ucla's

Lens-free microscope can detect cancer at cellular level

UCLA researchers have developed a lens-free microscope that can be used to detect the presence of cancer or other cell-level abnormalities with the same accuracy as larger and more expensive optical microscopes.

The invention could lead to less expensive and more portable technology for performing common examinations of tissue, blood and other biomedical specimens. It may prove especially useful in remote areas and in cases where large numbers of samples need to be examined quickly.

The microscope is the latest in a series of computational imaging and diagnostic devices developed in the lab of Aydogan Ozcan, the Chancellor’s Professor of Electrical Engineering and Bioengineering at the UCLA Henry Samueli School of Engineering and Applied Science and a Howard Hughes Medical Institute professor. Ozcan’s lab has previously developed custom-designed smartphone attachments and apps that enable quick analysis of food samples for allergens, water samples for heavy metals and bacteria, cell counts in blood samples, and the use of Google Glass to process the results of medical diagnostic tests.

The latest invention is the first lens-free microscope that can be used for high-throughput 3-D tissue imaging — an important need in the study of disease.

"This is a milestone in the work we’ve been doing," said Ozcan, who also is the associate director of UCLA’s California NanoSystems Institute. "This is the first time tissue samples have been imaged in 3D using a lens-free on-chip microscope."

The research is the cover article in Science Translational Medicine, which is published by the American Association for the Advancement of Science.

Continue Reading.

The end of a phone conversation between me and a friend who’s about to graduate from USC.

"I’m going to go. I’m going to just veg out."

"Me, too. I’m going to watch TV and not learn anything. Maybe tomorrow I’ll just not learn anything and end the day knowing as much as I did when I woke up."

"Maybe even less."

"Yeah, maybe even less!"

Few disputes fought by student governments have ever been as acrimonious as those raging intermittently across this state over whether to push University of California regents and the trustees of other universities to join an international campaign against Israel. This movement seeks to boycott Israeli companies and academics, demands divestment from companies doing business there and calls for trade sanctions.

Directly involved are only the small minority of students who vote in school elections. But the student officers they select purport to represent all students, even those unaware of what they’re up to.

Leading the campus boycott movement, known as BDS (boycott, divest and sanction), is an outfit called Students for Justice in Palestine, whose membership includes many foreign students. These folks keep maligning the Jewish state even while the rights of Palestinian citizens of Israel are affirmed. They ignore obvious human rights violations by countries such as China, Syria and Iran and those of the murderous, head-chopping Islamic State in Syria and the Levant (often called ISIL or ISIS).

Now they’ve gotten Local 2865 of the United Auto Workers — the union representing 13,000-plus graduate student teaching assistants in the UC system — not only to adopt BDS as its policy but also to advocate that members “teach … the struggle of the Palestinian people.” The union’s early December vote was 1,411 for BDS and 749 against, with only about 15 percent of the teaching assistants voting.

Both the UAW local and the Palestinian student group claim they’re not anti-Semitic, only anti-Israel, yet the original promoters of the BDS movement include officially-designated terrorist organizations like Hamas, some with charters that call not only for destroying Israel, but also for killing Jews everywhere. So this is a bogus distinction.

Following rancorous meetings, UC student governments at UCLA, Irvine, Berkeley, Riverside, San Diego and Santa Cruz have voted, like the union, to ask that university regents join the BDS movement. Regents show no signs of complying.

The union stance also raises key questions about academic integrity: Will UC officials do anything if and when teaching assistants inevitably bring anti-Israel and anti-Semitic rhetoric to their classrooms?

Previously, UC administrators circulated a memo forbidding this. But it’s uncertain what they might do if and when it happens. This is the same UC that did nothing two years ago when camouflage-clad Arab students at Berkeley used mockups of automatic rifles to stop and harass any students they could identify as Jewish — and no one else. An action singling out Jews like that, of course, is the very definition of anti-Semitism.

The hatred behind the UAW local’s action was never more open than at one Berkeley session shortly before the union vote. Lisa Kawani, executive director of the San Francisco-based Arab Resource and Organizing Center, speaking for the union’s BDS Caucus, responded to a Latina graduate student’s statement that she is Jewish, supports Israel and felt “a strong sense of hatred” in the meeting by saying, “As long as you choose to be on that side, I’m going to continue to hate you.”

Added Kawani, —… liberal democracy loves to make it seem like everyone has a right to speak. … I don’t think this form of liberal democracy has a place in terms of real struggle.” So much for free speech.

In short, don’t bother us with any facts, we’re going to keep hating.

"Make no mistake," responded Tammi Rossman-Benjamin, a UC Santa Cruz lecturer and co-founder of an anti-boycott organization, "calling for the elimination of the world’s only Jewish state is anti-Semitic. Not only do the United States and Canada officially consider denying Jews the right to self-determination a prime example of anti-Semitism, but the vast majority of Jews … see BDS as deeply anti-Semitic…"

Besides that, she contends, the contentious, emotional battles over BDS resolutions at UC campuses and others, including Stanford University, “have created a hostile environment for many Jewish students.

"The BDS campaigns are a front for a larger coordinated effort to demonize, delegitimize and ultimately destroy Jews and the Jewish state."

There is no way university administrators in California can resolve the generations-old Arab-Israel conflict, but they must keep their campuses civil, keep academic instruction free from prejudice and prevent the rise of racist, poisonous anti-Semitism on their campuses. Will they?

I can’t believe how fast time has flown. Here I am, on the other side of the world, relaxing as an official graduate of UCLA. I guess it all hasn’t hit me yet, but I do feel strangely empty. Regardless, I am DONE, and it feels good. <3

I can’t even describe how I’ve been feeling lately all I know is that I’m sick and tired of being around the same lame people.
I feel like my life is at a state of limbo where nothing new is going on and everything’s the same boring routine
I’m bored all the time even though I actually go out a lot with friends??? idek how to explain it I feel like if I was in a completely new surrounding I would feel happier. that’s why I wanted to apply to ucla bc I always wanted to go there and I like the area and the idea of just started fresh
basically idk what’s wrong with me I’m just happy and unhappy at the same time?

please read the actual cutest thing i found on yak

so we begin with the top yak at my school… 

image

but WAIT… two yaks down… 

image

so NATURALLY everyone was quick to get their attention.. 

image

AND THEN 

image

AND FUCKING THEN 

image

and we were left with one final update.. 

image

conclusion: love will find a way… 

5

Calm Bottle (aka Glitter Jar, aka Mind Jar)

Supplies

  • Container: This is typically made with a glass mason jar, but since I often make these with children I use water bottles with smooth sides.
  • One bottle of clear glue (not white glue that dries clear), or glitter glue: I like using regular glue so I don’t have to deal with the hot water since I make these in my office. Glue/glitter glue works best, but you could also use corn syrup if that’s all you have (You have to pour it directly in the water without letting it touch the sides of the bottle or the glitter will stick to it).
  • Water: It can be room temperature if you use regular glue but should be hot if glitter glue is used. If the water is not hot enough then the glitter will become clumpy and separate.
  • Glitter: I use mostly super fine glitter with a little regular sized. I sometimes add sequins, beads, shells, plastic jewels, etc. Glow in the dark glitter looks really cool if you can find it. Less (or even none) is needed if glitter glue was used.
  • Food coloring: This is optional. Only use one drop or it becomes difficult to see the glitter.
  • Strong glue or duct tape: This is used to fasten the lid to the container. I like using colored duct tape.

Directions

  • Making a Calm Bottle (clear glue): Fill the bottle 3/4 of the way full with water. Then add the glue (and shake) and glitter (and shake). I use a funnel for the glitter. The more glue you use, the longer it will take the glitter to settle. I usually use the whole bottle. Add 1 drop of food coloring, if desired, and then glue/tape the lid on.
  • Making a Calm Bottle (glitter glue): Instead of clear glue you can use glitter glue. If you go this rout then mix the glitter glue in a bowl with very hot water (I boil the water) before adding it to the bottle. If the water is not hot enough then the glue will clump up and not work. You can add 1 drop of food color and additional glitter is desired.
  • Using a Calm Bottle: This is a sensory activity that I primarily use with clients who have temper tantrums. If child becomes emotionally dysregulated at an inappropriate time they shake the bottle vigorously and then set it down and watch the glitter fall while taking deep breaths (how to teach deep breathing to children can be found here) and sitting with their anger (Ahn’s Anger is a good book for teaching this).  This is also useful as a timer that can be applied to a variety of issues (ex. homework breaks).
  • Important Note: I have noticed many people using these for anxiety and panic attacks (without the guidance of a therapist) and I wanted to emphasize that while this could be useful in certain specific situations, it should not be used to avoid dealing with underlying issues.  This exercise will do nothing to get to the root cause or prevent it from happening in the future (and has the potential to make things worse).  Fear must be confronted, rather than avoided, for lasting change to take place.