title: The relation between preference and demand for litter substrates in the domestic hen

authors: Harris, Aimee Rebecca

subjects: preference

abstract: Six hen's preferences between 5-min access to each of two litter substrates, sand and sawdust, were measured using dependent concurrent VI 60 s VI 60 s schedules of reinforcement.  The obtained preferences were small and idiosyncratic.  Demand functions were generated separately for each of the two substrates by requiring the hens to perform under increasing FR schedules.  The demand functions were disorderly, some were linear, some were of mixed elasticity, and others curved upwards.  No clear relation between the individual hens' preference and demand measures was found.  The overall response rates, running response rates and average post-reinforcement pause durations were atypical compared to previous demand research, possibly due to low levels of reinforcer collection, but were similar for individual subjects in both demand conditions.  During the demand assessment, dustbathing took place in a similar proportion of reinforcers for each substrate.  During the preference assessment, a greater proportion of dustbathing took place during sand reinforcers.  Individual hens did not consistently dustbathe more in their preferred substrate.  It was argued that the inconclusive results were a product of the substrates used.  The atypical demand functions, response rates and average PRP durations may have been due to behaviour that was not schedule related occurring during key time (i.e., the subjects may have been continuing a dustbathing bout).  It is possible, that the two substrates were too similar, and thus the subjects did not have a clear preference for one over the other.  In future research preference should be assessed prior to demand, to ensure a clear preference can be obtained, with reinforcers that are qualitatively more different than those used in the present experiment.

text: The relation between preference and demand for litter substrates in the domestic hen Six hen's preferences between 5-min access to each of two litter substrates, sand and sawdust, were measured using dependent concurrent VI 60 s VI 60 s schedules of reinforcement.  The obtained preferences were small and idiosyncratic.  Demand functions were generated separately for each of the two substrates by requiring the hens to perform under increasing FR schedules.  The demand functions were disorderly, some were linear, some were of mixed elasticity, and others curved upwards.  No clear relation between the individual hens' preference and demand measures was found.  The overall response rates, running response rates and average post-reinforcement pause durations were atypical compared to previous demand research, possibly due to low levels of reinforcer collection, but were similar for individual subjects in both demand conditions.  During the demand assessment, dustbathing took place in a similar proportion of reinforcers for each substrate.  During the preference assessment, a greater proportion of dustbathing took place during sand reinforcers.  Individual hens did not consistently dustbathe more in their preferred substrate.  It was argued that the inconclusive results were a product of the substrates used.  The atypical demand functions, response rates and average PRP durations may have been due to behaviour that was not schedule related occurring during key time (i.e., the subjects may have been continuing a dustbathing bout).  It is possible, that the two substrates were too similar, and thus the subjects did not have a clear preference for one over the other.  In future research preference should be assessed prior to demand, to ensure a clear preference can be obtained, with reinforcers that are qualitatively more different than those used in the present experiment.

year: 2006

title: Invasion Expansion: Time since introduction best predicts global ranges of marine invaders.

authors: Byers, James E.

abstract: Strategies for managing biological invasions are often based on the premise that characteristics of invading species and the invaded environment are key predictors of the invader's distribution. Yet, for either biological traits or environmental characteristics to explain distribution, adequate time must have elapsed for species to spread to all potential habitats. We compiled and analyzed a database of natural history and ecological traits of 138 coastal marine invertebrate species, the environmental conditions at sites to which they have been introduced, and their date of first introduction. We found that time since introduction explained the largest fraction (20%) of the variability in non-native range size, while traits of the species and environmental variables had significant, but minimal, influence on non-native range size. The positive relationship between time since introduction and range size indicates that non-native marine invertebrate species are not at equilibrium and are still spreading, posing a major challenge for management of coastal ecosystems.

text: Invasion Expansion: Time since introduction best predicts global ranges of marine invaders. Strategies for managing biological invasions are often based on the premise that characteristics of invading species and the invaded environment are key predictors of the invader's distribution. Yet, for either biological traits or environmental characteristics to explain distribution, adequate time must have elapsed for species to spread to all potential habitats. We compiled and analyzed a database of natural history and ecological traits of 138 coastal marine invertebrate species, the environmental conditions at sites to which they have been introduced, and their date of first introduction. We found that time since introduction explained the largest fraction (20%) of the variability in non-native range size, while traits of the species and environmental variables had significant, but minimal, influence on non-native range size. The positive relationship between time since introduction and range size indicates that non-native marine invertebrate species are not at equilibrium and are still spreading, posing a major challenge for management of coastal ecosystems.

year: 2015

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09