title: Undue influence: Mitigating range-intensity coupling in AMCW ‘flash’ lidar using scene texture

authors: Godbaz, John Peter

subjects: AMCW flass lidar

abstract: We present a new algorithm for mitigating range-intensity coupling caused by scattered light in full-field amplitude modulated continuous wave lidar systems using scene texture. Full-field Lidar works using the time-of-flight principle to measure the range to thousands of points in a scene simultaneously. Mixed pixel are erroneous range measurements caused by pixels integrating light from more than one object at a time. Conventional optics suffer from internal reflections and light scattering which can result in every pixel being mixed with scattered light. This causes erroneous range measurements and range-intensity coupling. By measuring how range changes with intensity over local regions it is possible to determine the phase and intensity of the scattered light without the complex calibration inherent in deconvolution based restoration. The new method is shown to produce a substantial improvement in range image quality. An additional range from texture method is demonstrated which is resistant to scattered light. Variations of the algorithms are tested with and without segmentation - the variant without segmentation is faster, but causes erroneous ranges around the edges of objects which are not present in the segmented algorithm.

text: Undue influence: Mitigating range-intensity coupling in AMCW ‘flash’ lidar using scene texture We present a new algorithm for mitigating range-intensity coupling caused by scattered light in full-field amplitude modulated continuous wave lidar systems using scene texture. Full-field Lidar works using the time-of-flight principle to measure the range to thousands of points in a scene simultaneously. Mixed pixel are erroneous range measurements caused by pixels integrating light from more than one object at a time. Conventional optics suffer from internal reflections and light scattering which can result in every pixel being mixed with scattered light. This causes erroneous range measurements and range-intensity coupling. By measuring how range changes with intensity over local regions it is possible to determine the phase and intensity of the scattered light without the complex calibration inherent in deconvolution based restoration. The new method is shown to produce a substantial improvement in range image quality. An additional range from texture method is demonstrated which is resistant to scattered light. Variations of the algorithms are tested with and without segmentation - the variant without segmentation is faster, but causes erroneous ranges around the edges of objects which are not present in the segmented algorithm.

year: 2009

title: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school

authors: Carr, Kenneth Colin

abstract: This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

text: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

year: 1986

title: He whare mātātuhi Tūhoe:  A Tūhoe re-visioning of English language literary texts

authors: Salsano, Marama

subjects: Māori writers

abstract: This thesis urges more Māori to undertake iwi-based readings of English language literary texts. I have chosen to privilege my father’s iwi, Ngāi Tūhoe, and to examine what Tūhoetana means to me and how it might thus enrich my reading of texts. In our ancestral tongue, Ngāi Tūhoe have a rich and pronounced history of storytelling, literary composition, analysis and critique. Unfortunately, this richness is woefully underappreciated within the English language literary landscape. Yet, as the ranks of Māori writers swell, along with the diversity of literary forms that Māori create, so too must Māori – and more specifically iwi – literary scholarship flourish, for if we do not critique the texts that are written about, of, and on behalf of us, who will? Throughout this thesis, I use the terms ‘iwi literary scholars’ and ‘iwi literary scholarship’ to consciously and repeatedly remind the reader of the rich, literary legacies residing within iwi archives; I also hope to highlight the exciting and endless possiblitites for the English language literary landscape to be enriched by readings that are founded within these archives – including the histories, everyday experiences and understandings from our tīpuna. 

Structurally, this thesis is divided into three broad strands. Chapters 1-3 focus on whakawhanaunatana and background information to my research. Because this thesis also represents the singular piece of writing that I wish I had read prior to enrolling in the thesis paper for this Master’s degree, my academic hīkoi – frustrations and all – is a necessary component and is covered in chapter 2. Chapters 4-6 then examine three different types of literary texts created by wāhine. These texts include the short story “Birth Rights” by Ngāi Tahu science fiction and fantasy writer, J.C. Hart (2010), the Instagram post Te Kuharere tapes by Ngāti Kahungungu and Ngāti Tuwharetoa songwriter and storyteller @tekahureremoa (2019) – also known as the performer Ladyfruit – and the young adult novel Dark Souls by Ngāti Wai, Ngāti Manuhiri, and Ngāti Whatua writer, Paula Morris (2011). While 21st century texts published on platforms such as Instagram may not sit easily within a traditional English literary curriculum, and indeed the novelty of these specific forms may well prove fleeting, the ‘everydayness’ of online texts yields rewarding analysis opportunities and is currently amiss within mainstream English literary studies. Each of these analysis chapters contains a focused introduction and conclusion, since chapter 7, the concluding chapter of this thesis, is a letter to future iwi literary scholars. 

Woven throughout this rangahau is a call for iwi scholars to consciously: engage with the literary traditions of their own iwi; identify the colonial thoughts and motives that they bring to the reading of literary texts; bring their tīpuna to the reading, but let the text itself breathe life into the critique and; consider the genres and types of texts that they critique. Ultimately, this thesis considers how engaging with the literary legacies of our tīpuna might broaden the English language literary landscape and thus enhance the body of iwi literary scholarship in Oceania and beyond.

text: He whare mātātuhi Tūhoe:  A Tūhoe re-visioning of English language literary texts This thesis urges more Māori to undertake iwi-based readings of English language literary texts. I have chosen to privilege my father’s iwi, Ngāi Tūhoe, and to examine what Tūhoetana means to me and how it might thus enrich my reading of texts. In our ancestral tongue, Ngāi Tūhoe have a rich and pronounced history of storytelling, literary composition, analysis and critique. Unfortunately, this richness is woefully underappreciated within the English language literary landscape. Yet, as the ranks of Māori writers swell, along with the diversity of literary forms that Māori create, so too must Māori – and more specifically iwi – literary scholarship flourish, for if we do not critique the texts that are written about, of, and on behalf of us, who will? Throughout this thesis, I use the terms ‘iwi literary scholars’ and ‘iwi literary scholarship’ to consciously and repeatedly remind the reader of the rich, literary legacies residing within iwi archives; I also hope to highlight the exciting and endless possiblitites for the English language literary landscape to be enriched by readings that are founded within these archives – including the histories, everyday experiences and understandings from our tīpuna. 

Structurally, this thesis is divided into three broad strands. Chapters 1-3 focus on whakawhanaunatana and background information to my research. Because this thesis also represents the singular piece of writing that I wish I had read prior to enrolling in the thesis paper for this Master’s degree, my academic hīkoi – frustrations and all – is a necessary component and is covered in chapter 2. Chapters 4-6 then examine three different types of literary texts created by wāhine. These texts include the short story “Birth Rights” by Ngāi Tahu science fiction and fantasy writer, J.C. Hart (2010), the Instagram post Te Kuharere tapes by Ngāti Kahungungu and Ngāti Tuwharetoa songwriter and storyteller @tekahureremoa (2019) – also known as the performer Ladyfruit – and the young adult novel Dark Souls by Ngāti Wai, Ngāti Manuhiri, and Ngāti Whatua writer, Paula Morris (2011). While 21st century texts published on platforms such as Instagram may not sit easily within a traditional English literary curriculum, and indeed the novelty of these specific forms may well prove fleeting, the ‘everydayness’ of online texts yields rewarding analysis opportunities and is currently amiss within mainstream English literary studies. Each of these analysis chapters contains a focused introduction and conclusion, since chapter 7, the concluding chapter of this thesis, is a letter to future iwi literary scholars. 

Woven throughout this rangahau is a call for iwi scholars to consciously: engage with the literary traditions of their own iwi; identify the colonial thoughts and motives that they bring to the reading of literary texts; bring their tīpuna to the reading, but let the text itself breathe life into the critique and; consider the genres and types of texts that they critique. Ultimately, this thesis considers how engaging with the literary legacies of our tīpuna might broaden the English language literary landscape and thus enhance the body of iwi literary scholarship in Oceania and beyond.

year: 2021