Evidence From Language Bursts, Revision, and Transcription for Translation and Its Relation to Other Writing Processes

2012 ◽  
pp. 31-42
Keyword(s):  
Writing Processes

Letter Accurate interferometric system to perform the substrate focusing and alignment in laser writing processes

1997 ◽  
Vol 44 (6) ◽  
pp. 1065-1072
Author(s):  
Jose Ramon Salgueiro ◽  
Juan Felix Roman ◽  
Vicente Moreno
Keyword(s):  
Laser Writing ◽  
Writing Processes

scholarly journals Notetaking and Writing from Hypertexts in L1 and L2

2008 ◽  
Vol 156 ◽  
pp. 31-50
Author(s):  
Marie-Laure Barbier ◽  
Annie Piolat ◽  
Jean-Yves Roussey ◽  
Françoise Raby
Keyword(s):  
Cognitive Load ◽  
Word Processor ◽  
Cognitive Effort ◽  
Cognitive Resources ◽  
Main Task ◽  
Writing Processes ◽  
Random Intervals ◽  
Paper Condition ◽  
Copy And Paste ◽  
L1 And L2

This study analyzes the cognitive effort and linguistic procedures of sixty students using information taken from an experimental website in L1 (French) and in L2 (English). The students navigated on the website and took notes on paper or with a word processor. A triple-task paradigm was used to estimate the cognitive load of reading, notetaking, and writing processes in L2. The students had to perform two additional tasks while a main task (notetaking, for example) was being carried out. They had to react as fast as possible to sound signals sent out at random intervals. They also had to identify what they were doing at the time the sound signal was heard (reading, notetaking, or writing). The study focuses on the way the students managed their cognitive resources while exploring the website, selecting and writing down the ideas they considered useful, and reconstructing them later when producing their own text. Surprisingly, no difference in cognitive load was observed between L1 and L2. By relying almost exclusively on the copy and paste functions to retrieve information from the website, the participants using a word processor in L2 succeeded in making reading a less costly activity, and they performed similarly to the notetakers in L1. The students’ difficulties in L2 became apparent only in the paper condition. The strategies and linguistic procedures of the students are described and related to the ways teachers can approach the new dimensions of notetaking and writing with a computer.

A Storage Model of Equipment Data Based on HBase

2015 ◽  
Vol 713-715 ◽  
pp. 2418-2422
Author(s):  
Lei Rao ◽  
Fan De Yang ◽  
Xin Ming Li ◽  
Dong Liu
Keyword(s):  
Data Management ◽  
Data Model ◽  
File System ◽  
File Systems ◽  
Database Systems ◽  
Labor Management ◽  
Storage Model ◽  
Reading And Writing ◽  
Writing Processes ◽  
Three Stages

Data management has experienced three stages: labor management, file systems, and database systems. In this paper, manage equipment data using a combination of HDFS file system and HBase database: the principles of HBase data management is studied; equipment data’s reading and writing processes is established; data model of equipment database is designed based on HBase.

Fantasy Workshop

2014 ◽  
pp. 249-260
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students’ writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

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