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It is believed that in the progress of learning and teaching a foreign language, CA cannot be omitted. CA although is old, is still relevant in assisting language teachers with their teaching methods and techniques. The differences assist the learners get through the similarities and discrepancies between his mother tongue and the target language in order to enhance his knowledge. What do you think of contrasting and comparing two or more languages in terms of morphology and phonology for EFL and ESL learning and teaching?
I'm very curious about which courses did or did not stop insect collection for education purposes. And if so, what alternative methods are used now to teach taxonomy, biodiversity monitoring or insect morphology?
Because of the increasing moral concern about collecting and killing insects for the sole purpose of educating insect identification or monitoring techniques, exploration of alternatives are needed. This can be challenging.
If still traditional methods are used (i.e. collecting, killing, preserving insects) for teaching, is there a discussion about ethical arguments?
Pit falls of the traditional wax carving for dental students have previously been recognized in threads of letter to editor and have gone to extent of condemning wax carving in course of DADH to extent that it should be discarded from curriculum. Do you support it?
I am researching how morphological awareness relates to reading comprehension among L2 English learners. As a part of my research, I will be constructing items and later performing psychometric validation for a morphology measurement for secondary ELL students.
I welcome the input and expertise of my ResearchGate colleagues as my research progresses.
I'm aware of quite a few sites out there (e.g. morphobrowser, morphosource, nespos, evans) but I'm always looking for more.
In particular, I'm looking for ones that have CT scans high quality enough to do research with...i.e. the Digital Morphology Museum, KUPRI has a TON of amazing primate CT scans for free download. However, they're not particularly high quality, making it difficult to use for anything other than gross geometric measurements and/or teaching.
Hello everyone, I am starting to culture THP-1 cells but I need some guidance.
I am sorry or all the newbie questions, but the former student who started the culture in our lab, left without teaching anyone and doesn't want to help me.
So, here are my main doubts:
1) Regarding PMA differentiation: I've read about 15 papers and each and every one of them uses different concentrations of PMA without much consensus. One thing that I found was that PMA can induce non-specific gene expression, so I will use low PMA concentrations. Maybe 5 or 10 ng.
2)My cells don't seem to grow as fast as they should. I've spoke to a colleague from another University and her THP-1 grow quite fast and change the pH of the medium, changing its color. Mine haven't changed the pH in 2 weeks!
3)I don't know for sure how to count cells in the counting chamber. Could anyone please send me pictures about their counting process. I know that this is a really dumb question, but i have different sized cells and I don't know which i should count.
4)About the amount of cells to plate: I am planning to infect the monocyte derived macrophages with M. tuberculosis, to study their RNA expression inside the cell among other goals. In general, the MOI of 1:1 or 1:5 are the most common ones to use. Considering the amount of cells, is 5x10^5 the only option? I don't know if I will be able to have enough cells to plate.
I am really sorry for asking such "beginner" questions, but that is really what I am now.
Thank you very much for your attention
I am working with J774A.1 cells purchased from ATCC on 1/16/18. I have worked with many different cell lines, but this one is turning out to be a little trickier for me. I'm looking for advice/feedback/anyone's thoughts or help!!!
Issue # 1: the cell morphology appears to differ from anything I've worked with. Some of the cells appear normal and unactivated, while others appear activated, despite the lack of any endotoxins or contamination. (See attached image.) The cells are growing in Hyclone DMEM supplemented with 10% FBS and 1% Pen/strep/L-glutamine solution ( L-glutamine 200 mM, streptomycin 10 mg/mL, penicillin 10,000 units.) The cells were thawed upon arrival and plated in pre-warmed media defined above and placed in a humidified incubator at 37 degrees C and 5% carbon dioxide. After the cells were allowed to adhere for 6 hours, the initial media was aspirated and replaced with fresh, pre-warmed media. The cells were split to a 1:6 ratio after reaching 70% confluency. Do these cells look normal? What is with the variations in morphology, and can anyone explain what is going on in the circled cells in the attach image?
Issue # 2: I am having a great deal of difficulty counting the cells for seeding plates. These cell membranes appear to be much more sensitive to scraping, which is throwing off my cell counts via trypan blue using a hemacytometer by approximately 60%. Because we use these cells for a variety of applications in our teaching labs, I need to figure out the best way to detach cells without damaging the cytoplasm so much that the trypan blue leaks into the live cells. We want to avoid using trypsin. Any suggestions???
Based on the many publications from several decades, we came across many classifications of Insects. Among them which one is more updated and approved classification that can be used for research, academics and teaching purpose?
Our structure diplima in our county have the sport for health in under secondary specialty (much more for handisport), but it had not a public nor liberal status, that's why I would make a equivalency of my teaching (biochimistry, anatomy, general physiology and physiology of sport, morphology and anthropmetry, nurtrition, training methodology, physical culture or musculation, injuries and physical remaking...) , knowledgement in researches in exercise physiologist field for other opportunities in other countries.