title: Palatability of Goat's versus Cow's Milk: Insights from the Analysis of Eating Behavior and Gene Expression in the Appetite-Relevant Brain Circuit in Laboratory Animal Models.

authors: Klockars, Anica

subjects: appetite

abstract: Goat's (GM) and cow's milk (CM) are dietary alternatives with select health benefits shown in human and animal studies. Surprisingly, no systematic analysis of palatability or preference for GM vs. CM has been performed to date. Here, we present a comprehensive investigation of short-term intake and palatability profiles of GM and CM in laboratory mice and rats. We studied consumption in no-choice and choice scenarios, including meal microstructure, and by using isocaloric milks and milk-enriched solid diets. Feeding results are accompanied by qPCR data of relevant genes in the energy balance-related hypothalamus and brain stem, and in the nucleus accumbens, which regulates eating for palatability. We found that GM and CM are palatable to juvenile, adult, and aged rodents. Given a choice, animals prefer GM- to CM-based diets. Analysis of meal microstructure using licking patterns points to enhanced palatability of and, possibly, greater motivation toward GM over CM. Most profound changes in gene expression after GM vs. CM were associated with the brain systems driving consumption for reward. We conclude that, while both GM and CM are palatable, GM is preferred over CM by laboratory animals, and this preference is driven by central mechanisms controlling eating for pleasure.

text: Palatability of Goat's versus Cow's Milk: Insights from the Analysis of Eating Behavior and Gene Expression in the Appetite-Relevant Brain Circuit in Laboratory Animal Models. Goat's (GM) and cow's milk (CM) are dietary alternatives with select health benefits shown in human and animal studies. Surprisingly, no systematic analysis of palatability or preference for GM vs. CM has been performed to date. Here, we present a comprehensive investigation of short-term intake and palatability profiles of GM and CM in laboratory mice and rats. We studied consumption in no-choice and choice scenarios, including meal microstructure, and by using isocaloric milks and milk-enriched solid diets. Feeding results are accompanied by qPCR data of relevant genes in the energy balance-related hypothalamus and brain stem, and in the nucleus accumbens, which regulates eating for palatability. We found that GM and CM are palatable to juvenile, adult, and aged rodents. Given a choice, animals prefer GM- to CM-based diets. Analysis of meal microstructure using licking patterns points to enhanced palatability of and, possibly, greater motivation toward GM over CM. Most profound changes in gene expression after GM vs. CM were associated with the brain systems driving consumption for reward. We conclude that, while both GM and CM are palatable, GM is preferred over CM by laboratory animals, and this preference is driven by central mechanisms controlling eating for pleasure.

year: 2019

title: Cry, baby, cry: A dialogic response to emotion

authors: White, Elizabeth Jayne

abstract: This article challenges traditional approaches to emotion as a discreet biological or dialectic process in the early years. In doing so the proposition is made that emotion is an answerable social act of meaning-making and self-hood. Inspired by Bakhtinian philosophy, which resists separating emotion from cognition or the individual from their social milieu, the dialogic interplay that takes place between an 18-month-old infant, adults, and peers in a New Zealand Education and Care setting is explored from an emotional volitional standpoint. Drawing on eleven hours of polyphonic split-screen video footage taken from the visual perspective of the infant and those around her, language acts and their interpretive aftermath are presented as intersubjective and alteric (i.e., altering) communicative acts. Taken together they recaste infant emotionality as a highly strategic socially oriented process of embodied performance through selective employment of genres that "speak" to the adult. The article argues that such a renewed appreciation of infant emotion has potential for understanding very young children as strategically acting upon as well as responding to the environment that surrounds them. As such there is potential to view emotional acts as answerable performance, with revealing implications for those who share in infant experience.

text: Cry, baby, cry: A dialogic response to emotion This article challenges traditional approaches to emotion as a discreet biological or dialectic process in the early years. In doing so the proposition is made that emotion is an answerable social act of meaning-making and self-hood. Inspired by Bakhtinian philosophy, which resists separating emotion from cognition or the individual from their social milieu, the dialogic interplay that takes place between an 18-month-old infant, adults, and peers in a New Zealand Education and Care setting is explored from an emotional volitional standpoint. Drawing on eleven hours of polyphonic split-screen video footage taken from the visual perspective of the infant and those around her, language acts and their interpretive aftermath are presented as intersubjective and alteric (i.e., altering) communicative acts. Taken together they recaste infant emotionality as a highly strategic socially oriented process of embodied performance through selective employment of genres that "speak" to the adult. The article argues that such a renewed appreciation of infant emotion has potential for understanding very young children as strategically acting upon as well as responding to the environment that surrounds them. As such there is potential to view emotional acts as answerable performance, with revealing implications for those who share in infant experience.

year: 2013

title: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates

authors: Waller, Arianna Leigh Mana

subjects: indigenous auto ethnography

abstract: There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

text: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

year: 2016