stocks and stones: idols made of wood or rock; cf. Jeremiah 2:26-27: "As the thief is ashamed when he is found, so is the house of Israel ashamed; they, their kings, their princes, and their priests, and their prophets, | Saying to a stock, Thou art my father; and to a stone, Thou hast brought me forth: for they have turned their back unto me, and not their face: but in time of their trouble they will say, Arise, and save us." See also Wisdom of Solomon 14:21: "And this was an occasion to deceive the world: for men, serving either calamity or tyranny, did ascribe unto stones and stocks the incommunicable name"; and Milton, Sonnet 18, "On the Late Massacre in Piedmont": "When all our fathers worshipped stocks and stones" (4).

  6. Mar 2018
    1. And we do desire to make known to our subjects who have settled there and who will in the future set up residence there that although they live in climates infinitely far away, we are always present to them by the reach of our power and our diligence in suc-coring them.

      Saying although they are far away they will still control them

    2. The Directors of the Company of the Indies having informed us that the Province and Colony of Louisiana has been firmly established by a great num-ber of our subjects who make use of Black slaves to cultivate their lands

      France is aware of how many Black slaves that were being used in Louisianna

    1. There is a small party of English out after them, and the most potent Kingdome of the Indians armed by us and continually in pursuit of them. . . . and if they can make good wine hear, which they have great hopes of, and this year will be the time of tryall which if it hits no doubt but the place will flourish exceedingly, but if the vines do not prosper I question whither it will ever be any great place of trade. . . .

      Sounds like the relationship between British colonists and neighboring Native nations was not good at least from the British side.

    1. Thou art not as bold nor as stout as we, because when thou goest on a voyage thou canst not carry upon thy shoulders thy buildings and thy edifices.

      Saying that no one is as bold or as stout as his people, with the Indian way of life, one can pick up and move home when they please.

    2. I am greatly astonished that the French have so little cleverness, as they seem to exhibit in the matter of which thou hast just told me on their behalf, in the effort to persuade us to convert our poles, our barks, and our wigwams into those houses of stone and of wood which are tall and lofty, according to their account, as these trees.

      Just by the beginning of the way that the Native American responds to the French, makes him seem very prideful of his own people.

    3. Thou reproachest us, very inappropriately, that our country is a little hell in contrast with France, which thou comparest to a terrestrial paradise, inasmuch as it yields thee, so thou safest, every kind of provision in abundance. Thou sayest of us also that we are the most miserable and most unhappy of all men, living without religion, without manners, without honour, without social order, and, in a word, without any rules, like the beasts in our woods and our forests, lacking bread, wine, and a thousand other comforts which thou hast in superfluity in Europe.

      Recognizing the way that the French and Europeans view Native American people and is disagreeing with it.

    1. We know that the seasons in the underworld are different from ours, because the water in the springs is always warmer in winter and cooler in summer than the outer air.

      Could be talking about the Underworld representing the other side of the world from were the cherokee were, when it stated that the underworld had opposite seasons then what the cherokee people had.

    2. When the animals above saw this, they were afraid that the whole world would be mountains, so they called him back, but the Cherokee country remains full of mountains to this day.

      Saying that the Great Buzzard flew through the cherokee country creating valleys and mountains just by the way he flew around early earth.

    3. The earth is a great island floating in a sea of water, and suspended at each of the four cardinal points by a cord hanging down from the sky vault, which is of solid rock. When the world grows old and worn out, the people will die and the cords will break and let the earth sink down into the ocean, and all will be water again. The Indians are afraid of this.

      The Cherokee Indians are afraid and believe that the world is going to get sunken under water because of the amount of people who die over time as the earth gets older. This is an interesting creation theory as it is obvious that their are so many tribes with so many different creation belief stories.

    4. Bald Eagle called to Coyote who happened to be going by and said to him, “Do you see that woman?” Try her first!”

      I think that the Bald Eagle god told the cayote to have intercoarse with a women before the first man of the world did, eventually letting the man and women live together.

    5. the Bald Eagle was the chief of the animals. He saw the world was incomplete and decided to make some human beings. So he took some clay and modeled the figure of a man and laid him on the ground.

      The Salinan Indians believed that the Bald Eagle was the creator of man and women as if it is a sort of animal god of humans on earth.

    1. Native peoples in the Southwest began constructing these highly defensible cliff dwellings

      These highly defensible cliff dwellings could be considered highly defensible due to the tall outside walls of the dwellings. Also the placement, being underneath a cliff, gives enemies no way of penetrating from the back.

    2. Cliff Palace had 23 kivas and 150 rooms housing a population of approximately 100 people; the number of rooms and large population has led scholars to believe that this complex may have been the center of a larger polity that included surrounding communities.

      There was 150 rooms built inside of a castle type of structure underneath a cliff in the Mesa Verde National Cliff Palace. The structure makes a different and clustered way of life for those living in 1190-1300 CE.

    1. I myself have heard the Spaniards themselves (who dare not assume the Confidence to deny the good Nature in them) declare, that there was nothing wanting in them for the acquisition of eternal grace,

      Another quick and subtle dig at the Native American people coming from the Spanish once again. When one doesn't understand something they usually criticize them.

    2. nd behave themselves very patiently, submissively and quietly towards the Spaniards, to whom they are subservient and subject; so that finally they live without the least thirst after revenge, laying aside all litigiousness, Commotion and hatred…

      Funny to see the Spaniards point of view on how the Native Americans reacted to being taken over and controlled by newcomers. The spaniards did not give the Native American people enough humanity as they conquered their lands.

  7. Feb 2018
    1. 133,000 people behind bars in U.S. prisons and jails for drug possession – and 63,000 of these people are held pre-trial, which means they’re locked up simply because they’re too poor to post bail.

      Why are we doing this to our citizens, we are supposed to be helping them while all we are doing is mentally and physically hurting them more then the drugs do.

    2. Our retrograde federal administration is ramping up the war on drugs – despite widespread public support for ending it and instead focusing our limited resources on health-based approaches to drug addiction and overdose deaths.

      why is the government fighting for what they believe is right and not what is best for their citizens, since their citizens have experimented with drugs.

  8. Jun 2017
  9. Mar 2017