title: Calibration and control of a robot arm using a range imaging camera

authors: Kelly, Cameron Brian Desmond

subjects: time of flight

abstract: Time of flight range imaging is an emerging technology that has numerous applications in machine vision. In this paper we cover the use of a commercial time of flight range imaging camera for calibrating a robotic arm. We do this by identifying retro-reflective targets attached to the arm, and centroiding on calibrated spatial data, which allows precise measurement of three dimensional target locations. The robotic arm is an inexpensive model that does not have positional feedback, so a series of movements are performed to calibrate the servos signals to the physical position of the arm. The calibration showed a good linear response between the control signal and servo angles. The calibration procedure also provided a transformation between the camera and arm coordinate systems. Inverse kinematic control was then used to position the arm. The range camera could also be used to identify objects in the scene. With the object location now known in the arm's coordinate system (transformed from the camera's coordinate system) the arm was able to move allowing it to grasp the object.

text: Calibration and control of a robot arm using a range imaging camera Time of flight range imaging is an emerging technology that has numerous applications in machine vision. In this paper we cover the use of a commercial time of flight range imaging camera for calibrating a robotic arm. We do this by identifying retro-reflective targets attached to the arm, and centroiding on calibrated spatial data, which allows precise measurement of three dimensional target locations. The robotic arm is an inexpensive model that does not have positional feedback, so a series of movements are performed to calibrate the servos signals to the physical position of the arm. The calibration showed a good linear response between the control signal and servo angles. The calibration procedure also provided a transformation between the camera and arm coordinate systems. Inverse kinematic control was then used to position the arm. The range camera could also be used to identify objects in the scene. With the object location now known in the arm's coordinate system (transformed from the camera's coordinate system) the arm was able to move allowing it to grasp the object.

year: 2010

title: Symbolic order and material agency: A cultural ecology of native forest remnants on Waikato dairy farms

authors: Jay, Grace Mairi M.

subjects: New Zealand

abstract: Loss of native biological diversity is a world-wide problem of growing international concern.  One of the main causes of native biodiversity loss is destruction and degradation of native habitat through land development for agriculture.  

The Waikato region is an example of the destruction and degradation of native habitat in association with the development and intensification of farming, including dairy farming.  This thesis explores cultural reasons for the loss of native forest in the Waikato region, and reasons why fragments of native forest remain.  The research involves a participant observation study of 'typical' dairy farm families for 9 months of the dairy year, in-depth interviews of dairy farmers who have protected a significant proportion of their land for conservation of native habitat, a questionnaire of dairy farmers, and an examination of dairy farm magazines and other literature to identify the values and attitudes that motivate dairy farmers in relation to land management and protection of native habitat.

The title of the thesis suggests two elements that are important for understanding the loss and persistence of native forest in Waikato's farmed landscapes.  Symbolic reason refers to the values, attitudes and perceptions of farmers that derive from socio-political and economic forces which encourage productivist practises that leave little opportunity for native forest to survive.  Material agency refers to the local circumstances of particular farms and individual people which enable native forest to persist.   The thesis argues that persistence of native forest depends on the idiosyncrasies of material circumstance in the face of relentless pressure to transform the production landscape for economic purposes.  

The thesis concludes with a suggestion that policies to assist survival of native habitat in farmed landscapes need to include ones that encourage the odds in favour of fortuitous circumstance.  In the face of globalised economic pressures, policies for conservation of native biodiversity need to involve a 'portfolio' of measures that apply to individual landowners and the wider rural community by recognising, assisting and rewarding management for non-production values.

text: Symbolic order and material agency: A cultural ecology of native forest remnants on Waikato dairy farms Loss of native biological diversity is a world-wide problem of growing international concern.  One of the main causes of native biodiversity loss is destruction and degradation of native habitat through land development for agriculture.  

The Waikato region is an example of the destruction and degradation of native habitat in association with the development and intensification of farming, including dairy farming.  This thesis explores cultural reasons for the loss of native forest in the Waikato region, and reasons why fragments of native forest remain.  The research involves a participant observation study of 'typical' dairy farm families for 9 months of the dairy year, in-depth interviews of dairy farmers who have protected a significant proportion of their land for conservation of native habitat, a questionnaire of dairy farmers, and an examination of dairy farm magazines and other literature to identify the values and attitudes that motivate dairy farmers in relation to land management and protection of native habitat.

The title of the thesis suggests two elements that are important for understanding the loss and persistence of native forest in Waikato's farmed landscapes.  Symbolic reason refers to the values, attitudes and perceptions of farmers that derive from socio-political and economic forces which encourage productivist practises that leave little opportunity for native forest to survive.  Material agency refers to the local circumstances of particular farms and individual people which enable native forest to persist.   The thesis argues that persistence of native forest depends on the idiosyncrasies of material circumstance in the face of relentless pressure to transform the production landscape for economic purposes.  

The thesis concludes with a suggestion that policies to assist survival of native habitat in farmed landscapes need to include ones that encourage the odds in favour of fortuitous circumstance.  In the face of globalised economic pressures, policies for conservation of native biodiversity need to involve a 'portfolio' of measures that apply to individual landowners and the wider rural community by recognising, assisting and rewarding management for non-production values.

year: 2004

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010