3,763 research outputs found
Wellesly Sh. W. to Mr. James Meredith (2 October 1962)
No full textSigned by Wellesly Sh. W.https://egrove.olemiss.edu/mercorr_pro/1531/thumbnail.jp
Interview with Sue and Luke
No full textSiblings Sue and Luke were born in Bryson City, NC, and grew up living in this small town in Swain County. They reminisce about their childhood, literacy, education, and how life has changed in the past few decades. They also discuss the role of storytelling in their family and how the roles of women have changed within their lifetime.Sue and Luke (S. and L.) 1
Interviewer: Kellie Smith (K.S.)
Interviewees: Sue and Luke (S. and L.)
Date: August 27, 2018
Length: 57:51
Location: Bryson City, NC
Summary (approx. 100 words): Siblings Sue and Luke were born in Bryson City, NC, and grew up living in this small town in Swain County. They reminisce about their childhood, literacy, education, and how life has changed in the past few decades. They also discuss the role of storytelling in their family and how the roles of women have changed within their lifetime.
START OF INTERVIEW
Kellie Smith: Thank you for joining me today. It is August 27, 2018 in Western North Carolina, and I’m glad to be here with you two. Would you please each introduce yourselves? So what is your name?
Sue (S): My name is Elizabeth Sue H. I’m 74; I was born in Swain County. My brother can probably remember exactly where I was born better than I, but—
Luke (L): Emer Field
S: Emer Field. I live now in MacDowell County, and I am retired.
KS: All right. And would you tell me your name and your relation to Sue?
L: Luke D. H. I was born December 24 1939; I’m 78. I live in Raleigh, North Carolina part of the time, Swain County part of the time. I still, I’m a lawyer and an innkeeper.
KS: All right, moving right along. So Sue, can you tell me what your family was like growing up? Like where you lived and how many siblings you had?
S: We had, I had eight siblings. I’m the last child. Our mother Florence Alice Louisa Isabelle Medlin gave birth to nine; only seven lived…
L: To adulthood.
S: To adulthood. One little sister, I understand, was nine months old when she passed, and one was four. Our family was typical, I guess, of this part of the country. My two older brothers were 20 and 18 years older than me, so it was almost like two different families. By the time I came along, my two older brothers had gone into the military and were fighting in WWII. We were, I suppose you would say a farming family, country folk. Our mother stayed home, took care of us, always had a big garden, that sort of thing, as people in this part of the country did. Our dad worked away a lot. We were a close family. My sister was 11 years older than me, and she took care of me a great deal, and that caused she and I to become very very close—almost like a mother/daughter as opposed to a sister’s relationship. Anything more that I need to say? Sue and Luke (S. and L.) 2
KS: Oh, that’s lovely. And I’d like to hear from your perspective, Luke, on what your family was like growing up. Maybe anything more on your siblings, or what your parents did and how they were involved with the community?
L: As my sister mentioned, there were nine of us, I’m next to—I’m the eighth of nine. My brothers were away in the military, but we were a farm family, and as a child I had to learn to plow mules, and clean stalls, and milk cows, and plant taters, and sow corn, we learned that. I was not aware that we were poor until I got grown, ’cause everyone around us was the same way. We noticed there were a few people in town that had more, but we raised almost everything we consumed. Our father never had a car; we had to walk or ride a mule or a horse, or take a wagon or a sled to travel. We lived four miles out from town. I would come with my father a lot of times and have two horses or mules, have [them shod], and we learned to plow and that sort of thing. We raised potatoes and beans and corn and beets and carrots, and we had apple trees. We knew how to find trees in the woods that had nuts on them, and sometimes we’d have nuts. My sister and I grew up, at the time, we had two books—we only had two books—the King James Version of the Bible and Shakespeare. That, I think, caused us to become addicted to reading, and there will be more about that later, but I will never forget some of the good things that happened. Our mom had an eighth grade education, but she knew Latin, she played the organ, she probably knew 500 poems from memory—Mom loved poetry, so we learned to love poetry—and I said our father was away lots working, he was a manual laborer. Our father died when I was 11 and Sue was five or six—
S: Seven.
L: —seven. Mom got a call from the people at the Hotel and she and an African-American lady ran the kitchen here in the ’40s, ’50s and ’60s.
KS: All right.
S: As far as involvement in the community, the church was—
L: Yes.
S: —very, very important in our lives.
L: It was walking distance, and we—they had service on Wednesday night; we were always there. They had Sunday School and services on Sunday night; we were always there.
S: Our, a couple of our uncles were Baptist preachers, and often preached in the churches we attended.
KS: All right. So, we’ve talked a lot about your childhood and what life was like living around this area and with your family, so Sue, could you tell me about one of your fondest childhood memories? Sue and Luke (S. and L.) 3
S: I’ve tried to think on this, Kellie, and as we have both stated, our dad worked away a lot. He was a tall, lanky fellow with very—
L: 6’2”, 175 [lbs.]
S: —very big hands, is what I remember about him. He came home one time from one of those jobs near about Christmas time, and he brought and showed to us a huge candy cane—
S & L: —peppermint—
S: —peppermint-striped candy cane. Of course, as a five, six year old it was huge. It may not have been quite that big [laughter], but to me it looked like a log. He laid it on the top of the ice box—
L: Which stood on the porch.
S: —that was on the back porch, and I don’t recall there ever being any real conversation about “Don’t you children go get that yourselves,” we just knew that Daddy would give us some of the candy as he deemed we should have it. So he would go to that peppermint stick and take his hammer and break off pieces of that candy and give it to us, and it seemed that it lasted forever—
L: (in agreement) A long time.
S: —but that was one of my favorite things that I remember. Being so little, looking up at the top of that icebox, and Daddy even taller than it, as he would break that piece of candy off [L chuckles] and hand it to me. A piece of candy big enough for me to lick on all day long [chuckles].
KS: Oh that’s so sweet! Was that a similar, like, do you (to L) remember that as well?
L: I do remember that, but I read the questions ahead of time, and what I was going to tell you I remember from childhood—said we had two books in the house, so we read Shakespeare and the King James Version. One of my classmates at school told me there was a library in town where you could check out books; I’d never heard of that. So I asked my mom about it, and she said “Well first, you have to read all of Shakespeare, and all the King James Version. When you have finished reading it, cover to cover, reading those two books, I will take you to the library.” So I started—it took me over a year to read all the King James Version of the Bible and all of Shakespeare. I read all 154 sonnets, I read all 37 plays, and I read all the way—everything from Genesis to Exodus—and then I told Mom I had finished. She said “Well, let me ask you some questions.” She asked me questions; I answered. She then took me to the library, and I thought—You can check books out and take them home? It was like a kid in a candy store, after the last story Aunt Sue [his sister S’s nickname] told. The library [Marianna Sue and Luke (S. and L.) 4
Black Library in Bryson City]—I later did some research—they had about 4500 books at the time. It was over at the police station in the community building.
S: And that was started by Mrs. Black, is that right?
L: Lawyer Black’s wife, Mrs. Marianna Black, started the library with her own books from home. She tol[d]—
S: Carried them in a suitcase. [laughs]
L: She asked her husband if he would talk to the judge and let her use the graduate room ’cause it was used only a couple of weeks a year.
Pardon me just a minute. [quietly on the phone] I’ll have to get back to you [inaudible].
So the judge agreed to let her start a linen library in the graduate room, and she took one suitcase full of books and started, and then later a second bookcase full of books, and when I was a lad, the library had about 4500 books—it had moved to the community building—and my ambition was to read every book of that library. Now, I made a good run on it. I will tell you another story later when we get into some things about my brother Herb. Our father died when I was 11 and Aunt Sue was younger, and I’ll wait to respond ’til we get to something else on that story, please.
KS: All right. So Sue, how different do you think that your life is today from what you observed, like that your mother’s life was like when you were a child, just being women in different eras?
S: Oh I have had many more opportunities for many things: travel and as Luke said opportunity to have books and music and all of that sort of thing differently than Mom did. However, a great deal of the differences in our lives was she worked much harder than I’ve ever chosen to work. She’d done it of necessity to care for a house full of children and she did it with expertise,
L: And joy.
S: Yes, and she was a no-nonsense kind of mom. She expected you to listen to what she told you to do and do it, and do it well. I guess some of the differences beyond that was that after Daddy passed, she had to be both the provider of her family and the caregiver of her family. I haven’t had to walk that road, and that was a difficult road; however, she did it with her head held high and in some of my writings I say she took the bull by the horns and did whatever was necessary to do. She didn’t have opportunities for much beyond hard work and care for her family, but she didn’t find that to be anything that she didn’t choose to do. There were many people who would say that she could—when our dad passed as I understand there was no public assistance at that particular time for our mom; however, Mom would not have taken it had there been. She said she could figure out a way to work hard and take care of her family— Sue and Luke (S. and L.) 5
L: Later, later someone came and told Mom that there were welfare benefits. She asked questions. She said “Thank you very much, but give it to somebody who needs it.” [Sue laughs] And we didn’t. I wanted to add a quick story that sort of fits in with what you said.
In the fall of 1945, I was about six, and when school started, one of the first things that happened, the first grade teacher asked one day in class, says “How many of you can name the president of the United States?” Only one hand went up: mine. My folks were not well educated, our folks were not cultured or sophisticated by today’s standards, but we had a radio, and Dad had listened to the news, and Mom and I listened [too], we listened to news…so one hand went up, and she said “Who’s the president?” I said “What is Harriet Truman?” Not but a few months ago it was FDR. FDR had died in April of 1945. This would have been in August or September of 1945. I was the only one who knew who the president—in the class, that raised their hand, and I knew the current president was Harriet Truman, I knew the last one had been FDR.
That had an effect on me because later that year, the teacher came to me—I was sickly a lot, the doctors told Mom that little Luke would probably not probably not be able to live to adulthood, so every day is a challenge, and I’m still here—and the teacher came to me one day, said “Son, I want you to go to the office.” I went to the office, I was sickly a lot, and the principal told me, said “Son, I want you to go home and come back next year.” So I’d done a few weeks when I was like 6, but I was sickly a lot; so I went home, I waited ’til next year.
So in the fall of ’46, I went back to school and somehow or that thing about the question about the president came up, and the first grade teacher came to me and said “Son, you need to go down the hall and go in”—they had at the time, now I don’t know what terminology they use now, but they had regular first and high first [grades]. I was in a room with first graders and the teacher says “Come with me son, I want to take you to another classroom.” She took me down the hall to high first, and I don’t know what difference that made, but she had remembered the story about the president. So that made a difference—I thought maybe I had said something right or done something right, so the other things, and I won’t tell all of it now, Kellie, but I ended up—I’ve got a story from ninth grade that I’d like to tell that affected my life and what I do, what I have done to become a lawyer. I’ll tell that at the appropriate time.
KS: Okay. You’re welcome to tell it now if you want to.
L: [inaudible] Our brothers were all Navy men in WWII and Korea and so on. There was another person from Swain County, Mr. Thad Dehart, had been in the Navy, and he was on ferloin with New York City and apparently met a young woman who was a model. They became friends, started going out, and he brought her back to Swain County. They got married, and she taught school for many years. Her name was Rhea Dehart. In the 9th grade. Mrs. Dehart was a civics teacher, and she went around to each desk; she came to my desk and she said “Son, where are you going to go to college?” I said, “Oh Mrs. Dehart, I can’t go to college.” That wasn’t even on the horizon; so, she went Sue and Luke (S. and L.) 6
on. Next day she came back, asked the same question. After about four or five days of it, I thought I’d better get with the program if I’m gonna pass this course. So, a few weeks into the year, she required us all to write a paper: we had to say where we [were] going to go to college, what we’d study, and what we would do afterwards. So I wrote a paper when I was—whatever age you are, fourteen or fifteen in the 9th grade—Mom was working here [at the Calhoun House] at the time, so I wrote this paper that said I would go to college, I’d study history and political science. I would work real ha—when I got out, I’d work real hard and retire at 35 [years old] and own a small hotel. Now, I didn’t make it to 35, but what’s a few years with friends? But Mrs. Dehart influenced my life. Our brother Herb had been in the Navy had a job [inaudible]. He had gone to Western [now Western Carolina University] on the GI Bill, and won a full scholarship to NYU law. He came to the house in 1951; he said “Son, I want you to read this book.” This is the book [picks up book off the table], that’s the book he gave me in 1951, Robert’s Rules of Order. He says “When I come back, I want to ask you a question about it.” So I read the book one or two or three times, and I started at 11 [years old] learning the rules of order from edicts. And now of course we’ve got [a] different, different one, but that had an influence on me. Herb got through law school. He won a full scholarship to NYU. I wanted to go to college and law school, but I had no money. But I could kick a football, so the coach at Western needed a punter, I needed tuition, and I went to Western on a football scholarship, and then law school and so on.
S: How—
L: But Mrs. Dehart influenced my decision to go to college.
S: Let me inject something right here. And I wish you could find that picture—he was ninth in the nation, in small colleges, as a punter—
KS: Wow.
S: —[inaudible] at Western. He was president of [the] student body, probably the first junior that had ever been—
L: Two, two years.
S: —He was a, he was president of the student body as a junior and a senior. And to my knowledge, nobody had ever been—
L: Yes, yes.
S: A junior, some had—
L: Yes, one fellow, one person in 1940, I checked it out—
S: Okay. Sue and Luke (S. and L.) 7
L: —He became a lawyer, I knew him in Raleigh [NC], a dear friend, but only two of us. But that, that made a difference because I saw—we, we were poor. We didn’t know proper English. We almost never heard the word “haven’t.” We said “ain’t.” [S laughs] Our, our people didn’t pronounces words the way they are pronounced now.
S: But you know what I learned? In thinking about pronunciation of words in our household as opposed to others—much of the language that we heard was the Old King’s English—
L: Of course, Shakespeare used it, it’s used in the King James Version of the Bible—
S: Yes, it was Shakespearean English that we learned—
L: There was a reason—I think Mom had a copy of Shakespeare and the King James Version, and we read them a lot. You know, they were written about the same time? Shakespeare was right in about the time of King James [SH—Mmh hmm] was putting the Bible together with his scholars, and their concepts and things that are interchangeable. Later, when I was in, was introduced to the library and I had an ambition to read every book there, and I’ve continued—we are readers in our family—most of us [inaudible] readers—
S: She [KS] knows that.
KS: [laughs] Oh, yes you are.
L: That, that made a difference, and looking back on it, it wasn’t so bad to be poor then [S laughs]. It’s a different world today. But we had, Kellie, the farm was four miles from here [downtown Bryson City]. Mom walked twice a day four miles to come to work here. If we got groceries, we had to walk here and get groceries, and carry them home.
S: That was one thing that is different in my life than my mom’s life, going back to that earlier conversation, is the fact that you know, I drive almost two hours to come over here from my house in Marion, blah blah blah, and think nothing about it. Mom came down here, walked those four miles, came down, did breakfast, worked until about two o’clock in the afternoon. Came back home, did you know, walked the four miles back, did the things that she needed to do to care for her family and the house. Walked back down here then to do the evening meal for the people who ate at the Calhoun—
L: And didn’t, didn’t complain.
S: And walked back home then.
L: We learned three things in our family, and again, our folks were not well-educated or sophisticated, but three things we learned. Number one: you’re to be honest. Nothing justifies being dishonest. Number two: you’re to learn to work, and enjoy it, get joy from it. And three: you don’t whine. [S and KS laugh] Sue and Luke (S. and L.) 8
S: That’s one of our biggest—
L: Mom said “We do not have whiners in this family.” [S laughs]
KS: That sounds like your mother, from what I’ve heard. [S and KS laugh]
L: She was 5’2”, about 105 lbs., but she had a laaarge personality. [S and KS laugh]
S: I think she was even smaller than that, as I think about her standing back there at that sink, but [laughs]
L: Well, 5’1” or 2”, [KS laughs] but she was a strong personality.
S: He talked about the fact that we weren’t sophisticated, and we didn’t know a lot of the correct English, but something that didn’t happen in our house, where language was concerned: we did not use profanity. That was not something that—
L: It just wasn’t acceptable, we didn’t do it.
S: happened there, and you didn’t question
L: authority.
S: Whether it was time to go to church or whether there was a statement given to you that “you are to do this” and so it doesn’t matter if you wanted to finish reading that book—we didn’t have a TV in our home. I was in the eighth grade when Mom finally got a TV, and so you know, we often would want to finish reading our book, but the dishes have to be washed, the clothes have to be hung out, that—and you didn’t question that. This is what life is. You just do it.
L: And a lot of times before—after Dad died, before school—I’d have to go milk the cows. And feed the pigs—we’d raise cows, we had pigs, we had goats at one time. You had to do those things, because they had to be done. And the animals won’t wait.
We didn’t get running water in the house ’til I was, I think, a junior in high school—I tell that story and then I say “No, that’s not completely true.” Twice a day my mom would hand me two buckets
S: Ran out and got water. [laughs]
L: and say “Son, run to the spring.” [KS laughs] So we had running water twice a day. We didn’t get electricity ’til I think I was a junior.
S: I was grown and married before we had a bathroom. We didn’t have a bathroom in the house. Sue and Luke (S. and L.) 9
L: Oh no, we didn’t have a bathroom in the house. We had cold water only coming in, no hot water. And then we got electricity…
S: I don’t know if you read my story about my friend Annette—she and I are going to the outhouse one night, it’s in one of my earlier books, and she stepped on a mouse. [KS and S laugh] One of the fun stories of living the kind of life that people in this part—and again, my brother said he didn’t feel as poor as I felt for some reason, I don’t know what that is, but—
L: [inaudible] I think dress. Boys all dressed in jeans and summer shirts,
S: Yeah.
L: the dress for girls was different.
S: Yep.
L: And that was, [and there’s] a few years between mine and your age.
S: Yeah.
L: It started—it didn’t occur to me that I was poor I think until I went to college. And then I saw people had—the first car I had, Kellie, you had to be sixteen to drive. I bought my first car at fifteen and a half, for 2, and later, about a year later, the state did not require comp
SMA-SH: Modified styrene maleic acid copolymer for functionalization of lipid nanodiscs
No full textChallenges in purification and subsequent functionalization of membrane proteins often complicate their biochemical and biophysical characterization. Purification of membrane proteins generally involves replacing the lipids surrounding the protein with detergent molecules, which can affect protein structure and function. Recently, it was shown that styrene–maleic acid copolymers (SMA) can dissolve integral membrane proteins from biological membranes into nanosized discs. Within these nanoparticles, proteins are embedded in a patch of their native lipid bilayer that is stabilized in solution by the amphipathic polymer that wraps the disc like a bracelet. This approach for detergent-free purification of membrane proteins has the potential to greatly simplify purification but does not facilitate conjugation of functional compounds to the membrane proteins. Often, such functionalization involves laborious preparation of protein variants and optimization of labeling procedures to ensure only minimal perturbation of the protein. Here, we present a strategy that circumvents several of these complications through modifying SMA by grafting the polymer with cysteamine. The reaction results in SMA that has solvent-exposed sulfhydrils (SMA-SH) and allows tuning of the coverage with SH groups. Size exclusion chromatography, dynamic light scattering, and transmission electron microscopy demonstrate that SMA-SH dissolves lipid bilayer membranes into lipid nanodiscs, just like SMA. In addition, we demonstrate that, just like SMA, SMA-SH solubilizes proteoliposomes into protein-loaded nanodiscs. We covalently modify SMA-SH-lipid nanodiscs using thiol-reactive derivatives of Alexa Fluor 488 and biotin. Thus, SMA-SH promises to simultaneously tackle challenges in purification and functionalization of membrane proteins.BN/Marie-Eve Aubin-Tam LabBN/Andreas Engel La
Omega-3 fatty acid eicospentaenoic acid attenuates MPP+-induced neurodegeneration in fully differentiated human SH- SY5Y and primary mesencephalic cells
No full textEicosapentaenoic acid ( EPA), a neuroactive omega-3 fatty acid, has been demonstrated to exert neuroprotective effects in experimental models of Parkinson's disease ( PD), but the cellular mechanisms of protection are unknown. Here, we studied the effects of EPA in fully differentiated human SH-SY5Y cells and primary mesencephalic neurons treated with MPP+. In both in-vitro models of PD, EPA attenuated an MPP+-induced reduction in cell viability. EPA also prevented the presence of electron-dense cytoplasmic inclusions in SH-SY5Y cells. Then, possible mechanisms of the neuroprotection were studied. In primary neurons, EPA attenuated an MPP+-induced increase in Tyrosine-related kinase B (TrkB) receptors. In SH-SY5Y cells, EPA down-regulated reactive oxygen species and nitric oxide. This antioxidant effect of EPA may have been mediated by its inhibition of neuronal NADPH oxidase and cyclo-oxygenase-2 ( COX-2), as MPP+ increased the expression of these enzymes. Furthermore, EPA prevented an increase in cytosolic phospholipase A2 ( cPLA2), an enzyme linked with COX-2 in the potentially pro-inflammatory arachidonic acid cascade. Lastly, EPA attenuated an increase in the bax:bcl-2 ratio, and cytochrome c release. However, EPA did not prevent mitochondrial enlargement or a decrease in mitochondrial membrane potential. This study demonstrated cellular mechanisms by which EPA provided neuroprotective effects in experimental P
Effects of Na Neutralization Level on the SH Behaviour after Ballistic Tests of EMAA Based Ionomers
No full textEthylene-co-methacrylic acid (EMAA) based ionomers have thermo-mechanical properties strongly dependent on neutralization level of acid groups. Research revealed also how these materials are able to heal after ballistic impacts. In order to better understand the role of neutralization level on the Self-Healing (SH) behaviour, mechanical and ballistic tests on EMAA copolymers, neutralized with different amount of Na ions, were performed in different experimental conditions. The SH capability was studied by shooting bullets at low velocity (180 m/s) and mid velocity (400 m/s); different testing conditions such as sample thickness and bullet diameter were examined. In all impact tests, spherical projectiles were used. These experiments allowed to define a critical ratio between sample thickness and bullet diameter below which the SH behaviour does not appear. After ballistic damage, the healing efficiency was evaluated by applying a pressure difference through tested samples. Subsequently, morphology analysis of the impacted areas was made observing all tested samples by Scanning Electron Microscope (SEM). These analysis revealed different characteristic features in the damaged zones of tested polymers impacted at different projectile speed. Obtained results show how the Na ions content influences the SH capability; in particular the EMAA copolymer with the highest Na neutralization level does not show a complete hole closure after low velocity impact test. Conversely, increasing projectile speed, all the polymers exhibit nearly the same SH behaviour
Low airspeed systems for the naval SH-60 Seahawk aircraft
No full textPitot-static systems have long been used to measure helicopter airspeed. The Pitot-static system is inaccurate at low airspeeds (below 40 knots) due to the limited sensitivity of the sensor and interference of rotor down wash. Additionally, the Pitot-static system only measures unidirectional airspeed and unlike its fixed wing counterparts the helicopter is not limited to flight in one direction. With the changing roles of the US Navy Seahawk it is imperative that the pilot and aircrew have all the information necessary to safely complete the mission and prolong the life of the aircraft and dynamic components. With the addition of a dipping sonar to the remanufactured SH-60B aircraft (designated SH- 60R) and the conduct of combat search and rescue mission in the Navy\u27s Seahawks the aircraft will spend more time in a hover and will be flown more aggressively than in the past. This thesis examiness the advantages of incorporating a low airspeed system into the modem helicopter, in particular the SH-60 Seahawk. The author examines the low airspeed sensors and systems currently available and gives a brief description of each system\u27s operation. The author examines the challenges of installing a low airspeed sensor onto the SH-60 Seahawk. The author has determined that either a laser velocimeter or an analytical neural network system would be the best approach for a low airspeed system for the SH-60 Seahawk. The author recommends a combined approach be taken to develop both the laser velocimeter and analytical neural network, and incorporate the best system after further flight testing
ω-3 fatty acid eicosapentaenoic acid attenuates MPP+-induced neurodegeneration in fully differentiated human SH-SY5Y and primary mesencephalic cells
No full textEicosapentaenoic acid (EPA), a neuroactive omega-3 fatty acid, has been demonstrated to exert neuroprotective effects in experimental models of Parkinson's disease (PD), but the cellular mechanisms of protection are unknown. Here, we studied the effects of EPA in fully differentiated human SH-SY5Y cells and primary mesencephalic neurons treated with MPP(+) . In both in-vitro models of PD, EPA attenuated an MPP(+) -induced reduction in cell viability. EPA also prevented the presence of electron-dense cytoplasmic inclusions in SH-SY5Y cells. Then, possible mechanisms of the neuroprotection were studied. In primary neurons, EPA attenuated an MPP(+) -induced increase in Tyrosine-related kinase B (TrkB) receptors. In SH-SY5Y cells, EPA down-regulated reactive oxygen species and nitric oxide. This antioxidant effect of EPA may have been mediated by its inhibition of neuronal NADPH oxidase and cyclo-oxygenase-2 (COX-2), as MPP(+) increased the expression of these enzymes. Furthermore, EPA prevented an increase in cytosolic phospholipase A2 (cPLA2), an enzyme linked with COX-2 in the potentially pro-inflammatory arachidonic acid cascade. Lastly, EPA attenuated an increase in the bax:bcl-2 ratio, and cytochrome c release. However, EPA did not prevent mitochondrial enlargement or a decrease in mitochondrial membrane potential. This study demonstrated cellular mechanisms by which EPA provided neuroprotective effects in experimental PD.
(© 2012 The Authors Journal of Neurochemistry © 2012 International Society for Neurochemistry.
ω-3 fatty acid eicosapentaenoic acid attenuates MPP+-induced neurodegeneration in fully differentiated human SH-SY5Y and primary mesencephalic cells.
No full textEicosapentaenoic acid (EPA), a neuroactive omega-3 fatty acid, has been demonstrated to exert neuroprotective effects in experimental models of Parkinson's disease (PD), but the cellular mechanisms of protection are unknown. Here, we studied the effects of EPA in fully differentiated human SH-SY5Y cells and primary mesencephalic neurons treated with MPP(+) . In both in-vitro models of PD, EPA attenuated an MPP(+) -induced reduction in cell viability. EPA also prevented the presence of electron-dense cytoplasmic inclusions in SH-SY5Y cells. Then, possible mechanisms of the neuroprotection were studied. In primary neurons, EPA attenuated an MPP(+) -induced increase in Tyrosine-related kinase B (TrkB) receptors. In SH-SY5Y cells, EPA down-regulated reactive oxygen species and nitric oxide. This antioxidant effect of EPA may have been mediated by its inhibition of neuronal NADPH oxidase and cyclo-oxygenase-2 (COX-2), as MPP(+) increased the expression of these enzymes. Furthermore, EPA prevented an increase in cytosolic phospholipase A2 (cPLA2), an enzyme linked with COX-2 in the potentially pro-inflammatory arachidonic acid cascade. Lastly, EPA attenuated an increase in the bax:bcl-2 ratio, and cytochrome c release. However, EPA did not prevent mitochondrial enlargement or a decrease in mitochondrial membrane potential. This study demonstrated cellular mechanisms by which EPA provided neuroprotective effects in experimental PD
THEORETICAL INVESTIGATIONS OF THE LIFETIME OF SH in SH and SH
No full textAuthor Institution: Department of Chemistry, The Ohio State UniversityThe state SH molecule provides a prototypical system through which the effect of dimer formation on predissociation dynamics can be investigated. In the gas phase, them is a crossing between this state and the repulsive state at above the vibrational ground state of the diatomic, resulting in the observed lifetime of 1 ns. In recent experiments, Carter and Miller observed that the lifetime is increased by as much as three orders of magnitude when SH is in a dimer with Ar or Kr. Further, the lifetime is found to be sensitive to the intermolecular state of the dimer that is accessed. In this talk we will present results of our work in modeloing these experimental results, using the empirical potential surfaces for the SH and SH dimers developed by Korambath and Hayes. We find a simple ballistic model explains many of the experimental trends. Results for approximate quantum calculations of the lifetimes will also be presented
SH-STRETCHING INTENSITIES AND INTRAMOLECULAR HYDROGEN BONDING IN ALKANETHIOLS
No full textAuthor Institution: Department of Chemistry, University of Otago, P.O. Box 56, Dunedin, New Zealand; Department of Chemistry and Biochemistry and CIRES, University of Colorado, Campus Box 215, Boulder, CO 80309The SH-stretching overtone transitions of tert-butylthiol and ethanethiol are observed using FT-IR, NIR and photoacoustic spectroscopies. The intensities of these are compared with OH-stretching overtones from the corresponding alcohols. We explain the paucity of SH-stretching intensity using an anharmonic oscillator local mode model. SH- and OH-stretching overtone spectra of 1,2-ethanedithiol and 2-mercaptoethanol are recorded to observe the different effects that hydrogen bonding involving SH - - - S, SH - - - O and OH - - - S have on the spectra. We discuss these effects with the help of high level ab initio calculations
- …
