title: Familiarity and Recollection in Everyday Driving

authors: James, Sarah Michelle

subjects: Everyday Driving

abstract: Driving a car is one of the most common activities that we take part in everyday, however previous research has indicated that there is a gap in our current knowledge about how familiarity affects our everyday driving behaviour. Many of the studies that examine everyday driving behaviours are conducted off-road through the use of driving simulators and self-report questionnaires. The objective of this present study was therefore to investigate the role of familiarity on everyday driving behaviours during on-road drives. Additionally, this thesis sought to to examine the relationship between familiarity and driver perceptions such as anxiety and risk. The relationship between familiarity and speed choices was also observed and finally, the impact of familiarity on a driver’s ability to recall important information about a drive was investigated. Data was collected through the use of video and self-report questionnaires. In total, 30 participants took took part in two on-road drives; one which they were familiar with and another that they found unfamiliar. Results indicated that speed choices were affected by how familiar a driver was with the environment, however no relationship was found between familiarity and driver perceptions of anxiety and risk, or recollection. Further research that builds on the present findings could prove to be beneficial for future approaches towards specific interventions aimed at reducing serious vehicle accidents.

text: Familiarity and Recollection in Everyday Driving Driving a car is one of the most common activities that we take part in everyday, however previous research has indicated that there is a gap in our current knowledge about how familiarity affects our everyday driving behaviour. Many of the studies that examine everyday driving behaviours are conducted off-road through the use of driving simulators and self-report questionnaires. The objective of this present study was therefore to investigate the role of familiarity on everyday driving behaviours during on-road drives. Additionally, this thesis sought to to examine the relationship between familiarity and driver perceptions such as anxiety and risk. The relationship between familiarity and speed choices was also observed and finally, the impact of familiarity on a driver’s ability to recall important information about a drive was investigated. Data was collected through the use of video and self-report questionnaires. In total, 30 participants took took part in two on-road drives; one which they were familiar with and another that they found unfamiliar. Results indicated that speed choices were affected by how familiar a driver was with the environment, however no relationship was found between familiarity and driver perceptions of anxiety and risk, or recollection. Further research that builds on the present findings could prove to be beneficial for future approaches towards specific interventions aimed at reducing serious vehicle accidents.

year: 2017

title: A new experimental model for the investigation of sequential hermaphroditism

authors: Goikoetxea, A

subjects: Science & Technology

abstract: The stunning sexual transformation commonly triggered by age, size or social context in some fishes is one of the best examples of phenotypic plasticity thus far described. To date our understanding of this process is dominated by studies on a handful of subtropical and tropical teleosts, often in wild settings. Here we have established the protogynous New Zealand spotty wrasse, Notolabruscelidotus, as a temperate model for the experimental investigation of sex change. Captive fish were induced to change sex using aromatase inhibition or manipulation of social groups. Complete female-to-male transition occurred over 60 days in both cases and time-series sampling was used to quantify changes in hormone production, gene expression and gonadal cellular anatomy. Early-stage decreases in plasma 17β-estradiol (E2) concentrations or gonadal aromatase (cyp19a1a) expression were not detected in spotty wrasse, despite these being commonly associated with the onset of sex change in subtropical and tropical protogynous (female-to-male) hermaphrodites. In contrast, expression of the masculinising factor amh (anti-Müllerian hormone) increased during early sex change, implying a potential role as a proximate trigger for masculinisation. Collectively, these data provide a foundation for the spotty wrasse as a temperate teleost model to study sex change and cell fate in vertebrates.

text: A new experimental model for the investigation of sequential hermaphroditism The stunning sexual transformation commonly triggered by age, size or social context in some fishes is one of the best examples of phenotypic plasticity thus far described. To date our understanding of this process is dominated by studies on a handful of subtropical and tropical teleosts, often in wild settings. Here we have established the protogynous New Zealand spotty wrasse, Notolabruscelidotus, as a temperate model for the experimental investigation of sex change. Captive fish were induced to change sex using aromatase inhibition or manipulation of social groups. Complete female-to-male transition occurred over 60 days in both cases and time-series sampling was used to quantify changes in hormone production, gene expression and gonadal cellular anatomy. Early-stage decreases in plasma 17β-estradiol (E2) concentrations or gonadal aromatase (cyp19a1a) expression were not detected in spotty wrasse, despite these being commonly associated with the onset of sex change in subtropical and tropical protogynous (female-to-male) hermaphrodites. In contrast, expression of the masculinising factor amh (anti-Müllerian hormone) increased during early sex change, implying a potential role as a proximate trigger for masculinisation. Collectively, these data provide a foundation for the spotty wrasse as a temperate teleost model to study sex change and cell fate in vertebrates.

year: 2021-12-01

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008