Path constraints in semistructured databases

AbstractWe investigate a class of path constraints that is of interest in connection with both semistructured and structured data. In standard database systems, constraints are typically expressed as part of the schema, but in semistructured data there is no explicit schema and path constraints provide a natural alternative. As with structured data, path constraints on semistructured data express integrity constraints associated with the semantics of data and are important in query optimization. We show that in semistructured databases, despite the simple syntax of the constraints, their associated implication problem is r.e. complete and finite implication problem is co-r.e. complete. However, we establish the decidability of the implication and finite implication problems for several fragments of the path constraint language and demonstrate that these fragments suffice to express important semantic information such as extent constraints, inverse relationships, and local database constraints commonly found in object-oriented databases

Traditionally taught students learn; actively engaged students remember

A common narrative in physics education research is that students taught in lecture-based classes learn less than those taught with activity-based reformed methods. We show this narrative is simplistic and misses important dynamics of student learning. In particular, we find students of both methods show equal short-term learning gains on a conceptual question dealing with electric potential. For traditionally taught students, this learning rapidly decays on a time scale of weeks, vanishing by the time of the typical end-of-term post-test. For students in reform-based classes, however, the knowledge is retained and may even be enhanced by subsequent instruction. This difference explains the many previous pre- and post-test studies that have found minimal learning gains in lecture-based courses. Our findings suggest a more nuanced model of student learning, one that is sensitive to time-dependent effects such as forgetting and interference. In addition, the findings suggest that lecture-based courses, by incorporating aspects designed to reinforce student understanding of previously covered topics, might approach the long-term learning found in research-based pedagogies

Goldilocks Forgetting in Cross-Situational Learning

Given that there is referential uncertainty (noise) when learning words, to what extent can forgetting filter some of that noise out, and be an aid to learning? Using a Cross Situational Learning model we find a U-shaped function of errors indicative of a "Goldilocks" zone of forgetting: an optimum store-loss ratio that is neither too aggressive nor too weak, but just the right amount to produce better learning outcomes. Forgetting acts as a high-pass filter that actively deletes (part of) the referential ambiguity noise, retains intended referents, and effectively amplifies the signal. The model achieves this performance without incorporating any specific cognitive biases of the type proposed in the constraints and principles account, and without any prescribed developmental changes in the underlying learning mechanism. Instead we interpret the model performance as more of a by-product of exposure to input, where the associative strengths in the lexicon grow as a function of linguistic experience in combination with memory limitations. The result adds a mechanistic explanation for the experimental evidence on spaced learning and, more generally, advocates integrating domain-general aspects of cognition, such as memory, into the language acquisition process

A novel G-quadruplex-forming GGA repeat region in the c-myb promoter is a critical regulator of promoter activity

The c-myb promoter contains multiple GGA repeats beginning 17 bp downstream of the transcription initiation site. GGA repeats have been previously shown to form unusual DNA structures in solution. Results from chemical footprinting, circular dichroism and RNA and DNA polymerase arrest assays on oligonucleotides representing the GGA repeat region of the c-myb promoter demonstrate that the element is able to form tetrad:heptad:heptad:tetrad (T:H:H:T) G-quadruplex structures by stacking two tetrad:heptad G-quadruplexes formed by two of the three (GGA)4 repeats. Deletion of one or two (GGA)4 motifs destabilizes this secondary structure and increases c-myb promoter activity, indicating that the G-quadruplexes formed in the c-myb GGA repeat region may act as a negative regulator of the c-myb promoter. Complete deletion of the c-myb GGA repeat region abolishes c-myb promoter activity, indicating dual roles of the c-myb GGA repeat element as both a transcriptional repressor and an activator. Furthermore, we demonstrated that Myc-associated zinc finger protein (MAZ) represses c-myb promoter activity and binds to the c-myb T:H:H:T G-quadruplexes. Our findings show that the T:H:H:T G-quadruplex-forming region in the c-myb promoter is a critical cis-acting element and may repress c-myb promoter activity through MAZ interaction with G-quadruplexes in the c-myb promoter

Applications of isothermal titration calorimetry - the research and technical developments from 2011 to 2015

Isothermal titration calorimetry is a widely used biophysical technique for studying the formation or dissociation of molecular complexes. Over the last 5years, much work has been published on the interpretation of isothermal titration calorimetry (ITC) data for single binding and multiple binding sites. As over 80% of ITC papers are on macromolecules of biological origin, this interpretation is challenging. Some researchers have attempted to link the thermodynamics constants to events at the molecular level. This review highlights work carried out using binding sites characterized using x-ray crystallography techniques that allow speculation about individual bond formation and the displacement of individual water molecules during ligand binding and link these events to the thermodynamic constants for binding. The review also considers research conducted with synthetic binding partners where specific binding events like anion-π and π-π interactions were studied. The revival of assays that enable both thermodynamic and kinetic information to be collected from ITC data is highlighted. Lastly, published criticism of ITC research from a physical chemistry perspective is appraised and practical advice provided for researchers unfamiliar with thermodynamics and its interpretation

Learning, retention, and forgetting of Newton’s third law throughout university physics

We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values