Differences In Retention Research Articles

“Jewish History” beyond binary conceptions: Jewish performing musicians in Vienna around 1900

ABSTRACTThe article draws attention to similarity as a new concept in cultural studies. Its novelty consists in the abrogation of binary classifications and concurrent retention of differences. Similarity may serve as an important category of analysis in Jewish Studies in that it focuses on commonalities without neglecting the differences between Jews and non-Jews. This will be demonstrated by its application to a conflict among Viennese Volkssänger, that is, performing musicians who sang Wienerlieder and played short burlesques, in the early twentieth century. The Volkssänger dominated Vienna’s popular entertainment culture throughout the nineteenth century. This situation started to change when the emerging film industry and variety theatres eclipsed the attraction of the Volkssänger for the Viennese population. They, in turn, attempted to preserve their share in the entertainment sector by lobbying the Austrian government to prevent Hungarian ensembles performing in Vienna. When Albert Hirsch, one of the most popular Volkssänger, also known for his anti-Hungarian sentiments, invited an ensemble from Budapest to Vienna, many of his colleagues felt betrayed. They retaliated against Hirsch by rendering his Jewishness an issue. Hirsch reacted by questioning Jewish and non-Jewish boundaries. He did so by relating an experience in which he, as a Jew, had perceived more common ground with Karl Lueger, Vienna’s anti-Semitic mayor, than with other Jewish Volkssänger. Hirsch’s somewhat odd behaviour can be made intelligible by employing similarity as an analytical concept.

Z-DNA-binding proteins in Escherichia coli purification, generation of monoclonal antibodies and gene isolation

Z-DNA affinity adsorbtion of an Escherichia coli lysate in the presence of excess B-DNA results in a 1000-fold enrichment for three proteins with apparent molecular weights, on SDS/polyacrylamide gel electrophoresis, of 50,000, 90,000 and 100,000. When retention of these proteins on resins constructed with Z-DNA (Br-poly(dG-dC) · poly(dG-dC)) was compared with retention on resins constructed with B-DNA or Br- B-DNA, it was found that approximately 100-fold more of the 50,000 M r protein, 1000-fold more of the 90,000 M r protein, and greater than 1000-fold more of the 100,000 M r protein was retained on the Z-DNA resin. No difference inretention on the B-DNA versus brominated B-DNA resin was found, indicating that the increased retention on the Z-DNA resin was not due to bromination of the Z-DNA. This demonstration of Z-DNA-specific binding in vitro makes these proteins candidates for binding to Z-DNA in vivo. In an effort to determine the function of these proteins we have prepared monoclonal antibodies against each protein and isolated its respective gene. Western blot analysis of lysogens carrying these genes confirms their identity and shows that the complete coding region and promoter for each gene has been cloned.

Freezing of protoplasts isolated from cold-hardened and non-hardened winter rye

The freezing tolerances of protoplasts isolated from the epicotyls of darkgrown seedlings of cold-hardened and non-hardened winter rye were examined. When these isolated protoplasts were frozen extracellularly (slow freezing) in the appropriate media, they exhibited freezing sensitivities similar to their tissues of origin. Over 80% of the protoplasts isolated from the hardened epicotyls survived freezing to −15°C whereas only 20% of those isolated from non-hardened tissues survived. The most suitable freezing medium was the saline medium of Y. Meyer and W.O. Abel (Planta, 125 (1975) 1). Sucrose alone was cryoprotective for the protoplasts whereas mannitol was injurious even for hardened protoplasts. The retention of differences in freezing sensitivities between protoplasts isolated from hardened and non-hardened winter rye, and the ease with which large quantities of such protoplasts could be isolated make it an ideal system to study the involvement of membranes in freezing tolerance and injury.

EFFECTIVENESS OF FOUR METHODS OF INCREASING READING RATE, COMPREHENSION, AND FLEXIBILITY

Summary.-199 university freshmen were given instruction in increasing reading efficiency through one of four methods (e.g., tachistoscopic, controlled reader, controlled pacing, paperback scanning). Data indicated that all four methods produced significant (p = .01) gains in rate, the paperback scanning method being significantly superior to the other methods. No significant change appeared in comprehension level. All but thc tachistoscopic method produced gains in flexibility. Much research has been done to determine the effectiveness of tachistoscopic and controlled pacing devices on increasing reading efficiency. Berger (1966) reviewed 125 studies covering four decades and concluded that most of the studies had sufficient weaknesses (e.g., lack of controls) to make one cautious in interpreting the results. Bliesrner ( 1965 ) and Davis ( 1962 ) have also cited major weaknesses in studies dealing wich che effectiveness of various methods of increasing reading efficiency. In contrast, relatively lictle research has been done to determine the effectiveness of scanning paperback books as a method of increasing reading effecciveness. There is also very little research available on flexibility of reading and on retention of gains in reading improvement after completion of a reading improvement program. To add to the problem, the results of the sparse research tend to be conflicting. A study was designed to determine the (1) effectiveness of four methods of increasing reading rate, comprehension, and flexibility, (2) retention of gains after a period following completion of instruction, (3) differences in gains of reading rate, comprehension, and flexibility, (4) retention of differences in gains in rate, comprehension, and flexibility, and (5) whether increase in reading rate through a specific method will result in an increased rate of reading both short and long passages. The four methods used are referred to as tachistoscopic, controlled reader, concrolled pacing, and paperback scanning. Involved were 255 freshmen during the first semester of the 1965-1966 school year at Syracuse University. The experimental group was composed of 179 students in 12 sections of the improvement of learning course (e.g., a 1semester, 2-credit hour, reading-study skills course composed of 12 sections, each 'This paper reports research performed pursuant to a contract with the United States Department of Health, Education, and Welfare, Office of Education, and supported in part by the National Science Foundation under Grant GP-1137. The writer wishes to acknowledge the steady guidance given by Drs. Leonard S. Braam, Margaret J. Early, and David A. Payne, all of Syracuse University.