Environmental enrichment for Killer whales Orcinus orca at zoological institutions: untried and untested

Despite a history in zoological institutions stretching back more than 50 years, with associated improvements in husbandry and breeding, the keeping of Killer whales Orcinus orca in zoos and aquariums has become highly controversial. The recent decision to stop the current breeding programme in the USA does not obviate the need to continue to improve husbandry as the whales in zoological institutions today will survive for decades to come. In this paper we outline several novel ideas for enriching the lives of Killer whales through provision of intergroup communication, and enhancement of feeding methods, health and fitness, and the ambient environment, all of which are aimed at eliciting natural behaviours seen in the wild. The enrichments proposed here may require adaptation for use with Killer whales and many could be modified for use with other cetacean species. We believe that by providing species-appropriate enrichment, both the welfare and educational value of Killer whales and other cetaceans can be greatly enhanced in the future

Cultural Engagement in California's Inland Regions

Cultural Engagement in California's Inland Regions explores patterns of cultural engagement in the San Joaquin Valley and the Inland Empire. Two major data collection efforts were undertaken. The first was a door-to-door intercept survey of more than 1,000 randomly selected households in six distinctly different neighborhoods, three in the Fresno area and three in Riverside and San Bernardino. The second was a self-administered survey of more than 5,000 residents of the two regions, promoted as the "California Cultural Census" and conducted online and through intercept work at various locations and events. It is important to note that this second data set aggregates multiple samples, including respondents who were selected at the convenience of outreach organizations. Although weighted to reduce potential biases, these data are not representative of all adults in the two regions. Results paint a detailed picture of the breadth and depth of cultural engagement in the two regions and reveal a range of activity in music, theater and drama, reading and writing, dance, and visual arts and crafts -- much of which occurs off the radar" of the traditional infrastructure of nonprofit arts organizations and facilities. The study identifies specific types of activities which, if supported at higher levels, might equitably raise participation levels and achieve higher levels of cultural vitality in millions of homes and hundreds of communities. It concludes that cultural providers and funders should look deeper into the fabric of their communities for new partners, new settings and innovative approaches to drawing residents into cultural experiences. This briefing provides a high level summary of the study's key findings, as well as discussion questions for cultural providers and funders. Comprehensive results are available at www.irvine.org, including an executive summary and detailed results by artistic discipline

Relationship Norm Strength: Measurement Structure, Dyadic Interdependence, Correlates, Causes and Consequences

The study of norms and close relationships are two pillars of social psychological scholarship, yet the two topics are rarely studied in tandem. When relationship norms have been the subject of empirical study, researchers have focused on evaluating the importance of their content for relational processes. In the present dissertation, I propose the strength of relationship norms as a topic worthy of empirical attention. Across five studies, including correlational, quasi-experimental, experimental, and dyadic designs, I evaluated the primary hypothesis that relationship norms would be stronger in relationships characterized by greater affiliative motivation, opertationalized both in terms of organically occurring relationship types, and ratings of relationship quality. Throughout the five studies, I also tested secondary hypotheses related to the association between relationship norm strength and perceived similarity, asset and resource sharing, and conflict between relationship partners, as well as the extent to which members of romantic couples abided by the norms of their relationship. In Study 1, participants (n = 100) perceived relationship types implying greater commitment (e.g., committed romantic relationships) as having stronger norms than those implying lesser commitment (e.g., casual sex relationships). In Study 2, I piloted a multidimensional measure of relationship norm strength and documented similar differences in norm strength and relationship quality among participants (n = 312) who were currently in the relationship types examined in Study 1. In Study 3, some aspects of relationship norm strength and relationship quality were positively associated for members of romantic dyads (ncouples = 25, nindividuals = 11). Individuals in a relationship with stronger norms generally reported complying with their relationship’s norms to a greater extent, though the opposite was sometimes true of their partner; individuals also exhibited a large amount of bias in appraising their partner’s level of norm compliance. In Study 4, participants currently in a romantic relationship (n = 286) primed to recall memories of high relationship quality reported feeling stronger norms in their romantic relationship, relative to those primed to recall moments of low relationship quality. Finally, in Study 5, participants currently in a romantic relationship (n = 239) primed to perceive their relationship norms as strong perceived their relationship as being higher quality than those in a control condition. These five studies provide initial promising support for the hypothesized role of relationship norm strength. I discuss their implications and the importance of continued investigations of relationship norm strength

Surveying an institution's assessment mechanisms towards new measures of success

Widening participation can create challenges of student retention, an issue being constantly addressed by such initiatives as increased student support. Supposedly 'elite' universities, it has been argued, attract 'better' students, a term largely defined in terms of academic success. The research presented here argues that 'better' is entirely misleading and invites reflection as to whether a change from traditional didactic assessment approaches to more innovative modes could enhance achievement, success and therefore retention by recognising and recording the qualities of a student populace with widely varying experiences and talents without undermining academic rigour. An analysis of the types of assessment within a widening participation university as recorded on the validated module database against the highest weighting level revealed a wide variety of imaginative approaches to measuring student engagement reflecting the commitment and professionalism of staff in providing an educational context that is varied and meaningful. Whilst acknowledging this strength, it is argued that further flexibility is required to more exactly measure student abilities, both in assessment timing and form, the emphasis presently being very much upon tutor-led modes with insufficient attention given to recognising the potential of students to contribute to the assessment process. Present assessment modes can therefore perhaps be viewed as an additional barrier and there is a need to reflect upon form to recognise more fully student ability

The 14-19 Diplomas and universities. A marriage of convenience?: Edge Hill University Research Exchange Seminar Series

The Diplomas being introduced from September 2008 will soon need to be carefully evaluated as an entry qualification to university. They represent a move towards a more competency based structure of assessment with an attempt to provide a link between preparing for employment, skill acquisition and more traditional academic study. Such a wide remit it is argued provides significant pedagogical challenges for universities particularly as the Advanced Diploma is to be accredited as an equivalent to three and a half A-levels. It is suggested the change might create a new shift towards training which raises challenging questions as to how universities might reappraise their approaches to teaching and learning. The ambitious timescale for their implementation is noted and the ideological context which is felt to be driven by government perceived economic imperatives is briefly outlined

Blitzer and the graminivorous quadruped: Oddities, myths and mysteries of the average and the normal

Introductory paper for the third issue of 'Practice and Research in Education' the University of Bolton education research student journa

An appraisal of the 2008 University of Bolton summer schools

This report provides an appraisal of the 2008 University summer schools to determine their efficacy as an instrument to meet students? developmental needs. Their introduction is not a new approach but one that has been encouraged to be developed to further increase retention rates

"You don’t know what you’ve got till its gone": The decline and marginalisation of adult education

This paper provides a short overview of characteristics frequently associated with adult education such as independence, informality, discovery and self-expression and provides a brief historical overview of some of the main developments. It is argued that the twentieth first century adult educational agenda is informed by narrow economic determinants with the short term aim of enhancing employment skills, pragmatism replacing aesthetics, which is in direct contrast to early pioneers who saw it as a movement towards enhancing democratic principles, a context for challenging hegemonic norms and as a process for self and societal enhancement. It is felt that such reductionism is a sad loss and reflects a new agenda of educational reductionism