title: He kākano mai i Rangiātea

authors: Masters-Awatere, Bridgette

abstract: This chapter describes reflections of learning that took place during my doctoral research. It is presented in the form of a story in which my skills as an external evaluator were sought out to evaluate Manawanui, a hapū led healthy lifestyles programme. Manawanui is run by the local Hauora Iwi Social and Health Services. Previous evaluation experiences have led to a determination to place cultural values, aims and aspirations of the iwi at the centre of this new evaluation.

text: He kākano mai i Rangiātea This chapter describes reflections of learning that took place during my doctoral research. It is presented in the form of a story in which my skills as an external evaluator were sought out to evaluate Manawanui, a hapū led healthy lifestyles programme. Manawanui is run by the local Hauora Iwi Social and Health Services. Previous evaluation experiences have led to a determination to place cultural values, aims and aspirations of the iwi at the centre of this new evaluation.

year: 2016

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017

title: The Barracuda: An investigation of a novel cane pruning technology for avoiding wires in structured vineyard environments

authors: Harvey, Scott

subjects: Robotic

abstract: The viticulture industry, among many others, is trying to improve their product quality whilst facing labour supply challenges and increasing labour costs. The Maaratech research group has been developing human assist technology and an autonomous, prototype grape vine pruning machine to alleviate these issues. The machine is an arched “straddle” platform, containing a camera array, PC, UR5 manipulator, and end-effector. The canes of the grapevine are wrapped around guide wires, making it very difficult for cuts to be made – whether by human or robot. This thesis presents the process of developing and testing a novel technology called the Barracuda, to enable cuts to be made where the wire interferes with a cut. The wire also puts high accuracy requirements on the vision system and manipulator movements if a secondary mechanism was used to separate the wire and cane. The Barracuda was developed as an end effector to alleviate these issues by allowing passive wire separation from the cane. It works by exploiting the diameter difference between the smaller wire, and larger canes. The wire falls into slots, evading the blade, while the cane is cut.

Two Barracuda configurations were tested by making cuts on canes wrapped around the guide wire. Config 1 was a single row of teeth, with larger recesses, flat teeth and a blade-guiding chamfer. Config 2 used two rows of teeth either side of smaller recesses and included rounded teeth tips. The components are CNC machined or laser cut. Results showed for both configurations, the 0° position was most effective. The 0° position is where the wire was below the cane, relative to the handpiece. In this position, Config 1 was effective 40.7% of the time, and config 2, 94.5% of the time. Damage to the wire was caused 8.9% of the time for config 1, and config 2 just 2.6% of the time. Both blades received the same rate of blade damage, however the damage was visibly more significant on config 1. From these results, config 2 was the preferred design, but integrating a chamfer from config 1 should reduce blade damage further.

It also benefits human assist goals. By allowing cuts on the wire, pruners are able to make cuts quickly and easily with Barracuda-modified secateurs or loppers, removing the need to separate the cane from the wire. The design works around the environment, increases the number of points available for decision making, and allows some inaccuracy in the rest of the robotic system by offering passive wire avoidance with the teeth. The performance of the Barracuda in cut situations involving a wire proved it valuable for integration with current manual pruning methods, and as a cornerstone for robotic pruning development, providing further opportunities for the greater system.

text: The Barracuda: An investigation of a novel cane pruning technology for avoiding wires in structured vineyard environments The viticulture industry, among many others, is trying to improve their product quality whilst facing labour supply challenges and increasing labour costs. The Maaratech research group has been developing human assist technology and an autonomous, prototype grape vine pruning machine to alleviate these issues. The machine is an arched “straddle” platform, containing a camera array, PC, UR5 manipulator, and end-effector. The canes of the grapevine are wrapped around guide wires, making it very difficult for cuts to be made – whether by human or robot. This thesis presents the process of developing and testing a novel technology called the Barracuda, to enable cuts to be made where the wire interferes with a cut. The wire also puts high accuracy requirements on the vision system and manipulator movements if a secondary mechanism was used to separate the wire and cane. The Barracuda was developed as an end effector to alleviate these issues by allowing passive wire separation from the cane. It works by exploiting the diameter difference between the smaller wire, and larger canes. The wire falls into slots, evading the blade, while the cane is cut.

Two Barracuda configurations were tested by making cuts on canes wrapped around the guide wire. Config 1 was a single row of teeth, with larger recesses, flat teeth and a blade-guiding chamfer. Config 2 used two rows of teeth either side of smaller recesses and included rounded teeth tips. The components are CNC machined or laser cut. Results showed for both configurations, the 0° position was most effective. The 0° position is where the wire was below the cane, relative to the handpiece. In this position, Config 1 was effective 40.7% of the time, and config 2, 94.5% of the time. Damage to the wire was caused 8.9% of the time for config 1, and config 2 just 2.6% of the time. Both blades received the same rate of blade damage, however the damage was visibly more significant on config 1. From these results, config 2 was the preferred design, but integrating a chamfer from config 1 should reduce blade damage further.

It also benefits human assist goals. By allowing cuts on the wire, pruners are able to make cuts quickly and easily with Barracuda-modified secateurs or loppers, removing the need to separate the cane from the wire. The design works around the environment, increases the number of points available for decision making, and allows some inaccuracy in the rest of the robotic system by offering passive wire avoidance with the teeth. The performance of the Barracuda in cut situations involving a wire proved it valuable for integration with current manual pruning methods, and as a cornerstone for robotic pruning development, providing further opportunities for the greater system.

year: 2022