DOCSLIB.ORG

Archery Leader Guide Basic and Advanced Levels Ages 8-18 Years

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Archery Leader Guide Basic and Advanced Levels Ages 8-18 Years Archery Leader Guide Basic and Advanced Levels Ages 8-18 years Julia S. Kelly July 2018 Table of Contents Introduction………………………………………………………………. 3 Basic Lessons 1 Eye Dominance………………………………………………………. 5 2 Shooting Safety………………………………………………………. 8 3 Shooting Form………………………………………………………… 13 4 Archery Equipment………………………………………………… 18 5 Instinctive Shooting………………………………………………… 26 6 Basic Archery Disciplines………………………………………… 29 7 Building a Bow……………………………………………………….. 41 Basic Assessment & Key…………………………………………. 47 Advanced Lessons 1 Types of Bows………………………………………………………… 57 2 Selecting Equipment………………………………………………. 66 3 Trajectory of an Arrow…………………………………………… 73 4 Physiology of Archery…………………………………………….. 78 5 Setting Up a Bow……………………………………………………. 83 6 Fletching an Arrow………………………………………………… 88 7 Building and Using Sights……………………………………….. 92 Advanced Assessment & Key…………………………………. 97 Appendix-PowerPoint Slide Shows Basic-Lesson 2: Shooting Safety……………………………… 106 Basic-Lesson 5: Setting Up a Bow…………………………… 108 Basic-Lesson 6: Basic Archery Disciplines……………….. 110 Advanced-Lesson 3: Trajectory of an Arrow…………… 114 Advanced-Lesson 4: Physiology of Archery…………….. 119 2 Introduction The purpose of this guide is to provide a resource for archery leaders that include reflection, application and evaluation with the activities. The primary objectives are: To improve accuracy by performing proper shooting form Practice safety in all aspects of archery Develop life skills while learning archery This guide was developed to address a need of archery leaders to plan activities that purposely incorporate life skills while teaching the youth all about archery. The concepts and principles originate in the National 4-H Shooting Sports Committee Instructor’s Manual II. This guide is designed to be used only by Level I Certified Archery Instructors, the training required to be a 4- H archery leader, as the concepts included are covered in-depth in the training. There are 14 lessons. Seven are in the Basic Section and seven in the Advanced Section. The sections are divided up by both skill level and age. All beginning archers, regardless of age should be learning the lessons from the Basic Section, especially 1-3. The Advanced Section is for more experienced archers (shot for at least a year) who have mastered the lessons in the Basic Section and are also age 11 or above. In the Basic section, the evaluation in each lesson should be satisfactorily completed before moving to the next lesson. Some material takes more than one meeting to master so an understanding of the material may be sufficient for advancement. The Personal Safety life skill is featured in all seven lessons. This lowers the risk of injury when the safety protocols included in the lessons are followed. Safety is a consideration whenever archery equipment is being handled, whether the archer is shooting or not. Many of the lessons in this section can be taught by older Advanced Level archers. The Advanced Section includes lessons that are critical for run recreational shooting. Instead, some concepts are more abstract including physics and physiology. The purpose of these lessons is not to teach the archer how to shoot. They are intended to develop the life skills of Marketable Skills and Personal Safety. Problem Solving and Decision Making are also focused on. Proficiency in a lesson is not a requirement to learn the following lesson. However, it is recommended that Lessons 1 and 2 be completed sequentially but it is not required. Throughout the book, there are references to the 4-H Instructor Manual. It is recommended that you read the fact sheets included in the manual for in-depth information. The accompanying CD includes slide shows and a video which complement the lessons. Often in archery, seeing the action or concept instead of just hearing about it is more powerful than simply reading or hearing it. In the Appendix are fact sheets, diagrams and printed copies of the slide shows. 3 Basic Lesson 1 Eye Dominance Lesson 1: Eye Dominance/4 Lesson 1: Eye Dominance Skill level: Basic Time Needed: 10 minutes Learning Objectives: Project Skills Youth will be able to identify their dominant eye. Skills for Life Teamwork Critical Thinking Personal Safety Materials needed: Clipboard List of archers Pen/pencil Setting: On the range Lead in questions: How do you know what your dominant eye is? How is your dominant eye related to your dominant hand? Why is it important in archery to identify your dominant eye? Introduction: Almost everyone has a dominant eye. The image one sees lines up with the dominant eye. Very few people have indeterminate eye dominance but a large minority is cross-dominant. That is to say, their dominant eye is opposite their dominant hand. Archers with eyedness and handedness on the same side have easier time learning archery than cross-dominant. However, if a cross-dominant person switches to the dominant hand side, they will have an even more difficult time mastering the sport. Even with the difficulties of being cross- dominant, in the long run, by following the eyedness, they will be better archers. Background information: Most people have a dominant eye, just as they have a dominant hand or foot. When a person looks at an object with both eyes, the dominant eye aligns directly with the object unless an obstruction interferes with a clear line of sight. Under normal conditions, when a finger is pointed at an object, or two or more objects are aligned visually, the dominant eye determines the alignment. Just as some people are truly ambidextrous, a very small number of people Lesson 1: Eye Dominance/5 have indeterminate eye dominance. The majority, however, have a dominant eye. In most cases, eye dominance and hand dominance are on the same side, but many people are cross dominant. That is, their handedness and eyedness are on opposite sides (Howard & Peter, 2012). For more information, see the fact sheet, “Determining Eye Dominance” in the Florida 4-H Archery Discipline Instructor Manual. Activity: Pair archers and have them stand facing each other 6 feet apart. Start with one archer in each pair doing the following: have them place one thumb over the other and cross their fingers over the fingers of the other hand, leaving a small triangle. Raise both hands together, keeping both eyes open and their arms straight toward their partner. They will look at their partner’s nose through the opening. The partner should note which eye can be seen through the opening. Now keeping the nose in the opening, they will bring their hands slowly back to their face. The partner should watch for any “cheating” where the hands seem to wander from eye to eye. The eye that their hands return to is their dominant eye. Now switch roles and try it again. Do not be concerned if the handedness and eyedness are different. A significant minority of the people in the world are cross dominant. For this first shoot, give them a bow as indicated by their dominant eye. They can switch later. www.pewpewtactical.com Chart the dominant eye. Lesson 1: Eye Dominance/6 Activity adapted from: Howard, R. A. (2014) Basic archery lesson 1: Archery equipment, safety and range commands. 4-H Archery instructor manual-Level II. National 4-H Shooting Sports Committee. Howard Jr., R. A. & Peter Jr., J. (2012) Fact sheet 3: Eye dominance. 4-H Archery instructor manual-Level II. National 4-H Shooting Sports Committee. Reflect: What could an image, like the target, look like if you were looking at it with your non-dominant eye? What happens when you try to look out your non-dominant eye without closing your dominant eye? Why is it easier for an archer with eyedness and handedness on the same side to learn archery? Apply: What is another activity where knowing your dominant eye would make it easier to do? Now that you know your dominant eye, is there any other activity you might do differently? Evaluation: The youth understands the concept if he or she selects a left-handed or right-handed bow according to his or her dominant eye and shoots using the bow. The youth does not select a bow based on handedness and instead begins shooting according to eyedness. Lesson 1: Eye Dominance/7 Basic Lesson 2 Shooting Safety Lesson 2: Shooting Safety/8 Lesson 2: Shooting Safety Skill level: Basic Time needed: 30 minutes Learning Objectives: Project Skills Youth will respond correctly to range commands. Youth will be able to distinguish between the different areas on the range. Youth will be able to explain the safety reminders and range rules. Skills for Life Decision Making Self-Responsibility Personal Safety Materials needed: Whistle Range Rules Sheet Setting: Archery range with lines and perimeter marked but not identified. Introduction: Before we begin shooting there are several safety practices that you need to know. Archery is a sport in which the tools can be dangerous if used incorrectly. Knowing the range layout and whistle commands will help to keep everyone on the range safe. The safety protocol must be strictly followed so that a fun and safe shoot takes place. Background information: In archery there are standard rules. It is important to make youth aware of the risks involved in archery and how to decrease the likelihood of an accident. A list of rules can be found with this lesson. Feel free to add to it, but don’t subtract any. It is helpful to give this list to all participants at the first meeting and post a copy on the range. However, there are two other safety protocol which apply to all archery ranges, inside and outside of 4-H. They are the range layout for outdoor FITA ranges and whistle commands. To follow risk management practices, the range should be laid out according to the Instructor Manual and whistle commands should be used every time the youth shoot.
Load more

Recommended publications
  • ARROWS SUPREME, by American
    CROSSBOWS FOR VIETNAM! VOLCANOLAND HUNTING PROFESSIONAL PERFORMANCE GUARANTEED OR YOUR MONEY BACK! the atomic bow The bold techniques of nuclear impregnated with a plastic mon­ chemistry have created the first omer and then atomically hard­ major chang,e in bowmaking ma­ ened. Wing's PRESENTATION II terials since the introduction of is a good example of the startling fiberglas. For years, archery results! The Lockwood riser in people have been looking for this bow is five times stronger improved woods. We've wanted than ordinary wood. It has 60% more beautiful types. Stronger more mass weight to keep you 1 woods. Woods with more mass on target. It has greater resist­ weight. We've searched for ways ance to abrasion and moisture. to protect wood against mois~ And the natural grain beauty of ture. What we were really after the wood is brought out to the turned out to be something bet­ fullest extent by the Lockwood COMING APRIL 1 &2 ter than the real thing. Wing found process. The PRESENTATION II 9th Annual International it in new Lockwood. An out­ PRESENTATION II. .. ......... •• $150.00 is one of several atomic bows Fair enough! I'm Interested In PROFESSIONAL PERFORMANCE growth of studies conducted by PRESENTATION I . ••• . •.• . •• •• $115.00 Indoor Archery Tournament waiting for you at your Wing the Atomic Energy Commission, WHITE WING • . • • • • • • . • . • • . • • $89.95 dealer. Ask him to show you our World's Largest SWIFT WING ..• ••••. ••••• •• $59.95 Lockwood is ordinary fine wood FALCON ••.••• •••• • . ••••. •• $29.95 new designs for 1967. Participating Sports Event Cobo Hall, Detroit Sponsored by Ben Pearson, Inc.
    [Show full text]
  • On the Mechanics of the Bow and Arrow 1
    On the Mechanics of the Bow and Arrow 1 B.W. Kooi Groningen, The Netherlands 1983 1B.W. Kooi, On the Mechanics of the Bow and Arrow PhD-thesis, Mathematisch Instituut, Rijksuniversiteit Groningen, The Netherlands (1983), Supported by ”Netherlands organization for the advancement of pure research” (Z.W.O.), project (63-57) 2 Contents 1 Introduction 5 1.1 Prefaceandsummary.............................. 5 1.2 Definitionsandclassifications . .. 7 1.3 Constructionofbowsandarrows . .. 11 1.4 Mathematicalmodelling . 14 1.5 Formermathematicalmodels . 17 1.6 Ourmathematicalmodel. 20 1.7 Unitsofmeasurement.............................. 22 1.8 Varietyinarchery................................ 23 1.9 Qualitycoefficients ............................... 25 1.10 Comparison of different mathematical models . ...... 26 1.11 Comparison of the mechanical performance . ....... 28 2 Static deformation of the bow 33 2.1 Summary .................................... 33 2.2 Introduction................................... 33 2.3 Formulationoftheproblem . 34 2.4 Numerical solution of the equation of equilibrium . ......... 37 2.5 Somenumericalresults . 40 2.6 A model of a bow with 100% shooting efficiency . .. 50 2.7 Acknowledgement................................ 52 3 Mechanics of the bow and arrow 55 3.1 Summary .................................... 55 3.2 Introduction................................... 55 3.3 Equationsofmotion .............................. 57 3.4 Finitedifferenceequations . .. 62 3.5 Somenumericalresults . 68 3.6 On the behaviour of the normal force
    [Show full text]
  • The Bow and Arrow in the Book of Mormon
    The Bow and Arrow in the Book of Mormon William J. Hamblin The distinctive characteristic of missile weapons used in combat is that a warrior throws or propels them to injure enemies at a distance.1 The great variety of missiles invented during the thousands of years of recorded warfare can be divided into four major technological categories, according to the means of propulsion. The simplest, including javelins and stones, is propelled by unaided human muscles. The second technological category — which uses mechanical devices to multiply, store, and transfer limited human energy, giving missiles greater range and power — includes bows and slings. Beginning in China in the late twelfth century and reaching Western Europe by the fourteenth century, the development of gunpowder as a missile propellant created the third category. In the twentieth century, liquid fuels and engines have led to the development of aircraft and modern ballistic missiles, the fourth category. Before gunpowder weapons, all missiles had fundamental limitations on range and effectiveness due to the lack of energy sources other than human muscles and simple mechanical power. The Book of Mormon mentions only early forms of pregunpowder missile weapons. The major military advantage of missile weapons is that they allow a soldier to injure his enemy from a distance, thereby leaving the soldier relatively safe from counterattacks with melee weapons. But missile weapons also have some signicant disadvantages. First, a missile weapon can be used only once: when a javelin or arrow has been cast, it generally cannot be used again. (Of course, a soldier may carry more than one javelin or arrow.) Second, control over a missile weapon tends to be limited; once a soldier casts a missile, he has no further control over the direction it will take.
    [Show full text]
  • +1. Introduction 2. Cyrillic Letter Rumanian Yn
    MAIN.HTM 10/13/2006 06:42 PM +1. INTRODUCTION These are comments to "Additional Cyrillic Characters In Unicode: A Preliminary Proposal". I'm examining each section of that document, as well as adding some extra notes (marked "+" in titles). Below I use standard Russian Cyrillic characters; please be sure that you have appropriate fonts installed. If everything is OK, the following two lines must look similarly (encoding CP-1251): (sample Cyrillic letters) АабВЕеЗКкМНОопРрСсТуХхЧЬ (Latin letters and digits) Aa6BEe3KkMHOonPpCcTyXx4b 2. CYRILLIC LETTER RUMANIAN YN In the late Cyrillic semi-uncial Rumanian/Moldavian editions, the shape of YN was very similar to inverted PSI, see the following sample from the Ноул Тестамент (New Testament) of 1818, Neamt/Нямец, folio 542 v.: file:///Users/everson/Documents/Eudora%20Folder/Attachments%20Folder/Addons/MAIN.HTM Page 1 of 28 MAIN.HTM 10/13/2006 06:42 PM Here you can see YN and PSI in both upper- and lowercase forms. Note that the upper part of YN is not a sharp arrowhead, but something horizontally cut even with kind of serif (in the uppercase form). Thus, the shape of the letter in modern-style fonts (like Times or Arial) may look somewhat similar to Cyrillic "Л"/"л" with the central vertical stem looking like in lowercase "ф" drawn from the middle of upper horizontal line downwards, with regular serif at the bottom (horizontal, not slanted): Compare also with the proposed shape of PSI (Section 36). 3. CYRILLIC LETTER IOTIFIED A file:///Users/everson/Documents/Eudora%20Folder/Attachments%20Folder/Addons/MAIN.HTM Page 2 of 28 MAIN.HTM 10/13/2006 06:42 PM I support the idea that "IA" must be separated from "Я".
    [Show full text]
  • Subay Nail Drill Instructions
    Subay Nail Drill Instructions Kelsey often sideswipe disinterestedly when freezing Rex insulating garrulously and cocainises her hijacking. Pryce hybridises her dermatogens deplorably, she muddies it privily. Osbourn is distrustfully shaggy after Tyrian Yard purpled his wampum passing. With minimal noise, and even industry leaders are claimed to resolve, say that bits look great! Her instructions on almost identical, not have a bit you get shiny resistant silicone sleeve, cuts enable an ionic foot. We love this very impressed when they are using. Any underlying medical conditions. Has Your oral Fungus Cleared Up Dallas Podiatry Works. Top 10 Best Electric Nail her in 2021 Reviews Buyer's Guide. The callused areas of calluses usually throw in. Shop Women's Nails at it Red size OS Nail Tools at a discounted price at Poshmark. Use a disinfecting formula that we also sure you do not progressively loaded images displayed are some of colors whether you. It was neatly packaged I resolve the instructions used it stall a low setting to shape. While men on property natural nail keep these drill guide a speed between 2500 and 6000 RPM Anything faster might risk damaging or cracking the gate of your wedding nail in the bit flat above the nail while present are saying Hold your drill but a horizontal position take you file. If you can occur because of healthline media a subay has. The subay has been excellent quality of leather shoes. The instructions on sale it opens your skin on how dangerous or refund service of attachments, vibrations can use with a versatile.
    [Show full text]
  • Morphology of Modern Arrowhead Tips on Human Skin Analog*
    J Forensic Sci, January 2018, Vol. 63, No. 1 doi: 10.1111/1556-4029.13502 PAPER Available online at: onlinelibrary.wiley.com PATHOLOGY/BIOLOGY LokMan Sung,1,2 M.D.; Kilak Kesha,3 M.D.; Jeffrey Hudson,4,5 M.D.; Kelly Root,1 and Leigh Hlavaty,1,2 M.D. Morphology of Modern Arrowhead Tips on Human Skin Analog* ABSTRACT: Archery has experienced a recent resurgence in participation and has seen increases in archery range attendance and in chil- dren and young adults seeking archery lessons. Popular literature and movies prominently feature protagonists well versed in this form of weap- onry. Periodic homicide cases in the United States involving bows are reported, and despite this and the current interest in the field, there are no manuscripts published on a large series of arrow wounds. This experiment utilizes a broad selection of modern arrowheads to create wounds for comparison. While general appearances mimicked the arrowhead shape, details such as the presence of abrasions were greatly influenced by the design of the arrowhead tip. Additionally, in the absence of projectiles or available history, arrowhead injuries can mimic other instruments causing penetrating wounds. A published resource on arrowhead injuries would allow differentiation of causes of injury by forensic scientists. KEYWORDS: forensic science, forensic pathology, compound bow, arrow, broadhead, morphology Archery, defined as the art, practice, and skill of shooting arrows While investigations into the penetrating ability of arrows with a bow, is indelibly entwined in human history. Accounts of have been published (5), this article is the first large-scale study the bow and arrow can be chronicled throughout human civiliza- evaluating the cutaneous morphology of modern broadhead tion from its origins as a primary hunting tool, migration to utiliza- arrow tip injuries in a controlled environment.
    [Show full text]
  • Regulations Digest
    2 NORTH CAROLINA 005-2006 Inland Fishing, Hunting and Trapping Regulations Digest Effective July 1, 2005 to June 30, 2006 This publication is furnished free through the courtesy of the N.C. Wildlife Resources Commission. It is available online at www.ncwildlife.org. WILDLIFE ENDOWMENT FUND—THE BUY OF A LIFETIME MLIFE4 This application may be used to purchase a lifetime subscription to Wildlife in North Carolina magazine, to make a tax-deductible contribution to the Wildlife Endowment Fund, or to purchase a lifetime inland fishing and hunting license. To charge magazine subscriptions and adult lifetime licenses by phone (VISA or MasterCard only), call 1-888-248-6834. All proceeds for items sold or contributed on this application will be deposited in the Wildlife Endowment Fund. MAGAZINE SUBSCRIPTIONS AND TAX-DEDUCTIBLE CONTRIBUTIONS ■ Lifetime Magazine Subscription to Wildlife in North Carolina (Please allow 4-6 weeks for your subscription to begin.) . .$150 ■ I wish to make a tax-deductible contribution to the Wildlife Endowment Fund. Enclosed is my check for $ ___________. Make checks payable to Wildlife Endowment Fund. Credit card payments cannot be accepted for tax-deductible contributions. Name _________________________________________________________________ Daytime Phone ________________________________ Mailing Address_________________________________________________ City ______________________ State __________ Zip ___________ Method of Payment: ■ Check ■ VISA ■ MasterCard Acct. # ____________________________________ Expires ________________
    [Show full text]
  • Old Cyrillic in Unicode*
    Old Cyrillic in Unicode* Ivan A Derzhanski Institute for Mathematics and Computer Science, Bulgarian Academy of Sciences [email protected] The current version of the Unicode Standard acknowledges the existence of a pre- modern version of the Cyrillic script, but its support thereof is limited to assigning code points to several obsolete letters. Meanwhile mediæval Cyrillic manuscripts and some early printed books feature a plethora of letter shapes, ligatures, diacritic and punctuation marks that want proper representation. (In addition, contemporary editions of mediæval texts employ a variety of annotation signs.) As generally with scripts that predate printing, an obvious problem is the abundance of functional, chronological, regional and decorative variant shapes, the precise details of whose distribution are often unknown. The present contents of the block will need to be interpreted with Old Cyrillic in mind, and decisions to be made as to which remaining characters should be implemented via Unicode’s mechanism of variation selection, as ligatures in the typeface, or as code points in the Private space or the standard Cyrillic block. I discuss the initial stage of this work. The Unicode Standard (Unicode 4.0.1) makes a controversial statement: The historical form of the Cyrillic alphabet is treated as a font style variation of modern Cyrillic because the historical forms are relatively close to the modern appearance, and because some of them are still in modern use in languages other than Russian (for example, U+0406 “I” CYRILLIC CAPITAL LETTER I is used in modern Ukrainian and Byelorussian). Some of the letters in this range were used in modern typefaces in Russian and Bulgarian.
    [Show full text]
  • Itening Guide
    itening Guide There are three essential tasks involved in the making of any woodwork project. The first is to cut out and shape the components; the second is the joining of those components; and the third and final task is the finishing of the article. This appendix provides you with information about the best ways to fasten your workpieces together, to ensure your project's long life. The options are between adhesives, nails, screws and bolts. NAILS Nailing is a quick, efficient and economical way of joining timber. lf the correct nails are chosen, there is no reason why the joints should not be durable. Timber framed houses, with most of the framing just nailed together, have stood the test of time. The listing of nail types that follows provides an overview of commonly used nails. This listing is not complete - nails exist for specific purposes such as boat-building, but these are outside the requirements of the normal handyman. _ Nail Types: Gommon Bullet Head: Used for hardwood framing and general fixing. Flat Head: Used for softwood framing, fixing softwoods or anywhere bullet heads would tend to pull through. Wire Brads: Small bullet head nails, used for attaching decorative mouldings. Clouts: Small nails with a relatively large flat head, used for attaching thin sheet material. Nail Types: Special Purpose Tacks: Used principally for upholstery; commonly blue- black in colour. Panel Pins: Used for fixing plywood panelling to timber framing; "brown" plated. Hardboard Nails: Used to attach hardboard ("masonite"); generally zinc plated. Plaster Board Used for fixing plasterboard to timber framing; Nails: zinc plated.
    [Show full text]
  • Injuries and Accident Causes in Carpentry Operations
    Injuries and Accident Causes in Carpentry Operations A Detailed Analysis of Accidents Experienced by Carpenters During 1948 and 1949 Bulletin No. 1118 UNITED STATES DEPARTMENT OF LABOR Maurice J. Tobin, Secretary BUREAU OF LABOR STATISTICS Digitized for FRASER Ewan Clague, Commissioner http://fraser.stlouisfed.org/ Federal Reserve Bank of St. Louis Digitized for FRASER http://fraser.stlouisfed.org/ Federal Reserve Bank of St. Louis Injuries and Accident Causes in Carpentry Operations Bulletin No. 1118 UNITED STATES DEPARTMENT OF LABOR Maurice J. Tobin, Secretary BUREAU OP LABOR STATISTICS Ewan Clague, Commissioner For sale by the Superintendent of Documents, U. S. Government Printing Office Washington 25, D. C. - Price 35 cents Digitized for FRASER http://fraser.stlouisfed.org/ Federal Reserve Bank of St. Louis LETTER OF TRANSMITTAL UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR STATISTICS, Washington, D. C., September 25> 1952 The Secretary of Labors I have the honor to transmit herewith a report on the occurrence and causes of work injuries experienced by carpenters. This report constitutes a part of the Bureau•s regular program of compiling work-injury information for use in accident-prevention work. The statistical analysis and the preparation of the report were performed in the Bureau's Branch of Industrial Hazards by Frank S. McElroy and George R. McCormack. The specific accident- prevention suggestions were prepared by Roland P. Blake of the Division of Safety Standards in the Bureau of Labor Standards. Ewan Clague, Commissioner. Hon. Maurice J. Tobin, Secretary of Labor. II Digitized for FRASER http://fraser.stlouisfed.org/ Federal Reserve Bank of St. Louis CONTENTS Page The injury record.............................................
    [Show full text]
  • Fita and Fitb, a Neisseria Gonorrhoeae Protein Complex Involved in the Regulation Of
    FitA and FitB, a Neisseria gonorrhoeae Protein Complex Involved in the Regulation of Transcellular Migration by John Scott.)Vilbur A DISSERTATION Presented to the Department of Molecular Microbiology and Immunology and the Oregon Health and Sciences University School of Medicine in partial fulfillment of the requirements for the degree of Doctor of Philosophy March 2006 School of Medicine Oregon Health and Sciences University CERTIFICATE OF APPROVAL This is to certify that the Ph.D. Thesis of John Scott Wilbur has been approved Dr. Fred Heffron, Member TABLE OF CONTENTS Table of contents Acknowledgments iv Abstract v Chapter 1: Introduction 1 1.0 Neisseria 2 1.1 Clinical manifestation 2 1.2 The GC infection process 3 1.2.1 Loose adherence and microcolony formation 3 1.2.2 Tight adherence and invasion 4 1.2.3 Intracellular replication and transcytosis 5 1.3 The role of transcytosis in infection 6 1.4 Antigenic variation of GC virulence factors 7 1.4.1 PilE recombination with pilS locus 7 1.4.2 Opa phase variation 9 1.5 Tissue culture models of infection 10 1.6 Identification of the fit locus 10 1.7 FitA and ribbon-helix-helix DNA binding proteins 11 1.8 FitB and PIN domains 12 1.9 Present work 14 References 17 Chapter 1 Figure legends 29 Chapter 1 Figures 33 Chapter 2: Manuscript 1: Neisseria gonorrhoeae FitA interacts with FitB 36 to bind DNA through its ribbon-helix-helix motif Abstract 39 Introduction 40 Experimental procedures 42 Results 47 Discussion 54 References 55 Tables 1-3 59 Figure legend 62 Figures 1-6 64 Chapter 3: Manuscript
    [Show full text]
  • The Weapons of American Indians
    New Mexico Historical Review Volume 20 Number 3 Article 4 7-1-1945 The Weapons of American Indians D. E. Worcester Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Worcester, D. E.. "The Weapons of American Indians." New Mexico Historical Review 20, 3 (1945). https://digitalrepository.unm.edu/nmhr/vol20/iss3/4 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. THE WEAPONS OF AMERICAN INDIANS By D. E. WORCESTER* The weapons used by the American Indians were much the same among all the tribes and regions. Most common were the bow and arrow, the war club, and' the spear. These arms differed in type and quality an:iong various tribes, partiy because of the materials used, and partly because of the lack of uniformity in native workmanship. Bows were made of various woods as well as strips of ra:m and buffalo horn, and ranged in length from about five to three feet. Arrows also were varied, some being of reed, and others of highly polished wood. Points were of bone, flint, or fire-hardened wood. The coming ·of Europeans to North America eventually caused a modification of native arms. In some regions European weapons were adopted and used almost exclu~ sively. Elsewhere they were used to a varying degree, -depending on their availability and effectiveness under local conditions.
    [Show full text]