title: Oxytocin and Vasopressin Neuronal Activity In Response to Novel Versus Familiar Object Exposure In Mice

authors: Gerring, Crystal

subjects: oxytocin

abstract: Oxytocin (OT) and vasopressin (AVP), peptides synthesised in the hypothalamic supraoptic and paraventricular nuclei, are released during the introduction to a familiar or novel stimulus in low-stress social and environmental scenarios. Importantly, it is unknown whether the activity of neurons synthesising OT and AVP differs when animals are exposed to novel versus familiar objects.  Therefore, mice were subjected to a short-term presence of a novel or familiar, small and distinctively shaped plastic object in a pre-exposed arena.  Immunohistochemical analysis following exposure to a novel versus familiar object showed significantly greater activation of OT and AVP neurons in the paraventricular nucleus of the hypothalamus when exposed to a familiar stimulus versus a novel stimulus. Furthermore, immunohistochemical analysis showed an increasing, but not significant, trend in the number of active OT and AVP neurons in the supraoptic nucleus in response to a novel stimulus versus a familiar stimulus.  Mice who received intraperitoneal injections of OT receptor antagonist L-368,899 prior to being exposed to a familiar versus a novel object showed a significant increase in the amount of time spent with a familiar object and a decrease of time spent with a novel object.  We conclude that introduction to novelty results in a decrease in OT neuronal activity as well as changes in AVP neuronal activity in the paraventricular nucleus of the hypothalamus.

text: Oxytocin and Vasopressin Neuronal Activity In Response to Novel Versus Familiar Object Exposure In Mice Oxytocin (OT) and vasopressin (AVP), peptides synthesised in the hypothalamic supraoptic and paraventricular nuclei, are released during the introduction to a familiar or novel stimulus in low-stress social and environmental scenarios. Importantly, it is unknown whether the activity of neurons synthesising OT and AVP differs when animals are exposed to novel versus familiar objects.  Therefore, mice were subjected to a short-term presence of a novel or familiar, small and distinctively shaped plastic object in a pre-exposed arena.  Immunohistochemical analysis following exposure to a novel versus familiar object showed significantly greater activation of OT and AVP neurons in the paraventricular nucleus of the hypothalamus when exposed to a familiar stimulus versus a novel stimulus. Furthermore, immunohistochemical analysis showed an increasing, but not significant, trend in the number of active OT and AVP neurons in the supraoptic nucleus in response to a novel stimulus versus a familiar stimulus.  Mice who received intraperitoneal injections of OT receptor antagonist L-368,899 prior to being exposed to a familiar versus a novel object showed a significant increase in the amount of time spent with a familiar object and a decrease of time spent with a novel object.  We conclude that introduction to novelty results in a decrease in OT neuronal activity as well as changes in AVP neuronal activity in the paraventricular nucleus of the hypothalamus.

year: 2016

title: The workshop on active Internet measurements (AIMS) report

authors: claffy, kc

subjects: network monitoring

abstract: Measuring the global Internet is a perpetually challenging task for technical, economic and policy reasons, which leaves scientists as well as policymakers navigating critical questions in their field with little if any empirical grounding. On February 12-13, 2009, CAIDA hosted the Workshop on Active Internet Measurements (AIMS) as part of our series of Internet Statistics and Metrics Analysis (ISMA) workshops which provide a venue for researchers, operators, and policymakers to exchange ideas and perspectives. The two-day workshop included presentations, discussion after each presentation, and breakout sessions focused on how to increase
potential and mitigate limitations of active measurements in the wide area Internet. We identified relevant stakeholders who may support and/or oppose measurement, and explored how collaborative solutions might maximize the benefit of research at minimal cost. This report describes the findings
of the workshop, outlines open research problems identified by participants, and concludes with recommendations that can benefit both Internet science and communications policy. Slides from workshop presentations are available at http://www.caida.org/workshops/isma/0902/.

text: The workshop on active Internet measurements (AIMS) report Measuring the global Internet is a perpetually challenging task for technical, economic and policy reasons, which leaves scientists as well as policymakers navigating critical questions in their field with little if any empirical grounding. On February 12-13, 2009, CAIDA hosted the Workshop on Active Internet Measurements (AIMS) as part of our series of Internet Statistics and Metrics Analysis (ISMA) workshops which provide a venue for researchers, operators, and policymakers to exchange ideas and perspectives. The two-day workshop included presentations, discussion after each presentation, and breakout sessions focused on how to increase
potential and mitigate limitations of active measurements in the wide area Internet. We identified relevant stakeholders who may support and/or oppose measurement, and explored how collaborative solutions might maximize the benefit of research at minimal cost. This report describes the findings
of the workshop, outlines open research problems identified by participants, and concludes with recommendations that can benefit both Internet science and communications policy. Slides from workshop presentations are available at http://www.caida.org/workshops/isma/0902/.

year: 2009

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010