title: Alternative solutions for determining the spectral band weights for the subtractive resolution merge technique

authors: Ashraf, Muhammad Salman

subjects: data fusion

abstract: Data fusion using subtractive resolution merge (SRM) is limited because it currently requires fixed spectral band weights predetermined for particular sensors. This is problematic because there is an increasing availability of new and emerging sensors that have no predetermined band weights. There is also a need for fusion between sensors, which potentially requires a large number of sensor combinations and band weight calculations. This article demonstrates how the least sum of minimum absolute deviation (LAD, least absolute deviation) and ordinary least squares (OLS) regressions can calculate band weights for application in the SRM technique using QuickBird satellite and Vexcel aerial images. Both methods were effective in improving image details. The results of LAD and OLS are shown using qualitative and quantitative metrics and through unsupervised classification of freshwater habitat. OLS and LAD produce similar results; however, OLS is computationally simpler and easier to automate. The ability of the user to calculate their own scene specific band weights eliminates the dependence on predetermined sensor band weights. This research concludes that OLS band weight calculations should be integrated into the SRM technique to diversify its application.

text: Alternative solutions for determining the spectral band weights for the subtractive resolution merge technique Data fusion using subtractive resolution merge (SRM) is limited because it currently requires fixed spectral band weights predetermined for particular sensors. This is problematic because there is an increasing availability of new and emerging sensors that have no predetermined band weights. There is also a need for fusion between sensors, which potentially requires a large number of sensor combinations and band weight calculations. This article demonstrates how the least sum of minimum absolute deviation (LAD, least absolute deviation) and ordinary least squares (OLS) regressions can calculate band weights for application in the SRM technique using QuickBird satellite and Vexcel aerial images. Both methods were effective in improving image details. The results of LAD and OLS are shown using qualitative and quantitative metrics and through unsupervised classification of freshwater habitat. OLS and LAD produce similar results; however, OLS is computationally simpler and easier to automate. The ability of the user to calculate their own scene specific band weights eliminates the dependence on predetermined sensor band weights. This research concludes that OLS band weight calculations should be integrated into the SRM technique to diversify its application.

year: 2011

title: The Primary School Factors that Shape the Environmental Knowledge, Attitudes, and Behaviours of Children

authors: McEwen, Kendall Elyse

subjects: children

abstract: As environmental issues continue to threaten the safety and longevity of the world we live in, we turn to today’s children, handing the responsibility of the environment over to them in the hope that they will be better protectors of the environment than generations before them. But to ensure that children are capable of protecting the environment, it is vital to assess their environmental knowledge, attitudes, and behaviours, and the factors that influence these, so that adults can encourage children to be as sustainable as possible in an ever-polluted and degraded world. Humanity is accountable for an increasing number of environmental issues and disasters. We know about climate change, water and air pollution, plant and animal extinction, and the injustice and inequality that stem from these issues, yet we have not taken meaningful action. Why? Because the Western World is so dependent on their capitalist and consumeristic lifestyles, that any deviation from this is deemed unacceptable. We need to face the fact that lavish, materialistic lifestyles are not sustainable in a finite world. Our choices are either change our ways or doom the rest of humanity and the environment. 

This thesis is based on research conducted in two primary schools in Hamilton, New Zealand, which aimed to explore the environmental knowledge, attitudes, and behaviours of children, and what factors in primary schools affect these. Much literature exists on the relationship between children and the environment, yet literature lacks in areas pertaining to the influence of principals, school rules, extracurricular activities, and community resources. Existing literature looks at single influencing factors in isolation, while this research examines multiple factors to determine which ones are most important. 

The research was organised under a case study design, with schools being the case studies. Within the schools, the research involved observation, interviews, and document analysis, all of which were examined using thematic analysis. The results showed that people, specifically passionate teachers and principals, were one of two most powerful influences on children’s environmental knowledge, attitudes, and behaviours. Natural school grounds were the other most important factor, as they helped children to engage more deeply with nature, and make meaningful connections. School learning processes, rules and practices, extracurricular activities, and community resources also had significant effects on children’s environmental knowledge, attitudes, and behaviours. Children were found to have environmental knowledge about ethical principles, environmental issues, environmental facts, and sustainable actions. Ecocentric attitudes were largely evident amongst the children, such as sadness, guilt, or disappointment, but a small number expressed anthropocentric attitudes, mainly indifference towards the environment. It was positive that a number of children carried out environmentally friendly behaviours, such as picking up rubbish, encouraging peers not to litter, and getting involved in optional environmental groups. 

The main concluding recommendations were that schools should seek to employ teachers who are passionate about nature, school grounds should be natural and diverse wherever possible, children need to be empowered to act for the environment, and Enviroschool participation should be compulsory for all schools.

text: The Primary School Factors that Shape the Environmental Knowledge, Attitudes, and Behaviours of Children As environmental issues continue to threaten the safety and longevity of the world we live in, we turn to today’s children, handing the responsibility of the environment over to them in the hope that they will be better protectors of the environment than generations before them. But to ensure that children are capable of protecting the environment, it is vital to assess their environmental knowledge, attitudes, and behaviours, and the factors that influence these, so that adults can encourage children to be as sustainable as possible in an ever-polluted and degraded world. Humanity is accountable for an increasing number of environmental issues and disasters. We know about climate change, water and air pollution, plant and animal extinction, and the injustice and inequality that stem from these issues, yet we have not taken meaningful action. Why? Because the Western World is so dependent on their capitalist and consumeristic lifestyles, that any deviation from this is deemed unacceptable. We need to face the fact that lavish, materialistic lifestyles are not sustainable in a finite world. Our choices are either change our ways or doom the rest of humanity and the environment. 

This thesis is based on research conducted in two primary schools in Hamilton, New Zealand, which aimed to explore the environmental knowledge, attitudes, and behaviours of children, and what factors in primary schools affect these. Much literature exists on the relationship between children and the environment, yet literature lacks in areas pertaining to the influence of principals, school rules, extracurricular activities, and community resources. Existing literature looks at single influencing factors in isolation, while this research examines multiple factors to determine which ones are most important. 

The research was organised under a case study design, with schools being the case studies. Within the schools, the research involved observation, interviews, and document analysis, all of which were examined using thematic analysis. The results showed that people, specifically passionate teachers and principals, were one of two most powerful influences on children’s environmental knowledge, attitudes, and behaviours. Natural school grounds were the other most important factor, as they helped children to engage more deeply with nature, and make meaningful connections. School learning processes, rules and practices, extracurricular activities, and community resources also had significant effects on children’s environmental knowledge, attitudes, and behaviours. Children were found to have environmental knowledge about ethical principles, environmental issues, environmental facts, and sustainable actions. Ecocentric attitudes were largely evident amongst the children, such as sadness, guilt, or disappointment, but a small number expressed anthropocentric attitudes, mainly indifference towards the environment. It was positive that a number of children carried out environmentally friendly behaviours, such as picking up rubbish, encouraging peers not to litter, and getting involved in optional environmental groups. 

The main concluding recommendations were that schools should seek to employ teachers who are passionate about nature, school grounds should be natural and diverse wherever possible, children need to be empowered to act for the environment, and Enviroschool participation should be compulsory for all schools.

year: 2015

title: The Te Kotahitanga observation tool: Development, use, reliability and validity

authors: Berryman, Mere

subjects: School reform

abstract: Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

text: The Te Kotahitanga observation tool: Development, use, reliability and validity Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

year: 2015