Honey Man : My Little Lovin\u27 Honey Man

https://digitalcommons.library.umaine.edu/mmb-vp/4132/thumbnail.jp

When Broadway Was A Pasture

https://digitalcommons.library.umaine.edu/mmb-vp/2661/thumbnail.jp

Summer Days (Those Good Old Summer Days)

https://digitalcommons.library.umaine.edu/mmb-vp/6191/thumbnail.jp

Billy, Billy, Bounce Your Baby Doll

https://digitalcommons.library.umaine.edu/mmb-vp/4336/thumbnail.jp

I\u27ve Only One Idea About The Girls : And That\u27s To Love \u27Em

https://digitalcommons.library.umaine.edu/mmb-vp/5299/thumbnail.jp

Conditions that Stabilize Membrane Domains Also Antagonize n-Alcohol Anesthesia

Diverse molecules induce general anesthesia with potency strongly correlated with both their hydrophobicity and their effects on certain ion channels. We recently observed that several n -alcohol anesthetics inhibit heterogeneity in plasma-membrane-derived vesicles by lowering the critical temperature (Tc) for phase separation. Here, we exploit conditions that stabilize membrane heterogeneity to further test the correlation between the anesthetic potency of n -alcohols and effects on Tc. First, we show that hexadecanol acts oppositely to n -alcohol anesthetics on membrane mixing and antagonizes ethanol-induced anesthesia in a tadpole behavioral assay. Second, we show that two previously described “intoxication reversers” raise Tc and counter ethanol’s effects in vesicles, mimicking the findings of previous electrophysiological and behavioral measurements. Third, we find that elevated hydrostatic pressure, long known to reverse anesthesia, also raises Tc in vesicles with a magnitude that counters the effect of butanol at relevant concentrations and pressures. Taken together, these results demonstrate that ΔTc predicts anesthetic potency for n-alcohols better than hydrophobicity in a range of contexts, supporting a mechanistic role for membrane heterogeneity in general anesthesia

I just met the fellow who married the girl that I was going to get!

Gift of Dr. Mary Jane Esplen.Piano vocal [instrumentation]I'm as happy as I can be [first line]I just met the fellow that married the girl [first line of chorus]E flat [key]Allegretto [tempo]Popular song [form/genre]Two men on street with policeman behind them (photograph) [illustration]Publisher's advertisement on inside front and back cover [note

Business education and the development of feedback skills: The impact of student peer review assignments.

Business education not only strives to bridge the gap between related theories and applications but also seeks to develop student’s employability skills. Employability skills are generic skill sets of employees and potential employees that employers across industries value. Leadership, communications, and relationship building are examples of skills that employers have reported as valuable employability skills. Feedback receiving and giving are communications skills important for employment and professional development. The purpose of this paper is to explore the pedagogical device of peer reviews in business classes to develop students’ feedback receiving and feedback giving skills. Using the theoretical learning theory, connectivisim, we propose that course-related peer-review assignments due to their collaborative nature improve feedback skills. From the literature, we developed a conceptual model related to collaborative coursework such as peer review assignments in business courses. We also present some best practices for leveraging course-specific peer-review assignments to enhance students’ feedback skills

You Made Me Love You : I Did\u27nt Want To Do It

https://digitalcommons.library.umaine.edu/mmb-vp/2797/thumbnail.jp