title: Exploring cross-modal association in canine (canis familiaris) scent detection: A framework for training dogs to identify multiple odours

authors: Campbell-Smith, Felicity

subjects: canine scent detection

abstract: Dog’s olfaction abilities and trainability have made them valuable companions in scent detection tasks for centuries. While research has focused on dogs detecting single odours, there is a gap in understanding if they can emit different responses to different odours. Based on the principles of stimulus control and existing evidence of dogs’ ability to learn to perform similar tasks, it was hypothesised that dogs, using cross-modal association through olfaction and vision modalities, can match odours to corresponding shapes. Using an automated scent delivery apparatus, four dogs were trained using operant conditioning procedures to discriminate between two odours and select a corresponding shape. One dog met the mastery criteria and progressed to three odours. It was found that dogs were able to discriminate between odours at greater accuracy than chance, confirming our hypothesis. Yet, all dogs did display a bias towards one of the four touchscreen quadrants. The findings were similar to those observed in other studies involving different animal species, but the accuracy rates observed in this study were lower than those reported in other similar studies. These findings have implications for tasks the detection of multiple scents and further the understanding of dogs’ abilities to perform cross-modal discrimination tasks. This study established a methodological framework for cross-modal scent discrimination tasks but there are several improvements to the methods that might enhance dogs’ performance in future research.

text: Exploring cross-modal association in canine (canis familiaris) scent detection: A framework for training dogs to identify multiple odours Dog’s olfaction abilities and trainability have made them valuable companions in scent detection tasks for centuries. While research has focused on dogs detecting single odours, there is a gap in understanding if they can emit different responses to different odours. Based on the principles of stimulus control and existing evidence of dogs’ ability to learn to perform similar tasks, it was hypothesised that dogs, using cross-modal association through olfaction and vision modalities, can match odours to corresponding shapes. Using an automated scent delivery apparatus, four dogs were trained using operant conditioning procedures to discriminate between two odours and select a corresponding shape. One dog met the mastery criteria and progressed to three odours. It was found that dogs were able to discriminate between odours at greater accuracy than chance, confirming our hypothesis. Yet, all dogs did display a bias towards one of the four touchscreen quadrants. The findings were similar to those observed in other studies involving different animal species, but the accuracy rates observed in this study were lower than those reported in other similar studies. These findings have implications for tasks the detection of multiple scents and further the understanding of dogs’ abilities to perform cross-modal discrimination tasks. This study established a methodological framework for cross-modal scent discrimination tasks but there are several improvements to the methods that might enhance dogs’ performance in future research.

year: 2024-04-19

title: Universal dimensions of Islam: studies in comparative religion [Book Review]

authors: Drury, Abdullah

abstract: This article reviews the book 'Universal dimensions of Islam: studies in comparative religion', edited by Patrick Laude.

text: Universal dimensions of Islam: studies in comparative religion [Book Review] This article reviews the book 'Universal dimensions of Islam: studies in comparative religion', edited by Patrick Laude.

year: 2012-01

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025