title: Oxytocin receptor blockade reduces acquisition but not retrieval of taste aversion and blunts responsiveness of amygdala neurons to an aversive stimulus

authors: Olszewski, Pawel K.

subjects: anorexia

abstract: When gastrointestinal sickness induced by toxin injection is associated with exposure to novel food, the animal acquires a conditioned taste aversion (CTA). Malaise is accompanied by a surge in oxytocin release and in oxytocin neuronal activity; however, it is unclear whether oxytocin is a key facilitator of aversion or merely its marker. Herein we investigated whether blockade of the oxytocin receptor with the blood–brain barrier penetrant oxytocin receptor antagonist L-368,899 is detrimental for the acquisition and/or retrieval of lithium chloride (LiCl)-dependent CTA to a saccharin solution in mice. We also examined whether L-368,899 given prior to LiCl affects neuronal activity defined through c-Fos immunohistochemistry in select brain sites facilitating CTA acquisition. L-368,899 given prior to LiCl caused a 30% increase in saccharin solution intake in a two-bottle test, but when the antagonist was administered before the two-bottle test, it failed to diminish the retrieval of an existing CTA. LiCl administration increased c-Fos expression in the hypothalamic paraventricular and supraoptic nuclei, area postrema, nucleus of the solitary tract and basolateral and central (CNA) nuclei of the amygdala. L-368,899 injected before LiCl reduced the number of c-Fos positive CNA neurons and brought it down to levels similar to those observed in mice treated only with L-368,899. We conclude that oxytocin is one of the key components in acquisition of LiCl-induced CTA and the aversive response can be alleviated by the oxytocin receptor blockade. Oxytocin receptor antagonism blunts responsiveness of CNA to peripherally injected LiCl.

text: Oxytocin receptor blockade reduces acquisition but not retrieval of taste aversion and blunts responsiveness of amygdala neurons to an aversive stimulus When gastrointestinal sickness induced by toxin injection is associated with exposure to novel food, the animal acquires a conditioned taste aversion (CTA). Malaise is accompanied by a surge in oxytocin release and in oxytocin neuronal activity; however, it is unclear whether oxytocin is a key facilitator of aversion or merely its marker. Herein we investigated whether blockade of the oxytocin receptor with the blood–brain barrier penetrant oxytocin receptor antagonist L-368,899 is detrimental for the acquisition and/or retrieval of lithium chloride (LiCl)-dependent CTA to a saccharin solution in mice. We also examined whether L-368,899 given prior to LiCl affects neuronal activity defined through c-Fos immunohistochemistry in select brain sites facilitating CTA acquisition. L-368,899 given prior to LiCl caused a 30% increase in saccharin solution intake in a two-bottle test, but when the antagonist was administered before the two-bottle test, it failed to diminish the retrieval of an existing CTA. LiCl administration increased c-Fos expression in the hypothalamic paraventricular and supraoptic nuclei, area postrema, nucleus of the solitary tract and basolateral and central (CNA) nuclei of the amygdala. L-368,899 injected before LiCl reduced the number of c-Fos positive CNA neurons and brought it down to levels similar to those observed in mice treated only with L-368,899. We conclude that oxytocin is one of the key components in acquisition of LiCl-induced CTA and the aversive response can be alleviated by the oxytocin receptor blockade. Oxytocin receptor antagonism blunts responsiveness of CNA to peripherally injected LiCl.

year: 2013

title: Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read

authors: Clark, Linda Kaye

subjects: phonemic awareness

abstract: The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it.  International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a).  Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005).  Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001).  Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.  

     An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness.  Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding.  Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics.  Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity.  There were also discrepancies between the participants’ perceived knowledge and their actual knowledge.  Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were.  Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms.  The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers.

text: Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it.  International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a).  Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005).  Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001).  Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.  

     An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness.  Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding.  Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics.  Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity.  There were also discrepancies between the participants’ perceived knowledge and their actual knowledge.  Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were.  Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms.  The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers.

year: 2015

title: Blood Quantum  “A Pūrākau approach to understanding the impact of ‘Blood Quantum’ in Māori Identity”

authors: Edwards, Alvina Jean

subjects: Blood quantum

abstract: “The master’s tools will never dismantle the master’s house” (Lorde, 1984, p.94)

This thesis begins and ends with being Ngāi Tahu, the two fundamental questions that generated this topic are: Who determines Indigenous legal identity? Who defines tribal membership and affiliation? Although the idea of defining Indigenous Peoples, for political purposes originated in colonial times, the complications, and complexities of defining who an Indigenous individual remains a truly contentious issue. This thesis will draw on the Indigenous Māori methodology of pūrākau, or story work for its structure and method to explore the above questions relating to Indigenous identity. The pūrākau approach enables the research to harness mātauranga Māori knowledge such as whakapapa and korero tuku iho alongside western thought, which is now inked in academic disciplines such as in the study of law. This thesis explores notions such as Indigenous ‘blood’ and our Indigenous ‘DNA.’ It is argued that to understand the history, the politics, the laws of blood quantum and DNA, it is important to understand the mind of the coloniser and the tools they continue to use. 

The study of blood quantum has become an important aspect of the tino rangatiratanga (self-determination) of many Indigenous peoples. From a historical and cultural perspective, blood quantum standards divide and alienate communities, and perpetuate a discourse that promotes internalised self-hatred, alienation, and fractionation. This research will develop pūrākau as a pedagogy through creating learning tools. These new learning tools will counteract the possibility of our Indigenous Peoples from being trapped within these social constructions. The thesis will explore possible self-determination techniques which emphasize pūrākau in establishing identity through creating a journey of recovery through the application of pūrākau in decolonising blood quantum ideology. Ultimately, Indigenous Peoples of Canada, New Zealand and the United States of America need to be the ones in control of their identity, tribal affiliation, cultural continuity, destiny, and the way they are legally defined.

Let's reclaim our stolen tools (Lorde, 1979)

text: Blood Quantum  “A Pūrākau approach to understanding the impact of ‘Blood Quantum’ in Māori Identity” “The master’s tools will never dismantle the master’s house” (Lorde, 1984, p.94)

This thesis begins and ends with being Ngāi Tahu, the two fundamental questions that generated this topic are: Who determines Indigenous legal identity? Who defines tribal membership and affiliation? Although the idea of defining Indigenous Peoples, for political purposes originated in colonial times, the complications, and complexities of defining who an Indigenous individual remains a truly contentious issue. This thesis will draw on the Indigenous Māori methodology of pūrākau, or story work for its structure and method to explore the above questions relating to Indigenous identity. The pūrākau approach enables the research to harness mātauranga Māori knowledge such as whakapapa and korero tuku iho alongside western thought, which is now inked in academic disciplines such as in the study of law. This thesis explores notions such as Indigenous ‘blood’ and our Indigenous ‘DNA.’ It is argued that to understand the history, the politics, the laws of blood quantum and DNA, it is important to understand the mind of the coloniser and the tools they continue to use. 

The study of blood quantum has become an important aspect of the tino rangatiratanga (self-determination) of many Indigenous peoples. From a historical and cultural perspective, blood quantum standards divide and alienate communities, and perpetuate a discourse that promotes internalised self-hatred, alienation, and fractionation. This research will develop pūrākau as a pedagogy through creating learning tools. These new learning tools will counteract the possibility of our Indigenous Peoples from being trapped within these social constructions. The thesis will explore possible self-determination techniques which emphasize pūrākau in establishing identity through creating a journey of recovery through the application of pūrākau in decolonising blood quantum ideology. Ultimately, Indigenous Peoples of Canada, New Zealand and the United States of America need to be the ones in control of their identity, tribal affiliation, cultural continuity, destiny, and the way they are legally defined.

Let's reclaim our stolen tools (Lorde, 1979)

year: 2020