title: Predicting authenticity: The effects of self-monitoring, self-presentation styles, and biological sex

authors: McGregor, Stefanie Christina

subjects: Authenticity

abstract: The field of authenticity research is quickly expanding, and much research has investigated the antecedents of authenticity; however, some factors have only been theorised. This thesis project aims to take two concepts theorised to affect authenticity, which are self-monitoring levels and self-presentation styles and explore their relationship to it. Sex is known to influence self-monitoring and self-presentation styles and was therefore included as a moderating variable. Expanding our knowledge into the factors that affect authenticity allows us to construct interventions to help increase individuals' authenticity and well-being. In this cross-sectional study (N = 388), respondents rated themselves on scales measuring their authenticity, self-monitoring and self-presentation styles. Via the regression analyses, we found that the respondent's age played a significant role in their authenticity level. The self-presentation styles, exemplification and supplication, were found to have negative relationships with authenticity. Sex moderated the relationship between self-promotion and authenticity, so that the non-significant positive relationship was stronger for women than men. The respondent's sex also moderated the relationship between intimidation and authenticity, making the non-significant negative relationship stronger for women. All other findings were non-significant, indicating that self-monitoring and ingratiation do not significantly predict authenticity regardless of whether sex was a moderator or not.

text: Predicting authenticity: The effects of self-monitoring, self-presentation styles, and biological sex The field of authenticity research is quickly expanding, and much research has investigated the antecedents of authenticity; however, some factors have only been theorised. This thesis project aims to take two concepts theorised to affect authenticity, which are self-monitoring levels and self-presentation styles and explore their relationship to it. Sex is known to influence self-monitoring and self-presentation styles and was therefore included as a moderating variable. Expanding our knowledge into the factors that affect authenticity allows us to construct interventions to help increase individuals' authenticity and well-being. In this cross-sectional study (N = 388), respondents rated themselves on scales measuring their authenticity, self-monitoring and self-presentation styles. Via the regression analyses, we found that the respondent's age played a significant role in their authenticity level. The self-presentation styles, exemplification and supplication, were found to have negative relationships with authenticity. Sex moderated the relationship between self-promotion and authenticity, so that the non-significant positive relationship was stronger for women than men. The respondent's sex also moderated the relationship between intimidation and authenticity, making the non-significant negative relationship stronger for women. All other findings were non-significant, indicating that self-monitoring and ingratiation do not significantly predict authenticity regardless of whether sex was a moderator or not.

year: 2022

title: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study

authors: Memua, James

subjects: Community High School

abstract: This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

text: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

year: 2011

title: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books

authors: Daly, Nicola

subjects: New Zealand

abstract: When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

text: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

year: 2007