title: Keeping track of electronic reading material

authors: Alanazi, Mohammed Subhi

subjects: Tracking reading material

abstract: Because reading electronically has become widespread, keeping track of the wide range of material one reads has become a problem. To explore this issue, a user study was conducted concerning how people keep track of the materials they have been reading, are currently reading, and are planning to read. We observed that people use different methods for these three tasks, and that there is a discontinuity in the processing of reading materials. Moreover, people have no effective common strategy for keeping track of what they read. As a result of this study, we derived four requirements for developing a system that helps people keep track of their reading materials.

Instead of developing a completely new system, seven available systems were reviewed to find out which one can be extended and cover the requirements. Two open source software projects were chosen to be analysed more deeply (Zotero and Greenstone). As a result of this analysis, we decided to combine the two software systems to work together. Tracking Reading Material System (TRMS) was developed as a solution for the problem. TRMS combines Greenstone and Zotero software, using Greenstone to store and organise documents, and Zotero to capture the documents and metadata. Four participants used TRMS, and evaluated it over a week's use, and completed a diary. Each participant was interviewed individually pre- and post-use of the TRMS.  This data showed that the TRMS was partially successful, but modifications are needed for a more satisfactory user experience.

text: Keeping track of electronic reading material Because reading electronically has become widespread, keeping track of the wide range of material one reads has become a problem. To explore this issue, a user study was conducted concerning how people keep track of the materials they have been reading, are currently reading, and are planning to read. We observed that people use different methods for these three tasks, and that there is a discontinuity in the processing of reading materials. Moreover, people have no effective common strategy for keeping track of what they read. As a result of this study, we derived four requirements for developing a system that helps people keep track of their reading materials.

Instead of developing a completely new system, seven available systems were reviewed to find out which one can be extended and cover the requirements. Two open source software projects were chosen to be analysed more deeply (Zotero and Greenstone). As a result of this analysis, we decided to combine the two software systems to work together. Tracking Reading Material System (TRMS) was developed as a solution for the problem. TRMS combines Greenstone and Zotero software, using Greenstone to store and organise documents, and Zotero to capture the documents and metadata. Four participants used TRMS, and evaluated it over a week's use, and completed a diary. Each participant was interviewed individually pre- and post-use of the TRMS.  This data showed that the TRMS was partially successful, but modifications are needed for a more satisfactory user experience.

year: 2013

title: Review: Conversational interaction in second language acquisition: A collection of empirical studies.

authors: Barnard, Roger

subjects: linguistic

abstract: This new book edited by Alison Mackey provides a clear overview of the state of research into the role of interaction in SLA, and includes 16 new studies especially written for this book. Altogether, 27 university-based authors contributed to these studies - two in New Zealand (Rod Ellis and Rebecca Adams), two in Japan, and the rest in the USA or Canada, which were also the settings for 10 of the 16 studies, while two others were carried out in Japan, two in South Korea, and one each in Thailand and New Zealand. All of the participants were adults, and the majority university students (most often, it seems, in the same sites as the researchers).

text: Review: Conversational interaction in second language acquisition: A collection of empirical studies. This new book edited by Alison Mackey provides a clear overview of the state of research into the role of interaction in SLA, and includes 16 new studies especially written for this book. Altogether, 27 university-based authors contributed to these studies - two in New Zealand (Rod Ellis and Rebecca Adams), two in Japan, and the rest in the USA or Canada, which were also the settings for 10 of the 16 studies, while two others were carried out in Japan, two in South Korea, and one each in Thailand and New Zealand. All of the participants were adults, and the majority university students (most often, it seems, in the same sites as the researchers).

year: 2008

title: Ko au tēnei

authors: Temara, Pou

subjects: Tuhinga auaha

abstract: He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

text: Ko au tēnei He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

year: 2017