title: Efficacy of Dog Training With and Without Remote Electronic Collars vs. a Focus on Positive Reinforcement by China, L., Mills, D. S., and Cooper, J. J. [Book Review]

authors: Sargisson, Rebecca J.

abstract: In an experimental analysis of the effectiveness of e-collars, China et al. (1) concluded that “there is no evidence to indicate that E-collar training is necessary” (p. 1). The paper contributes to a wider body of research on the use of e-collars for dog training, much of which is referenced in the paper. In this commentary, we focus on whether the methods and analysis support the findings, point to methodological inconsistencies between this and a companion paper (2), describe concerns with the statistical analysis, and suggest that the conclusions go well beyond the results.

E-collars are commonly used to reduce or prevent canine predation or aggression. With reference to welfare concerns, the justification is that predation behavior is life-threatening for both dog and attacked animal. An example is e-collar training to prevent hunting dogs from attacking kiwi [in New Zealand; (3)]. An intense electric shock is paired with a target stimulus (a stuffed kiwi) to produce a classically conditioned aversive response. The shock is delivered only once or twice, establishing a response that produces reliable avoidance of the target stimulus for up to 3 years (4).

China et al.'s (1) stated aim is to assess “the efficacy of the use of electronic collars to improve recall … and general obedience in dogs compared to training without E-collars” (p. 2). China et al. (1) do not claim to assess the efficacy of e-collars for the prevention of canine attacks. However, the paper may be used by governments to support a ban of e-collars for all training purposes, including the prevention of aggression (5).

text: Efficacy of Dog Training With and Without Remote Electronic Collars vs. a Focus on Positive Reinforcement by China, L., Mills, D. S., and Cooper, J. J. [Book Review] In an experimental analysis of the effectiveness of e-collars, China et al. (1) concluded that “there is no evidence to indicate that E-collar training is necessary” (p. 1). The paper contributes to a wider body of research on the use of e-collars for dog training, much of which is referenced in the paper. In this commentary, we focus on whether the methods and analysis support the findings, point to methodological inconsistencies between this and a companion paper (2), describe concerns with the statistical analysis, and suggest that the conclusions go well beyond the results.

E-collars are commonly used to reduce or prevent canine predation or aggression. With reference to welfare concerns, the justification is that predation behavior is life-threatening for both dog and attacked animal. An example is e-collar training to prevent hunting dogs from attacking kiwi [in New Zealand; (3)]. An intense electric shock is paired with a target stimulus (a stuffed kiwi) to produce a classically conditioned aversive response. The shock is delivered only once or twice, establishing a response that produces reliable avoidance of the target stimulus for up to 3 years (4).

China et al.'s (1) stated aim is to assess “the efficacy of the use of electronic collars to improve recall … and general obedience in dogs compared to training without E-collars” (p. 2). China et al. (1) do not claim to assess the efficacy of e-collars for the prevention of canine attacks. However, the paper may be used by governments to support a ban of e-collars for all training purposes, including the prevention of aggression (5).

year: 2021

title: μ-Chart-based specification and refinement

authors: Goldson, Doug

subjects: computer science

abstract: We introduce two new notions of refinement for μ-charts and compare them with the existing notion due to Scholz. The two notions are interesting and important because one gives rise (via a logic) to a calculus for constructing refinements and the other gives rise (via model checking) to a way of checking that refinements hold. Thus we bring together the two competing worlds of model checking and proof.

text: μ-Chart-based specification and refinement We introduce two new notions of refinement for μ-charts and compare them with the existing notion due to Scholz. The two notions are interesting and important because one gives rise (via a logic) to a calculus for constructing refinements and the other gives rise (via model checking) to a way of checking that refinements hold. Thus we bring together the two competing worlds of model checking and proof.

year: 2002

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009