title: Hyperspectral imaging and machine learning to identify epicuticular wax loss in Masena Blueberries for post-harvest freshness

authors: Pearse, Jonathan

abstract: Blueberries harvested using mechanical harvesting techniques, like over-the-row (OTR) harvesters, are not suitable for the fresh market due to high damage rates. Assisted harvesting (AH) techniques using hand-held shakers offer a new approach which shows promise in increasing harvesting rates without compromising fruit quality. Epicuticular wax is one of the fruit qualities needing to be preserved during harvesting. This paper investigates the effectiveness of hyperspectral imaging techniques and machine learning to construct a model to identify epicuticular wax rapidly and non-destructively. The best performing model produced was a linear SVM, and had an F1-score of 98.6%. Additionally, this model was used to show that blueberries harvested using hand-held shakers retain more epicuticular wax than traditional hand-harvesting (HH) techniques, a result that shows promise of potentially increased fruit quality using automated methods.

text: Hyperspectral imaging and machine learning to identify epicuticular wax loss in Masena Blueberries for post-harvest freshness Blueberries harvested using mechanical harvesting techniques, like over-the-row (OTR) harvesters, are not suitable for the fresh market due to high damage rates. Assisted harvesting (AH) techniques using hand-held shakers offer a new approach which shows promise in increasing harvesting rates without compromising fruit quality. Epicuticular wax is one of the fruit qualities needing to be preserved during harvesting. This paper investigates the effectiveness of hyperspectral imaging techniques and machine learning to construct a model to identify epicuticular wax rapidly and non-destructively. The best performing model produced was a linear SVM, and had an F1-score of 98.6%. Additionally, this model was used to show that blueberries harvested using hand-held shakers retain more epicuticular wax than traditional hand-harvesting (HH) techniques, a result that shows promise of potentially increased fruit quality using automated methods.

year: 2024

title: Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools.

authors: Eyers, Gayle

subjects: students

abstract: The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.

text: Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools. The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.

year: 2004

title: Ka mate ko te mate, ka ora taku toa: Ko ngā matawhāura o te rau tau tekau mā iwa

authors: Murphy, Kane Ēnoka George

subjects: Matawhaura

abstract: Tēnei te urutomo atu ki te rau tau o te tekau mā iwa ki te nanaiore i ngā tai o te Matawhāura i ngaeki ai te whenua i horo ai tuanuku, i horo ai te tangata, i tū ai te rangatiratanga. Ko te kimihanga i te āhua ki te tikanga ki te pakanga, ki te mate te ihoiho, ko te rapunga i te āhua ki ōna neke, ki ōna nuku, ki ōna panoni, ki ōna hounga te whainga. Kei te kapi katoa ki tā te pukapuka, i tā te tuhinga. Wāhia ana kia whā ōna ahoaho, koia, ko te pūtakenga mai o te riri, o te Matawhāura. Muringa iho, ko ngā Matawhāura a te Māori ki te Māori. Ka whāia mai ko ngā riri ki te Pākehā, ā, ko ngā pakanga a te mana poropiti, mutu iho ki te kōtuitui.

Ko te whakaohooho, ko te whakamataara i a Ngāi Māori, i a Ngāi tauiwi otīa, i a Ngāi iwi taketake ki te nōhanga mai o te hītori ki te ahurea o te whenua, ki te ahurea o te tangata, ki ōna tuakiritanga. Ko te whakaariari i te āhua o te tikanga a te pakanga, a te mate me ōna neke i te oma a te wā i roto i te whakaeke a te iwi tini ngerongero ki te unu i te mono o te whenua o te iwi pū taketake. Ko te whakaihiihi i te iwi ka rawakoretia, ka reo koretia, ka whenua koretia, ka tikanga koretia. Ko te whakaatuatu i tā te Māori, i tā te Pākehā ki tā te kupu Māori, ki tā anō te kupu Pākehā.

Ko tōna mutunga iho, ko te whakakitenga ake, ko te whakatinanatanga i te mau tonu a te tikanga ki ngā rohe o te pakanga o te mate, ko te neke māna ko te panoni i ngā wāhi i kitea ai he huarahi ki te ora, he toa, he mau tonu ki tētahi pitonga whenua e huraia mai he tōnuitanga mā ngā uri whakatipu. Ko te hari i te kaupapa mā roto tonu i te reo ake a te kōrero, i te reo ake o te whenua. Ko te takahanga i te ara o te whakarauora i te reo, i te tikanga, i te tuakiri, i te mana Māori motuhake. Ko tōna otinga atu, ko te whakairi ake i ngā mahi a ngā tūpuna e ū ai te tangata whenuatanga e kitea ai ko tā rātou, e pātaia ai, he aha ia tā tātou?

text: Ka mate ko te mate, ka ora taku toa: Ko ngā matawhāura o te rau tau tekau mā iwa Tēnei te urutomo atu ki te rau tau o te tekau mā iwa ki te nanaiore i ngā tai o te Matawhāura i ngaeki ai te whenua i horo ai tuanuku, i horo ai te tangata, i tū ai te rangatiratanga. Ko te kimihanga i te āhua ki te tikanga ki te pakanga, ki te mate te ihoiho, ko te rapunga i te āhua ki ōna neke, ki ōna nuku, ki ōna panoni, ki ōna hounga te whainga. Kei te kapi katoa ki tā te pukapuka, i tā te tuhinga. Wāhia ana kia whā ōna ahoaho, koia, ko te pūtakenga mai o te riri, o te Matawhāura. Muringa iho, ko ngā Matawhāura a te Māori ki te Māori. Ka whāia mai ko ngā riri ki te Pākehā, ā, ko ngā pakanga a te mana poropiti, mutu iho ki te kōtuitui.

Ko te whakaohooho, ko te whakamataara i a Ngāi Māori, i a Ngāi tauiwi otīa, i a Ngāi iwi taketake ki te nōhanga mai o te hītori ki te ahurea o te whenua, ki te ahurea o te tangata, ki ōna tuakiritanga. Ko te whakaariari i te āhua o te tikanga a te pakanga, a te mate me ōna neke i te oma a te wā i roto i te whakaeke a te iwi tini ngerongero ki te unu i te mono o te whenua o te iwi pū taketake. Ko te whakaihiihi i te iwi ka rawakoretia, ka reo koretia, ka whenua koretia, ka tikanga koretia. Ko te whakaatuatu i tā te Māori, i tā te Pākehā ki tā te kupu Māori, ki tā anō te kupu Pākehā.

Ko tōna mutunga iho, ko te whakakitenga ake, ko te whakatinanatanga i te mau tonu a te tikanga ki ngā rohe o te pakanga o te mate, ko te neke māna ko te panoni i ngā wāhi i kitea ai he huarahi ki te ora, he toa, he mau tonu ki tētahi pitonga whenua e huraia mai he tōnuitanga mā ngā uri whakatipu. Ko te hari i te kaupapa mā roto tonu i te reo ake a te kōrero, i te reo ake o te whenua. Ko te takahanga i te ara o te whakarauora i te reo, i te tikanga, i te tuakiri, i te mana Māori motuhake. Ko tōna otinga atu, ko te whakairi ake i ngā mahi a ngā tūpuna e ū ai te tangata whenuatanga e kitea ai ko tā rātou, e pātaia ai, he aha ia tā tātou?

year: 2017