title: The use of signs to facilitate maze learning in dairy cows (Bos taurus).

authors: Blackmore, Tania Louise

subjects: dairy cow

abstract: Little is known about whether or not cows can learn to use a visual cue to navigate complex paths. Experiment 1 investigated discrimination learning of dairy cows where the discrimination problems involved selecting a signalled one-way pair of gates in cattle yards. All cows learned to select the pair of gates signalled by a yellow sign (S+) to gain access to food. Learning to approach the yellow sign did not transfer to a new situation and problem. In Experiment 2, four cows were trained to select the correct path in a T-maze and then to reverse location. The cows with the yellow sign signaling the correct arm were more accurate at reversing responses than cows without the yellow sign. Reversal learning transferred to new T-mazes presented within the same yard setting. In Experiment 3, two heifers were provided with yellow signs and two heifers were not in a double T-maze with no prior reversal learning experience. There was no difference in performance shown by the sign and no-sign heifers, suggesting that maze learning was not being aided by the use of signs. Experiment 4 used the same stimuli as in Experiment 3 and trained cows in a reversal task before presenting a double T-maze and then eight complex maze problems with and without signs. The data suggest that cows learned to solve all mazes presented, and were better at selecting the correct path in maze problems with signs present. Experiment 5 also used a reversal task to train cows to select the arm of a T-maze when it was signalled by a yellow sign. However, transfer of learning was not shown when cows were tested in a new setting. These experiments show that cows can learn to use signs to select the correct path with reversal learning to solve maze problems, but in order to transfer such learning to a new setting, cows may need to have stimuli common to the training setting also present in any new setting.

text: The use of signs to facilitate maze learning in dairy cows (Bos taurus). Little is known about whether or not cows can learn to use a visual cue to navigate complex paths. Experiment 1 investigated discrimination learning of dairy cows where the discrimination problems involved selecting a signalled one-way pair of gates in cattle yards. All cows learned to select the pair of gates signalled by a yellow sign (S+) to gain access to food. Learning to approach the yellow sign did not transfer to a new situation and problem. In Experiment 2, four cows were trained to select the correct path in a T-maze and then to reverse location. The cows with the yellow sign signaling the correct arm were more accurate at reversing responses than cows without the yellow sign. Reversal learning transferred to new T-mazes presented within the same yard setting. In Experiment 3, two heifers were provided with yellow signs and two heifers were not in a double T-maze with no prior reversal learning experience. There was no difference in performance shown by the sign and no-sign heifers, suggesting that maze learning was not being aided by the use of signs. Experiment 4 used the same stimuli as in Experiment 3 and trained cows in a reversal task before presenting a double T-maze and then eight complex maze problems with and without signs. The data suggest that cows learned to solve all mazes presented, and were better at selecting the correct path in maze problems with signs present. Experiment 5 also used a reversal task to train cows to select the arm of a T-maze when it was signalled by a yellow sign. However, transfer of learning was not shown when cows were tested in a new setting. These experiments show that cows can learn to use signs to select the correct path with reversal learning to solve maze problems, but in order to transfer such learning to a new setting, cows may need to have stimuli common to the training setting also present in any new setting.

year: 2009

title: The diverse aims of second language teaching: Implications for New Zealand primary schools

authors: Barnard, Roger

subjects: Second language teaching

abstract: This paper discusses complex issues surrounding second language teaching and learning and relates them to the introduction of second language teaching in New Zealand primary schools.  After considering the recent trend in many countries to introduce second languages in increasingly younger learners, a review is made of dominant paradigms of second language teaching: grammar-translation, the direct method, audiolingualism, the natural approach and communicative language teaching.  Each of these provides valuable insights for teaching aims and methodology, but no one approach or method by itself can meet the perceived needs of all language learners.  A range of possible goals is suggested in terms of various competencies: linguistic, communicative and intercultural.  Factors constraining the effective introduction of second language teaching in New Zealand primary schools are briefly outlined and explained.  The paper concludes with the need to decide appropriate educational goals at a local level, according to the selection of target language/s and in the light of the opportunities and constraints of each specific context of learning.

text: The diverse aims of second language teaching: Implications for New Zealand primary schools This paper discusses complex issues surrounding second language teaching and learning and relates them to the introduction of second language teaching in New Zealand primary schools.  After considering the recent trend in many countries to introduce second languages in increasingly younger learners, a review is made of dominant paradigms of second language teaching: grammar-translation, the direct method, audiolingualism, the natural approach and communicative language teaching.  Each of these provides valuable insights for teaching aims and methodology, but no one approach or method by itself can meet the perceived needs of all language learners.  A range of possible goals is suggested in terms of various competencies: linguistic, communicative and intercultural.  Factors constraining the effective introduction of second language teaching in New Zealand primary schools are briefly outlined and explained.  The paper concludes with the need to decide appropriate educational goals at a local level, according to the selection of target language/s and in the light of the opportunities and constraints of each specific context of learning.

year: 2004-09-01

title: A Portfolio of Compositions

authors: Dobson, Elizabeth Jane

subjects: music

abstract: The pieces in this portfolio cover a wide range of methods and styles - from work for a single vocalising percussionist, to singing bowl and electronics and a work for full orchestra. The aim of this portfolio is to demonstrate my technical and musical proficiency as well as to give an overview of my personal composing philosophy and style.
The portfolio opens with a work for orchestra, A Study in Scarlet. It differs from my previous orchestral works and is based on a musical code of Sir Arthur Conan Doyle's book, titled A Study in Scarlet. This was read in the 2009 Todd/ NSZO Young Composer Readings. The second work is .manatu.. It features tinkly piano, wind chimes and ethnic instrumentalists in a chamber ensemble to create a musical sound world. This was written for and premiered at Bang on a Can's summer music festival in Massachusetts 2009. The piano work .ātanga. is an adaptation of .manatu. for solo pianist and was written for the Dame Malvina Major Foundations Showcase Concert in New Plymouth. This adaptation proved to be a worthwhile exercise in efficient use of music material. Wrong Number is a Janet Frame poem set for soprano and real-time effect processing of audio. Confessions - Part I and II, for solo violin and string orchestra is based on the Fibonacci series and explores my love for string sonorities. Sand Song was written for a friend who asked me to set a poem she wrote. Here I demonstrate my love for setting text and voice to say something beautiful and precise. This song now stands as a eulogy for her Father. Parihaka, for vocalising percussionist, is a setting of Apirana Taylor's poem Parihaka and was written for Australian performer Louise Devenish. I explore further in the realm of live acoustic and electroacoustic music with Orison a piece I wrote for myself to perform live with singing bowl and Ableton Live. Finally The Headlines Today for five improvising musicians explores the music of shouting and the vernacular of place.

text: A Portfolio of Compositions The pieces in this portfolio cover a wide range of methods and styles - from work for a single vocalising percussionist, to singing bowl and electronics and a work for full orchestra. The aim of this portfolio is to demonstrate my technical and musical proficiency as well as to give an overview of my personal composing philosophy and style.
The portfolio opens with a work for orchestra, A Study in Scarlet. It differs from my previous orchestral works and is based on a musical code of Sir Arthur Conan Doyle's book, titled A Study in Scarlet. This was read in the 2009 Todd/ NSZO Young Composer Readings. The second work is .manatu.. It features tinkly piano, wind chimes and ethnic instrumentalists in a chamber ensemble to create a musical sound world. This was written for and premiered at Bang on a Can's summer music festival in Massachusetts 2009. The piano work .ātanga. is an adaptation of .manatu. for solo pianist and was written for the Dame Malvina Major Foundations Showcase Concert in New Plymouth. This adaptation proved to be a worthwhile exercise in efficient use of music material. Wrong Number is a Janet Frame poem set for soprano and real-time effect processing of audio. Confessions - Part I and II, for solo violin and string orchestra is based on the Fibonacci series and explores my love for string sonorities. Sand Song was written for a friend who asked me to set a poem she wrote. Here I demonstrate my love for setting text and voice to say something beautiful and precise. This song now stands as a eulogy for her Father. Parihaka, for vocalising percussionist, is a setting of Apirana Taylor's poem Parihaka and was written for Australian performer Louise Devenish. I explore further in the realm of live acoustic and electroacoustic music with Orison a piece I wrote for myself to perform live with singing bowl and Ableton Live. Finally The Headlines Today for five improvising musicians explores the music of shouting and the vernacular of place.

year: 2010