Horizontal Conflict Resolution Maneuvers with a Cockpit Display of Traffic Information

Pilot resolution of potential conflicts in the horizontal plane when the only information available on the other aircraft was presented on a Cockpit Display of Traffic Information (CDTI) is investigated. The pilot's task was to assess the situation and if necessary maneuver so as to avoid the other aircraft. No instructions were given on evasive strategy or on what was considered to be an acceptable minimum separation. The results indicate that pilots had a strong bias of turning toward the intruder aircraft in order to pass behind it. In more than 50% of the encounters with a 90 degree crossing angle in which the intruder aircraft was programmed to pass behind the aircraft, the pilots maneuvered so as to pass behind the intruder. This bias was not as strong with the display which showed a prediction of the intruder's relative velocity. The average miss distance for all encounters was about 4500 feet

Mexican Elites and Language Policy in Tucson’s First Schools

Educational institutions developed in Tucson, Arizona in the last quarter of the 19th Century during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southern Arizona. This paper examines unofficial language policies in both public and parochial schools in Tucson that reflect the accommodation of power between the two groups. The data used to reconstruct these de facto language policies comes from school documents, newspaper articles and advertisements, memoirs of teachers, politicians and others as well as historical accounts of the formation of Tucson’s first schools. Tollefson (1991) suggests that “language policy is used to sustain existing power relationships” (11) and in the example of Tucson, parallel language policies in the schools reflect the interests of both Anglo elites in governmental positions and Mexican elites with historical ties to the region. U.S. funded territorial schools favored a language policy of assimilation that promoted the English language and Anglo cultural values and generally used Spanish as a transitional tool to facilitate the acquisition of English. Parochial schools funded by the local elite Mexican community maintained Spanish as the language of instruction. In an attempt to promote unity by creating a level linguistic playing field, language policy reproduces social inequalities by attempting to erase minority culture and language; which in turn causes an oppositional reaction in said minority group that diminishes the original goal of creating a shared identity (Schmidt 2000). Language policy in the parochial schools was an attempt by Mexican elites to maintain their privileged status and reject assimilation, while policy in public schools threatened the Mexican community’s local authority by imposing English as a requisite for access to public education. I conclude that language policy in both school systems Elise M. DuBord The University of Arizona Divergencias. Revista de estudios lingüísticos y literarios. Volumen 1, Otoño 2003. 4 demonstrates that both Anglos and Mexicans had dominant roles in the social and economic hierarchy of Tucson although this shared status was actively being contested

Gender Assignment to English Words in the Spanish of Southern Arizona

This paper examines the gender assignment of English words in the Spanish of Southern Arizona based on the categories of biological sex, phonological gender, and analogical gender. It is determined that biological sex is the greatest indicator of gender assignment, followed by phonological gender and lastly by analogical gender. There was a small (7.9%) proportion of variation in gender assignment to English words in the corpus that is attributed to a combination of words that are neither phonologically nor socially integrated into the Spanish lexicon and the linguistic insecurity of the participants

Language Partners at the YWCA: UNI Spanish, English and TESOL students collaborating with English students in community ESOL classes

In 2016, a collaboration began between UNI faculty and students in service learning courses in the Department of Languages & Literatures and classes in English for speakers of other languages (ESOL) at the YWCA of Black Hawk County. Since that time, students in two Spanish courses (Latinos in the U.S. and Advanced Conversation & Reading) and one English linguistics course (Structure of English) have worked as language partners with adult learners of English in full semester and partial semester community-based learning projects over the course of five consecutive semesters (Spring 2016 to Spring 2018). Members of the L&L faculty, Elise DuBord, Jennifer Cooley and Caroline Ledeboer, have facilitated this collaboration with ESOL instructors and Multicultural Services Coordinators, Alejandra Huesca and Umaru Balde. As institutional partners, Department of Languages & Literatures and the YWCA have developed a positive and sustainable working relationship. Over one hundred UNI students have worked at the YWCA through coursework in their majors with approximately fifty community English students in this informal setting. These adult language learners come from a wide range of educational and language backgrounds, ranging from francophone and Portuguese-speaking Africa, Spanish-speaking Latin America, Serbo-Croatian Bosnia, and several language groups from Myanmar (Burma). Typical class sessions in the ESOL classes include informal English lessons on practical topics, such as food, shopping, the public library, and medical appointments, but the central components of this project are the communication skills and intercultural competency that all participants develop

Amyloid associated with elastin-staining laminar aggregates in the lungs of patients diagnosed with acute respiratory distress syndrome

BACKGROUND: The heterogeneity of conditions underlying respiratory distress, whether classified clinically as acute lung injury (ALI) or the more severe acute respiratory distress syndrome (ARDS), has hampered efforts to identify and more successfully treat these patients. Examination of postmortem lungs among cases clinically diagnosed as ARDS identified a cohort that showed a consistent morphology at the light and electron microscope levels, and featured pathognomonic structures which we termed elastin-staining laminar structures (ELS). METHODS: Postmortem tissues were stained using the Verhoeff-Van Gieson procedure for elastic fibers, and with Congo red for examination under a polarizing microscope. Similar samples were examined by transmission EM. RESULTS: The pathognomonic ELS presented as ordered molecular aggregates when stained using the Verhoeff-van Gieson technique for elastic fibers. In several postmortem lungs, the ELS also displayed apple-green birefringence after staining with Congo red, suggesting the presence of amyloid. Remarkably, most of the postmortem lungs with ELS exhibited no significant acute inflammatory cellular response such as neutrophilic reaction, and little evidence of widespread edema except for focal intra-alveolar hemorrhage. CONCLUSIONS: Postmortem lungs that exhibit the ELS constitute a morphologically-identifiable subgroup of ARDS cases. The ordered nature of the ELS, as indicated by both elastin and amyloid stains, together with little morphological evidence of inflammation or edema, suggests that this cohort of ARDS may represent another form of conformational disease. If this hypothesis is confirmed, it will require a new approach in the diagnosis and treatment of patients who exhibit this form of acute lung injury

Explorations, Vol. 5, No. 1

Articles include: Cover: What Have We Done with Tomorrow? by Leslie C. Hyde, UMCES Extension Agent for Knox-Lincoln Counties. Editorial Reflections, Carole J. Bombard UMCES: an overview Conversation with the Director: Assistant Vice-President Judith Bailey Reaching Out for Teen Awareness, by Theresa M. Ferrari Profile of a Harbormaster, by Carole J. Bombard Minding Maine’s Business, by Mary S. Bowie Family Resource Management: Learning to ease the burden, by Olive Dubord and Doris Cushman Breaking Free and Taking Control: Helen Sawyer’s Story, by Doris Manley Partnership in Conservation: The Josephine Newman Sanctuary, by Nancy Coverstone The Mount Desert Island Health Promotion Project, by Ron Beard Dynamics of Weed Control in Agriculture, by Leigh Morrow From Generation to Generation: An Extension Homemaker Family, by Nadine B. Reimer ICLAD: The Institute for Community Leadership and Development, by Jim Killacky and Deb Burwell Exploding the Cinderella Syndrome: Strengthening Stepfamilies, by Wendy Pollock Integrated Pest Management: Bringing it all together, by Glen Koehler and Jim Dill Addressing the Issues, by Patricia M. Pierson Anti-Bruise: What’s It All About? Maine Potato Harvest Anti-Bruise Program, by Neal D. Hallee H.O.P.E. Addresses Teenage Pregnancy, by Jane M. Kelly Saving Money and the Environment, by Vaughn H. Holyoke Reservoir Tillage in Nonirrigated Potato Production, by Leigh Morrow Managing Pesticide Drift, by James D. Dwyer, Leigh S. Morrow and James F. Dill The St. George River Project — what have we done with tomorrow? Putting Research to Work, by Stephen Belyea The Best Maine Blue: Fresh Pack Blueberries, by Tom DeGomez Maine’s Green Sea Urchin, by Benjamin A. Baxter Interfaces and Cooperation: Wildlife and Fisheries Sampler, by Catherine A. Elliott Extension Responds to the Salmonella Scare, by Nellie Hedstrom and Mahmoud El-Begearm

Repair of the TGFBI gene in human corneal keratocytes derived from a granular corneal dystrophy patient via CRISPR/Cas9-induced homology-directed repair

Abstract Granular corneal dystrophy (GCD) is an autosomal dominant hereditary disease in which multiple discrete and irregularly shaped granular opacities are deposited in the corneal stroma. GCD is caused by a point mutation in the transforming growth factor-β-induced (TGFBI) gene, located on chromosome 5q31. Here, we report the first successful application of CRISPR-Cas9-mediated genome editing for the correction of a TGFBI mutation in GCD patient-derived primary corneal keratocytes via homology-directed repair (HDR). To correct genetic defects in GCD patient cells, we designed a disease-specific guide RNA (gRNA) targeting the R124H mutation of TGFBI, which causes GCD type 2 (GCD2). An R124H mutation in primary human corneal keratocytes derived from a GCD2 patient was corrected by delivering a CRISPR plasmid expressing Cas9/gRNA and a single-stranded oligodeoxynucleotide HDR donor template in vitro. The gene correction efficiency was 20.6% in heterozygous cells and 41.3% in homozygous cells. No off-target effects were detected. These results reveal a new therapeutic strategy for GCD2; this method may also be applicable to other heredity corneal diseases

Mutations in the UBIAD1 Gene, Encoding a Potential Prenyltransferase, Are Causal for Schnyder Crystalline Corneal Dystrophy

Schnyder crystalline corneal dystrophy (SCCD, MIM 121800) is a rare autosomal dominant disease characterized by progressive opacification of the cornea resulting from the local accumulation of lipids, and associated in some cases with systemic dyslipidemia. Although previous studies of the genetics of SCCD have localized the defective gene to a 1.58 Mbp interval on chromosome 1p, exhaustive sequencing of positional candidate genes has thus far failed to reveal causal mutations. We have ascertained a large multigenerational family in Nova Scotia affected with SCCD in which we have confirmed linkage to the same general area of chromosome 1. Intensive fine mapping in our family revealed a 1.3 Mbp candidate interval overlapping that previously reported. Sequencing of genes in our interval led to the identification of five putative causal mutations in gene UBIAD1, in our family as well as in four other small families of various geographic origins. UBIAD1 encodes a potential prenyltransferase, and is reported to interact physically with apolipoprotein E. UBIAD1 may play a direct role in intracellular cholesterol biochemistry, or may prenylate other proteins regulating cholesterol transport and storage

Performing Bilingualism: An Ethnographic Analysis of Discursive Practices at a Day Labor Center in the Southwest

This ethnographic research examines the social implications of the ethnolinguistic contact that occurs in the U.S.-Mexico border region at a day labor center in Tucson, Arizona. I discuss the multiple values of English and Spanish in this setting and how individuals interpret and negotiate these values in the construction and performance of identity. More specifically, I analyze how discourses of linguistic capital shape the organization of this community and influence the dynamics of employment negotiations. The research setting includes immigrant day laborers (primarily from Mexico and Central America), employers who contract workers, and bilingual volunteers who act as language brokers between workers and their employers; all of whom use language to interactively negotiate their social status as they construct identities vis-à-vis other members of the community. My analysis reveals a discourse that places a high level of linguistic capital on Spanish-English bilingualism in the economic market. Although I have not found evidence that this linguistic capital has a real exchange rate into dollars, my data demonstrates that immigrants rapidly acquire and contribute to this locally constructed discourse. I explore the techniques that workers use to exploit and promote their language abilities through ‘performances’ of bilingualism that are realized not only to secure employment, but also for social positioning within this community of practice. Language, then, is one of the many tools that both workers and employers use in the construction of interpersonal relationships and social hierarchies. In addition, I analyze gatekeeping encounters focusing on the rapid employment negotiations that occur between day laborers and their employers, building on previous research with regard to the concepts of rapport, co-membership, and the presentation of an institutional self. Finally, I propose a model for the study of intercultural communication and contact that reflects the dynamic nature of contact and the complexity of overlapping categories of identity. Identity formation is a multiplex and multidirectional social construction that necessitates pushing beyond binary models of intercultural communication. Identity construction is informed not only by face-to-face interlocutors, but also by the linguistic ecology of dominant and subordinate discourses and the imagined individual and collective interlocutors they evoke