title: Issues in Location-Based Indexing for Co-operating Mobile Information Systems

authors: Osborn, Wendy

subjects: computer science

abstract: Mobile information systems need to collaborate with each other to provide seamless information access to the user. Information about the user and their context provides the points of contact between the systems. Location is the most basic user context. 
TIP is a mobile tourist information system that also provides location-based access to documents in the digital library Greenstone. This paper identifies the challenges for providing efficient access to location-based information using the various access modes a tourist requires on their travels. We discuss our extended 2DR-tree approach to meet these challenges.

text: Issues in Location-Based Indexing for Co-operating Mobile Information Systems Mobile information systems need to collaborate with each other to provide seamless information access to the user. Information about the user and their context provides the points of contact between the systems. Location is the most basic user context. 
TIP is a mobile tourist information system that also provides location-based access to documents in the digital library Greenstone. This paper identifies the challenges for providing efficient access to location-based information using the various access modes a tourist requires on their travels. We discuss our extended 2DR-tree approach to meet these challenges.

year: 2007

title: Understanding the degree of condensation of phenolic and etherified C-9 Units of in situ lignins

authors: Nanayakkara, Bernadette

subjects: β-aryl ether linkages

abstract: A novel approach for the quantification of the degree of condensation at the C₅ position of etherified and phenolic phenylpropane (C-9) units of in situ lignin is described. This is achieved by degrading unmethylated and methylated wood by thioacidolysis and analyzing the resultant product mixtures by quantitative ³¹P NMR spectroscopy. Applying this new method to compression wood and normal wood from Pinus radiata showed that, whereas 41–47% of etherified guaiacyl C-9 units are condensed at the C₅ position, almost all phenolic guaiacyl C-9 units exist as uncondensed moieties. Analysis of milled wood lignin (MWL) isolated from the same wood by ³¹P NMR spectroscopy before and after thioacidolysis showed that the phenolic guaiacyl C-9 units were more condensed than those in the in situ lignin. This is likely due to partial cleavage of the more condensed etherified linkages during the lignin isolation, leading to a relative increase in condensed phenolic guaiacyl C-9 units.

text: Understanding the degree of condensation of phenolic and etherified C-9 Units of in situ lignins A novel approach for the quantification of the degree of condensation at the C₅ position of etherified and phenolic phenylpropane (C-9) units of in situ lignin is described. This is achieved by degrading unmethylated and methylated wood by thioacidolysis and analyzing the resultant product mixtures by quantitative ³¹P NMR spectroscopy. Applying this new method to compression wood and normal wood from Pinus radiata showed that, whereas 41–47% of etherified guaiacyl C-9 units are condensed at the C₅ position, almost all phenolic guaiacyl C-9 units exist as uncondensed moieties. Analysis of milled wood lignin (MWL) isolated from the same wood by ³¹P NMR spectroscopy before and after thioacidolysis showed that the phenolic guaiacyl C-9 units were more condensed than those in the in situ lignin. This is likely due to partial cleavage of the more condensed etherified linkages during the lignin isolation, leading to a relative increase in condensed phenolic guaiacyl C-9 units.

year: 2011

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09