title: Enabling collaborative review with the DSpace configurable workflow

authors: Schweer, Andrea

subjects: DSpace

abstract: The DSpace configurable workflow feature enables the creation of custom review workflows beyond the traditional edit metadata, accept, reject actions. This poster reports on our experiences in using the customisable workflow to enable collaborative review by repository management staff for the AgResearch institutional research repository, AgScite.

text: Enabling collaborative review with the DSpace configurable workflow The DSpace configurable workflow feature enables the creation of custom review workflows beyond the traditional edit metadata, accept, reject actions. This poster reports on our experiences in using the customisable workflow to enable collaborative review by repository management staff for the AgResearch institutional research repository, AgScite.

year: 2017

title: Selective attention in dairy cattle

authors: Blackmore, Tania Louise

subjects: Social Sciences

abstract: In a replication of Reynolds (1961), two cows learned to discriminate between compound stimuli in a forced choice procedure where pushing through a one-way gate marked with a red cross (S+) gave access to food. Pushing through a one-way gate marked with a yellow triangle (S−) gave no access to food. To investigate whether shape or colour was controlling behaviour, probe tests varied either the shape or the colour of the stimuli (e.g., a red vs. a yellow cross, and a red cross vs. a red triangle). Results suggested control by colour rather than shape, as the gate marked with the red stimulus was chosen more than the gate marked with the yellow stimulus regardless of stimulus shape, and when two shapes of the same colour (either red or yellow) were presented, cows chose both equally. Further probe tests with painted red, white, and yellow stimuli showed that the cows had learned to avoid yellow rather than to approach red, suggesting discriminative behaviour was controlled by the colour of the negative stimulus and not by either aspect of the positive stimulus. It is not clear why the negative stimulus was more salient, but it may reflect a tendency for cows to learn to avoid farm handling practices which involve mainly negative stimuli.

text: Selective attention in dairy cattle In a replication of Reynolds (1961), two cows learned to discriminate between compound stimuli in a forced choice procedure where pushing through a one-way gate marked with a red cross (S+) gave access to food. Pushing through a one-way gate marked with a yellow triangle (S−) gave no access to food. To investigate whether shape or colour was controlling behaviour, probe tests varied either the shape or the colour of the stimuli (e.g., a red vs. a yellow cross, and a red cross vs. a red triangle). Results suggested control by colour rather than shape, as the gate marked with the red stimulus was chosen more than the gate marked with the yellow stimulus regardless of stimulus shape, and when two shapes of the same colour (either red or yellow) were presented, cows chose both equally. Further probe tests with painted red, white, and yellow stimuli showed that the cows had learned to avoid yellow rather than to approach red, suggesting discriminative behaviour was controlled by the colour of the negative stimulus and not by either aspect of the positive stimulus. It is not clear why the negative stimulus was more salient, but it may reflect a tendency for cows to learn to avoid farm handling practices which involve mainly negative stimuli.

year: 2016

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024