title: Acoustic tamper detection sensor with very low false alarm rate

authors: Muijlwijk, Lawrence

subjects: false alarms

abstract: We describe a device designed to detect interference (vandalism or tampering) by acoustic means. The design employs both a piezoelectric vibration transducer and a common microphone in a novel mechanical arrangement. In contrast to conventional acoustic sensors that simply respond to vibrations above a threshold, this design analyses the outputs of the two to trigger an alarm. The method confers a near-zero susceptibility to triggering by external loud noises. No complex calculations are required so that only a low-cost, embedded microcontroller is required and the whole sensor can be very cheap. Extreme sensitivity can be achieved with little risk of false alarms.

text: Acoustic tamper detection sensor with very low false alarm rate We describe a device designed to detect interference (vandalism or tampering) by acoustic means. The design employs both a piezoelectric vibration transducer and a common microphone in a novel mechanical arrangement. In contrast to conventional acoustic sensors that simply respond to vibrations above a threshold, this design analyses the outputs of the two to trigger an alarm. The method confers a near-zero susceptibility to triggering by external loud noises. No complex calculations are required so that only a low-cost, embedded microcontroller is required and the whole sensor can be very cheap. Extreme sensitivity can be achieved with little risk of false alarms.

year: 2008

title: The impact of the NCEA on teacher collegiality

authors: Barrett, Jenny

subjects: The NCEA

abstract: This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

text: The impact of the NCEA on teacher collegiality This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

year: 2008

title: Te kawa whakauru ora: Transformative pathways to flourishing whānau

authors: Raharuhi, Te Urukeiha

subjects: flourishing whānau

abstract: Flourishing is more than a combination of wellbeing factors or the absence of disease. It is a state of vitality, optimism and potential. We flourish when we feel positive about our ability to make choices to improve our lives. We flourish when we have opportunities to make valuable contributions to those we care most about, in ways that are meaningful to us. 

There is a wealth of research about whānau wellbeing. However, it is difficult to discern how it directly benefits whānau. Furthermore, deficit approaches to whānau wellbeing research publicise negative stereotypes that are alienating for Māori and detrimental to our flourishing. Te Kawa Whakauru Ora explores a process of identifying transformative pathways to flourishing whānau. It is not a generic approach that represents whānau as homogenous. Nor does it equate whānau with household or nuclear family. This research inquiry into flourishing whānau occurs within the scope of whakapapa and explores diversity within my whānau. 

This research inquiry compares whānau participation in individual wellbeing activities with participation in whānau events. Whānau events are identified by whānau as the only occasions where we experience whakapapa, whanaungatanga and aspects of flourishing that are unique to our collective wellbeing. The research inquiry then focuses on trialling a process of identifying pathways to flourishing whānau through participation in whānau events. When we participate in whānau events, we simultaneously access many aspects of flourishing to varying degrees. Te reo Māori and Māori concepts that are accessible to all whānau regardless of our level of proficiency, are tools to raise our awareness about these. When coupled with an existing research framework, a process for time series analysis of flourishing whānau is created, allowing us to document and compare the contexts of flourishing experienced at different events. 

The trial process of identifying transformative pathways to flourishing whānau is described in detail throughout this thesis to engage with whānau wanting to document the contexts within which they access flourishing. The research process recognises that the potential for pathways to be transformative increases when these are identified by each whānau. This thesis is thus different from existing research about whānau wellbeing because it demonstrates and strengthens whānau research capability.

text: Te kawa whakauru ora: Transformative pathways to flourishing whānau Flourishing is more than a combination of wellbeing factors or the absence of disease. It is a state of vitality, optimism and potential. We flourish when we feel positive about our ability to make choices to improve our lives. We flourish when we have opportunities to make valuable contributions to those we care most about, in ways that are meaningful to us. 

There is a wealth of research about whānau wellbeing. However, it is difficult to discern how it directly benefits whānau. Furthermore, deficit approaches to whānau wellbeing research publicise negative stereotypes that are alienating for Māori and detrimental to our flourishing. Te Kawa Whakauru Ora explores a process of identifying transformative pathways to flourishing whānau. It is not a generic approach that represents whānau as homogenous. Nor does it equate whānau with household or nuclear family. This research inquiry into flourishing whānau occurs within the scope of whakapapa and explores diversity within my whānau. 

This research inquiry compares whānau participation in individual wellbeing activities with participation in whānau events. Whānau events are identified by whānau as the only occasions where we experience whakapapa, whanaungatanga and aspects of flourishing that are unique to our collective wellbeing. The research inquiry then focuses on trialling a process of identifying pathways to flourishing whānau through participation in whānau events. When we participate in whānau events, we simultaneously access many aspects of flourishing to varying degrees. Te reo Māori and Māori concepts that are accessible to all whānau regardless of our level of proficiency, are tools to raise our awareness about these. When coupled with an existing research framework, a process for time series analysis of flourishing whānau is created, allowing us to document and compare the contexts of flourishing experienced at different events. 

The trial process of identifying transformative pathways to flourishing whānau is described in detail throughout this thesis to engage with whānau wanting to document the contexts within which they access flourishing. The research process recognises that the potential for pathways to be transformative increases when these are identified by each whānau. This thesis is thus different from existing research about whānau wellbeing because it demonstrates and strengthens whānau research capability.

year: 2025