Rapid Methods for Lipoxygenase Assay in Sweet Corn
Potential methods for rapid assay of sweet corn lipoxygenase (LPO) were evaluated and compared by visual inspection. Both model system (partially purified) and vegetable (LPO extract) system studies were carried out. Model system studies indicated that LPO had maximum activity at pH 6.0 and 2.0 mM linoleic acid. Methylene blue bleaching (MBB), carotene bleaching (CB), and potassium iodide-starch (KI-S) methods were evaluated both spectrophotometrically and visually. Both MBB and KI-S methods were effective for the model system. For the vegetable LPO extract systems (sweet corn and green beans), the MBB method indicated positive results for both, the CB method was not effective for either, and the KI-S method was very effective for green beans but not for sweet corn.
Simple and rapid method for the selective detection of individual lipoxygenase isozymes in soybean seeds
A simple and rapid spectrophotometric and visual judging method was developed for the selective detection of individual lipoxygenase isozymes (L-1, L-2, and L-3) in soybean [Glycine max (L.) Merrill] seeds, based on the bleaching activities of these isozymes in contact with methylene blue and β-carotene. The method consists of three procedures designated tests I-III. The tests are performed by mixing soybean extract samples or wetted soybean flour with each dye-substrate of test I for the L-1 isozyme, test II for the L-2 isozyme, and test III for the L-3 isozyme, whereupon the presence of individual isozymes contained in the soybean is determined spectrophotometically or visually within 10 or 5 min, respectively. In the visual judging method available as a routine screening test, the total amount of soybean flour required for the three tests is only about 10 mg
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.