10 research outputs found
A stochastic model for sediment yield using the Principle of Maximum Entropy
An edited version of this paper was published by AGU. Copyright 1987 American Geophysical Union.The principle of maximum entropy was applied to derive a stochastic model for sediment yield from
upland watersheds. By maximizing the conditional entropy subject to certain constraints, a probability
distribution of sediment yield conditioned on the probability distribution of direct runoff volume was
obtained. This distribution resulted in minimally prejudiced assignment of probabilities on the basis of
given information. The parameters of this distribution were determined from such prior information
about the direct runoff volume and sediment yield as their means and covariance. The stochastic model
was verified by using three sets of field data and was compared with a bivariate normal distribution. The
model yielded sediment yield reasonably accurately.This study was supported in part by funds provided
by the Geological Survey, U.S. Department of Agriculture,
through the Louisiana Water Resources Research Institute, under the
project, A Multivariate Stochastic Analysis of Flood Magnitude, Duration
and Volume
NK/ILC1 cells mediate neuroinflammation and brain pathology following congenital CMV infection
Congenital human cytomegalovirus (cHCMV) infection of the brain is associated with a wide range of neurocognitive sequelae. Using infection of newborn mice with mouse cytomegalovirus (MCMV) as a reliable model that recapitulates many aspects of cHCMV infection, including disseminated infection, CNS infection, altered neurodevelopment, and sensorineural hearing loss, we have previously shown that mitigation of inflammation prevented alterations in cerebellar development, suggesting that host inflammatory factors are key drivers of neurodevelopmental defects. Here, we show that MCMV infection causes a dramatic increase in the expression of the microglia-derived chemokines CXCL9/CXCL10, which recruit NK and ILC1 cells into the brain in a CXCR3-dependent manner. Surprisingly, brain-infiltrating innate immune cells not only were unable to control virus infection in the brain but also orchestrated pathological inflammatory responses, which lead to delays in cerebellar morphogenesis. Our results identify NK and ILC1 cells as the major mediators of immunopathology in response to virus infection in the developing CNS, which can be prevented by anti-IFN-γ antibodies
EFL students' perspectives on English: the (widening) gap between ideals and practices Perspectivas de estudantes de língua estrangeira sobre o inglês: a (grande) lacuna entre ideais e práticas
This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to be a strong attachment to native-speaker norms. However, with the internationalization of English and the changing ownership of the language, in recent years, much debate has arisen over the native-speaker ideal (HOLLIDAY, 2005; MCKAY, 2002). The English language is used primarily by non-native speakers to communicate with non-native speakers but it appears that this notion has had little impact on teaching and learning (see JENKINS, 2007). We see this gap as an important, and relatively underexplored issue, which merits more interest in English studies. We conclude that, in this context, perceptions of English are still formed by native-speaker norms, and lack of policy on the English language, in fact, supports native-speaker policy.<br>Este artigo baseia-se em um levantamento de perspectivas sobre a língua inglesa, conduzido com alunos de um programa de Mestrado em Ensino da Língua Inglesa de uma universidade croata. No estudo, examinamos as atitudes dos alunos-professores em relação ao inglês e exploramos quatro questões-chave: a) quais variedades do inglês são preferidas, b) como a noção de inglês como língua internacional é conceptualizada, c) como atitudes em relação ao inglês informam o ensino e a aprendizagem e d) o quanto o contexto sociocultural informa as atitudes em relação ao inglês. No Departamento de Inglês da universidade não há política articulada em relção ao inglês, porém parece haver um vínculo forte com normas nativas. Entretanto, com a internacionalização do inglês e as mudanças na propriedade da língua, em anos mais recentes, muitos debates vêm surgindo acerca do falante nativo ideal (HOLLIDAY, 2005; MCKAY, 2002). A língua inglesa é usada primariamente por falantes não nativos, mas aparentemente esta noção tem pouco impacto no ensino e na aprendizagem (ver JENKINS, 2007). Nós vemos esta lacuna como uma questão importante e pouco explorada, não obstante meritória de mais interesse nos estudos da língua inglesa. Concluímos que, nesse contexto, as percepções sobre o inglês ainda são formadas por normas nativas e que a falta de políticas sobre a língua inglesa apoiam uma política do falante nativo