Hierarchies of hyper-AFLs

For a full semi-AFL K, B(K) is defined as the family of languages generated by all K-extended basic macro grammars, while H(K) B(K) is the smallest full hyper-AFL containing K; a full basic-AFL is a full AFL K such that B(K) = K (hence every full basic-AFL is a full hyper-AFL). For any full semi-AFL K, K is a full basic-AFL if and only if B(K) is substitution closed if and only if H(K) is a full basic-AFL. If K is not a full basic-AFL, then the smallest full basic-AFL containing K is the union of an infinite hierarchy of full hyper-AFLs. If K is a full principal basic-AFL (such as INDEX, the family of indexed languages), then the largest full AFL properly contained in K is a full basic-AFL. There is a full basic-AFL lying properly in between the smallest full basic-AFL and the largest full basic-AFL in INDEX

Principal AFL

A (full) principal AFL is a (full) AFL generated by a single language, i.e., it is thesmallest (full) AFL containing the given language. In the present paper, a study is made of such AFL. First, an AFA (abstract family of acceptors) characterization of (full) principal AFL is given. From this result, many well-known families of AFL can be shown to be (full) principal AFL. Next, two representation theorems for each language in a (full) principal AFL are given. The first involves the generator and one application each of concatenation, star, intersection with a regular set, inverse homomorphism, and a special type of homomorphism. The second involves an a-transducer, the generator, and one application of concatenation and star. Finally, it is shown that if ℒ1 and ℒ2 are (full) principal AFL, then so are (a) the smallest (full) AFL containing {L1∩L2/L1 in ℒ1, L2 in ℒ2 and (b) the family obtained by substituting ε-free languages of ℒ2 into languages of ℒ1

Iterating iterated substitution

By iterating iterated substitution not all regular languages can be copied. Hence the smallest full hyper (1)-AFL is properly contained in ETOL, the smallest full hyper-AFL. The number of iterations of iterated substitution gives rise to a proper hierarchy. Consequently the smallest full hyper (1)-AFL is not a full principal AFL

A Novice Teacher’s Familiarity with Assessment for Learning in EFL Classroom

This case study aims to find out a novice teacher's knowledge of assessment for learning (AFL) and which AFL strategies are frequently used and considered helpful to enhance students' English proficiency. This study digs into the experience of an English teacher who has been teaching for two years in a secondary school in South Sumatra, Indonesia. The data of the study were mainly obtained from interviews and teaching artifacts. The collected data were then analyzed using thematic analysis. The study revealed that the teacher’s understanding of AFL is sufficient to implement AFL. On the other hand, support from the principal, fellow teachers, and students for the teacher to conduct the AFL was perceived as lacking. Despite the limitations, the teacher reported an attempt to conduct AFL using several strategies. Sharing learning intentions and success criteria with students, asking questions, and classroom discussion are among the strategies that are considered helpful. In contrast, teacher feedback and self and peer assessment are considered less effective. The findings imply a lack of teachers’ professional competence, particularly in conducting AFL. Suggestions are drawn to address the issues

A Characterization of ET0L and EDT0L Languages

There exists a PT0L language $L_0$ such that the following holds. A language $L$ is an ET0L language if and only if there exists a mapping $T$ induced by an a-NGSM (nondeterministic generalized sequential machine with accepting states) such that $L = T(L_0)$. There exists an infinite collection of EPDT0L languages $D_{mn}\subseteq\Sigma_{mn}^\star$ ($n\geq m\geq 1$) such that the family EDT0L is characterized in the following way. A language $L$ is an EDT0L language if and only if there exists $n\geq m\geq 1$, a homomorphism $h$ and a regular language $R \subseteq \Sigma_{mn}^\star$ such that $L = h(D_{mn} \cap R)$.\u

Extended macro grammars and stack controlled machines

K-extended basic macro grammars are introduced, where K is any class of languages. The class B(K) of languages generated by such grammars is investigated, together with the class LB(K) of languages generated by the corresponding linear basic grammars. For any full semi-AFL K, B(K) is a full AFL closed under iterated LB(K)-substitution, but not necessarily under substitution. For any machine type D, the stack controlled machine type corresponding to D is introduced, denoted S(D), and the checking-stack controlled machine type CS(D). The data structure of this machine is a stack which controls a pushdown of data structures from D. If D accepts K, then S(D) accepts B(K) and CS(D) accepts LB(K). Thus the classes B(K) are characterized by stack controlled machines and the classes LB(K), i.e., the full hyper-AFLs, by checking-stack controlled machines. A full basic-AFL is a full AFL K such that B(K)C K. Every full basic-AFL is a full hyper-AFL, but not vice versa. The class of OI macro languages (i.e., indexed languages, i.e., nested stack automaton languages) is a full basic-AFL, properly containing the smallest full basic-AFL. The latter is generated by the ultrabasic macro grammars and accepted by the nested stack automata with bounded depth of nesting (and properly contains the stack languages, the ETOL languages, i.e., the smallest full hyper-AFL, and the basic macro languages). The full basic-AFLs are characterized by bounded nested stack controlled machines

Learning intentions and success criteria: learners' and teachers' views

It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL strategies, but perhaps less into the way that the use of LIs and SC are actually perceived by teachers and their pupils. The purpose of the research described in this paper was to investigate teachers’ and pupils’ perceptions of AfL strategies, focusing specifically on LIs and SC within lessons. Findings showed that while both cohorts agreed on the usefulness of LIs and SC, in practice they were rarely discussed in class. Teachers displayed a variety of understandings regarding their purpose, and some learners, while appreciating their value for revision purposes, also expressed frustration at the tokenistic way in which they were implemented. The results of this study could be helpful in informing the wider education community about how LIs and SC are viewed by teachers and learners with a view to ensure understandings are consistent with research and policy through focused professional development courses

Chapter 16 - Federations of Labor, pp. 360-388

The Catherwood Library and ILR School at Cornell are pleased to again make available an extremely important index of major labor union publications, long out of print. It is Lloyd G. Reynolds and Charles C. Killingsworth\u27s Trade Union Publications: The Official Journals, Convention Proceedings and Constitutions of International Unions and Federations, 1850-1941. Baltimore, The John Hopkins Press, 1944

Assessment for learning and for self-regulation

Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi) - a research tool for measuring teachers’ understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an extensive body of international research connecting assessment for learning pedagogy with student self-regulation, mental health and well-being. Reflecting on the potential of the AfLAi as a research tool, an activity systems framework is advanced as a mechanism to engage researchers and teachers in meaningful site-based continuous professional development that supports teachers’ interrogation of aggregated school data derived from their responses to the AfLAi. It is argued that by de-privatising classroom practice in this way and challenging teachers to examine self-reports of their understanding and use of assessment for learning pedagogy, the extent to which students are afforded opportunities to develop as self-regulating learners is laid bare. In turn, the teaching, learning and assessment conditions that serve to create and sustain selfregulation by students emerge. The paper is premised on a commitment to a biopsychosocial approach to mental health and to an inter-disciplinary, multi-lens, research agenda that will yield comprehensive, dynamic insights and understandings to inform future practice.peer-reviewe

A New Labor Movement in the Shell of the Old?

[Excerpt] A lot has changed since the formation of the AFL-CIO 40 years ago. A regulated national economy has been transformed into a global economy — one in which American workers can be put into competition with others anywhere in the world. Corporations have decentralized their activities, downsized their in-house operations, and outsourced their production even while concentrating their power around the globe. Large urban industrial complexes like Detroit and Pittsburgh have been replaced by small, highly mobile production units, which can easily be relocated. White men have become the minority of the U.S. workforce and women and people of color the majority