On learning context-free and context-sensitive languages

The long short-term memory (LSTM) is not the only neural network which learns a context sensitive language. Second-order sequential cascaded networks (SCNs) are able to induce means from a finite fragment of a context-sensitive language for processing strings outside the training set. The dynamical behavior of the SCN is qualitatively distinct from that observed in LSTM networks. Differences in performance and dynamics are discussed.

Input-driven Language Learning

Input-driven models provide an explicit and readily testable account of language learning. Although we share Ellis's view that the statistical structure of the linguistic environment is a crucial and, until recently, relatively neglected variable in language learning, we also recognize that the approach makes three assumptions about cognition and language learning that are not universally shared. The three assumptions concern (a) the language learner as an intuitive statistician, (b) the constraints on what constitute relevant surface cues, and (c) the redescription problem faced by any system that seeks to derive abstract grammatical relations from the frequency of co-occurring surface forms and functions. These are significant assumptions that must be established if input-driven models are to gain wider acceptance. We comment on these issues and briefly describe a distributed, instance-based approach that retains the key features of the input-driven account advocated by Ellis but that also addresses shortcomings of the current approaches.

Extending Learning Opportunities through a virtual faculty

This paper presents the notion of a virtual faculty as a viable alternative to extending and maintaining learner opportunities for students in regional universities or at universities where specialisations in which they are interested may not be offered. Staff from a number of Australian Universities participated in a CUTSD project to explore the viability of establishing a virtual faculty using videoconferencing as the medium of delivery. The success of this project was the result of close collaboration at a number of levels within the participating institutions and a willingness to explore effective approaches to teaching and learning for a videoconference environment.

Preparing students for the virtual organisation: an evaluation of learning with virtual learning technologies

The paper explores the development of learning behaviours in a virtual management course and the factors that impacted on this development. Data suggest that most teams experienced three kinds of learning behaviours – social, operational and content learning. We propose that the need for technical expertise and team participation will vary during these different stages of learning. Addressing the characteristics of these stages, we comment on the development of a ‘completion phase’ of team development. We argue that the extent to which teams demonstrate different learning stages has a significant impact on the development of on-line learning behaviours. Discussing these results, we suggest why different teams develop distinct learning behaviours, with accordant emphasis on teaching as a moderating and co ordinating role, despite current virtual team pedagogical expectations.

Implications of missed opportunities for learning and assessment in design and technology education

Supporting student learning can be difficult, especially within open-ended or loosely structured activities, often seen as valuable for promoting student autonomy in many curriculum areas and contexts. This paper reports an investigation into the experiences of three teachers who implemented design and technology education ideas in their primary school classrooms for the first time. The teachers did not capitalise upon many of the opportunities for scaffolding their students' learning within the open-ended activities they implemented. Limitations of the teachers' conceptual and procedural knowledge of design and technology were elements that influenced their early experiences. The study has implications for professional developers planning programs in newly introduced areas of the curriculum to support teachers in supporting learning within open-ended and loosely structured problem solving activities. (C) 2001 Elsevier Science Ltd. All rights reserved.

Inhibitors of COP-mediated Transport and Cholera Toxin Action Inhibit Simian Virus 40 Infection

Simian virus 40 (SV40) is a nonenveloped virus that has been shown to pass from surface caveolae to the endoplasmic reticulum in an apparently novel infectious entry pathway. We now show that the initial entry step is blocked by brefeldin A and by incubation at 20degreesC. Subsequent to the entry step, the virus reaches a domain of the rough endoplasmic reticulum by an unknown pathway. This intracellular trafficking pathway is also brefeldin A sensitive. Infection is strongly inhibited by expression of GTP-restricted ADP-ribosylation factor 1 (Arf1) and Sar1 mutants and by microinjection of antibodies to betaCOP. In addition, we demonstrate a potent inhibition of SV40 infection by the dipeptide N-benzoyl-oxycarbonyl-Gly-Phe-amide, which also inhibits late events in cholera toxin action. Our results identify novel inhibitors of SV40 infection and show that SV40 requires COPI- and COPII-dependent transport steps for successful infection.

On the volume of 4-cycle trades

A 4-cycle trade of volume t corresponds to a simple graph G without isolated vertices, where the edge set can be partitioned into t 4-cycles in at least two different ways such that the two collections of 4-cycles have no 4-cycles in common. The foundation of the trade is v = \V(G)\. This paper determines for which values oft and a there exists a 4-cycle trade of volume t and foundation v.