Sentences with phrase «described for human cells»

For mouse ILC3s, splenocytes from Rag1 - / - mice were sorted (Lin -(CD3, CD45R, CD11c, GR - 1, NK1.1) c - kit + Thy1.2 +) and cultured as described for human cells using recombinant mouse cytokines.

Not exact matches

One patient, described in a paper in The Lancet, survived for 2 years after receiving the artificial trachea, which incorporated human stem cells.

A physician and cell biologist who won a 1972 Nobel Prize for his work describing the structure of antibodies, Edelman is now obsessed with the enigma of human consciousness — except that he does not see it as an enigma.

In their findings, reported in Nature Physics, the researchers describe a method they developed for growing tiny «brains on chips» from human cells that enabled them to track the physical and biological mechanisms underlying the wrinkling process.

The laboratory process, described in the journal Scientific Reports, entails genetically modifying a line of human embryonic stem cells to become fluorescent upon their differentiation to retinal ganglion cells, and then using that cell line for development of new differentiation methods and characterization of the resulting cells.

Coffin described how lab workers there had transplanted human prostate tumor cells into an immune - deficient lab mouse, a common procedure for procuring a colony of cells, or a human cell line, for further study.

He is part of the team that cloned the gene for the human T cell receptor in 1984, which he describes as «the Holy Grail of immunology.»

Writing in the journal PLoS Pathogens, the team led by Professor Sachdev Sidhu, of the Donnelly Centre for Cellular and Biomolecular Research and Department of Molecular Genetics, describe how they turned ubiquitin, a staple protein in every cell, into a drug capable of thwarting MERS in cultured human cells.

As described in the journal Neurology, Drexel University and Boston University recently received funding from the U.S. Department of Defense to create a Gulf War Illness human stem cell repository, to be shared with researchers across the country for a deeper understanding of this disease.

In this study we describe the design and pre-clinical evaluation of a CXCR4 - specific ZFN pair (X4 - ZFNs) that specifically and efficiently disrupts cxcr4, rendering human CD4 + T cells permanently resistant to HIV - 1 strains that require CXCR4 for infection.

His recent published work describes the rescued visual function in animals using retinal pigment epithelial cells derived from human embryonic stem cells and a method for deriving stem cells using a single - cell approach that does not harm embryos.

While updating my database of human clinical trials using expanded human umbilical cord mesenchymal cells I came across a new article (April, 2016) describing a 36 - month safety in subjects given intravenous cells for in a type 2 diabetes study.

Here we describe a method for fabricating a primary human Small Intestine - on - a-Chip (Intestine Chip) containing epithelial cells isolated from healthy regions of intestinal biopsies.

Recent papers published by groups from UC Berkeley and Stanford University have described methods for the genetic manipulation of primary human hematopoietic stem and progenitor cells (HSPCs) that require them to be maintained in vitro for anywhere from 24 hours to more than a week.

The appearances under phase - contrast microscope of human satellite cell cultures during proliferation and differentiation are shown in Figs. 1a and b. Cell cultures were allowed to differentiate for 4 days before cell cultures were exposed to the different insulin concentrations for 4 days as described in research design and methcell cultures during proliferation and differentiation are shown in Figs. 1a and b. Cell cultures were allowed to differentiate for 4 days before cell cultures were exposed to the different insulin concentrations for 4 days as described in research design and methCell cultures were allowed to differentiate for 4 days before cell cultures were exposed to the different insulin concentrations for 4 days as described in research design and methcell cultures were exposed to the different insulin concentrations for 4 days as described in research design and methods.

Human satellite cell cultures were precultured for 4 days at different insulin conditions, and the glucose transport activity was determined under basal and after acute insulin stimulation as described under research design and methods.

Human satellite cell cultures were precultured for 4 days to different insulin concentrations, and the content of intracellular glucose and G6P was determined in the basal and insulin - stimulated state and glycogen was determined in the basal state in cultures as described in research design and methods.

Here we tested whether human NSCs could be reprogrammed into iPS cells utilizing a similar strategy as described above since they represent a more clinically relevant source of cells for basic studies and modeling human disease.

Normal human lung fibroblasts (NHLF) cells grown in 384 - well Optilux plates were treated with candidate compounds and incubated for 18 hours prior to fixation and staining with Hoescht dye and anti-HMOX1 antibody as described in Materials and Methods.

The reprogramming strategy described here revealed a potential transcriptional signature for human iPSCs yet retaining the gene expression of donor cells in human reprogrammed cells free of viral and transgene interference.

Now, a new study from the lab of Faris Farassati (Kansas City Veteran Affairs Medical Center, MO, USA) describes the first mutated version of herpes simplex virus ‐ 1 (HSV ‐ 1) that transcriptionally targets CD133 + cells, a marker for CSCs in many human cancers.

Here, authors from Corning Life Sciences describe dissolvable microcarriers as a scalable solution for large - scale expansion and harvest of functional human mesenchymal stem cells by enabling simplified downstream processing and high - yield cell recovery.

Here we describe the idea, its potential utility, early proofs - of - concept, and some design considerations for the Human Cell Atlas, including a commitment to open data, code, and community.

Year 6 Science Assessments and Tracking Objectives covered: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in aDescribe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in adescribe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in aDescribe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagram

At TechDay, Audi spent time describing the issues and its approaches for constituent elements of different electric drive systems including electric motors and power electronics; battery pack; charging; thermal management; energy recuperation; electromechanical brakes; torque distribution; safety; lightweighting; and the use of a cell phone in the human machine interface (HMI).