title: Evaluation of Deep Neural Network and alternating decision tree for kiwifruit detection

authors: Kuang, Ye Chow

subjects: classification

abstract: Robotic kiwifruit harvesting systems are currently being introduced to improve the reliability and farming yields of kiwifruit harvesting operations. Machine learning is widely used to carry out the visual detection tasks required of such systems. This paper specifically compares two types of machine learning algorithms: the multivariate alternating decision tree and deep learning based kiwifruit classifiers. The purpose of the study is to investigate the cost of implementation against the classification performance. Thus, discussion is centred around computational cost and its impacts on the overall system architecture. We found that the traditional decision tree classifiers can achieve comparable classification performance at a fraction of the cost and complexity, providing robust and cost-effective instrument design.

text: Evaluation of Deep Neural Network and alternating decision tree for kiwifruit detection Robotic kiwifruit harvesting systems are currently being introduced to improve the reliability and farming yields of kiwifruit harvesting operations. Machine learning is widely used to carry out the visual detection tasks required of such systems. This paper specifically compares two types of machine learning algorithms: the multivariate alternating decision tree and deep learning based kiwifruit classifiers. The purpose of the study is to investigate the cost of implementation against the classification performance. Thus, discussion is centred around computational cost and its impacts on the overall system architecture. We found that the traditional decision tree classifiers can achieve comparable classification performance at a fraction of the cost and complexity, providing robust and cost-effective instrument design.

year: 2019

title: An organization overview of pedagogical practice in work-integrated education

authors: Martin, Andrew

subjects: Assessment

abstract: Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career  preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report.

text: An organization overview of pedagogical practice in work-integrated education Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career  preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report.

year: 2012

title: Introducing the Draft Learning Progression Framework for Maori in the New Zealand Curriculum

authors: Crombie, Winifred

subjects: Māori education

abstract: This paper introduces the draft Learning Progression Framework for Māori in mainstream schools which we prepared in the first half of 2003 for the New Zealand Ministry of Education. Readers are invited to contact the authors if they wish to make any suggestions in relation to the final content of the document.

text: Introducing the Draft Learning Progression Framework for Maori in the New Zealand Curriculum This paper introduces the draft Learning Progression Framework for Māori in mainstream schools which we prepared in the first half of 2003 for the New Zealand Ministry of Education. Readers are invited to contact the authors if they wish to make any suggestions in relation to the final content of the document.

year: 2003-09