title: Resistance to change: An effect of Differential reinforcement on persistance of behaviour

authors: Pushenko, Olga

abstract: Six (Experiment 1) and five (Experiment 2) Gallus domesticus hens responded under on a concurrent procedure which contained two independent keys. Two concurrent keys were made available to the subjects on VI schedules 24 reinforces/hr for the right key and 96 reinforces/hr on the left key. The study was designed to assess the effect of training an alternative and a target response in the same context compared to the effect of training these responses separately on the persistency of the target response. Behavioural Momentum theory explained an increase in persistence of the target response as an outcome of enriching the context with the alternative reinforcement and by enhancing Pavlovian relationships between the target response and the stimulus context.
The first experiment aimed to replicate Podlesnik’s (2015) findings demonstrating that reinforcing a target response in the same context as the alternative response (analog of the DRA procedure) reduced the target responding while increasing resistance to extinction of this responding compared to training target responding on its own. The results replicated Podlesnik’s (2015) findings, demonstrating a lower rate of responding and higher resistance to change of target responding in the DRA-like procedure relative to target responding training on its own. 
 The second experiment aimed to equalize reinforcement rates for the target and alternative responding to assess resistance to change of the target behaviour in DRA-like and Combined procedure. The results showed a lower rate of responding and higher resistance to change of target responding in the DRA-like procedure compared to target responding in the Combined procedure.

text: Resistance to change: An effect of Differential reinforcement on persistance of behaviour Six (Experiment 1) and five (Experiment 2) Gallus domesticus hens responded under on a concurrent procedure which contained two independent keys. Two concurrent keys were made available to the subjects on VI schedules 24 reinforces/hr for the right key and 96 reinforces/hr on the left key. The study was designed to assess the effect of training an alternative and a target response in the same context compared to the effect of training these responses separately on the persistency of the target response. Behavioural Momentum theory explained an increase in persistence of the target response as an outcome of enriching the context with the alternative reinforcement and by enhancing Pavlovian relationships between the target response and the stimulus context.
The first experiment aimed to replicate Podlesnik’s (2015) findings demonstrating that reinforcing a target response in the same context as the alternative response (analog of the DRA procedure) reduced the target responding while increasing resistance to extinction of this responding compared to training target responding on its own. The results replicated Podlesnik’s (2015) findings, demonstrating a lower rate of responding and higher resistance to change of target responding in the DRA-like procedure relative to target responding training on its own. 
 The second experiment aimed to equalize reinforcement rates for the target and alternative responding to assess resistance to change of the target behaviour in DRA-like and Combined procedure. The results showed a lower rate of responding and higher resistance to change of target responding in the DRA-like procedure compared to target responding in the Combined procedure.

year: 2017

title: The metaphysics of quality: An inquiry into quality within the polytechnic and private training sector

authors: Pace, Barnaby David Matthew

subjects: Metaphysics

abstract: Quality, its definition and management, has a long-standing history within society.  In the modern era the focus has been particularly in regard to products and services, to ensure that minimal standards are met, and continual efforts are made to improve experiences. The education sector has also felt the reach of compliance requirements and ideology of continual improvement of practice, under the banner of quality educational practice. Quality, as a concept, has received considerable attention, with one of the most notable being in the philosophical writings of Robert Pirsig and his development of a metaphysics of quality. In this thesis, Pirsig’s metaphysics of quality will be investigated in the context of the Polytechnic and Private Training Sector to determine its place in our understanding of reality. Pirsig’s metaphysics is founded in the philosophical positioning of the ancient philosophers Plato and Aristotle and includes elements of Zen Buddhism and Eastern practices. These philosophical positions are examined to established quality as a concept which holds no physical form, nor location in time or space, beyond its application to an object or experience. In the development of a neo-metaphysical interpretation of quality the reader will be subject to several thought experiments as aspects of Kantianism philosophy and quantum mechanics are explored to shift from Pirsig’s view of quality as an event to the notion that quality as an experience. Further, the measurement problems identified within the concept of quality will be examined. In keeping with Pirsig’s narrative style chautauqua will be presented to support the philosophical discussions and illustrate educational quality issues and the journey to knowledge discovery. Once the neo-metaphysics of quality has been established, demonstrations will be given on its practical application in the identification of quality in the polytechnic and private training sector environment and beyond. Finally, what is proposed is a new approach to the interpretation of quality, and potentially a new era in quality management termed quantum quality.

text: The metaphysics of quality: An inquiry into quality within the polytechnic and private training sector Quality, its definition and management, has a long-standing history within society.  In the modern era the focus has been particularly in regard to products and services, to ensure that minimal standards are met, and continual efforts are made to improve experiences. The education sector has also felt the reach of compliance requirements and ideology of continual improvement of practice, under the banner of quality educational practice. Quality, as a concept, has received considerable attention, with one of the most notable being in the philosophical writings of Robert Pirsig and his development of a metaphysics of quality. In this thesis, Pirsig’s metaphysics of quality will be investigated in the context of the Polytechnic and Private Training Sector to determine its place in our understanding of reality. Pirsig’s metaphysics is founded in the philosophical positioning of the ancient philosophers Plato and Aristotle and includes elements of Zen Buddhism and Eastern practices. These philosophical positions are examined to established quality as a concept which holds no physical form, nor location in time or space, beyond its application to an object or experience. In the development of a neo-metaphysical interpretation of quality the reader will be subject to several thought experiments as aspects of Kantianism philosophy and quantum mechanics are explored to shift from Pirsig’s view of quality as an event to the notion that quality as an experience. Further, the measurement problems identified within the concept of quality will be examined. In keeping with Pirsig’s narrative style chautauqua will be presented to support the philosophical discussions and illustrate educational quality issues and the journey to knowledge discovery. Once the neo-metaphysics of quality has been established, demonstrations will be given on its practical application in the identification of quality in the polytechnic and private training sector environment and beyond. Finally, what is proposed is a new approach to the interpretation of quality, and potentially a new era in quality management termed quantum quality.

year: 2019

title: Māori medium children’s views about learning mathematics: possibilities for future directions

authors: Hāwera, Ngārewa

subjects: New Zealand

abstract: Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

text: Māori medium children’s views about learning mathematics: possibilities for future directions Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

year: 2011