title: Machine vision system grading of pine tree seedlings

authors: McGuinness, Benjamin John

abstract: A PC-based machine vision system for grading pine tree seedlings has been tested at a forestry nursery. The machine has been designed to be implemented in the field at the point of harvesting, removing the need for extra handling steps. The machine measures the height, RCD and root quadrants and makes a decision whether to reject or accept the tree. The grading specification for pine tree cuttings and seedlings appears to be black and white, with clear rules defining whether a tree is acceptable or not; however, the organic nature of the product introduces ambiguity into the decision. Three experts were gathered and asked to independently grade a raw lift of 200 trees with no knowledge of the other experts’ decisions. A consensus was not reached on one in every four trees. The same set of trees was graded by placing them in the machine one by one. The machine achieved 97% agreement with the group of experts, ignoring the decisions on trees where they did not all agree. The machine has been proven to be capable of making decisions on pine seedling quality comparable to that of an expert. It performed well in a shed under controlled conditions; however, the effect of an outdoor environment has yet to be determined.

text: Machine vision system grading of pine tree seedlings A PC-based machine vision system for grading pine tree seedlings has been tested at a forestry nursery. The machine has been designed to be implemented in the field at the point of harvesting, removing the need for extra handling steps. The machine measures the height, RCD and root quadrants and makes a decision whether to reject or accept the tree. The grading specification for pine tree cuttings and seedlings appears to be black and white, with clear rules defining whether a tree is acceptable or not; however, the organic nature of the product introduces ambiguity into the decision. Three experts were gathered and asked to independently grade a raw lift of 200 trees with no knowledge of the other experts’ decisions. A consensus was not reached on one in every four trees. The same set of trees was graded by placing them in the machine one by one. The machine achieved 97% agreement with the group of experts, ignoring the decisions on trees where they did not all agree. The machine has been proven to be capable of making decisions on pine seedling quality comparable to that of an expert. It performed well in a shed under controlled conditions; however, the effect of an outdoor environment has yet to be determined.

year: 2017

title: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study

authors: Memua, James

subjects: Community High School

abstract: This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

text: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

year: 2011

title: Supervision as cultural partnership: Contributions to dialogue

authors: Crocket, Kathie

abstract: The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

text: Supervision as cultural partnership: Contributions to dialogue The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

year: 2015