title: Bi-level document image compression using layout information

authors: Inglis, Stuart J.

subjects: computer science

abstract: Most bi-level images stored on computers today comprise scanned text, and their number is escalating because of the drive to archive large volumes of paper-based material electronically. These documents are stored using generic bi-level image technology, based either on classical run-length coding, such as the CCITT Group 4 method, or on modern schemes such as JBIG that predict pixels from their local image context. However, image compression methods that are tailored specifically for images known to contain printed text can provide noticeably superior performance because they effectively enlarge the context to the character level, at least for those predictions for which such a context is relevant. To deal effectively with general documents that contain text and pictures, it is necessary to detect layout and structural information from the image, and employ different compression techniques for different parts of the image. Such techniques are called document image compression methods.

text: Bi-level document image compression using layout information Most bi-level images stored on computers today comprise scanned text, and their number is escalating because of the drive to archive large volumes of paper-based material electronically. These documents are stored using generic bi-level image technology, based either on classical run-length coding, such as the CCITT Group 4 method, or on modern schemes such as JBIG that predict pixels from their local image context. However, image compression methods that are tailored specifically for images known to contain printed text can provide noticeably superior performance because they effectively enlarge the context to the character level, at least for those predictions for which such a context is relevant. To deal effectively with general documents that contain text and pictures, it is necessary to detect layout and structural information from the image, and employ different compression techniques for different parts of the image. Such techniques are called document image compression methods.

year: 1996-01

title: Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach

authors: Phan, Thy Canh Minh

subjects: professional learning

abstract: This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, paying attention to cycles of reflection and co-construction of knowledge. Student-centred approaches relevant to English language learners were used as a content focus of teacher learning, and teacher inquiry was used as a tool to drive reflection and co-construction of new learning. In particular, the study investigated the process of enactment and reflection as the teachers applied student-centred approaches (SCA) while working to develop their pedagogical knowledge, improve their teaching practices, and engage in professional learning practice. 
 
The study lay within an interpretive paradigm and was predominantly qualitative, using a small amount of quantitative data from the questionnaire administered at the beginning of the study. Data were collected via a four-phase process comprising five data collection instruments. In Phase 1, an online questionnaire was sent out to a wider group of teachers from the two universities and was analysed descriptively to gather initial information about the teachers’ reported beliefs and practices to inform me as a researcher how to proceed the next stage of the study. Qualitative data were collected in Phases 2, 3 and 4 of the study. After the six teachers engaged in the inquiries, their classroom practices were observed to explore how they interpreted and enacted SCA. Most observed teaching sessions were followed by a debrief in which the teachers were asked questions to reflect on certain moments of their practice and to elicit the elaborative reasoning underpinning their classroom practices. The teachers then took part in group discussions, which gave them opportunities to present individual reflections on their practice and knowledge and at the same time established an understanding of how the teachers learned, developed their professional knowledge, and improved their professional practice. Finally, semi-structured interviews were carried out individually with the six teachers to gain insights into their learning experience after engaging in the inquiry process and interactive professional discussions with other teachers. The interviews also explored the teachers’ reported changes in cognition and practice, along with their concerns. The qualitative data were then analysed via an inductive thematic coding process and the use of vignettes. It was not my intention to triangulate data from these sources. Rather, the use of multiple data collection instruments added to the comprehensiveness, rigour, and saturation of the study and the teachers’ learning process. In this learning process, I sought to capture what the teachers communicated across the data collection instruments, each of which was designed to serve a particular purpose, rather than comparing them or integrating them.

In brief, this study suggested that an inquiry-driven, practice-based, and interactive approach facilitated teacher learning both individually and collectively, and stimulated professional growth. Engaging in the process of inquiry fostered the teachers’ reflection on and self-evaluation of their practice and developed self-awareness of their classroom decisions. Interactive opportunities and collegial dialogues in the group (a learning community) helped the teachers to learn from each other, problem solve together, recognise different ways of doing things, negotiate different views, reconsider their beliefs and practices, shift perspectives and recognise the value of multiple positions. In both individual and collective learning endeavours, the process of learning placed an emphasis on the active and agentic engagement of the teachers and their reflective practice, embedding cognition, enactment and other aspects such as personal, contextual and socio-cultural factors. All of these were in line with constructivist and situative perspectives of learning.

text: Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, paying attention to cycles of reflection and co-construction of knowledge. Student-centred approaches relevant to English language learners were used as a content focus of teacher learning, and teacher inquiry was used as a tool to drive reflection and co-construction of new learning. In particular, the study investigated the process of enactment and reflection as the teachers applied student-centred approaches (SCA) while working to develop their pedagogical knowledge, improve their teaching practices, and engage in professional learning practice. 
 
The study lay within an interpretive paradigm and was predominantly qualitative, using a small amount of quantitative data from the questionnaire administered at the beginning of the study. Data were collected via a four-phase process comprising five data collection instruments. In Phase 1, an online questionnaire was sent out to a wider group of teachers from the two universities and was analysed descriptively to gather initial information about the teachers’ reported beliefs and practices to inform me as a researcher how to proceed the next stage of the study. Qualitative data were collected in Phases 2, 3 and 4 of the study. After the six teachers engaged in the inquiries, their classroom practices were observed to explore how they interpreted and enacted SCA. Most observed teaching sessions were followed by a debrief in which the teachers were asked questions to reflect on certain moments of their practice and to elicit the elaborative reasoning underpinning their classroom practices. The teachers then took part in group discussions, which gave them opportunities to present individual reflections on their practice and knowledge and at the same time established an understanding of how the teachers learned, developed their professional knowledge, and improved their professional practice. Finally, semi-structured interviews were carried out individually with the six teachers to gain insights into their learning experience after engaging in the inquiry process and interactive professional discussions with other teachers. The interviews also explored the teachers’ reported changes in cognition and practice, along with their concerns. The qualitative data were then analysed via an inductive thematic coding process and the use of vignettes. It was not my intention to triangulate data from these sources. Rather, the use of multiple data collection instruments added to the comprehensiveness, rigour, and saturation of the study and the teachers’ learning process. In this learning process, I sought to capture what the teachers communicated across the data collection instruments, each of which was designed to serve a particular purpose, rather than comparing them or integrating them.

In brief, this study suggested that an inquiry-driven, practice-based, and interactive approach facilitated teacher learning both individually and collectively, and stimulated professional growth. Engaging in the process of inquiry fostered the teachers’ reflection on and self-evaluation of their practice and developed self-awareness of their classroom decisions. Interactive opportunities and collegial dialogues in the group (a learning community) helped the teachers to learn from each other, problem solve together, recognise different ways of doing things, negotiate different views, reconsider their beliefs and practices, shift perspectives and recognise the value of multiple positions. In both individual and collective learning endeavours, the process of learning placed an emphasis on the active and agentic engagement of the teachers and their reflective practice, embedding cognition, enactment and other aspects such as personal, contextual and socio-cultural factors. All of these were in line with constructivist and situative perspectives of learning.

year: 2020

title: Experiences of New Zealand Māori mothers’ Engagement with health and social services post-COVID-19 2020 lockdown

authors: Barrett, Nikki Maree

subjects: Childbirth

abstract: Background: 
Despite universal provision of maternity care, Māori (Indigenous peoples of Aotearoa/New Zealand) experience significant maternal and infant health disparities compared to their dominant Pākehā (non-Māori) counterparts. This paper examined the lived realities of postnatal Māori māmā (mothers) engaging with health and social services. Enablers and barriers were identified to better understand what is required to strengthen health services’ responsiveness to Māori māmā health needs and aspirations. 

Methods: 
Underpinned by Kaupapa Māori research principles, which are grounded in Māori cultural values, emphasising self-determination, and Māori aspirations, a small cohort of 17 expectant Māori māmā were recruited from a Māori childbirth education programme to participate in a three-phase study. Phase three, the focus of this paper, involved seven semi-structured, open-ended telephone interviews with Māori māmā. A thematic analysis, underpinned by a mana wahine (authority inherent in Māori women) theoretical perspective amplified these experiences. 

Results: 
Five themes were identified that encapsulated participants’ engagement and interactions with health and social services. These themes were as follows: (1) right to enact tino rangatiratanga (autonomy) and self-achievement; (2) responsiveness of services; (3) service and system issues; (4) need for greater choice and opportunity; and (5) impact of COVID-19. 

Conclusions: 
This study privileged the voices of Māori wāhine, highlighting their experiences with a complex and often unresponsive health system. Participants valued services that enabled them to exercise tino rangatiratanga. Echoing the experiences of other Indigenous Peoples, incorporating culturally relevant practices into perinatal health services is crucial for achieving health equity and addressing disparities.

text: Experiences of New Zealand Māori mothers’ Engagement with health and social services post-COVID-19 2020 lockdown Background: 
Despite universal provision of maternity care, Māori (Indigenous peoples of Aotearoa/New Zealand) experience significant maternal and infant health disparities compared to their dominant Pākehā (non-Māori) counterparts. This paper examined the lived realities of postnatal Māori māmā (mothers) engaging with health and social services. Enablers and barriers were identified to better understand what is required to strengthen health services’ responsiveness to Māori māmā health needs and aspirations. 

Methods: 
Underpinned by Kaupapa Māori research principles, which are grounded in Māori cultural values, emphasising self-determination, and Māori aspirations, a small cohort of 17 expectant Māori māmā were recruited from a Māori childbirth education programme to participate in a three-phase study. Phase three, the focus of this paper, involved seven semi-structured, open-ended telephone interviews with Māori māmā. A thematic analysis, underpinned by a mana wahine (authority inherent in Māori women) theoretical perspective amplified these experiences. 

Results: 
Five themes were identified that encapsulated participants’ engagement and interactions with health and social services. These themes were as follows: (1) right to enact tino rangatiratanga (autonomy) and self-achievement; (2) responsiveness of services; (3) service and system issues; (4) need for greater choice and opportunity; and (5) impact of COVID-19. 

Conclusions: 
This study privileged the voices of Māori wāhine, highlighting their experiences with a complex and often unresponsive health system. Participants valued services that enabled them to exercise tino rangatiratanga. Echoing the experiences of other Indigenous Peoples, incorporating culturally relevant practices into perinatal health services is crucial for achieving health equity and addressing disparities.

year: 2025