title: Correlates of self-monitoring: A relationship between self-monitoring, coping, and flourishing

authors: Smith, Danielle Lee

abstract: This study is an initial attempt to investigate the relationships between self-monitoring, coping, and flourishing.
A research model made up of two parts was developed to explore these relationships. Figure 1.1, explored the direct relationship between the criterion variable self-monitoring in relation to the predictor variable flourishing. Figure 1.2, investigated the direct relationship between the criterion variable self-monitoring and the mediator variable coping methods; (i) social support, (ii) escape-avoidance, (iii) planful-problem solving. It also proposed the existence of a direct relationship between the mediator variable coping methods and the predictor variable flourishing. Finally, it proposed that the direct relationship displayed in Figure 1.1 of the model will be mediated by coping methods.
Data from two hundred and two surveys were included in the data analysis. This analysis found that predictions within Figure 1.1 and 1.2 of the theoretical model were partially supported. The most significant finding supported the prediction that there exists a direct relationship between self-monitoring and flourishing, and coping methods mediate this relationship.
This study had two major purposes: to investigate whether there exists a direct positive relationship between self-monitoring and flourishing; and to investigate whether coping methods will mediate the relationship between self-monitoring and flourishing.
This study was designed to challenge previous research that has suggested high self-monitoring individuals are less likely to flourish compared to low self-monitoring individuals (Day and Schleicher, 2006). This present study argues that high self-monitors will experience greater flourishing because they use more effective coping methods and in doing so supporting findings from Leone (2006), who suggested high self-monitoring individuals are less likely to languish.
This study used a method of self-report to investigate university employees’ self-monitoring, coping, and flourishing behaviour. Two hundred and twenty academic and non-academic staff completed an online survey that was sent to 1568 university employees.
Major implications that can be drawn from this research are the findings that have supported the existence of direct positive relationships between factors of self-monitoring and flourishing. Furthermore, mediating relationships that have indicated coping methods do mediate the relationship between self-monitoring and flourishing. Findings suggest that individuals who self-monitor are more likely to flourish because they cope more effectively, supporting the theory that high self-monitors will experience less languishing than individuals who do not engage in self-monitoring behaviour. This present study demonstrates value to all workplaces interested in increasing flourishing and positive emotions at work.

text: Correlates of self-monitoring: A relationship between self-monitoring, coping, and flourishing This study is an initial attempt to investigate the relationships between self-monitoring, coping, and flourishing.
A research model made up of two parts was developed to explore these relationships. Figure 1.1, explored the direct relationship between the criterion variable self-monitoring in relation to the predictor variable flourishing. Figure 1.2, investigated the direct relationship between the criterion variable self-monitoring and the mediator variable coping methods; (i) social support, (ii) escape-avoidance, (iii) planful-problem solving. It also proposed the existence of a direct relationship between the mediator variable coping methods and the predictor variable flourishing. Finally, it proposed that the direct relationship displayed in Figure 1.1 of the model will be mediated by coping methods.
Data from two hundred and two surveys were included in the data analysis. This analysis found that predictions within Figure 1.1 and 1.2 of the theoretical model were partially supported. The most significant finding supported the prediction that there exists a direct relationship between self-monitoring and flourishing, and coping methods mediate this relationship.
This study had two major purposes: to investigate whether there exists a direct positive relationship between self-monitoring and flourishing; and to investigate whether coping methods will mediate the relationship between self-monitoring and flourishing.
This study was designed to challenge previous research that has suggested high self-monitoring individuals are less likely to flourish compared to low self-monitoring individuals (Day and Schleicher, 2006). This present study argues that high self-monitors will experience greater flourishing because they use more effective coping methods and in doing so supporting findings from Leone (2006), who suggested high self-monitoring individuals are less likely to languish.
This study used a method of self-report to investigate university employees’ self-monitoring, coping, and flourishing behaviour. Two hundred and twenty academic and non-academic staff completed an online survey that was sent to 1568 university employees.
Major implications that can be drawn from this research are the findings that have supported the existence of direct positive relationships between factors of self-monitoring and flourishing. Furthermore, mediating relationships that have indicated coping methods do mediate the relationship between self-monitoring and flourishing. Findings suggest that individuals who self-monitor are more likely to flourish because they cope more effectively, supporting the theory that high self-monitors will experience less languishing than individuals who do not engage in self-monitoring behaviour. This present study demonstrates value to all workplaces interested in increasing flourishing and positive emotions at work.

year: 2017

title: Structure, light & temperature induced changes in the compound eyes of Antarctic crustaceans

authors: Tiang, Kin Ming

abstract: The structure of the photoreceptors of three different Antarctic crustaceans was investigated by light and electron microscopy. Special attention was paid to light and temperature induced changes of the normal, i.e. dark-adapted eye. 
The apposition eye of Orchomene plebs shows structural modifications which are interpreted as adaptations to maximise photon capture in an environment of low ambient light intensities. Dark-light adaptational changes affect the position of the screening pigment granules, the volume of the random and the composition and density of the organelles in both retinula and interstitial cells. Exposure to a temperature of +10°c for seven hours affects the structural integrity of the rhabdoms and mimicks light-adaptation in animals that are kept in the dark. Rhabdoms regenerate as long as the animals are returned to water of 0°C.
The ommatidia of the dorsal eye of Glyptonotus antarcticus possess very large diameters and are of the apposition type. Dark-light adaptational changes, which are confined to the dark eye if one eye is painted black and the other is left untouched, involve radial migration of screening pigment granules in the retinula cells surrounding the rhabdom. An elevation of the temperature also affects the position of the screening pigments, but the rhabdom ultrastructure is far less affected than that of Orchomene plebs. 
The compound eyes of the Ross Ice Shelf amphipod Orchomene grandis show the highest degree of structural adaptation to a dimly-lit environment. Following exposure to sunlight or darkness for one week at a temperature of approximately +1°C. the extraordinarily massive rhabdoms exhibit almost total disintegration. The density of screening pigment granules is so low that migrations upon dark-light adaptation are insignificant. The eye of Orchornene grandis shows the smallest capacity of all three species studied to adapt to different ambient light levels.

text: Structure, light & temperature induced changes in the compound eyes of Antarctic crustaceans The structure of the photoreceptors of three different Antarctic crustaceans was investigated by light and electron microscopy. Special attention was paid to light and temperature induced changes of the normal, i.e. dark-adapted eye. 
The apposition eye of Orchomene plebs shows structural modifications which are interpreted as adaptations to maximise photon capture in an environment of low ambient light intensities. Dark-light adaptational changes affect the position of the screening pigment granules, the volume of the random and the composition and density of the organelles in both retinula and interstitial cells. Exposure to a temperature of +10°c for seven hours affects the structural integrity of the rhabdoms and mimicks light-adaptation in animals that are kept in the dark. Rhabdoms regenerate as long as the animals are returned to water of 0°C.
The ommatidia of the dorsal eye of Glyptonotus antarcticus possess very large diameters and are of the apposition type. Dark-light adaptational changes, which are confined to the dark eye if one eye is painted black and the other is left untouched, involve radial migration of screening pigment granules in the retinula cells surrounding the rhabdom. An elevation of the temperature also affects the position of the screening pigments, but the rhabdom ultrastructure is far less affected than that of Orchomene plebs. 
The compound eyes of the Ross Ice Shelf amphipod Orchomene grandis show the highest degree of structural adaptation to a dimly-lit environment. Following exposure to sunlight or darkness for one week at a temperature of approximately +1°C. the extraordinarily massive rhabdoms exhibit almost total disintegration. The density of screening pigment granules is so low that migrations upon dark-light adaptation are insignificant. The eye of Orchornene grandis shows the smallest capacity of all three species studied to adapt to different ambient light levels.

year: 1980

title: Talk More: Student Learning Through Reciprocal Conversations

authors: Grant, Sarah

subjects: oral language

abstract: This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

text: Talk More: Student Learning Through Reciprocal Conversations This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

year: 2009