title: Effect of Providing New Owners of Rehomed Greyhounds with Written Information about Preventing Canine Separation Anxiety

authors: Thomas, Julia Beatrix

subjects: Behaviour

abstract: Separation anxiety or separation-related behaviour (SA/SRB) reflects a substantial welfare problem for dogs and causes concern for owners, which can lead to dogs being relinquished or returned to rehoming organisations.  I aimed to determine whether providing new adopters of ex-racing greyhounds with information designed to reduce the risk of SA/SRB would reduce the occurrence of SA/SRB reported by owners at multiple time points; and to investigate factors associated with SA/SRB in newly rehomed greyhounds. Subjects were greyhounds rehomed through New Zealand Greyhounds as Pets during a 1-year period (n = 297). Owners were assigned, within 2 days of adoption, alternately to a control group, who received an email welcoming them to the greyhound community, or a treatment group, who received an email including a SA/SRB handout with preventative advice. Links to an online questionnaire regarding SA/SRB, and other factors suggested in the literature to be associated with SA/SRB, were sent to adopters 1-, 3-, and 6-months post-adoption. Emailing owners preventative information about SA/SRB had no significant impact on the proportion of greyhounds reported to exhibit SA/SRB in their new homes. There was no significant difference in the prevalence of owner-reported SA/SRB at 1, 3, or 6 months (20%, 18%, 17%). The prevalence of SA/SRB overall was less than usually reported for rehomed shelter dogs, and for pet dogs generally. SA/SRB was associated with an increased risk of the greyhound being returned to GAP. There was no significant difference between treatment and control groups regarding owner behaviour in relation to the advice, and generally more than half of all owners acted in a manner consistent with the recommendations. Owners were most likely to practice low-key greetings, and low-key departures, but only low-key departures appeared to be protective against SA/SRB.  Factors associated with the occurrence of SA/SRB changed substantially between the 1-month, and 3- and 6-month time points. Differences in the predictive models produced for the 1-, 3-, and 6-month data, and the lack of any effect of the preventative treatment, is likely associated with the multifactorial nature of SA/SRB. Further investigation of the particular aspects of advice that are protective for SA/SRB is warranted.

text: Effect of Providing New Owners of Rehomed Greyhounds with Written Information about Preventing Canine Separation Anxiety Separation anxiety or separation-related behaviour (SA/SRB) reflects a substantial welfare problem for dogs and causes concern for owners, which can lead to dogs being relinquished or returned to rehoming organisations.  I aimed to determine whether providing new adopters of ex-racing greyhounds with information designed to reduce the risk of SA/SRB would reduce the occurrence of SA/SRB reported by owners at multiple time points; and to investigate factors associated with SA/SRB in newly rehomed greyhounds. Subjects were greyhounds rehomed through New Zealand Greyhounds as Pets during a 1-year period (n = 297). Owners were assigned, within 2 days of adoption, alternately to a control group, who received an email welcoming them to the greyhound community, or a treatment group, who received an email including a SA/SRB handout with preventative advice. Links to an online questionnaire regarding SA/SRB, and other factors suggested in the literature to be associated with SA/SRB, were sent to adopters 1-, 3-, and 6-months post-adoption. Emailing owners preventative information about SA/SRB had no significant impact on the proportion of greyhounds reported to exhibit SA/SRB in their new homes. There was no significant difference in the prevalence of owner-reported SA/SRB at 1, 3, or 6 months (20%, 18%, 17%). The prevalence of SA/SRB overall was less than usually reported for rehomed shelter dogs, and for pet dogs generally. SA/SRB was associated with an increased risk of the greyhound being returned to GAP. There was no significant difference between treatment and control groups regarding owner behaviour in relation to the advice, and generally more than half of all owners acted in a manner consistent with the recommendations. Owners were most likely to practice low-key greetings, and low-key departures, but only low-key departures appeared to be protective against SA/SRB.  Factors associated with the occurrence of SA/SRB changed substantially between the 1-month, and 3- and 6-month time points. Differences in the predictive models produced for the 1-, 3-, and 6-month data, and the lack of any effect of the preventative treatment, is likely associated with the multifactorial nature of SA/SRB. Further investigation of the particular aspects of advice that are protective for SA/SRB is warranted.

year: 2018

title: Balance, cognitive tuning, status and positivity bias in communication of impressions

authors: Armstrong, Warwick David

abstract: Experiment 1 (n=120) was a 3x2x2 analysis of variance design, investigating the interaction of the effect of cognitive tuning, balance and sex on polarization of personality impressions. While balance variables influenced polarization it did not mask the different polarization effects of the cognitive tuning sets, transmission and reception. The checking of positive traits outstriped the checking of negative traits by a factor of 2. 25. Males polarized more than females. Experiment 2 (n=40) investigated the interaction of tuning, sex and status. Status and sex effects on polarization were significantly different on transmission tuning only.

text: Balance, cognitive tuning, status and positivity bias in communication of impressions Experiment 1 (n=120) was a 3x2x2 analysis of variance design, investigating the interaction of the effect of cognitive tuning, balance and sex on polarization of personality impressions. While balance variables influenced polarization it did not mask the different polarization effects of the cognitive tuning sets, transmission and reception. The checking of positive traits outstriped the checking of negative traits by a factor of 2. 25. Males polarized more than females. Experiment 2 (n=40) investigated the interaction of tuning, sex and status. Status and sex effects on polarization were significantly different on transmission tuning only.

year: 1969

title: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014