title: Body Weight as a Motivating Operation: The Effect of Body Weight on Demand for Food in Hens.

authors: Andrews, Tegan Emily Anne-Marie

abstract: Demand for wheat and puffed wheat was examined in six hens, using an ascending geometric progression of fixed-ratio schedules of reinforcement. Hens responded by pecking a key for 2-s access to food in 40-min sessions. The body weight criterion used to decide if a hen was to be placed in an experimental session differed across conditions, to determine if this would affect performance, using wheat and puffed wheat as reinforcers in different conditions. In the first experiment the hens were maintained by post-session feeding at 80 ± 5% of their free-feeding body weights. In Conditions 1 and 2 the hens were placed in a session even when they were more than 5 % above the target weight. In Conditions 3 and 4 they were placed in a session if their body weight was within the specified range, meaning there could be several days between sessions. There were clear differences resulting from food type, both in behaviour under the fixed ratio schedules, and in the resulting demand functions (with consumption measured as either number of reinforcers or weight of food obtained). Wheat resulted in lower overall response rates than puffed wheat at low fixed ratio values. The body weight criterion did not result in large effects on performance, however, the more relaxed body weight criterion gave a higher essential value for puffed wheat than for wheat (replicating Foster et al., 2009), whereas, the strict body weight criterion gave a lower essential value for puffed wheat than for wheat under the analysis proposed by Hursh and Silberberg (2008) and using number of reinforcers as the consumption measure. A second experiment replicated Jackson (2011), using the same two foods, strict body weight criteria and sessions which terminated after 40 reinforcers or 40-min. The resulting data were similar to Jackson (2011), who found similar performance for both foods. The difference between the demand functions for the two foods, with reinforcer rate as the consumption measure, were greatly reduced in comparison to Experiment 1. The essential value of the two foods was not consistently different across hens. These results suggest that the session termination criterion did affect demand.

text: Body Weight as a Motivating Operation: The Effect of Body Weight on Demand for Food in Hens. Demand for wheat and puffed wheat was examined in six hens, using an ascending geometric progression of fixed-ratio schedules of reinforcement. Hens responded by pecking a key for 2-s access to food in 40-min sessions. The body weight criterion used to decide if a hen was to be placed in an experimental session differed across conditions, to determine if this would affect performance, using wheat and puffed wheat as reinforcers in different conditions. In the first experiment the hens were maintained by post-session feeding at 80 ± 5% of their free-feeding body weights. In Conditions 1 and 2 the hens were placed in a session even when they were more than 5 % above the target weight. In Conditions 3 and 4 they were placed in a session if their body weight was within the specified range, meaning there could be several days between sessions. There were clear differences resulting from food type, both in behaviour under the fixed ratio schedules, and in the resulting demand functions (with consumption measured as either number of reinforcers or weight of food obtained). Wheat resulted in lower overall response rates than puffed wheat at low fixed ratio values. The body weight criterion did not result in large effects on performance, however, the more relaxed body weight criterion gave a higher essential value for puffed wheat than for wheat (replicating Foster et al., 2009), whereas, the strict body weight criterion gave a lower essential value for puffed wheat than for wheat under the analysis proposed by Hursh and Silberberg (2008) and using number of reinforcers as the consumption measure. A second experiment replicated Jackson (2011), using the same two foods, strict body weight criteria and sessions which terminated after 40 reinforcers or 40-min. The resulting data were similar to Jackson (2011), who found similar performance for both foods. The difference between the demand functions for the two foods, with reinforcer rate as the consumption measure, were greatly reduced in comparison to Experiment 1. The essential value of the two foods was not consistently different across hens. These results suggest that the session termination criterion did affect demand.

year: 2014

title: Teacher–researcher relationships and collaborations in research

authors: Cowie, Bronwen

subjects: collaborative research

abstract: To understand the complexity of the classroom in ways that might inform teaching research is needed that explains both why and how something works. Teacher–researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.

text: Teacher–researcher relationships and collaborations in research To understand the complexity of the classroom in ways that might inform teaching research is needed that explains both why and how something works. Teacher–researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.

year: 2015

title: Toi Tuku Iho: An exploration of oranga and mana motuhake through toi

authors: Waititi, Kahurangi Rora

subjects: Toi tuku iho

abstract: This research examines how mahi toi as process, theory, and output can contribute to oranga and mana motuhake for whānau, hapū, and iwi which is explored through the tribal storytelling practices of Te Whānau a Apanui. In this thesis, I argue that kōrero tuku iho is the umbilical link to our ancestors that sustains us with teachings; cultivating a richness and depth of self and connection through story. I demonstrate that the vehicles of sharing are as varied as the stories themselves and are known as “toi” or our creative expressions of kōrero tuku iho. 
The key focus of this thesis is to reveal how toi can be used to decolonise and re-indigenise research methodologies and facilitate transformation through praxis. Iwi storytellers were interviewed, sharing that within our toi practices lie a myriad of ways to challenge colonial structures and ideologies, ground us in tīpuna knowledge systems, and provide a space to innovate solutions to the challenges of te ao hurihuri (a changing world). The kaikōrero provided a collective and relational lens that fostered the development of a Toi Tuku Iho methodology. This was processed through a creative output that I created of a digital story that was filmed to reveal how knowledge through stories can become taonga tuku iho. A Toi Tuku Iho methodology is proffered to understand the complex processes of iwi storytelling and reveal the relationality between innovation and what this thesis refers to as the tipuna continuum.
Themes explored in the thesis are an ecosystem of learning through people, place, story, whakapapa and time; how iwi oranga is viewed and contributed to by toi; and how mana motuhake is embraced and enacted through kōrero tuku iho. Furthermore, the application of kaupapa Māori creative practices to this research expands the academic confines of knowledge production to include Indigenous stories and toi. The thesis demonstrates that the research process, potential products, and outcomes, are transformed by using these practices.  Storyscapes, timescapes, landscapes and generations past and future merge together, in this research, to facilitate dreams and aspirations for future generations. The collapsing of timescapes is explored through audio-visual digital storytelling, a medium known to manoeuvre time to enhance a story. I seek to amplify the power of tribal storytelling through toi to transform the spaces we occupy both within and outside of our iwi. Mahi toi ignites our creative selves to dream and can activate a belief to explore beyond what we know. I argue that Toi Tuku Iho has the potential to engage communities, on their own terms, in their own ways and for their own means.

text: Toi Tuku Iho: An exploration of oranga and mana motuhake through toi This research examines how mahi toi as process, theory, and output can contribute to oranga and mana motuhake for whānau, hapū, and iwi which is explored through the tribal storytelling practices of Te Whānau a Apanui. In this thesis, I argue that kōrero tuku iho is the umbilical link to our ancestors that sustains us with teachings; cultivating a richness and depth of self and connection through story. I demonstrate that the vehicles of sharing are as varied as the stories themselves and are known as “toi” or our creative expressions of kōrero tuku iho. 
The key focus of this thesis is to reveal how toi can be used to decolonise and re-indigenise research methodologies and facilitate transformation through praxis. Iwi storytellers were interviewed, sharing that within our toi practices lie a myriad of ways to challenge colonial structures and ideologies, ground us in tīpuna knowledge systems, and provide a space to innovate solutions to the challenges of te ao hurihuri (a changing world). The kaikōrero provided a collective and relational lens that fostered the development of a Toi Tuku Iho methodology. This was processed through a creative output that I created of a digital story that was filmed to reveal how knowledge through stories can become taonga tuku iho. A Toi Tuku Iho methodology is proffered to understand the complex processes of iwi storytelling and reveal the relationality between innovation and what this thesis refers to as the tipuna continuum.
Themes explored in the thesis are an ecosystem of learning through people, place, story, whakapapa and time; how iwi oranga is viewed and contributed to by toi; and how mana motuhake is embraced and enacted through kōrero tuku iho. Furthermore, the application of kaupapa Māori creative practices to this research expands the academic confines of knowledge production to include Indigenous stories and toi. The thesis demonstrates that the research process, potential products, and outcomes, are transformed by using these practices.  Storyscapes, timescapes, landscapes and generations past and future merge together, in this research, to facilitate dreams and aspirations for future generations. The collapsing of timescapes is explored through audio-visual digital storytelling, a medium known to manoeuvre time to enhance a story. I seek to amplify the power of tribal storytelling through toi to transform the spaces we occupy both within and outside of our iwi. Mahi toi ignites our creative selves to dream and can activate a belief to explore beyond what we know. I argue that Toi Tuku Iho has the potential to engage communities, on their own terms, in their own ways and for their own means.

year: 2023