title: Origin and classification of Kainui silt loam: update on the leopard that changed its spots

authors: Lowe, David J.

subjects: Ultisol

abstract: Key points about the Kainui silt loam are many, perhaps the critical one being the need to appreciate that soil stratigraphy – the interplay between geological deposition, soil formation, buried soils, and their chronological relationships, sometimes called pedostratigraphy ‒ is central to understanding the soil’s genesis, character, and classification

text: Origin and classification of Kainui silt loam: update on the leopard that changed its spots Key points about the Kainui silt loam are many, perhaps the critical one being the need to appreciate that soil stratigraphy – the interplay between geological deposition, soil formation, buried soils, and their chronological relationships, sometimes called pedostratigraphy ‒ is central to understanding the soil’s genesis, character, and classification

year: 2019

title: Exposure to familiar versus novel conspecifics is associated with differential activity of oxytocin circuits

authors: Blaza, Ron Christian

abstract: Oxytocin (OT) signalling has been shown to be significantly involved in the regulation of social behaviour, particularly in regards to pro-sociality. Familiarity with another conspecific is a major modifier of social behaviour. Here we investigated whether exposure to a familiar versus novel conspecific was associated with differential activity in OT neuronal circuits. We placed male mice in a chamber with a restrainer containing either a familiar or novel conspecific, with an empty restrainer as a control. Immunhistochemical analysis following this exposure showed greater activation of OT neurons in the paraventricular nucleus (PVN) and supraoptic nucleus (SON) of the hypothalamus in response to exposure to a familiar conspecific, which was not found to occur in response to exposure to a novel or unfamiliar conspecific. Furthermore, there is increased general neuronal activation in the medial posterior amygdala in response to a familiar, but not novel, conspecific, and increased general neuronal activation in the medial anterior amygdala to exposure to both familiar and novel conspecifics, but the magnitude of this activation is significantly greater in response to the familiar conspecific. To substantiate the claim of a relationship between familiarity and OT, we injected male mice with the OT receptor (OT-R) antagonist L-368,899 and placed them in a scenario where they could choose to spend time in a chamber with a trapped conspecific or a chamber with a palatable tastant. OT-R antagonism reduced time spent with a familiar, but not novel conspecific. We conclude that familiarity and social context result in differences in OT neuronal activity and OT signalling.

text: Exposure to familiar versus novel conspecifics is associated with differential activity of oxytocin circuits Oxytocin (OT) signalling has been shown to be significantly involved in the regulation of social behaviour, particularly in regards to pro-sociality. Familiarity with another conspecific is a major modifier of social behaviour. Here we investigated whether exposure to a familiar versus novel conspecific was associated with differential activity in OT neuronal circuits. We placed male mice in a chamber with a restrainer containing either a familiar or novel conspecific, with an empty restrainer as a control. Immunhistochemical analysis following this exposure showed greater activation of OT neurons in the paraventricular nucleus (PVN) and supraoptic nucleus (SON) of the hypothalamus in response to exposure to a familiar conspecific, which was not found to occur in response to exposure to a novel or unfamiliar conspecific. Furthermore, there is increased general neuronal activation in the medial posterior amygdala in response to a familiar, but not novel, conspecific, and increased general neuronal activation in the medial anterior amygdala to exposure to both familiar and novel conspecifics, but the magnitude of this activation is significantly greater in response to the familiar conspecific. To substantiate the claim of a relationship between familiarity and OT, we injected male mice with the OT receptor (OT-R) antagonist L-368,899 and placed them in a scenario where they could choose to spend time in a chamber with a trapped conspecific or a chamber with a palatable tastant. OT-R antagonism reduced time spent with a familiar, but not novel conspecific. We conclude that familiarity and social context result in differences in OT neuronal activity and OT signalling.

year: 2015

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020