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We have used electron paramagnetic resonance (EPR) spectroscopy to detect ATP- and calcium-induced changes in the structure of spin-labeled myosin heads in glycerinated rabbit psoas muscle fibers in key physiological states. The probe was a nitroxide iodoacetamide derivative attached selectively to myosin SH1 (Cys 707), the conventional EPR spectra of which(More)
We have used saturation transfer electron paramagnetic resonance (ST-EPR) to detect the microsecond rotational motions of spin-labeled myosin heads in bundles of skinned muscle fibers, under conditions of rigor, relaxation, and isometric contraction. Experiments were performed on fiber bundles perfused continuously with an ATP-regenerating system.(More)
We have investigated the orientation and rotational mobility of spin-labeled myosin heads in muscle fibers as a function of the sarcomere length in the absence of ATP. An iodoacetamide spin label was used to label selectively two-thirds of the sulfhydryl-1 groups in glycerinated rabbit psoas muscle. Conventional electron paramagnetic resonance experiments(More)
We have used electron paramagnetic resonance (EPR) spectroscopy to monitor the orientation of spin labels attached specifically to a reactive sulfhydryl on the myosin heads in glycerinated rabbit psoas skeletal muscle. Previous work has shown that the paramagnetic probes are highly ordered in rigor muscle and display a random angular distribution in relaxed(More)
In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. In these two papers we review teaching statistics, statistical education and related outreach activities by a range of providers since the beginning of the last century. We discuss the extent and form of relevant published papers, books and conferences and give(More)
In this part we consider how we have learned that statistics provides the best way to make evidence-based decisions and solve problems. From this we propose that more people should teach the subject using a problem solving approach. The emergence of a pedagogy for statistics is another key lesson. We present challenges that still exist, especially in(More)
1. Introduction Few statisticians have not met the frustration of facing a problem which cries out for statistical treatment but where there is blank refusal to use such methods. Excuses range from "we don't need to be clever about it" or "we all know you people can prove anything" or "we've got a computer package to do that should we ever wish to". At the(More)