title: Acute hypophagia and changes in c-Fos immunoreactivity in adolescent rats treated with low doses of oxytocin and naltrexone.

authors: Head, Mitchell Antony

subjects: neuropeptides

abstract: A recent case report has shown that an adjunctive oxytocin + naltrexone (OT + NTX) treatment promoted more robust hypophagia and body weight reduction than OT alone in an adolescent male with hypothalamic obesity after craniopharyngioma resection. Thus far, there has been no basic research in adolescent laboratory animals that would examine whether the benefit of OT + NTX on appetite extends onto adolescent individuals without surgically induced overeating. Thus, here we examined whether low doses of combined OT + NTX acutely affect post-deprivation intake of energy-dense, standard chow; intake of energy-dense and palatable high-fat high-sugar (HFHS) diet; or calorie-dilute, palaTable 10% sucrose solution without deprivation in adolescent male rats. We assessed whether OT + NTX decreases water intake after water deprivation or produces a conditioned taste aversion (CTA). Finally, by using c-Fos immunoreactivity, we determined changes in activity of feeding-related brain areas after OT + NTX. We found that individual subthreshold doses of OT and NTX decreased feeding induced by energy and by palatability. Significant c-Fos changes were noted in the arcuate and dorsomedial hypothalamic nuclei. The hypophagic doses of OT + NTX did not suppress water intake in thirsty rats and did not cause a CTA, which suggests that feeding reduction is not a secondary effect of gastrointestinal discomfort or changes in thirst processing. We conclude that OT + NTX is an effective drug combination to reduce appetite in adolescent male rats.

text: Acute hypophagia and changes in c-Fos immunoreactivity in adolescent rats treated with low doses of oxytocin and naltrexone. A recent case report has shown that an adjunctive oxytocin + naltrexone (OT + NTX) treatment promoted more robust hypophagia and body weight reduction than OT alone in an adolescent male with hypothalamic obesity after craniopharyngioma resection. Thus far, there has been no basic research in adolescent laboratory animals that would examine whether the benefit of OT + NTX on appetite extends onto adolescent individuals without surgically induced overeating. Thus, here we examined whether low doses of combined OT + NTX acutely affect post-deprivation intake of energy-dense, standard chow; intake of energy-dense and palatable high-fat high-sugar (HFHS) diet; or calorie-dilute, palaTable 10% sucrose solution without deprivation in adolescent male rats. We assessed whether OT + NTX decreases water intake after water deprivation or produces a conditioned taste aversion (CTA). Finally, by using c-Fos immunoreactivity, we determined changes in activity of feeding-related brain areas after OT + NTX. We found that individual subthreshold doses of OT and NTX decreased feeding induced by energy and by palatability. Significant c-Fos changes were noted in the arcuate and dorsomedial hypothalamic nuclei. The hypophagic doses of OT + NTX did not suppress water intake in thirsty rats and did not cause a CTA, which suggests that feeding reduction is not a secondary effect of gastrointestinal discomfort or changes in thirst processing. We conclude that OT + NTX is an effective drug combination to reduce appetite in adolescent male rats.

year: 2021-12-23

title: The development of a middle school

authors: Ward, Richard

abstract: One of the effects of the 1989 Education Act in New Zealand was to allow schools to broaden their client base. This had the most significant impact in the area of schooling where there was the greatest possibility for change, particularly for the classes either side of the transition between primary and secondary schooling; the middle years. Under the Act, primary schools had the option of recapitating to retain their older pupils. Secondary schools were now able to extend downwards and offer a junior high school structure. So, the greatest potential for school restructuring was associated with the intermediate schools. Traditionally, intermediate schools had provided a two-year transition at Years 7 and 8 between primary and secondary education. The 1989 Education Act allowed them to extend this to include Years 9 and 10 and the development of three or four-year middle schools. 

In their traditional role of providing a transitional stage between primary and secondary education, the intermediate schools were characterised by aspects of both institutions. While programmes were largely home-room based and under the care of one teacher, some subject specialisation was also characteristic of intermediate schools. That this structure could be extended into the lower secondary classes offered a new perspective on the role of middle schooling. 

It was the extension of a Year 7 and 8 intermediate school into a four-year middle school and thereby encroaching on the traditional preserve of secondary schools, that became the focus of this study. It monitored the expansion of a two-year school as Years 9 and 10 classes were added and the transition of the first Year 10 class into Year 11 at secondary schools.

From this focus, the study hypothesised three main concerns relating to change: that the development of a two-year institution into a four year one would offer significant challenges to both the school organisation and the delivery of the curriculum, whether the students who chose to stay at the Middle School viewed the experience as worthwhile and that a current theory on institutional change would be useful in observing and analysing the data. 

The methodology for the study was largely qualitative. It was based on interviews with the Years 9 and 10 pupils, their teachers and parents and the school principal. The interviews covered the time in which the Middle School expanded to accommodate the additional two years, 1995 and 1996, and also followed the pupils into the first term of their secondary schools in 1997. During the transition to secondary schools, the interview data was supported with observations and pre-transition and post-transition surveys, using Q-Sorts and Picture Interpretation methods. In addition, parents’ views were sought on their children’s experiences at the Middle School and their transition to secondary schools. 

The research confirmed that a Year 7 to 10 school offered a viable alternative for the pupils in this study to the traditional path of transition from intermediate school to secondary school at the end of Year 8. It suggested that a school organisation, based on home-room teaching and interdisciplinary staffing arrangements, provided a useful basis for the social and educational development of preadolescents, although quite what would comprise a suitable balance between generalist and specialist teaching proved challenging. Nevertheless, curriculum delivery for Years 7 to 10 was facilitated by a flexible form of organisation. Parents of the Year 9 and 10 pupils endorsed the practices of the Middle School and confirmed that delaying transition to secondary schools was worthwhile. 

The development of the Middle School from a two-year to a four-year institution was viewed from a Perspectives theory of change. The theory was found to present a useful focus for viewing school change, but some modifications to it are offered.

text: The development of a middle school One of the effects of the 1989 Education Act in New Zealand was to allow schools to broaden their client base. This had the most significant impact in the area of schooling where there was the greatest possibility for change, particularly for the classes either side of the transition between primary and secondary schooling; the middle years. Under the Act, primary schools had the option of recapitating to retain their older pupils. Secondary schools were now able to extend downwards and offer a junior high school structure. So, the greatest potential for school restructuring was associated with the intermediate schools. Traditionally, intermediate schools had provided a two-year transition at Years 7 and 8 between primary and secondary education. The 1989 Education Act allowed them to extend this to include Years 9 and 10 and the development of three or four-year middle schools. 

In their traditional role of providing a transitional stage between primary and secondary education, the intermediate schools were characterised by aspects of both institutions. While programmes were largely home-room based and under the care of one teacher, some subject specialisation was also characteristic of intermediate schools. That this structure could be extended into the lower secondary classes offered a new perspective on the role of middle schooling. 

It was the extension of a Year 7 and 8 intermediate school into a four-year middle school and thereby encroaching on the traditional preserve of secondary schools, that became the focus of this study. It monitored the expansion of a two-year school as Years 9 and 10 classes were added and the transition of the first Year 10 class into Year 11 at secondary schools.

From this focus, the study hypothesised three main concerns relating to change: that the development of a two-year institution into a four year one would offer significant challenges to both the school organisation and the delivery of the curriculum, whether the students who chose to stay at the Middle School viewed the experience as worthwhile and that a current theory on institutional change would be useful in observing and analysing the data. 

The methodology for the study was largely qualitative. It was based on interviews with the Years 9 and 10 pupils, their teachers and parents and the school principal. The interviews covered the time in which the Middle School expanded to accommodate the additional two years, 1995 and 1996, and also followed the pupils into the first term of their secondary schools in 1997. During the transition to secondary schools, the interview data was supported with observations and pre-transition and post-transition surveys, using Q-Sorts and Picture Interpretation methods. In addition, parents’ views were sought on their children’s experiences at the Middle School and their transition to secondary schools. 

The research confirmed that a Year 7 to 10 school offered a viable alternative for the pupils in this study to the traditional path of transition from intermediate school to secondary school at the end of Year 8. It suggested that a school organisation, based on home-room teaching and interdisciplinary staffing arrangements, provided a useful basis for the social and educational development of preadolescents, although quite what would comprise a suitable balance between generalist and specialist teaching proved challenging. Nevertheless, curriculum delivery for Years 7 to 10 was facilitated by a flexible form of organisation. Parents of the Year 9 and 10 pupils endorsed the practices of the Middle School and confirmed that delaying transition to secondary schools was worthwhile. 

The development of the Middle School from a two-year to a four-year institution was viewed from a Perspectives theory of change. The theory was found to present a useful focus for viewing school change, but some modifications to it are offered.

year: 2001

title: Māori, census 2018 and data sovereignty

authors: Kukutai, Tahu

abstract: This webinar explores the issues with the 2018 Census data collection and examines what the implications could be for communities and funding.  See below to read some relevant articles prior to the webinar.

Our presenters also discuss iwi data sovereignty and data bias and the reasons why we should all pay more attention to the quality of the data we provide, use and collect.

text: Māori, census 2018 and data sovereignty This webinar explores the issues with the 2018 Census data collection and examines what the implications could be for communities and funding.  See below to read some relevant articles prior to the webinar.

Our presenters also discuss iwi data sovereignty and data bias and the reasons why we should all pay more attention to the quality of the data we provide, use and collect.

year: 2019