title: Defocus restoration for a full-field heterodyne ranger via multiple return separation

authors: Godbaz, John Peter

subjects: defocus

abstract: Full-field heterodyne time-of-flight range-imagers allow a large number of range measurements to be taken simultaneously across an entire scene; these range measurements may be corrupted due to limited depth of field. We propose a new method for deblurring heterodyne range images by identifying multiple signal returns within each pixel via deconvolution, thus reducing the spatially variant deblurring problem to a sequence of spatially invariant deconvolutions. We have applied this method to simulated data, showing significant improvement in the restored images.

text: Defocus restoration for a full-field heterodyne ranger via multiple return separation Full-field heterodyne time-of-flight range-imagers allow a large number of range measurements to be taken simultaneously across an entire scene; these range measurements may be corrupted due to limited depth of field. We propose a new method for deblurring heterodyne range images by identifying multiple signal returns within each pixel via deconvolution, thus reducing the spatially variant deblurring problem to a sequence of spatially invariant deconvolutions. We have applied this method to simulated data, showing significant improvement in the restored images.

year: 2007

title: Developing a research culture in a polytechnic: An action research case study

authors: Bruce Ferguson, Pip

abstract: This study is about the process of research culture development within a New Zealand polytechnic in the period 1992 - 1999. Prior to 1990, polytechnics tended to focus on vocational and technical, rather than academically-oriented, education. But with the passing of the 1990 Education Amendment Act they were offered the possibility of granting degrees. This required the rapid acquisition of research skills, which had previously not been strongly evident in staff, who tended to pride themselves on quality teaching.  
Working as a staff developer within the institution, I chose to use the action research approach as a compatible way for staff who had previously not carried out research, to learn the skills that the new environment demanded. The central question of my study is, “How effective is action research as a way of helping to develop a tertiary research culture?” While action research has previously been used extensively to improve teaching practice in educational institutions, it has not been used specifically to facilitate the development of research skills as a way of helping to develop a research culture. The study describes how I was able to introduce this method by teaching a certificated course, working within the quality assurance processes of the polytechnic, and constrained by its requirements to scrutinise the work of action researchers. I used interviews with the 1993 – 1995 graduates to contribute to this study.  
Michel Foucault’s tools, including his concepts of the panoptic gaze and of the linking of power and knowledge, have assisted me with my analysis of how the institution functions and shown me how I can operate as a ‘specific intellectual’ in an appropriate way. I have used interviews with a range of staff, and scrutiny of historical archives, to determine the appropriateness of my project. To carry out research in an institution where this has not been the norm is a challenging task. Basil Bernstein’s schema, showing how curricula, assessment methods and teaching practices combine to build up and shape departmental identities, was helpful to me in recognising the marginalisation that new researchers in an institution such as ours can face.  The study has, overall, shown that action research – based on the reflective practice that is common in New Zealand polytechnic teaching – is a sound and familiar way of developing the research skills that many polytechnic educators now need to acquire.

text: Developing a research culture in a polytechnic: An action research case study This study is about the process of research culture development within a New Zealand polytechnic in the period 1992 - 1999. Prior to 1990, polytechnics tended to focus on vocational and technical, rather than academically-oriented, education. But with the passing of the 1990 Education Amendment Act they were offered the possibility of granting degrees. This required the rapid acquisition of research skills, which had previously not been strongly evident in staff, who tended to pride themselves on quality teaching.  
Working as a staff developer within the institution, I chose to use the action research approach as a compatible way for staff who had previously not carried out research, to learn the skills that the new environment demanded. The central question of my study is, “How effective is action research as a way of helping to develop a tertiary research culture?” While action research has previously been used extensively to improve teaching practice in educational institutions, it has not been used specifically to facilitate the development of research skills as a way of helping to develop a research culture. The study describes how I was able to introduce this method by teaching a certificated course, working within the quality assurance processes of the polytechnic, and constrained by its requirements to scrutinise the work of action researchers. I used interviews with the 1993 – 1995 graduates to contribute to this study.  
Michel Foucault’s tools, including his concepts of the panoptic gaze and of the linking of power and knowledge, have assisted me with my analysis of how the institution functions and shown me how I can operate as a ‘specific intellectual’ in an appropriate way. I have used interviews with a range of staff, and scrutiny of historical archives, to determine the appropriateness of my project. To carry out research in an institution where this has not been the norm is a challenging task. Basil Bernstein’s schema, showing how curricula, assessment methods and teaching practices combine to build up and shape departmental identities, was helpful to me in recognising the marginalisation that new researchers in an institution such as ours can face.  The study has, overall, shown that action research – based on the reflective practice that is common in New Zealand polytechnic teaching – is a sound and familiar way of developing the research skills that many polytechnic educators now need to acquire.

year: 1999

title: The Te Kotahitanga Observation Tool: Development, use, reliability and validity.

authors: Berryman, Mere

subjects: chool 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: 2011