Visualizing Escherichia coli Sub-Cellular Structure Using Sparse Deconvolution Spatial Light Interference Tomography

Studying the 3D sub-cellular structure of living cells is essential to our understanding of biological function. However, tomographic imaging of live cells is challenging mainly because they are transparent, i.e., weakly scattering structures. Therefore, this type of imaging has been implemented largely using fluorescence techniques. While confocal fluorescence imaging is a common approach to achieve sectioning, it requires fluorescence probes that are often harmful to the living specimen. On the other hand, by using the intrinsic contrast of the structures it is possible to study living cells in a non-invasive manner. One method that provides high-resolution quantitative information about nanoscale structures is a broadband interferometric technique known as Spatial Light Interference Microscopy (SLIM). In addition to rendering quantitative phase information, when combined with a high numerical aperture objective, SLIM also provides excellent depth sectioning capabilities. However, like in all linear optical systems, SLIM's resolution is limited by diffraction. Here we present a novel 3D field deconvolution algorithm that exploits the sparsity of phase images and renders images with resolution beyond the diffraction limit. We employ this label-free method, called deconvolution Spatial Light Interference Tomography (dSLIT), to visualize coiled sub-cellular structures in E. coli cells which are most likely the cytoskeletal MreB protein and the division site regulating MinCDE proteins. Previously these structures have only been observed using specialized strains and plasmids and fluorescence techniques. Our results indicate that dSLIT can be employed to study such structures in a practical and non-invasive manner

Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

This paper sets the scene for a special issue of ZDM-The International Journal on Mathematics Education-by tracing key elements of the fields of teacher and didactician/teacher-educator learning related to the development of opportunities for learners of mathematics in classrooms. It starts from the perspective that joint activity of these two groups (teachers and didacticians), in creation of classroom mathematics, leads to learning for both. We trace development through key areas of research, looking at forms of knowledge of teachers and didacticians in mathematics; ways in which teachers or didacticians in mathematics develop their professional knowledge and skill; and the use of theoretical perspectives relating to studying these areas of development. Reflective practice emerges as a principal goal for effective development and is linked to teachers' and didacticians' engagement with inquiry and research. While neither reflection nor inquiry are developmental panaceas, we see collaborative critical inquiry between teachers and didacticians emerging as a significant force for teaching development. We include a summary of the papers of the special issue which offer a state of the art perspective on developmental practice. © 2014 FIZ Karlsruhe