title: Protracted armed conflicts, invisible civilian Suffering and international law (II)

authors: Alvarez-Jimenez, Alberto

abstract: The United Nations Security Council receives communications from Israel and Palestine almost weekly, telling the story of their civilians’ indescribable affliction. Fifty were sent from August 2013 to July 2014 – the 65th and 66th years of the conflict.¹ In one letter after another, both states expressed not a single word of concern for the other’s civilians.

text: Protracted armed conflicts, invisible civilian Suffering and international law (II) The United Nations Security Council receives communications from Israel and Palestine almost weekly, telling the story of their civilians’ indescribable affliction. Fifty were sent from August 2013 to July 2014 – the 65th and 66th years of the conflict.¹ In one letter after another, both states expressed not a single word of concern for the other’s civilians.

year: 2018

title: The effect of santicipatory behaviours, generated by Pavlovian conditioning, on the development of play in early and normally weaned rats.

authors: Guadarrama-Maillot, Veronica

subjects: Rattus norvegicus

abstract: Since the classic studies of Pavlov, a wide variety of researchers have investigated the
process of classical conditioning and used it to investigate animal behaviour.
Recently, researchers in animal behaviour have discovered important new benefits
associated with classical conditioning, now being applied as a way of enhancing
 well-being . Pavlovian conditioning occurs when an association between two
stimuli, a neutral stimulus and a biologically relevant stimulus, is created by repeated
paired presentations of both stimuli. When the presentation of the neutral stimulus is
followed by a delay, before the biological stimulus is presented,  expectation  or
 anticipatory behaviour  is generated. Anticipatory behaviour is known to elicit the
release of dopamine. As play behaviour is also known to result in the release of
dopamine, and correlates with positive welfare state, studies of the relationship
between anticipatory behaviour and play may generate important new insights for
animal welfare.
In this study I assessed if (i) early weaning influenced the development of playful
attacks and  pinning  behaviour in rats and (ii) the effects of a Pavlovian conditioning
paradigm on the occurrence of play in both early - and normally - weaned rats. Male
pups were assigned to one of the following treatment groups: (1) an early weaned
(EW) group without exposure to conditioning, (2) a normally weaned (NW) group
without exposure to conditioning, (3) an EW group with a conditional stimulus (CS)
paired to an unconditional stimulus (US) to generate anticipatory behaviour (CS-US),
(4) an EW group with CS-US unpaired, (5) an EW group with US only and (6) a NW
group with US only. Animals in each group were observed for one hour each week
from 4 to 7 weeks of life to record the frequency of playful attacks and pinning
behaviour. EW pups that were not exposed to any form of conditioning had a
significant reduction in the frequency of playful attacks relative to the NW pups
without conditioning; pinning frequencies were low, but the effect was not
statistically significant. The difference in frequencies of playful attacks between the
NW group without exposure to conditioning and all the EW groups was statistically
significant, with the NW groups displaying the highest frequencies of playful
behaviour; pinning changes across those same treatment groups were not significant.
Interestingly, the EW group under Pavlovian conditioning had a higher mean
frequency of playful attacks and pinning behaviour relative to the EW control groups
(i.e. EW with CS-US unpaired and EW with US only). Eliciting anticipatory
behaviour may explain the increased levels of play behaviour in the EW conditioned
group. Weight increases were similar across all EW and NW groups.
The results of this study are discussed in relation to the effects that early weaning has
on behavioural development, the potential benefits of using anticipatory behaviour to
reduce the impacts of stressful events, and its positive effects in the development of
play behaviour in rats. The findings support the idea that a Pavlovian conditioning
paradigm can be used to enhance the welfare of animals and that the expectation for
the reward has a greater effect than the reward itself.

text: The effect of santicipatory behaviours, generated by Pavlovian conditioning, on the development of play in early and normally weaned rats. Since the classic studies of Pavlov, a wide variety of researchers have investigated the
process of classical conditioning and used it to investigate animal behaviour.
Recently, researchers in animal behaviour have discovered important new benefits
associated with classical conditioning, now being applied as a way of enhancing
 well-being . Pavlovian conditioning occurs when an association between two
stimuli, a neutral stimulus and a biologically relevant stimulus, is created by repeated
paired presentations of both stimuli. When the presentation of the neutral stimulus is
followed by a delay, before the biological stimulus is presented,  expectation  or
 anticipatory behaviour  is generated. Anticipatory behaviour is known to elicit the
release of dopamine. As play behaviour is also known to result in the release of
dopamine, and correlates with positive welfare state, studies of the relationship
between anticipatory behaviour and play may generate important new insights for
animal welfare.
In this study I assessed if (i) early weaning influenced the development of playful
attacks and  pinning  behaviour in rats and (ii) the effects of a Pavlovian conditioning
paradigm on the occurrence of play in both early - and normally - weaned rats. Male
pups were assigned to one of the following treatment groups: (1) an early weaned
(EW) group without exposure to conditioning, (2) a normally weaned (NW) group
without exposure to conditioning, (3) an EW group with a conditional stimulus (CS)
paired to an unconditional stimulus (US) to generate anticipatory behaviour (CS-US),
(4) an EW group with CS-US unpaired, (5) an EW group with US only and (6) a NW
group with US only. Animals in each group were observed for one hour each week
from 4 to 7 weeks of life to record the frequency of playful attacks and pinning
behaviour. EW pups that were not exposed to any form of conditioning had a
significant reduction in the frequency of playful attacks relative to the NW pups
without conditioning; pinning frequencies were low, but the effect was not
statistically significant. The difference in frequencies of playful attacks between the
NW group without exposure to conditioning and all the EW groups was statistically
significant, with the NW groups displaying the highest frequencies of playful
behaviour; pinning changes across those same treatment groups were not significant.
Interestingly, the EW group under Pavlovian conditioning had a higher mean
frequency of playful attacks and pinning behaviour relative to the EW control groups
(i.e. EW with CS-US unpaired and EW with US only). Eliciting anticipatory
behaviour may explain the increased levels of play behaviour in the EW conditioned
group. Weight increases were similar across all EW and NW groups.
The results of this study are discussed in relation to the effects that early weaning has
on behavioural development, the potential benefits of using anticipatory behaviour to
reduce the impacts of stressful events, and its positive effects in the development of
play behaviour in rats. The findings support the idea that a Pavlovian conditioning
paradigm can be used to enhance the welfare of animals and that the expectation for
the reward has a greater effect than the reward itself.

year: 2009

title: On the stage Māori medium ITE: Listening to students’ voices

authors: Lee-Morgan, Jenny Bol Jun

subjects: Māori medium education

abstract: Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

text: On the stage Māori medium ITE: Listening to students’ voices Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

year: 2017