title: AffectiveTweets: a Weka package for analyzing affect in tweets

authors: Bravo-Marquez, Felipe

subjects: computer science

abstract: AffectiveTweets is a set of programs for analyzing emotion and sentiment of social media messages such as tweets. It is implemented as a package for the Weka machine learning workbench and provides methods for calculating state-of-the-art affect analysis features from tweets that can be fed into machine learning algorithms implemented in Weka. It also implements methods for building affective lexicons and distant supervision methods for training affective models from unlabeled tweets. The package was used by several teams in the shared tasks: EmoInt 2017 and Affect in Tweets SemEval 2018 Task 1.

text: AffectiveTweets: a Weka package for analyzing affect in tweets AffectiveTweets is a set of programs for analyzing emotion and sentiment of social media messages such as tweets. It is implemented as a package for the Weka machine learning workbench and provides methods for calculating state-of-the-art affect analysis features from tweets that can be fed into machine learning algorithms implemented in Weka. It also implements methods for building affective lexicons and distant supervision methods for training affective models from unlabeled tweets. The package was used by several teams in the shared tasks: EmoInt 2017 and Affect in Tweets SemEval 2018 Task 1.

year: 2019

title: Strategies and characteristics of effective one-to-one literacy tutors

authors: Bennett, Tracey Shelley-Anne

subjects: Reading

abstract: What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

text: Strategies and characteristics of effective one-to-one literacy tutors What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

year: 2007

title: Te Poutikanga

authors: Maxwell, Te Kahautu

abstract: Te Poutikanga was composed to pay homage to the newly appointed spiritual leader of Te Haahi Ringatū Mr Wirangi Pera who was appointed on the 1 January 2014. This composition was performed by ŌpōtikiMai Tawhiti at the Mātaatua Regional Kapa Haka Competition and placed first in the Whakawātea discipline.

text: Te Poutikanga Te Poutikanga was composed to pay homage to the newly appointed spiritual leader of Te Haahi Ringatū Mr Wirangi Pera who was appointed on the 1 January 2014. This composition was performed by ŌpōtikiMai Tawhiti at the Mātaatua Regional Kapa Haka Competition and placed first in the Whakawātea discipline.

year: 2014-01-25