title: Improved measurement linearity and precision for AMCW time-of-flight range imaging cameras

authors: Payne, Andrew D.

subjects: engineering

abstract: Time-of-flight range imaging systems utilizing the amplitude modulated continuous wave (AMCW) technique often suffer from measurement nonlinearity due to the presence of aliased harmonics within the amplitude modulation signals. Typically a calibration is performed to correct these errors. We demonstrate an alternative phase encoding approach that attenuates the harmonics during the sampling process, thereby improving measurement linearity in the raw measurements. This mitigates the need to measure the system’s response or calibrate for environmental changes. In conjunction with improved linearity, we demonstrate that measurement precision can also be increased by reducing the duty cycle of the amplitude modulated illumination source (while maintaining overall illumination power).

text: Improved measurement linearity and precision for AMCW time-of-flight range imaging cameras Time-of-flight range imaging systems utilizing the amplitude modulated continuous wave (AMCW) technique often suffer from measurement nonlinearity due to the presence of aliased harmonics within the amplitude modulation signals. Typically a calibration is performed to correct these errors. We demonstrate an alternative phase encoding approach that attenuates the harmonics during the sampling process, thereby improving measurement linearity in the raw measurements. This mitigates the need to measure the system’s response or calibrate for environmental changes. In conjunction with improved linearity, we demonstrate that measurement precision can also be increased by reducing the duty cycle of the amplitude modulated illumination source (while maintaining overall illumination power).

year: 2010

title: A Changing Perspective: leading and learning in new ways

authors: Woodward, Phillipa Jean

subjects: Adult Developmental Theory

abstract: Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

text: A Changing Perspective: leading and learning in new ways Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners.  Educational leaders are facing increasing challenges and demands to become more responsive to the fast changing world in which we live and work.  With the increasing complexity and unpredictability that surrounds us, as educators we need to respond in new ways to address the inequity and increasing disparity that exists for our learners. 

The traditional model of schooling that aimed to equip learners with the skills and knowledge to live in a predictable world are no longer fit for purpose, placing new demands on educators.  As leaders we need to consider how we are leading change and building the capability and capacity of ourselves, and others to cope with the increasing complexity and demands of education today.  This requires us to critically reflect on how we create the conditions and learning experiences for our colleagues with the ultimate aim to improve the quality of teaching and learning in our schools.

We need to consider how we can bring about deep and sustainable change in our practice that creates transformational shifts in our learning and leading.  This will require us to rethink about what we pay close attention to and how we shape our schools as authentic learning communities. 

The aim of this research was to explore what leadership practices could support the professional learning and growth of educators in these complex and unpredictable times, with the ultimate goal of improving outcomes for student learners. 

The focus for this research was to investigate whether leadership practices could be strengthened when the leader took in to consideration the adult developmental stages of the team members they were working with.  It was hoped that using the constructive developmental theory to inform leadership practices it may strengthened the learning experiences of the team and subsequently all of the teaching community in the school over time.  These leadership practices required the Key Leader to build their own knowledge of constructive developmental theory and consider how this strengthened their own leadership capacity and then how it could be used to inform the leaders practices in order to support the growth of the team the leader was working with. 

The findings indicated that when we begin to explore the theory of adult development it exposes a great deal more about how we learn, lead and can create conditions for transformation.  It highlighted the importance of deepening our understanding of the developmental diversity of those we lead and work with and responding appropriately to this diversity.   This requires us to ensure learning experiences are developmentally orientated, providing enough support but also challenge to create transformational shifts.

As indicated in these findings, as we gain greater insight in to our own developmental capacity and ways to grow we become far more at ease in working in the complex domain of the unknown unknowns.  We are able to view challenges in new ways, taking a more adaptive leadership approach to how we embrace and lead change. 

When we consider new ways to think, act and engage we have the potential to create places where learners can flourish amongst the uncertainty and complexity.

year: 2016

title: Water Quality Modelling of Te Waihora/Lake Ellesmere

authors: Hamilton, David P.

abstract: As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

text: Water Quality Modelling of Te Waihora/Lake Ellesmere As a component of work to contribute towards the management of water quality of Te Waihora/Lake Ellesmere, the University of Waikato was subcontracted by University of Otago to apply a coupled hydrodynamic-water quality model to the lake. The primary funder for this work was Environment Canterbury (ECAN), Whakaora Te Waihora and the Central Government Freshwater Cleanup Fund. The main modelling tool used in the study to simulate the dynamics of Te Waihora/Lake Ellesmere was the one‐dimensional (1‐D) hydrodynamic-water quality model DYRESM-CAEDYM. The model was used to reproduce observed water column data for a mid-lake station over the period 2011 to 2015. Once a satisfactory level of reproduction of these data had been achieved, an assessment was carried out with the model to examine the impact of various management scenarios on lake water quality. These scenarios involved: (i) projected changes to external nutrient loads to the lake that could be associated with future land management in the catchment and (ii) different lake water level management regimes based around opening of the barrier separating the lake from the ocean. The scenarios are intended here to be a catalyst for further hui and consultations that may adapt and refine additional scenarios, some of which may involve testing of multiple management options. The quantitative output from the model provides a component of the input required to inform strategies for lake management, alongside historical and expert knowledge, as well as analysis of measured data.

year: 2017