title: A study of short-term remembering in the possum: Using a Delayed-Matching-To-Sample procedure

authors: Hardaker, Bethany Jane

subjects: possums

abstract: In Experiment one 7 Brushtail possums were trained, using food, to perform a Delayed-Matching-To-Sample procedure using still and flickering light stimuli, over a 0, 1 and 2 second delay.  A criterion of 80 percent correct for 5 consecutive days was set for the requirement to probe test.  Probe session delays were 0, 0.5, 1, 2, 4, and 8 seconds.  Performance was analysed using the measure of discrimination log d.  Log d = 1 at the possums training delay and dropped back to log d = 0 at the longer inexperienced delays.  The possums performance at this task was only adequate, so in case the stimuli were causing discrimination difficulties they were changed for the following experiment to horizontal and vertical light stimuli.  Experiment two used the horizontal and vertical light stimuli to further test DMTS in possums.  The possum's responding stayed at 50 percent correct, or chance, so the task was changed to a Simultaneous-Choice procedure.  However, this did not have any effect on improving their results with responding accuracy remaining at 50 percent correct.  Experiment three involved a conditional discrimination procedure, which was implemented to find out whether the possums could in fact discriminate between a horizontal and vertical light.  All the possums in this experiment reached 80 percent correct overall and at responding to either a horizontal or vertical light.  These results are enough to conclude that it was not the stimuli used in the previous two experiments which that had been causing the difficulties but the task itself.  It is not known exactly why the possums were so unsuccessful in performing a DMTS or MTS task.  More research into DMTS in possums in greatly needed and would offer a better understanding of the results of this study.

text: A study of short-term remembering in the possum: Using a Delayed-Matching-To-Sample procedure In Experiment one 7 Brushtail possums were trained, using food, to perform a Delayed-Matching-To-Sample procedure using still and flickering light stimuli, over a 0, 1 and 2 second delay.  A criterion of 80 percent correct for 5 consecutive days was set for the requirement to probe test.  Probe session delays were 0, 0.5, 1, 2, 4, and 8 seconds.  Performance was analysed using the measure of discrimination log d.  Log d = 1 at the possums training delay and dropped back to log d = 0 at the longer inexperienced delays.  The possums performance at this task was only adequate, so in case the stimuli were causing discrimination difficulties they were changed for the following experiment to horizontal and vertical light stimuli.  Experiment two used the horizontal and vertical light stimuli to further test DMTS in possums.  The possum's responding stayed at 50 percent correct, or chance, so the task was changed to a Simultaneous-Choice procedure.  However, this did not have any effect on improving their results with responding accuracy remaining at 50 percent correct.  Experiment three involved a conditional discrimination procedure, which was implemented to find out whether the possums could in fact discriminate between a horizontal and vertical light.  All the possums in this experiment reached 80 percent correct overall and at responding to either a horizontal or vertical light.  These results are enough to conclude that it was not the stimuli used in the previous two experiments which that had been causing the difficulties but the task itself.  It is not known exactly why the possums were so unsuccessful in performing a DMTS or MTS task.  More research into DMTS in possums in greatly needed and would offer a better understanding of the results of this study.

year: 2006

title: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute

authors: Vail, Heather

subjects: internationalisation

abstract: This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

text: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

year: 2017

title: Tū Māori Ake: Seeking which is above.

authors: Maxwell, Te Kahautu

abstract: Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

text: Tū Māori Ake: Seeking which is above. Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

year: 2015-02-03