title: Comparison between selective and non-selective kiwifruit harvesters for economic viability

authors: Ting, Chia-nan

subjects: kiwifruit

abstract: Robotic harvesting of kiwifruit can help solve the labour shortage of the growing New Zealand kiwifruit industry. The objective of this thesis was to compare the performance of the improved state-of-the-art selective kiwifruit harvester and a new non-selective harvester in terms of economic viability. The harvesters were tested on commercial kiwifruit orchards. Both kiwifruit harvesters were not economically viable at the current state. The greatest barrier to economic viability was the high breakeven performance requirement of at least 95% success-picked-detached for green fruit and 97% for gold fruit. The high-performance requirement was forced by the high fruit value ratio of 16 for green fruit and 30 for gold fruit. Despite the high harvesting rate potential of a non-selective harvester, fruit handling and stemless detachment were the main barriers. The state-of-the-art kiwifruit harvester had high performance relative to other harvesters but required more development on fruit loss reduction and the robotic configuration for better workload sharing. To achieve economic viability, the primary focus for all kiwifruit harvesters should be on raising the success-detached ratio. The secondary focus should be on improving the performance-to-cost ratio. With further development, the selective harvester could reach economically viable performance.

text: Comparison between selective and non-selective kiwifruit harvesters for economic viability Robotic harvesting of kiwifruit can help solve the labour shortage of the growing New Zealand kiwifruit industry. The objective of this thesis was to compare the performance of the improved state-of-the-art selective kiwifruit harvester and a new non-selective harvester in terms of economic viability. The harvesters were tested on commercial kiwifruit orchards. Both kiwifruit harvesters were not economically viable at the current state. The greatest barrier to economic viability was the high breakeven performance requirement of at least 95% success-picked-detached for green fruit and 97% for gold fruit. The high-performance requirement was forced by the high fruit value ratio of 16 for green fruit and 30 for gold fruit. Despite the high harvesting rate potential of a non-selective harvester, fruit handling and stemless detachment were the main barriers. The state-of-the-art kiwifruit harvester had high performance relative to other harvesters but required more development on fruit loss reduction and the robotic configuration for better workload sharing. To achieve economic viability, the primary focus for all kiwifruit harvesters should be on raising the success-detached ratio. The secondary focus should be on improving the performance-to-cost ratio. With further development, the selective harvester could reach economically viable performance.

year: 2018

title: Engagement of older adults in higher education: International perspectives from New Zealand and Scotland

authors: Findsen, Brian

subjects: adult learning

abstract: This article explores the issue of older adults’ access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults’ engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people’s engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adults

text: Engagement of older adults in higher education: International perspectives from New Zealand and Scotland This article explores the issue of older adults’ access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults’ engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people’s engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adults

year: 2012

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012