Image of immunologically activated granulocytes, including phagocytosis and nodulation.

<p>(A, B, and C) The granulocytes changed their shape and generated lodopodia-like or fan-like structures (indicated by white arrow). The vacuoles expanded in the cytoplasm (indicated by red arrows). Several filopodia were also generated in plasmatocytes (D; indicated by yellow arrows). The granulocytes phagocytosed and engulfed GFP-expressing yeast at 30 min post-infection (E and F). Nodulation by granulocytes at 30 min post-bacterial infection (G and H). N, nucleus; GR, granulocyte; AD, adipohemocyte. Scale bar = 20 μm.</p

Total hemocyte and average proportions of hemocytes in native and challenged larvae.

<p>Total hemocyte counts (A and B) and differential hemocyte counts (A-1 and B-1) were performed. The number of hemocytes of the six circulating hemocyte types were counted in 39 larvae (33,270 hemocytes). Each group (control larvae or 2, 4, 6, 8, 12, or 24 h post-infection) contained three larvae. Results are given as the mean and standard deviation.*(P<0.05) Challenged larvae were infected with bacteria (panel A and A-1) or yeast (panel B and B-1). PR, prohemocytes; PL, plasmatocytes; GR, granulocytes; AD, adipohemocytes; SP, spherulocytes; OE, oenocytoids.</p

LysoTracker Red labeling of lysosomes in granulocytes and flow cytometric analysis after bacterial infection.

<p>(A and A-1) 0 h post injection, (B and B-1) 4 h post injection, (C and C-1) 12 h post injection. A1, B1, and C1 indicate a higher magnification of the regions in inset of panel A, B, and C. Greater than 90% of the granulocytes were stained with LysoTracker at 4 h post-bacterial infection, while very little LysoTracker staining was observed in control larvae. The red signal returned to baseline at 12 h post-infection. (D through H) flow cytometric analysis at 0 h, 2 h, 4 h, 6 h, and 12 h post injection. Based on the red fluorescence intensity, two peaks were identified, negative and positive peak. (I) The black line histogram indicates control larva hemocytes and the red line histogram indicates bacterial-challenged larva hemocytes at 4 h post injection. N, nucleus; GR, granulocytes; AD, adipohemocytes. Scale bar = 20 μm.</p

GFP-LC3 labeling in granulocytes and flow cytometric analysis after bacterial infection.

<p>A Cyto-ID Autophagy Green dye reagent was used for the detection of autophagosome formation in granulocytes at 0, 4, 8, 12, and 24 h post infection. (A, B and C) Confocal Images of granulocytes stained with DAPI and GFP-LC3 (A; 0 h post injection, B; 8 h post injection, C; 24 h post injection); and flow cytometric analysis at 0, 4, 8, 12, and 24 h (D through H). After 8 h of infection, positive staining was observed in the granulocytes (B) and the GFP signal was weakly maintained at 24 h post infection (C). Based on the green fluorescence intensity, two peaks were identified, negative and positive peak. The increase in GFP-LC3 staining at 8 h post infection (F). (I) Representative histogram overlay (black line; 0 h post infection, green line; 8 h post infection). N, nucleus; GR, granulocytes; AD, adipohemocytes. Scale bar = 20 μm.</p

Image of hemocytes.

<p>Hemocytes were classified as prohemocytes (A, A-1, and A-2), oenocytoids (B, B-1, and B-2), adipohemocytes (C, C-1, and C-2), spherulocytes (D, D-1, and D-2), plasmatocytes (E, E-1, and E-2), and granulocytes (F, F-1, and F-2) on the basis of their size and morphology. Confocal images of hemocytes stained with DAPI (blue) to label nuclei and antibodies to filamentous actin (F-actin; red) to label the cytoskeleton. N, nucleus. (A-F1) Scale bar = 20 μm, (A2-F2) Scale bar = 2 μm.</p

A Planar Cyclopentadithiophene–Benzothiadiazole-Based Copolymer with sp²‑Hybridized Bis(alkylsulfanyl)methylene Substituents for Organic Thermoelectric Devices

A semicrystalline p-type thermoelectric conjugated polymer based on a polymer backbone of cyclopentadithiophene and benzothiadiazole, poly­[(4,4′-(bis­(hexyldecyl­sulfanyl)­methylene)­cyclopenta­[2,1-<i>b</i>:3,4-<i>b</i>′]­dithiophene)-<i>alt</i>-(benzo­[<i>c</i>]­[1,2,5]­thiadiazole)] (PCPDTSBT), is designed and synthesized by replacing normal alkyl side-chains with bis­(alkylsulfanyl)­methylene substituents. The sp²-hybridized olefinic bis­(alkylsulfanyl)­methylene side-chains and the sulfur–sulfur (S–S) chalcogen interactions extend a chain planarity with strong interchain packing, which is confirmed by density functional calculations and morphological studies, i.e., grazing incidence X-ray scattering measurement. The doping, electrical, morphological, and thermoelectric characteristics of PCPDTSBT are investigated by comparison with those of poly­[(4,4′-bis­(2-ethylhexyl)­cyclopenta­[2,1-<i>b</i>:3,4-<i>b</i>′]­dithiophene)-<i>alt</i>-(benzo­[<i>c</i>]­[1,2,5]­thiadiazole)] (PCPDTBT) with ethylhexyl side-chains. Upon doping with a Lewis acid, B­(C₆F₅)₃, the maximum electrical conductivity (7.47 S cm^–1) of PCPDTSBT is ∼1 order higher than that (0.65 S cm^–1) of PCPDTBT, and the best power factor is measured to be 7.73 μW m^–1 K^–2 for PCPDTSBT with doping 9 mol % of B­(C₆F₅)₃. The Seebeck coefficient–electrical conductivity relation is analyzed by using a charge transport model for polymers, suggesting that the doped PCPDTSBT film has superb charge transport property based on a high crystallinity with olefinic side-chains. This study emphasizes the importance of side-chain engineering by using the sp²-hybridized olefinic substituents to modulate interchain packing, crystalline morphology, and the resulting electrical properties

Genomic, transcript, and protein characteristics of the genes in silico

<p><b>Copyright information:</b></p><p>Taken from "Integrative characterization of germ cell-specific genes from mouse spermatocyte UniGene library"</p><p>http://www.biomedcentral.com/1471-2164/8/256</p><p>BMC Genomics 2007;8():256-256.</p><p>Published online 28 Jul 2007</p><p>PMCID:PMC1955454.</p><p></p> Gene structure and exon organization were determined using genome database searches. In exon organization, the boxes represent exons. The bars indicate regions amplified in the PCR analysis and used as probes in the Northern blot analysis. Coding regions were determined by selecting the longest open reading frames deduced from cDNA sequences. The predicted coding regions are shaded. The position of the poly A signal is marked by filled arrowheads, and the presence of poly A is indicated by 'A'. Chromosomal location was determined by searching the mouse and human genome databases. The predicted amino acid sequences of genes were analyzed using various bioinformatics tools (see Experimental Procedure). For annotation of genes with ontology terms, amino acid sequences were submitted to and subsequently obtained from exclusive web servers (Goblet), which use a variety of different protein databases and provide gene ontology codes. Each gene ontology code falls into one of the larger categories of molecular function (M), cellular component (C), or biological process (B)

Data_Sheet_1_Biology in a social context: a comprehensive analysis of humanization in introductory biology textbooks.pdf

To grapple with the sterility and Whiteness of Western science, scholars have proposed a pedagogical shift to culturally relevant and/or culturally sustaining pedagogy. A key tenet of culturally relevant pedagogy is a focus on developing students’ ability to use the knowledge they obtain to identify, analyze, and solve real-world problems. Thus, the ability to foster this consciousness among students and make justice/injustice visible within biology curricula is an act of humanization. Here, we characterize and quantify the extent to which six prominent introductory biology US-based textbooks include humanizing content. First, we built consensus on what it means to humanize biology in a textbook by iteratively revising a coding protocol until we achieved a continuum of humanization. Our continuum evaluates the quantity, location, and the nature of the humanizing element within the textbook. Then, we used the continuum to collect data through qualitative coding: each chapter of each textbook was coded by two coders who came to consensus on the humanizing elements within. We find that in general, the inclusion of humanizing content in introductory biology textbooks is rare: of the 9,670 pages of textbooks that we analyzed, we found 1,352 humanizing passages but the vast majority of these were discussed in a single sentence (23%) or multiple sentences (61%), rarely multiple paragraphs (13%) or entire sections (2%). Similarly, of the 9,262 questions in the books (e.g., in section or chapter summaries), only 2.5% of them were humanizing and of those, only (64%) provided an answer, and of the ones that provided an answer, we only coded 42% of the answers as humanizing. In addition to quantifying the amount of humanization, we also describe the ways in which the passages were presented. For example, only about 9% of the humanizing passages included nuance, 5% discussed equity/inequity, and only 4% positioned biology as a means to accomplish justice. In all, we present what we believe is the most comprehensive assessment of humanizing elements in introductory biology textbooks and pair that with specific guidance to instructors who seek to include humanizing elements in their classes.</p