A study of antenna and radio frequency tracking system Final summary report, 1 Feb. 1963 - 30 Nov. 1965

Phase stability of very low frequency radio signal propagation, electronically scanned tracking antenna array, and inverted rf tracking syste

Action of [Beta]-amylase on branched oligosaccharides

Homologous panose coupled branched oligosaccharides have been prepared by the action of macerans amylase on alpha-dextrin and panose. The isomeric fractions B5, B6, and B 7 were separated by the multiple ascent technique of paper chromatography;Isomaltose has been separated from the products of acid hydrolyzed dextran by carbon chromatography. Isomaltose coupled products were prepared by the use of the macerans amylase coupling reaction. The oligosaccharide fractions were separated by multiple ascent paper chromatography into B 4, B5, and B6 groups;The action of beta-amylase on the panose coupled oligosaccharides has been studied. Fractions of the B5 and B6 groups were resistant to the action of beta-amylase. By the use of R-enzyme, it was concluded that the resistant B5 was 0-0-(0-0)-0-, and the resistant B6 was 0-0-(0-0-0)-0-. There might have been a small amount of a resistant B7 with the probable structure 0-0-0-(0-0-0)-0-. A measure of the rate of beta-amylase action on the various fractions has been made. The rate of enzyme action decreased considerably as the branch point (alpha-1,6 linkage) was approached;The action of beta-amylase on the isomaltose coupled oligosaccharides has been studied. Fractions of the B4, B5, and B 6 groups were resistant to the action of the enzyme. The resistant B 4 consisted mainly of 0-0-(0-0)-, but could conceivably have contained 0-0-0-(0)-. The resistant B5 contained both 0-0-(0-0-0)- and 0-0-0-(0-0)-. The resistant B6 consisted of 0-0-0-(0-0-0)-. One chain had an effect on the other as far as the action of the enzyme was concerned. The presence of a single glucose unit on the opposite chain was enough to make a resistant bond out of one which was formerly non-resistant. The rate of beta-amylase action on these fractions was also studied. Again the rate diminished as the branch point was approached;B7 from the salivary amylase hydrolysis of amylopectin was separated by paper chromatography. This preparation consisted of a single oligosaccharide of known structure, 0-0-(0-0-0)-0-0-. Salivary amylase was capable of slowly hydrolyzing this B7 to a B5 and maltose, but the B7 was apparently completely resistant to the action of beta-amylase;The rate of beta-amylase on sweet corn glycogen and maltoheptaose was studied. Two distinct phases of hydrolysis were evident for both of these substrates. The slow phase of each was comparable in rate to that of beta-amylase on B5 from panose and B4 from isomaltose. Evidence was presented which indicated the impracticality of attaining an absolute limit dextrin from a high molecular weight natural molecule such as glycogen or amylopectin

Defining the Lifeblood: The Search for a Sensible Ministerial Exception Test

Over the past 40 years, the circuit courts have acknowledged a ministerial exception to Title VII and other anti-discrimination laws that gives churches the freedom to determine who serves in ministerial roles as a voice of a church’s faith. In January of 2012, the Supreme Court officially adopted the exception into its jurisprudence. The opinion, however, left many questions unanswered. Mainly, the decision failed to give any guidance to lower courts regarding who is and who is not a minister. This article traces the history of the ministerial exception and the church autonomy doctrine back to the Religion Clauses in which they are grounded to discover the most effective and appropriate manner to determine what defines a “minister.

Just Pin It: Understanding the Dynamics of Pinterest Use, Motivation, Self-Efficacy, and Health Behaviors

Image-based social media platforms, such as Pinterest, have revolutionized how individuals seek, share, and interpret health information. Previous research suggests a link between consuming social media content and intentions to engage in health behaviors; however, it is unclear if individuals who actively seek health-related information on social media engage in healthier behaviors. This mixed-methods study explored the relationships among Pinterest use, motivations, self-efficacy, and health behaviors. Women participants (n = 227) completed surveys that included sociodemographic characteristics, motivation, self-efficacy, Pinterest use, and diet and exercise behaviors. Independent samples t-tests assessed differences in exercise behaviors, and multivariate analyses of variance determined differences in dietary behaviors. Open-ended short answers were coded using thematic analysis. There were no differences in dietary (p= .18) or exercise behaviors (p = .23) between Pinterest users and non-users. Curating health-related content was related to higher diet self-efficacy (r = .25), though there were no differences in dietary (p = .06) or exercise (p = .51) behaviors between Pinterest users with health-related boards and those without health-related boards. Four themes emerged from the qualitative data: (1) Motivation to change; (2) Construction of a health toolkit; (3) The best of intentions; and (4) Looking to the future. Findings suggest that health-related content is pinned to inspire health behavior change; however, just engaging with the content on Pinterest is different than applying the information to the point of behavior change

Creating Elementary-Aged Agents of Change: The Impact of Civil Rights-Themed Literature

This chapter focused on the notion of implementing Civil Rights-themed literature with elementary-aged students through interactive read alouds. With traditional pre-packaged scripted curriculum programs, teachers are challenged with implementing additional literature and utilizing resources to promote an expansive variety of learning experiences. Sample texts and interactive activities were addressed and provided for teachers to use as an initial starting point for introducing Civil Rights-themed literature in their classrooms. Lastly, implications for teacher professional development were addressed in an effort to provide teachers and teacher candidates with a space to explore a variety of authentic multicultural children’s literature

Iowa Produced Amino Acid Fertilizers May Have Biostimulant Effect

Iowa State researchers are helping an Iowa company, Ajinomoto Heartland Lysine, LLC, study the effects of amino acid containing fertilizer on turfgrass growth and stress tolerance. The fertilizer, marketed as AJIFOL GreenNcrease, was found to increase shoot density of creeping bentgrass in an initial study conducted in late summer 2008. Several amino acid containing fertilizers were compared with urea and an untreated control as foliar applied nutrients to Penncross creeping bentgrass maintained at both green height (0.16 in.) and fairway height (0.40 in.)

Moving from Self to System: A Framework for Social Justice Centered on Issues and Action

In this article, authors propose a framework for social justice in preservice teacher education that differs from traditional approaches to diversity related courses. Rather than a sole focus on the ‘isms’, such as racism or classism, five distinct yet simultaneously occurring components are offered for the paradigm. First, this approach to social justice must continuously examine students’ autobiographical experiences. Learners interpret new information through their personal, socially constructed lenses, and it is thus crucial to help them identify and unpack their complex experiences. Second, we call for an organization by topics of concern for dismantling inequity, such as understanding systemic injustices within schools and outside of schools; the social construction of identity; and examining both how and what we teach. Third, we incorporate the critical analysis of media in order to better understand the ways issues are constructed and upheld in the dominant hegemonic culture. Fourth, our model encourages students to conceptualize social justice not only in pedagogical ways, but also as it relates to the content so as to address students’ struggles in connecting social justice to their discipline or grade level. Finally, this method includes the creation and implementation of social action projects. Too often we teach students ‘about’—about theories, about people, about schools without involving our students in the act of social justice.  For each component, we provide a description and justification as well as tangible examples of its implementation from our own practice.  We include further considerations for using the paradigm in discipline-specific ways and end with a call to action for continuing social justice education.