title: Important Messages from Students' Responsive Writing: s a big holloboleoos

authors: Vanstone, Brooke

subjects: children's written language

abstract: This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences.  This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English.

A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings.  Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies.  In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English.  These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.

text: Important Messages from Students' Responsive Writing: s a big holloboleoos This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences.  This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English.

A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings.  Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies.  In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English.  These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.

year: 2008

title: Location-based vocabulary learning app

authors: Wu, Shaoqun

subjects: computer science

abstract: This paper presents a mobile app that generates vocabulary learning games based on the user’s geographical location—cinema, restaurant, museum, etc. The app sends the user a notification and offers three fun vocabulary games—Unscramble, Hangman and Matching—when the user enters the premises of the location of interest. This project used cinema halls as the primary location. The games are automatically generated from the movie words and phrases extracted from New York Times movie reviews. The user can either learn new words or review words learned previously. A preliminary study with seven language learners has shown learners’ positive attitude towards the underling principles of location-based vocabulary learning. It has also provided constructive feedback for the future development.

text: Location-based vocabulary learning app This paper presents a mobile app that generates vocabulary learning games based on the user’s geographical location—cinema, restaurant, museum, etc. The app sends the user a notification and offers three fun vocabulary games—Unscramble, Hangman and Matching—when the user enters the premises of the location of interest. This project used cinema halls as the primary location. The games are automatically generated from the movie words and phrases extracted from New York Times movie reviews. The user can either learn new words or review words learned previously. A preliminary study with seven language learners has shown learners’ positive attitude towards the underling principles of location-based vocabulary learning. It has also provided constructive feedback for the future development.

year: 2016

title: La gouvernance des rivières en Nouvelle-Zélande : une solution élégante ?

authors: Te Aho, Linda

subjects: Water governance,

abstract: Governance of Water in New Zealand: An Elegant Solution? This chapter is grounded in the context of Aotearoa New Zealand while drawing on larger references, such as the United Nations Declaration on the Rights of Indigenous peoples, the Rio+20 Declaration and constitutional provisions for Rights of Nature. The chapter analyses a proposed new model for the contentious issue of freshwater governance in New Zealand based on responsible use which also addresses the complex world of state-Māori relations.

text: La gouvernance des rivières en Nouvelle-Zélande : une solution élégante ? Governance of Water in New Zealand: An Elegant Solution? This chapter is grounded in the context of Aotearoa New Zealand while drawing on larger references, such as the United Nations Declaration on the Rights of Indigenous peoples, the Rio+20 Declaration and constitutional provisions for Rights of Nature. The chapter analyses a proposed new model for the contentious issue of freshwater governance in New Zealand based on responsible use which also addresses the complex world of state-Māori relations.

year: 2018