12 research outputs found

    Interview with Linda Harsh, Debbie Ballard, Pam Wagoner, Bonnie Pierce, and Peggy Schroeder

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    Interview with Linda Harsh, Debbie Ballard, Pam Wagoner, Bonnie Pierce, and Peggy Schroeder, a group of 6th grade girls from Hays, KS. 00:00:00 - Introduction 00:00:32 - Assorted jokes 00:05:58 - Elephant jokes 00:08:34 - Assorted jokes 00:12:06 - Knock-knock jokes 00:13:12 - Little Moron jokes 00:14:01 - Knock-knock jokes 00:14:35 - Little Moron jokes 00:15:19 - Assorted jokes and knock-knock jokes 00:22:03 - Superstitions 00:25:53 - Assorted jokes 00:28:18 - Superstitions 00:29:56 - Jump rope rhymes 00:45:22 - More superstitions 00:46:41 - More jump rope rhymes and other games 00:54:04 - Legends and myths 01:01:15 - Tall tales 01:10:39 - Introduction to day two of the interview on May 11, 1965 01:10:50 - Hawaiian superstition 01:11:17 - Jokes 01:19:19 - Song, Casey Jones vocal 01:20:36 - Song, Erie Canal vocal 01:21:30 - Discussion about various songs 01:24:21 - Song, On Top of Spaghetti vocal 01:24:55 - Superstitions and proverbs 01:26:26 - Song, The Thing vocal 01:27:35 - Assorted riddles, jokes, and superstitionshttps://scholars.fhsu.edu/sackett/1092/thumbnail.jp

    Interviews with John Hartman, Walter C. Harsh and Lee Samuels

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    Interviews with John Hartman, Walter C. Harsh and Lee Samuels 00:00:03 - Introduction, John T. Hartman of Pratt, KS 00:00:28 - Folk legend of Skunk Johnson 00:03:01 - A ghostly light in Cherokee County, Kansas 00:06:07 - Introduction, Walter C. Harsh of Lincoln, KS on May 9, 1965 by Donna Harsh 00:06:27 - Biographical information 00:06:48 - Blizzard of 1888 00:07:47 - 1891 move to Enterprise, KS in Dickinson County and a visit from a church elder 00:08:52 - Life in Kansas in the late 19th century 00:11:14 - Story about a man he knew in Stockton, KS 00:12:01 - Prices of common goods in the late 19th century 00:13:00 - First steam threshing machine 00:13:40 - Getting kicked by a colt 00:15:08 - Moving from Illinois to homestead in Trego County, KS in 1878 00:16:33 - Grandfather\u27s move to near Chicago in 1850 and the later Chicago fire 00:17:57 - Grandfather\u27s work on the Erie Canal 00:18:45 - Father\u27s work as an ordained minister 00:19:54 - Games played as a child 00:21:44 - Ice house at Enterprise, KS 00:24:05 - Playing coronet in the community band 00:26:04 - Story about Tipton, KS 00:27:14 - Work on the railroad near Waconda Springs 00:28:49 - Move to Texas in 1911 and a fish story. The story ends before finishing. 00:32:53 - Introduction, Lee Samuels of Stockton, KS on May 9, 1965 by Donna Harsh 00:33:31 - Early life and biographical information 00:36:30 - Hiring harvest hands the the IWW (International Workers of the World) 00:37:37 - Anti-union sentiments and abuse of workers (racist language) 00:40:15 - Medical care in the early 20th century 00:42:43 - Story about why he doesn\u27t like fish 00:43:29 - Mail carriers 00:45:43 - Florida land speculation 00:48:44 - Schooling in the late 19th century at rural schools 00:52:52 - Working in the lumberyard 00:55:47 - Railroad shipping 01:00:14 - Dust Storms of 1933 in WaKeeney KS 01:03:46 - Story of Uncle Bob Samuels who murdered an Indigenous man 01:08:00 - Story about their dog named Bob and a description of their dugout 01:14:42 - Song, Casey Jones spoken word 01:15:50 - Song, Don\u27t Count Your Chickens vocal 01:16:22 - Winter of 1911 01:19:26 - Life events in the 1920s and 1930shttps://scholars.fhsu.edu/sackett/1095/thumbnail.jp

    Identification of glyceraldehyde‐3‐phosphate dehydrogenase as a Ca2+‐dependent fusogen in human neutrophil cytosol

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    The membrane fusion events observed during neutrophil degranulation are important aspects of the immunoregulatory system. In an attempt to understand the regulation of granule‐plasma membrane fusion, we have begun characterizing human neutrophil cytosol for fusion activity, finding that 50% of the fusogenic activity could be attributed to members of the annexin family of proteins. The major non‐annexin fusion activity (25% of the total cytosolic activity) was enriched by ion exchange chromatography after depletion of annexins by Ca2+‐dependent phospholipid affinity chromatography. The fusion activity co‐purified with a 10,14‐kDa dimer identified as leukocyte L1 (which was non‐fusogenic), along with an approximately 36‐kDa protein. This protein was identified as glyceraldehyde‐3‐phosphate dehydrogenase (GAPDH) by amino‐terminal sequencing, and the fusion activity was verified using commercially available GAPDH. GAPDH may play an important role in degranulation because it is as potent as annexin I on a mass basis and may constitute up to 25% of the total cytosolic fusion activity of the neutrophil. J. Leukoc. Biol. 63: 331–336; 1998.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/142089/1/jlb0331.pd

    PLA2 promotes fusion between PMN‐specific granules and complex liposomes

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    Neutrophil stimulation results in the activation of a variety of phospholipases, including phospholipase A2 (PLA2), which releases arachidonic acid from the 2 position of membrane phospholipids, leaving a lysophospholipid. Because arachidonic acid is known to be a potent fusogen in vitro, we examined the effect of metabolism by PLA2 on the fusion of complex liposomes (liposomes prepared with a phospholipid composition similar to that found in neutrophil plasma membrane). We observed that PLA2 augmented the fusion of complex liposomes with each other as well as with specific granules isolated from human neutrophils, lowering the Ca2+ requirement for fusion by three orders of magnitude. Furthermore, although lysophospholipids inhibited fusion, the incorporation of arachidonic acid into liposome membranes overcame the inhibitory effects of the lysophospholipids. Thus with PLA2 and annexins we were able to obtain fusion of complex liposomes at concentations of Ca2+ that are close to physiological. Our data suggest that the activation of PLA2 and the generation of arachidonic acid may be the major fusion‐promoting event mediating neutrophil degranulation.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141645/1/jlb0663.pd

    A Study of the Linguistic Approaches to the Teaching of Reading

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    The problem of this study is to survey the literature of the major reading instructional approaches in the United States as they influence the several linguistic approaches. The purposes of this paper are to summarize the literature in the field of linguistic approaches to reading with the objectives of identifying the principles on which the approaches are based, to present the experimentation and research of outstanding scholars in the field, and to suggest some implications for the classroom teacher. A variety of approaches to the teaching of reading has been used in our country and has influenced the development of the linguistic approaches. Outstanding approaches that have been used are: the alphabet approach, the word approach, the phonic approach, the sentence-story approach, the silent-oral approaches, the basal approach, and the individual approach. The linguistic approaches to the teaching of reading are based on a number of linguistic concepts, such as: the understanding of oral and written language as arbitrary systems of symbols and meanings; the presence of vocal or sub-vocal speech in some degree in the reading process; the realization of the alphabetic nature of our language; and the importance of intonation. There are various linguistic approaches that have been developed around linguistic principles and the study of the history of the language. All the linguistic approaches rely on the science of structural linguistics and would be based on the knowledge scholars in the field have accumulated concerning the structure and manipulation of our language. The main linguistic approaches are the phonemic, augmented alphabet, and intonation. There has been a great deal of research with the phonemic and augmented alphabet approaches as they both are organized with available classroom teaching material. The research with these approaches indicates that there are possibilities of significant contributions from studies of linguistics and reading. Some of the implications for classroom teachers related to linguistics approaches to the teaching of reading are: the value of an accurate knowledge of the structure of the language; the realization of the reinforcement possibilities in working with the language arts as closely interrelated skills; a knowledge of the importance of sentence patterns and manipulation of sentences; the importance of inner speech in all reading; and the creative and flexible ways in which linguistic approaches may be used
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