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Serotonin binding in vitro by releasable proteins from human blood platelets

  • Authors: Heemstra, Valerie Lawrence
  • Date: 1984 , 2013-04-10
  • Subjects: Serotonin , Serotonin -- Metabolism
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:3829 , http://hdl.handle.net/10962/d1007215 , Serotonin , Serotonin -- Metabolism
  • Description: Among the substances released from human blood platelets are serotonin and various proteins. It was hypothesized that one of these proteins binds serotonin and that serotonin might be important to the protein's function or that the protein might be important to serotonin's function. Two platelet-specific proteins, platelet factor 4 (PF4) and ß-thromboglobulin ( ßTG) were found to bind serotonin in vitro. Endogenous PF4 was isolated by serotonin-affinity chromatography and was identified by radioimmunoassay. Purified l¹²⁵ I] -PF4 and native PF4 bound to and eluted from a serotonin-affinity column similarly. Ultrafiltration of the homologous protein, (ßTG, with [¹⁴C]-serotonin demonstrated binding of about 8 moles serotonin per mole tetrameric ßTG with a dissociation con stant of about 4 x 10-8ThesisThesis⁻⁸ M. Equilibrium dialysis of PF4 with radiolabelled serotonin was attempted, but no binding constant values were obtained because serotonin apparently bound to the dialysis membrane. Since EDTA was one of the two agents that eluted PF4 from the serotonin-affinity gel, calcium binding by -PF4 was investigated by equilibrium dialysis. Evidence was obtained for positively cooperative binding of calcium ions by PF4. It is concluded that PF4 and ßTG bind serotonin in vitro, that they may also bind in vivo when platelets undergo release, and that the functions of serotonin, PF4 and ßTG may be mediated in part by serotonin-protein associations. , KMBT_363 , Adobe Acrobat 9.53 Paper Capture Plug-in
  • Full Text:
  • Date Issued: 1984

Sibulela kuThixo Halelu haleluya

Sibulela kuThixo Halelu haleluya

Sikhulule Nkosi

Sikhulule Nkosi

Singiswa Sanctus

Siphum eCancele

Sisondela kwiNkosi yethu siyeza nezipho zethu = We come to the Lord with our gifts

Sisondela kwiNkosi yethu, siyeza nezipho zethu

Sithandazeleni sithandazeleni

Sithandazeleni sithandazeleni

Sithandazeleni sithandazeleni

Sive sive Nkosi siyakubongoza

Siyabonga

Siyakholosa

Siyakholwa

Siyazwana, sinothando thina

  • Authors: Church music workshop participants , Nzima, Benny
  • Date: 1984
  • Subjects: Folk music , Field recordings , Africa, Sub-Saharan , Africa South Africa Soweto sa
  • Language: Sesotho sa Leboa
  • Type: sound recordings , field recordings , sound recording-musical
  • Identifier: http://hdl.handle.net/10962/328439 , vital:61226 , International Library of African Music, Rhodes University, Makhanda, South Africa , Dave Dargie Field Tapes, Rhodes University, Makhanda, South Africa , DDC309a-01
  • Description: Church music workshop performances accomapnied by drums and clapping
  • Full Text: false
  • Date Issued: 1984

Some aspects of the African mission policy of the Presbytery of Adelaide/Port Elizabeth with special reference to the origin and development of the New Brighton Presbyterian Mission Church, 1898-1962

  • Authors: Hunter, Celene Frances Dill
  • Date: 1984
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1228 , http://hdl.handle.net/10962/d1007225
  • Full Text:
  • Date Issued: 1984

Some aspects of the teaching of English as a main language at the secondary level with special reference to the question of 'language'

  • Authors: Crampton, Michael Edward
  • Date: 1984
  • Subjects: English language -- Study and teaching (Secondary)
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
  • Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
  • Full Text:
  • Date Issued: 1984
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