eLife assessment

This work is important because it attempts to elucidate how immune cells migrate across the blood brain barrier. The authors developed a convincing framework to visualize, recognize and track the movement of different immune cells across primary human and mouse brain microvascular endothelial cells without the need for fluorescence-based imaging using microfluidic devices. The data gathered are solid, and this work will be of interest to the cancer biology, immunology and medical therapeutics fields.

Reviewer #1 (Public Review):

Summary:

It is evident that studying leukocyte extravasation in vitro is a challenge. One needs to include physiological flow, culture cells and isolate primary immune cells. Timing is of utmost importance and a reproducible setup essential. Extra challenges are met when extravasation kinetics in different vascular beds is required, e.g., across the blood-brain barrier. In this study, the authors describe a reliable and reproducible method to analyze leukocyte TEM under physiological flow conditions, including this analysis. That the software can also detect reverse TEM is a plus.

Strengths:

It is quite a challenge to get this assay reproducible and stable, in particular as there is flow included. Also for the analysis, there is currently no clear software analysis program, and many labs have their own methods. This paper gives the opportunity to unify the data and results obtained with this assay under label-free conditions. This should eventually lead to more solid and reproducible results.

Also, the comparison between manual and software analysis is appreciated.

Weaknesses:

The authors stress that it can be done in BBB models, but I would argue that it is much more broadly applicable. This is not necessarily a weakness of the study but more an opportunity to strengthen the method. So I would encourage the authors to rewrite some parts and make it more broadly applicable.

Reviewer #2 (Public Review):

Summary:

This paper develops an under-flow migration tracker to evaluate all the steps of the extravasation cascade of immune cells across the BBB. The algorithm is useful and has important applications.

Strengths:

Algorithm is almost as accurate as manual tracking and importantly saves time for researchers.

Weaknesses:

Applicability can be questioned because the device used is 2D and physiological biology is in 3D. Comparisons to other automated tools was not performed by the authors.

Reviewer #3 (Public Review):

Summary:

The authors aimed to establish a faster and more efficient method of tracking steps of T-cell extravasation across the blood brain barrier. The authors developed a framework to visualize, recognize and track the movement of different immune cells across primary human and mouse brain microvascular endothelial cells without the need for fluorescence-based imaging. The authors succinctly describe the basic requirements for tracking in the introduction followed by an in-depth account of the execution.

Weaknesses and Strengths:

Materials & methods and results:

(1) The methods section also lacks details of the microfluidic device that the authors talk about in the paper. Under physiological sheer stress, the T-cells detach from the pMBMEC monolayer, and are hence unable to be detected; however, this observation requires an explanation pertaining to the reason of occurrence and potential solutions to circumvent it to ensure physiologically relevant experimental parameters.

(2) The author describes a method for debris exclusion using UFMTrack that eliminates objects of <30 pixels in size from analysis based on a mean pixel size of 400 for T lymphocytes. However, this mean pixel size appears to stem from in-vitro activated CD8 T cells, which rapidly grow and proliferate upon stimulation. In line with this, activated lymphocytes exhibit increased cytoplasmic area, making them appear less dense or "brighter" by phase microscopy compared to naïve lymphocytes, which are relatively compact and subsequently appear dimmer. Given this, it is not clear whether UFMTrack is sufficiently trained to identify naïve human lymphocytes in circulating blood, nor smaller, murine lymphocytes. Analysis of each lymphocyte subtype in terms of pixel size and intensity would be beneficial to strengthen the claim that UFMTrack can identify each of these populations. Additionally, demonstrating that UFMTrack can correctly characterize the behavior of naïve versus activated lymphocytes isolated from murine and human sources would strengthen the claim that UFMTrack can be broadly applied to study lymphocyte dynamics in diverse models without additional training

(3) Average precision was compared to the analysis of UFMTrack but it is unclear how average precision was calculated. This information should have been included in the methods section

(4) CD4 and CD8 T cells exhibit distinct biology and interaction kinetics driven in part by their MHC molecule affinity and distinct receptor expression profiles. Thus, it is unclear why two distinct mechanisms of endothelial cell activation are needed to see differences between the populations.

(5) The BMECs are barrier tissues but were cultured on µdishes in this study. To study the transmigration of T-cells across the endothelium, the model would have been more relevant on a semi-permeable membrane instead of a closed surface.

(6) Methods are provided for the isolation and expansion of human effector and memory CD4+ T cells. However, there is no mention of specific CD4+ T cell populations used for analysis with UFMTrack, nor a clear breakdown of tracking efficiency for each subpopulation. Further, there is no similar method for the isolation of CD8+ T cell compartments. A clear breakdown of the performance efficiency of UFMTrack with each cell population investigated in this study would provide greater insight into the software's performance with regard to tracking the behavior and movement of distinct immune populations.

(7) The results section is quite extensive and discusses details of establishment of the framework while highlighting both the pros and cons of the different aspects of the process, for example the limitation of the two models, 2D and 2D+T were highlighted well. However, the results section includes details which may be more fitting in the methods section.

(8) A few statements in the results section lacked literary support, which was not provided in the discussion either, such as support for increased variance of T-cell instantaneous speed on stimulated vs non-stimulated pMBMECs. Another example is the enhancement of cytokine stimulation directed T-cell movement on the pMBMECs that the authors observed but failed to relay the physiological relevance of it. The authors don't provide enough references for developments in the field prior to their work which form the basis and need for this technology.

(9) The rationale for use of OT-1 and 2D2-derived murine lymphocytes is unclear here. The OT-1 model has been generated to study antigen-specific CD8+ T cell responses, while the 2D2 model has been generated to recapitulate CD4 T cell-specific myelin oligodendrocyte glycoprotein (MOG) responses.

Figures and text:

(1) There are certain discrepancies and misarrangement of figures and text. For example, discussion of the effect of sheer flow on T cell attachment as part of the introduction in figure 1 and then mentioning it in the text again in the results section as part of figure 4 is repetitive.

(2) Section IV, subsection 1 of the results section, refers to 'data acquisition section above' in line 279, however the said section is part of materials and methods which is provided towards the end of the manuscript.

(3) There are figures in the manuscript that have not been referenced in the results section, for example, figure 3A and B. Figure 1 hasn't been addressed until subsection 7 of materials and methods

(4) A lack of significance but an observed trend of increased variance of T cell instantaneous speed is reported in line 296-298; however, the graph (figure 4G) shows a significant change in instantaneous speed between non-stimulated and TNFα-stimulated systems. This is misleading to the readers.

(5) The authors talk about three beginner experimentors testing the manual T cell tracking process but figure 5 only showcases data from two experimentors without stating the reason for excluding experimentor 1.

Discussion:

(1) While the discussion captures the major takeaways from the paper, it lacks relevant supporting references to relate the observation to physiological conditions and applicability.

(2) The discussion lacks connection to the results since the figures were not referenced while discussing an observed trend

(3) The authors briefly looked into mouse and human BMECs and their individual interaction with T-cells, but don't discuss the differences between the two, if any, that challenged their framework.

(4) Even though though the imaging tool relies on difference in appearance for detection, the authors talk about lack of feasibility in detecting transmigration of BMDMs due to their significantly different appearance. The statement lacks a problem solving approach to discuss how and why this was the case.

Relevance to the field:

Utilizing the framework provided by the authors, the application can be adapted and/or utilized for visualizing a range of different cell types, provided they are different in appearance. However, this would require extensive changes to the script and won't be adaptable in its current form.

萨达

eLife assessment

This fundamental study provides a modeling regime that provides new insight into the energy-preservation parameters among schooling fish. The strength of the evidence supporting observations such as distilled dynamics between leading and lagging schooling fish which are derived from emergent properties is convincing. Overall, the study provides exciting insights into energetic coupling with respect to group swimming dynamics. Some potential improvements to strengthen the study include clarification regarding degrees of freedom and parameter ranges in the model.

Reviewer #1 (Public Review):

Summary:

The study seeks to establish accurate computational models to explore the role of hydrodynamic interactions on energy savings and spatial patterns in fish schools. Specifically, the authors consider a system of (one degree-of-freedom) flapping airfoils that passively position themselves with respect to the streamwise direction, while oscillating at the same frequency and amplitude, with a given phase lag and at a constant cross-stream distance. By parametrically varying the phase lag and the cross-stream distance, they systematically explore the stability and energy costs of emergent configurations. Computational findings are leveraged to distill insights into universal relationships and clarify the role of the wake of the leading foil.

Strengths:

(1) The use of multiple computational models (computational fluid dynamics, CFD, for full Navier-Stokes equations and computationally efficient inviscid vortex sheet, VS, model) offers an extra degree of reliability of the observed findings and backing to the use of simplified models for future research in more complex settings.

(2) The systematic assessment of the stability and energy savings in multiple configurations of pairs and larger ensembles of flapping foils is an important addition to the literature.

(3) The discovery of a linear phase-distance relationship in the formation attained by pairs of flapping foils is a significant contribution, which helps compare different experimental observations in the literature.

(4) The observation of a critical size effect for in-line formations of larger, above which cohesion and energetic benefits are lost at once, is a new discovery in the field.

Weaknesses:

(1) The extent to which observations on one-degree-of-freedom flapping foils could translate to real fish schools is presently unclear so some of the conclusions on live fish schools are likely to be overstated and would benefit from some more biological framing.

(2) The analysis of non-reciprocal coupling is not as novel as the rest of the study and potentially not as convincing due to the chosen linear metric of interaction (that is, the flow agreement).

Overall, this is a rigorous effort on a critical topic: findings of the research can offer important insight into the hydrodynamics of fish schooling, stimulating interdisciplinary research at the interface of computational fluid mechanics and biology.

Reviewer #2 (Public Review):

The document "Mapping spatial patterns to energetic benefits in groups of flow-coupled swimmers" by Heydari et al. uses several types of simulations and models to address aspects of stability of position and power consumption in few-body groups of pitching foils. I think the work has the potential to be a valuable and timely contribution to an important subject area. The supporting evidence is largely quite convincing, though some details could raise questions, and there is room for improvement in the presentation. My recommendations are focused on clarifying the presentation and perhaps spurring the authors to assess additional aspects:

(1) Why do the authors choose to set the swimmers free only in the propulsion direction? I can understand constraining all the positions/orientations for investigating the resulting forces and power, and I can also understand the value of allowing the bodies to be fully free in x, y, and their orientation angle to see if possible configurations spontaneously emerge from the flow interactions. But why constrain some degrees of freedom and not others? What's the motivation, and what's the relevance to animals, which are fully free?

(2) The model description in Eq. (1) and the surrounding text is confusing. Aren't the authors computing forces via CFD or the VS method and then simply driving the propulsive dynamics according to the net horizontal force? It seems then irrelevant to decompose things into thrust and drag, and it seems irrelevant to claim that the thrust comes from pressure and the drag from viscous effects. The latter claim may in fact be incorrect since the body has a shape and the normal and tangential components of the surface stress along the body may be complex.

(3) The parameter taudiss in the VS simulations takes on unusual values such as 2.45T, making it seem like this value is somehow very special, and perhaps 2.44 or 2.46 would lead to significantly different results. If the value is special, the authors should discuss and assess it. Otherwise, I recommend picking a round value, like 2 or 3, which would avoid distraction.

(4) Some of the COT plots/information were difficult to interpret because the correspondence of beneficial with the mathematical sign was changing. For example, DeltaCOT as introduced on p. 5 is such that negative indicates bad energetics as compared to a solo swimmer. But elsewhere, lower or more negative COT is good in terms of savings. Given the many plots, large amounts of data, and many quantities being assessed, the paper needs a highly uniform presentation to aid the reader.

(5) I didn't understand the value of the "flow agreement parameter," and I didn't understand the authors' interpretation of its significance. Firstly, it would help if this and all other quantities were given explicit definitions as complete equations (including normalization). As I understand it, the quantity indicates the match of the flow velocity at some location with the flapping velocity of a "ghost swimmer" at that location. This does not seem to be exactly relevant to the equilibrium locations. In particular, if the match were perfect, then the swimmer would generate no relative flow and thus no thrust, meaning such a location could not be an equilibrium. So, some degree of mismatch seems necessary. I believe such a mismatch is indeed present, but the plots such as those in Figure 4 may disguise the effect. The color bar is saturated to the point of essentially being three tones (blue, white, red), so we cannot see that the observed equilibria are likely between the max and min values of this parameter.

(6) More generally, and related to the above, I am favorable towards the authors' attempts to find approximate flow metrics that could be used to predict the equilibrium positions and their stability, but I think the reasoning needs to be more solid. It seems the authors are seeking a parameter that can indicate equilibrium and another that can indicate stability. Can they clearly lay out the motivation behind any proposed metrics, and clearly present complete equations for their definitions? Further, is there a related power metric that can be appropriately defined and which proves to be useful?

(7) Why do the authors not carry out CFD simulations on the larger groups? Some explanations should be given, or some corresponding CFD simulations should be carried out. It would be interesting if CFD simulations were done and included, especially for the in-line case of many swimmers. This is because the results seem to be quite nuanced and dependent on many-body effects beyond nearest-neighbor interactions. It would certainly be comforting to see something similar happen in CFD.

(8) Related to the above, the authors should discuss seemingly significant differences in their results for long in-line formations as compared to the CFD work of Peng et al. [48]. That work showed apparently stable groups for numbers of swimmers quite larger than that studied here. Why such a qualitatively different result, and how should we interpret these differences regarding the more general issue of the stability of tandem groups?

(9) The authors seem to have all the tools needed to address the general question about how dynamically stable configurations relate to those that are energetically optimal. Are stable solutions optimal, or not? This would seem to have very important implications for animal groups, and the work addresses closely related topics but seems to miss the opportunity to give a definitive answer to this big question.

(10) Time-delay particle model: This model seems to construct a simplified wake flow. But does the constructed flow satisfy basic properties that we demand of any flow, such as being divergence-free? If not, then the formulation may be troublesome.

Not sure if I should use trailmarks and listicle here or not? I will choose to use it.

gendered syntax - I understand, but I also pointed out that the evolutionary nature of a language's syntax gives it unique gender characteristics. - I gave the example of my own mother tongue of Cantonese which is syntactically more gender neutral instead of English, which is patriarchal: - Cantonese (play the audio at the following links) - person - https://www.cantoneseclass101.com/cantonese-dictionary/ - man - https://www.cantoneseclass101.com/cantonese-dictionary/ - woman - https://www.cantoneseclass101.com/cantonese-dictionary/ - In the Cantonese language, the suffix (Yan) means person, - It is then modified by the respective female and male prefix - Noi (female) - Nam (male) - This gives us gender neutral syntax, as opposed to English where we have patriarchal gender syntax, where the suffix is male and the female is constructed as a secondary concatenation using the male syntactical suffix - male - FEmale - man - WOman - HUman - HUmanITY - men - WOmen - The English language gives syntactical primacy to the male gender, while a language such as Cantonese does not - What the psychological effects are, I'm not sure of. For within the Cantonese language, there is as much patriarchism as any other culture. It is not a particularly feminine culture. - And the gender neutrality does not even take into account of the more recent transgender category.

to - Cantonese syntax - person - man - woman - https://hyp.is/3wgg0BQOEe-uRQ-kpQf8Eg/www.cantoneseclass101.com/cantonese-dictionary/ - With English, we have to read between the lines and project the author's salience landscape because it's not explicit in the syntax.

PROBLEM - This page does not generate a unique URL for each of the onpage search results returned. - Can Indyweb create unique CID for this?

This quote stood out to me because I believe that no one should have to hide who they are and how they learn. Faculty at schools are supposed to be the ones who embrace and encourage students, so I find it very saddening that people who are neurodivergent are treated differently by the faculty, in any sort of way that makes them uncomfortable. This relates to equity as even if a student needs to LEARN differently than others, it does not mean in any way that they should be TREATED differently. Being in the healthcare field, and taking harder STEM classes than I am used to, I have noticed that every single student learns differently. I think that it is important that faculty understands that we all have differences, and different ways of learning. And are able to help us in those ways, to where everyone succeeds. -Presley Labell

from - Indyweb Alpha team convo - https://hyp.is/tAQQkhQOEe-mQ5djqIdORg/ipfs.indy0.net/ipfs/QmU7UtYmmd1nXB4dsRLmAdrquPe7eVao6XxRV5ES4q6vkc/messages.html

Here, Sue Klebold introduces the Pentadic element of scene to her speech, being the aftermath of the Columbine shooting. A scene in which she continues to paint throughout her speech.

The scene of this speech is also the third (yet ongoing) event in her narrative arc, which she continues to explain and explore through the end of her speech.

Klebold's ends her presentation emphasizing the need for her audience to continue to care for others despite the possibility of tragedy, leaving the audience on an empowered note.

Klebold invokes logos yet again using statistics about suicide attempts.

This statement deconstructs the idea that if someone is loved or well cared for, they will not go to drastic measures to end their (or others') lives. In video diaries published after the massacre, Dylan is known for saying that his parents treated him well.

Here, Klebold refers back to the criticism of how continually accessible lethal weapons are to obtain that she began towards the beginning of her speech. This also introduces another element of the pentad, Agency, or the means or tools used by the agent for the act.

This anecdote provides a very poignant piece of insight on Sue's experience in the aftermath of the massacre. This allows the audience to see through a more vulnerable window of Sue's life and connect with her more as a speaker.

The statement "Dylan could not have loved me if her could do something as horrible as he did." invokes pathos both in the woman who was speaking to her at the time, as well as her audience.

Klebold discusses suicide as a decision that is made when not in a coherent mental state. She believes that the decision to commit suicide is something that comes from a lack of rationality, despite the meticulous planning that went into the massacre for months before it occurred.

Another insertion of logos into her presentation, she brings in rough estimates to tell of how often people with mental illness are hardly ever recognized or supported until they go through a behavioral crisis of their own. The word choice of labelling the massacre as a murder-suicide rather than a mass shooting emphasizes the suicidality that Dylan was experiencing, in comparison to his friend Eric, who is described to be more involved in te murder aspect.

Here, Klebold uses the element of logos, or the logical appeal to her audience based in Neo-Aristotelian rhetoric. She introduces (albeit rough) statistics about mental health that attempts destigmatize thoughts surrounding mental illness.

Again invoking pathos in her speech, she emphasizes her lack of knowledge in her son's situation, which many parents can often relate to. On the other hand, people who have experienced self-harming or suicidal ideation can empathize with the tendency to hide these elements of their lives from loved ones, and can therefore understand her reasoning for not having known prior to his death, despite there being physical evidence of video and written diaries discovered and publicized after the massacre.

With this declaration, Sue Klebold introduces another element of the pentad, that being Purpose. She deciphers that the purpose of the act of the Columbine massacre, at least on Dylan's part, was mainly to die, rather than to kill.

In Bartol & Bartol's 2017 publication Criminal Behavior: a Psychological Approach, the two suggest that there is no singular profile for a mass shooter, though there are many similar factors that come into play when analyzing them as a collective, explaining that it is often argued that most school shooters have a history of social rejection, along with psychological problems, an interest in weapons, and/or a fascination with death. (p.311-314)

This exposition introduces the fact that she is in fact Dylan Klebold's mother. This evokes the element of ethos, giving her audience reason to find her credible in talking about the situation, giving context for the rest of the speech. This point is the start of events in her narrative arc, as well as pinpoints the Act and Agentsof her Pentadic rhetoric structure.

Pentadic criticism was created by scholar Kenneth Burke, which consists of "using the five basic elements of a drama—act, agent, agency, scene and purpose," as defined by Sonja K. Foss' book Rhetorical Criticism: Exploration and Practice. In this case, the Act being the Columbine massacre, and the Agents being Dylan Klebold and Eric Harris.

Klebold acknowledges the lives taken by the two boys, as well as those who's lives were permanently physically altered. At 6:42 of this video, Columbine survivor Sean Graves tells of how he lost his ability to walk due to the injuries he sustained from the shooting.

Her son's suicide, in her narrative arc, is Klebold's second event. Though it could be included as a part of the first event specified (the Columbine massacre), she makes an effort to separate it from the massacre as a whole.

This statement is fueled with intention to evoke pathos in the audience, attempting to relate to other parents in the audience and speaking on how often parents of teenagers cannot truly understand their child’s life outside of their home.

Klebold later continues this argument to promote awareness of mental health crises and criticize the ease of which it was for her son to obtain lethal weapons.

An ironically contradictory statement to make after stating that "...he was a completely different person from the one I knew."

Klebold continues to evoke pathos in her speech, showing the audience her vulnerability via expression of guilt for her son's actions.

With these opening lines, Sue Klebold easily evokes the element of pathos within her audience. Pathos is an element of Neo-Aristotelian rhetoric that appeals to the emotions of the audience. Being the mother of one of the Columbine shooters, it may have been more difficult if not impossible for the audience to attempt to sympathize or empathize with her if she had not opened with the element of pathos. The word choice of "darkness" and her son's brief farewell foreshadows a tragedy that she could not have seen coming.

Pro: BlogTo does a great job in ensuring that all their videos has a headline regarding the subject of their content as well as captioning all of their dialog. All captions are always timed accurately and legible.

CON: BlogTO fails to include alternate text on their images. As every blog post includes one if not more images that introduce or highlight subjects within the article, providing alternate text will allow images to properly communicate information for those that are unable to visually see the context of the images.

CON: The use of red font maybe distinguishable to the average person as an indicator of a embedded text-link, however this can be quite difficult for those that are colourblind (especially with red-type) as the text will look all the same. The use of more contrasting colours or by implementing the typical defaulted link underline, this could allow for a more accessible user experience.

PRO-ish but mainly CON: Although you are able to go through the navigation menu by clicking tab on the keyboard (the slight pro), the whole navigation system of the blogTO site is tucked away behind a small button that is only able to be hovered over with a mouse, making it unaccessible for those that need to use a keyboard alone. Due to it being hidden, it is also unknown how many tabs or its context there are within the navigation.

CON: Despite taking into consideration accessibility through close captioning, their videos fail to allow access to any user controls such as slowing down/speeding up the video, rewind/fast-forward or any custom preferences like the option to use automated cc's, descriptions or transcripts. Due to the quick nature of these videos that are originally made to fit apps like TikTok, not being able to slow down the video or even scroll through the timeframe makes watching the content extremely difficult for those that get easily overwhelmed or need more time to process so much information at once.

Cela dépend de la configuration clavier physique vs clavier entré dans les préférences, ensuite de l'ordinateur. Moi j'ai un clavier del qui montre les deux formes de balises et je n'ai qu'à les utiliser avec "Alt" et cela uniquement oarce que j'ai installé la configuration clavier "FRA (cdn multi)". Si je l'avais laissé en ENG d'origine la touche "Alt" est inutile; j'appuie direct. J'aurais modéré ce propos au moins signalant que cela dépend de nos réglages.

This situation highlights a broader issue within professional spheres—namely, the failure to provide inclusive and considerate support to individuals with disabilities and their families. Rather than offering constructive advice and assistance, the instructor's response seems to suggest a lack of willingness to engage with the complexities of the child's needs.

It's deeply disheartening to hear about the lack of empathy and understanding displayed by the professional who was supposed to offer guidance and reassurance to the author regarding her child. To be told that the professional "doesn't know how to deal" with a child who is described as "oppositional" and "developmentally delayed" feels like a profound betrayal of trust and a dismissal of the challenges the author and her daughter face.

Ultimately, this paper serves as a powerful call to action, urging educators and policymakers to reevaluate their approaches to supporting students with disabilities and to prioritize the creation of educational spaces that celebrate diversity, promote equity, and empower every student to reach their full potential.

This paper calls for a critical review of current educational practices to identify and address systemic barriers that hinder the inclusion and success of students with disabilities. It advocates for the implementation of strategies and interventions that foster a more supportive and inclusive learning environment for all students, regardless of their abilities or differences.

By shedding light on the limitations and implications of the "child with special needs" label, the document emphasizes the need for a fundamental shift in how we perceive and support students with disabilities. It underscores the importance of recognizing each child as an individual with unique strengths, interests, and abilities, rather than reducing them to a single label.

Moreover, isolation can hinder academic performance. Without a supportive peer group, students may struggle to engage fully in their studies, participate in class, or seek help when needed. The absence of a social support network can make school a daunting and unwelcoming place, further impacting a student's ability to succeed.

Belonging to a group helps students feel recognized and valued for who they are, which is essential for their self-esteem and mental well-being. Peer groups offer companionship, understanding, and shared experiences, which are crucial for personal development and resilience. These groups can provide support in times of stress, offer diverse perspectives, and encourage positive social behaviors, all of which are beneficial for a student's overall growth.

Finding a group is extremely important for students because it provides a sense of belonging, acceptance, and acknowledgment, contributing significantly to a safer and more supportive environment. During formative years, especially in educational settings, being part of a group offers emotional security and validation, helping students navigate the complexities of social and academic life.

A critical issue within our education system is the widespread misunderstanding and misapplication of laws and policies related to bullying and sexual harassment. It's deeply concerning that many teachers do not fully grasp the distinction between bullying and sexual harassment, particularly regarding peer-based harassment. This lack of understanding can lead to a failure to recognize and appropriately address instances of gender-based harassment, thereby perpetuating a hostile learning environment for students.

When educators are not equipped with the proper knowledge and training to differentiate between these forms of harassment, they cannot effectively intervene or support affected students. This oversight can allow harmful behaviors to continue unchecked, creating a school culture where students feel unsafe and unsupported. It's crucial for schools to provide comprehensive training for teachers and staff on the nuances of bullying and sexual harassment, emphasizing the specific dynamics of gender-based harassment.

Addressing this issue is not just about compliance with laws and policies; it's about creating an educational environment where all students can learn and thrive without fear of harassment. By ensuring that educators understand and can effectively apply anti-bullying and anti-harassment policies, we can move towards a more inclusive and respectful school culture. This shift is essential for fostering the well-being and academic success of all students, particularly those who are most vulnerable to gender-based harassment.

The fact that LGBTQ students who endure severe harassment are more likely to plan for higher education speaks volumes about their determination and resilience. Nevertheless, the detrimental effects on their academic performance and attendance cannot be overlooked. Schools must recognize the critical role they play in creating a safe and inclusive environment where all students, regardless of their sexual orientation or gender identity, can thrive.

The research findings also reveal the remarkable resilience of LGBTQ students. Despite facing increased harassment, those who are open about their identities often exhibit higher self-esteem. This illustrates the profound importance of authenticity and the strength that comes from being true to oneself, even in the face of adversity. However, the everyday experiences of isolation and harassment still take a significant toll, leading to lower grades and more absences among these students.

This passage poignantly underscores the personal toll that everyday acts of homophobia and transphobia can inflict on LGBTQ students. It's heartbreaking to consider that these students, who are merely trying to navigate the complexities of school life, often face isolation and harassment. These negative experiences can severely impact their attendance and educational aspirations, highlighting the urgent need for schools to be more supportive and understanding.

This behavior not only fosters unnecessary hatred but also deepens societal divides. Our fear of external perceptions drives this negative behavior, which ultimately harms everyone involved. It's crucial to challenge these attitudes and promote a culture of respect and acceptance, ensuring that no student feels targeted or unsafe because of their identity.

The 2019 GLSEN survey found that 60% of LGBTQ students had been sexually harassed in the past year. This statistic highlights a pervasive issue: the public often perceives LGBTQ students as weak or unable to defend themselves, which bullies exploit to target them. Such harassment is never acceptable, regardless of a person's sexual orientation or gender identity.

I strongly agree with this statement. Increasing awareness and education on LGBTQ topics empowers students to educate themselves and others, promoting a more inclusive and respectful school culture. It's particularly important for students who are exploring their identities but lack a safe space to discuss these issues. By integrating LGBTQ representation and discussions into the curriculum, schools can provide the support and visibility these students need, encouraging acceptance and understanding among all students.

Ignoring the issue of sexuality in school curricula means neglecting to provide LGBTQ students with essential representations of themselves, which are crucial for their self-understanding and development. This neglect also fails to offer examples of ways to counter bias and promote respect among peers who may initially be unwilling to accept LGBTQ individuals. Addressing sexuality in education is vital for fostering an inclusive environment where all students can see themselves reflected and valued.

This is a crucial statement because it reminds us that gender bias is a multifaceted issue affecting both genders. While much attention is rightly given to how gender roles belittle women, it is equally important to recognize that men can also feel misjudged and pressured by these roles. Addressing gender bias comprehensively requires acknowledging and addressing its impact on all individuals, regardless of gender.

The analysis points out that despite some progress towards more flexible gender norms, many schools continue to uphold outdated practices such as gender sorting and conservative sex education. These practices perpetuate traditional notions of gender and significantly affect students' well-being. For example, sex education programs focusing on abstinence until marriage often exclude LGBTQ students and fail to address crucial issues like pregnancy and reproductive responsibility, disproportionately affecting young women.

This passage effectively highlights the pervasive issue of gender bias, emphasizing that it impacts not only women but also men, especially young men in educational settings. Societal expectations of masculinity often compel young men to assert dominance through aggressive behaviors like taunting, driven by the fear of being perceived as weak or non-heterosexual. These behaviors reflect deeply ingrained stereotypes about masculinity and strength, underscoring the restrictive nature of traditional gender norms.

Thorne's work highlights the significant role educational institutions play in sorting and labeling individuals based on gender and sexuality. However, she also points out that within these institutions, elementary school students often challenge and reinterpret gender norms. This indicates that gender, as a social construct, can be viewed as a flexible and open-to-interpretation category. By embracing and encouraging this perspective, schools can become spaces where traditional gender norms are questioned, allowing for a more inclusive and supportive environment that reduces bullying and harassment.

The misinterpretation of the link between gender nonconformity and sexual minority status by peers, leading to increased harassment of transgender students, underscores the urgent need for better education and awareness in schools. This is a critical point, as understanding normative identities is essential for fostering an environment where each student's unique identity is respected. By enhancing educational strategies to improve connection and relatability among students, schools can effectively break down barriers and create a more equitable learning environment for all.

In Hispanic households, gender norms tend to be particularly rigid. Hispanic men are often pressured to embody a form of masculinity that can border on toxic, while women are expected to adhere strictly to traditional femininity. Deviating from these norms can lead to harsh judgments and being perceived as a disgrace to the family. This cultural context highlights the broader societal pressures that reinforce rigid gender roles, making the journey towards acceptance and self-expression even more challenging for LGBTQ individuals. Recognizing and addressing these entrenched norms is essential for fostering a more inclusive and understanding society.

Gender and sexuality are fundamental organizing categories in schools and society, deeply influencing everyone's experiences, including those who challenge these norms. Unfortunately, gender nonconformity and sexual minority status are often conflated by peers, leading to heightened harassment of transgender youth. This conflation underscores the interconnectedness of gender and sexuality, as LGBTQ students navigate their identities through both lenses, complicating attempts to separate these concepts.

This highlights a significant yet often overlooked point: the social construct of gender is so deeply ingrained that we unconsciously perpetuate gendered practices. Recognizing and addressing these behaviors, especially in our interactions with young children, is crucial for promoting gradual social change and deconstructing entrenched gender norms. By consciously avoiding gendered distinctions in educational and social settings, we can help cultivate a more inclusive and equitable mindset from an early age.

Reflecting on my elementary school experience, I recall how teachers often divided us into boys versus girls for games, creating an immediate sense of tension and competition to prove which gender was superior. These early experiences undoubtedly influenced me, fostering a competitive spirit and a strong sense of camaraderie among girls. Growing up surrounded by females, I became a staunch advocate for feminism and the importance of girls supporting girls.

The perspective that young children naturally perceive gender in a simplified way and are not deeply affected by gender differentiations in early education is an important one. Indeed, at very young ages, children are more.

Possible baselines: 1. re-ranking using QE 2. add noise to QE 3. Can we hill climb directly on QE? 4. All the baselines but with xIoD's demonstration examples

what happens when there's no difficult word?

QE score is used during the process, so this is not trustworthy.

but how are x and y decided?

how?

1. 更好的附件东方红郡地方规划局
2. 红烧鸡块
3. 收到会尽快

J'espérais carrément commencer par moi qui a besoin d'un site sur mesure qui se détache du lot. Je pense changer de métier, c'est pourquoi je suis ici mais je débarque du métier, justement, de la photo... J'avoue que je vais constemment doubler mon regard afin de faire mon propre site en parallèle à moins que ce ne soit tout simplement pas possible dans le cadre du cours. Ce serait dommage... pourquoi ne pas nous lancer carrément sur notre propre création pour nous-mêmes par le biais de ces exercies. Nous sommes censés savoir le faire à la fin du cours, non ?

The tile of the article is written in a larger font. This makes the tile perceivable to users; the information of the text is presentable. The title is also understandable; it lets the reader know that article is about Modi's political popularity in the span of 10 years.

intro survey

syllabus

welcoming everyone to achieve their full potential

connective tissue between students, engagement and rigor is an interesting reason for not using AI graders etc all the time, which are getting enticed to do.

humanizing online learning

You need tap the pencil icon next to "Single Posts" and enter editing mode and then find Options button at top-right.

.

community of inquiry

Community of Inquiry

transactional distance can be an issue in on-ground classes

Contact outside of the classroom is difficult for both commuters in on-ground courses and online environments. Also it's becoming an issue for traditional students who are working more and more hours to reduce overall costs of education.

Gap between learning on your own, or learning in community is an interesting topic. I see this as an issue for both in person engagement and online engagement

community of inquiry definition

Does this still exist?

My questions is why did Christopher Columbus want the people to convert to Christianity?

definition of instructor presence

What is AMP? AMP is a degradation product of ATP

k-12 online learning standards

teaching self regulation

or maybe they are just more engaged with the course, they are putting more into the course.

It's interesting that social presence impacted abilities in written assignments.

Teaching students responsibility is an issue in both face-to-face and online learning. Just because you are sitting in a classroom doesn't mean you are engaged.

DOI: 10.1016/j.celrep.2021.108889

Resource: (EnCor Biotechnology Cat# RPCA-mCherry, RRID:AB_2571870)

Curator: @Naa003

SciCrunch record: RRID:AB_2571870

What is this?

DOI: 10.1016/j.celrep.2021.108887

Resource: RRID:Addgene_57818

Curator: @Naa003

SciCrunch record: RRID:Addgene_57818

What is this?

DOI: 10.12688/openreseurope.16815.1

Resource: Python Programming Language (RRID:SCR_008394)

Curator: @abever99

SciCrunch record: RRID:SCR_008394

What is this?

DOI: 10.1016/j.isci.2024.109785

Resource: (CCLV Cat# CCLV-RIE 1018, RRID:CVCL_0063)

Curator: @evieth

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.isci.2024.109785

Resource: (Abcam Cat# ab13970, RRID:AB_300798)

Curator: @evieth

SciCrunch record: RRID:AB_300798

What is this?

DOI: 10.46471/gigabyte.118

Resource: eggNOG (RRID:SCR_002456)

Curator: @evieth

SciCrunch record: RRID:SCR_002456

What is this?

DOI: 10.46471/gigabyte.118

Resource: Augustus (RRID:SCR_008417)

Curator: @evieth

SciCrunch record: RRID:SCR_008417

What is this?

DOI: 10.2139/ssrn.4393698

Resource: (Santa Cruz Biotechnology Cat# sc-33766, RRID:AB_2148748)

Curator: @abever99

SciCrunch record: RRID:AB_2148748

What is this?

DOI: 10.2139/ssrn.4393698

Resource: (IMSR Cat# JAX_004746,RRID:IMSR_JAX:004746)

Curator: @abever99

SciCrunch record: RRID:IMSR_JAX:004746

What is this?

DOI: 10.2139/ssrn.4393698

Resource: RRID:MGI:5781753

Curator: @abever99

SciCrunch record: RRID:MGI:5781753

What is this?

DOI: 10.1101/2024.05.08.592371

Resource: (ATCC Cat# CRM-HTB-26, RRID:CVCL_0062)

Curator: @mzhang007

SciCrunch record: RRID:CVCL_0062

What is this?

DOI: 10.1101/2024.05.08.592371

Resource: (IZSLER Cat# BS TCL 156, RRID:CVCL_0033)

Curator: @mzhang007

SciCrunch record: RRID:CVCL_0033

What is this?

DOI: 10.3389/fvets.2024.1387076

Resource: SCR_024826

Curator: @evieth

SciCrunch record: RRID:SCR_024826

What is this?

DOI: 10.3389/fvets.2024.1387076

Resource: SCR_024824

Curator: @evieth

SciCrunch record: RRID:SCR_024824

What is this?

DOI: 10.3389/fvets.2024.1387076

Resource: ggplot2 (RRID:SCR_014601)

Curator: @evieth

SciCrunch record: RRID:SCR_014601

What is this?

DOI: 10.1016/j.xcrm.2024.101566

Resource: (IMSR Cat# JAX_030323,RRID:IMSR_JAX:030323)

Curator: @abever99

SciCrunch record: RRID:IMSR_JAX:030323

What is this?

DOI: 10.1016/j.xcrm.2024.101566

Resource: AB_3096124

Curator: @abever99

SciCrunch record: RRID:AB_3096124

What is this?

DOI: 10.1016/j.xcrm.2024.101566

Resource: AB_2934234

Curator: @abever99

SciCrunch record: RRID:AB_2934234

What is this?

DOI: 10.7554/eLife.91316

Resource: (Thermo Fisher Scientific Cat# A-21206, RRID:AB_2535792)

Curator: @evieth

SciCrunch record: RRID:AB_2535792

What is this?

DOI: 10.2139/ssrn.4461873

Resource: University of Pittsburgh Center for Research Computing Core Facility (RRID:SCR_022735)

Curator: @abever99

SciCrunch record: RRID:SCR_022735

What is this?

DOI: 10.1016/j.chembiol.2024.04.005

Resource: RRID:Addgene_35616

Curator: @abever99

SciCrunch record: RRID:Addgene_35616

What is this?

DOI: 10.1016/j.chembiol.2024.04.005

Resource: RRID:Addgene_14887

Curator: @abever99

SciCrunch record: RRID:Addgene_14887

What is this?

DOI: 10.1016/j.chembiol.2024.04.007

Resource: (IMSR Cat# CRL_027,RRID:IMSR_CRL:027)

Curator: @abever99

SciCrunch record: RRID:IMSR_CRL:027

What is this?

DOI: 10.1016/j.ccell.2024.04.012

Resource: RSEM (RRID:SCR_000262)

Curator: @abever99

SciCrunch record: RRID:SCR_000262

What is this?

DOI: 10.1016/j.ccell.2024.04.011

Resource: Biorender (RRID:SCR_018361)

Curator: @abever99

SciCrunch record: RRID:SCR_018361

What is this?

DOI: 10.1016/j.ccell.2024.04.011

Resource: R Project for Statistical Computing (RRID:SCR_001905)

Curator: @abever99

SciCrunch record: RRID:SCR_001905

What is this?

DOI: 10.1016/j.ccell.2024.04.011

Resource: Adobe Photoshop (RRID:SCR_014199)

Curator: @abever99

SciCrunch record: RRID:SCR_014199

What is this?

DOI: 10.1016/j.ccell.2024.04.011

Resource: ImageJ (RRID:SCR_003070)

Curator: @abever99

SciCrunch record: RRID:SCR_003070

What is this?

DOI: 10.1016/j.molcel.2024.04.018

Resource: Addgene_175025

Curator: @abever99

SciCrunch record: RRID:Addgene_175025

What is this?

DOI: 10.1016/j.molcel.2024.04.018

Resource: RRID:Addgene_40827

Curator: @abever99

SciCrunch record: RRID:Addgene_40827

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 4108, RRID:AB_2137703)

Curator: @abever99

SciCrunch record: RRID:AB_2137703

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 14202, RRID:AB_2665508)

Curator: @abever99

SciCrunch record: RRID:AB_2665508

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 5364, RRID:AB_10694233)

Curator: @abever99

SciCrunch record: RRID:AB_10694233

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 9466, RRID:AB_2106674)

Curator: @abever99

SciCrunch record: RRID:AB_2106674

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 5558, RRID:AB_10013750)

Curator: @abever99

SciCrunch record: RRID:AB_10013750

What is this?

DOI: 10.1016/j.ajpath.2024.04.006

Resource: (Cell Signaling Technology Cat# 3617, RRID:AB_490956)

Curator: @abever99

SciCrunch record: RRID:AB_490956

What is this?

DOI: 10.7554/eLife.89912

Resource: (IMSR Cat# JAX_003574,RRID:IMSR_JAX:003574)

Curator: @evieth

SciCrunch record: RRID:IMSR_JAX:003574

What is this?

DOI: 10.7554/eLife.89912

Resource: (IZSLER Cat# BS CL 145, RRID:CVCL_2959)

Curator: @evieth

SciCrunch record: RRID:CVCL_2959

What is this?

DOI: 10.1038/s44319-024-00131-8

Resource: RRID:IMSR_JAX:017699

Curator: @evieth

SciCrunch record: RRID:IMSR_JAX:017699

What is this?

DOI: 10.1158/0008-5472.CAN-23-2521

Resource: (IMSR Cat# GPT_T001475,RRID:IMSR_GPT:T001475)

Curator: @evieth

SciCrunch record: RRID:IMSR_GPT:T001475

What is this?

DOI: 10.1158/0008-5472.CAN-23-2521

Resource: RRID:IMSR_TAC:BALBNU

Curator: @evieth

SciCrunch record: RRID:IMSR_TAC:BALBNU

What is this?

DOI: 10.1002/advs.202307136

Resource: (ATCC Cat# CRL-2097, RRID:CVCL_2337)

Curator: @evieth

SciCrunch record: RRID:CVCL_2337

What is this?

DOI: 10.1002/advs.202307136

Resource: (BCRJ Cat# 0302, RRID:CVCL_2434)

Curator: @evieth

SciCrunch record: RRID:CVCL_2434

What is this?

DOI: 10.1186/s12964-024-01514-z

Resource: RRID:Addgene_46021

Curator: @bandrow

SciCrunch record: RRID:Addgene_46021

What is this?

DOI: 10.1038/s44319-024-00152-3

Resource: (CCLV Cat# CCLV-RIE 1018, RRID:CVCL_0063)

Curator: @AniH

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1038/s44319-024-00152-3

Resource: (IMSR Cat# JAX_002014,RRID:IMSR_JAX:002014)

Curator: @AniH

SciCrunch record: RRID:IMSR_JAX:002014

What is this?

DOI: 10.1038/s44319-024-00152-3

Resource: (IMSR Cat# JAX_007676,RRID:IMSR_JAX:007676)

Curator: @AniH

SciCrunch record: RRID:IMSR_JAX:007676

What is this?

DOI: 10.1007/s00439-024-02675-0

Resource: (Bio-Rad Cat# 1706516, RRID:AB_2921252)

Curator: @AniH

SciCrunch record: RRID:AB_2921252

What is this?

DOI: 10.1016/j.molcel.2024.04.012

Resource: (CCLV Cat# CCLV-RIE 1035, RRID:CVCL_0023)

Curator: @abever99

SciCrunch record: RRID:CVCL_0023

What is this?

DOI: 10.1016/j.molcel.2024.04.012

Resource: (Cell Signaling Technology Cat# 3398, RRID:AB_2096481)

Curator: @abever99

SciCrunch record: RRID:AB_2096481

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: RRID:Addgene_12259

Curator: @abever99

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: RRID:Addgene_12260

Curator: @abever99

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: RRID:Addgene_52961

Curator: @abever99

SciCrunch record: RRID:Addgene_52961

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (IMSR Cat# JAX_002448,RRID:IMSR_JAX:002448)

Curator: @abever99

SciCrunch record: RRID:IMSR_JAX:002448

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (BCRC Cat# 60005, RRID:CVCL_0030)

Curator: @abever99

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (ATCC Cat# CCL-256.1, RRID:CVCL_2652)

Curator: @abever99

SciCrunch record: RRID:CVCL_2652

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (KCLB Cat# 91437, RRID:CVCL_1472)

Curator: @abever99

SciCrunch record: RRID:CVCL_1472

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (ATCC Cat# CRL-5844, RRID:CVCL_1594)

Curator: @abever99

SciCrunch record: RRID:CVCL_1594

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (KCLB Cat# 30177, RRID:CVCL_0459)

Curator: @abever99

SciCrunch record: RRID:CVCL_0459

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (NCI-DTP Cat# NCI-H23, RRID:CVCL_1547)

Curator: @abever99

SciCrunch record: RRID:CVCL_1547

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (CLS Cat# 300168/p708_DU-145, RRID:CVCL_0105)

Curator: @abever99

SciCrunch record: RRID:CVCL_0105

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (JCRB Cat# JCRB9041, RRID:CVCL_0556)

Curator: @abever99

SciCrunch record: RRID:CVCL_0556

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (BCRC Cat# 60250, RRID:CVCL_0553)

Curator: @abever99

SciCrunch record: RRID:CVCL_0553

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (ECACC Cat# 90112714, RRID:CVCL_0035)

Curator: @abever99

SciCrunch record: RRID:CVCL_0035

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (KCB Cat# KCB 2010183YJ, RRID:CVCL_1603)

Curator: @abever99

SciCrunch record: RRID:CVCL_1603

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: CVCL_2Z96

Curator: @abever99

SciCrunch record: RRID:CVCL_2Z96

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (KCLB Cat# 70827, RRID:CVCL_2063)

Curator: @abever99

SciCrunch record: RRID:CVCL_2063

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (ECACC Cat# 91091815, RRID:CVCL_0455)

Curator: @abever99

SciCrunch record: RRID:CVCL_0455

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (BCRJ Cat# 0110, RRID:CVCL_0317)

Curator: @abever99

SciCrunch record: RRID:CVCL_0317

What is this?

DOI: 10.1016/j.molcel.2024.04.009

Resource: (IZSLER Cat# BS CL 129, RRID:CVCL_0045)

Curator: @abever99

SciCrunch record: RRID:CVCL_0045

What is this?

DOI: 10.1002/1878-0261.13659

Resource: (RRID:CVCL_1083)

Curator: @AniH

SciCrunch record: RRID:CVCL_1083

What is this?

DOI: 10.14740/wjon1841

Resource: CVCL_L088

Curator: @evieth

SciCrunch record: RRID:CVCL_L088

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: (ATCC Cat# HTB-47, RRID:CVCL_0235)

Curator: @evieth

SciCrunch record: RRID:CVCL_0235

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: (ATCC Cat# CRL-7908, RRID:CVCL_1056)

Curator: @evieth

SciCrunch record: RRID:CVCL_1056

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: (ATCC Cat# CRL-1611, RRID:CVCL_1067)

Curator: @evieth

SciCrunch record: RRID:CVCL_1067

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: (IZSLER Cat# BS TCL 123, RRID:CVCL_1050)

Curator: @evieth

SciCrunch record: RRID:CVCL_1050

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: (ATCC Cat# CRL-1932, RRID:CVCL_1051)

Curator: @evieth

SciCrunch record: RRID:CVCL_1051

What is this?

DOI: 10.1158/0008-5472.CAN-23-0401

Resource: RRID:Addgene_12260

Curator: @evieth

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.31083/j.jin2206160

Resource: (IMSR Cat# JAX_006143,RRID:IMSR_JAX:006143)

Curator: @abever99

SciCrunch record: RRID:IMSR_JAX:006143

What is this?

DOI: 10.31083/j.jin2206160

Resource: (IMSR Cat# JAX_006143,RRID:IMSR_JAX:006143)

Curator: @abever99

SciCrunch record: RRID:IMSR_JAX:006143

What is this?

DOI: 10.31083/j.jin2206160

Resource: (IMSR Cat# JAX_031569,RRID:IMSR_JAX:031569)

Curator: @bandrow

SciCrunch record: RRID:IMSR_JAX:031569

What is this?

DOI: 10.31083/j.jin2206160

Resource: (MMRRC Cat# 032779-MU,RRID:MMRRC_032779-MU)

Curator: @bandrow

SciCrunch record: RRID:MMRRC_032779-MU

What is this?

DOI: 10.3233/JAD-230078

Resource: SCR_008526

Curator: @abever99

SciCrunch record: RRID:SCR_008526

What is this?

DOI: 10.1101/2024.05.04.592262

Resource: Wisconsin-Madison University Biotechnology Center Gene Expression Center Core Facility (RRID:SCR_017757)

Curator: @scibot

SciCrunch record: RRID:SCR_017757

What is this?

DOI: 10.1101/2024.05.03.592458

Resource: University of California at Berkeley QB3 Genomics Core Facility (RRID:SCR_022170)

Curator: @scibot

SciCrunch record: RRID:SCR_022170

What is this?

DOI: 10.1101/2024.05.03.592283

Resource: RRID:Addgene_12260

Curator: @scibot

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1101/2024.05.03.592283

Resource: RRID:Addgene_12259

Curator: @scibot

SciCrunch record: RRID:Addgene_12259

What is this?

DOI: 10.1101/2024.05.03.592283

Resource: RRID:Addgene_131506

Curator: @scibot

SciCrunch record: RRID:Addgene_131506

What is this?

DOI: 10.1101/2024.05.03.592283

Resource: Addgene_139652

Curator: @scibot

SciCrunch record: RRID:Addgene_139652

What is this?

DOI: 10.1101/2024.05.05.592558

Resource: (IMSR Cat# JAX_003800,RRID:IMSR_JAX:003800)

Curator: @scibot

SciCrunch record: RRID:IMSR_JAX:003800

What is this?

DOI: 10.1101/2024.05.02.592239

Resource: RRID:Addgene_48138

Curator: @scibot

SciCrunch record: RRID:Addgene_48138

What is this?

DOI: 10.12688/wellcomeopenres.20080.1

Resource: IBM SPSS Statistics (RRID:SCR_016479)

Curator: @scibot

SciCrunch record: RRID:SCR_016479

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Santa Cruz Biotechnology Cat# sc-816, RRID:AB_1563391)

Curator: @scibot

SciCrunch record: RRID:AB_1563391

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Thermo Fisher Scientific Cat# OSC00042G, RRID:AB_10710007)

Curator: @scibot

SciCrunch record: RRID:AB_10710007

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Millipore Cat# AB144P, RRID:AB_2079751)

Curator: @scibot

SciCrunch record: RRID:AB_2079751

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Sigma-Aldrich Cat# S5768, RRID:AB_477523)

Curator: @scibot

SciCrunch record: RRID:AB_477523

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Millipore Cat# MAB305, RRID:AB_94647)

Curator: @scibot

SciCrunch record: RRID:AB_94647

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Millipore Cat# MAB377, RRID:AB_2298772)

Curator: @scibot

SciCrunch record: RRID:AB_2298772

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Peninsula Laboratories Cat# T-4334.0050, RRID:AB_518348)

Curator: @scibot

SciCrunch record: RRID:AB_518348

What is this?

DOI: 10.1089/neu.2019.6509

Resource: (Phoenix Pharmaceuticals Cat# H-027-13, RRID:AB_2722600)

Curator: @scibot

SciCrunch record: RRID:AB_2722600

What is this?

DOI: 10.1101/2024.05.03.592378

Resource: (ATCC Cat# SCRC-1041, RRID:CVCL_3285)

Curator: @scibot

SciCrunch record: RRID:CVCL_3285

What is this?