title: Understanding the emotional environment of the classroom

authors: Harvey, Shane Trevor

abstract: Gottman's work on "meta-emotion" reveals the impact of parents' emotional interactions on their children's emotional development; however there has been no analysis of comparable teacher influences on children in school settings. This research was an attempt to understand how emotion-related variables influence classroom atmosphere and pupils' emotional competence. Several studies were conducted in this research project. The first part of the thesis involved two studies. First, teachers identified by reputation as having an emotionally sensitive and calming teaching style were asked in focus groups to explain the methods they used to ensure that children developed emotionally as well as educationally. Second, students whose emotional and behavioural difficulties had improved dramatically from one year to the next were asked to provide attributions for the change. Transcripts were analysed using content analysis and nonparametric grouping procedures to extract the predominant themes. These were subsequently organised into a descriptive model that represented the classroom emotional environment. 
The second part of this project involved three studies. First, teacher questionnaires for primary, secondary, and student teachers were designed to assess the qualities of the emotional environment. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT, Mayer, Salovey, & Caruso, 2002) and the Brief Symptom Inventory (BSI, Derogatis, 1993) were administered concurrently to teachers for discriminative validation purposes. Second, two separate questionnaires on the classroom emotional environment for (i) primary and (ii) secondary school students were constructed. Students were asked to concurrently complete the student questionnaire on the classroom emotional environment, the Bar-On Emotional Intelligence Test for Youth (EQ-i:YV, Bar-On & Parker, 2000), and the Emotion Regulation Scales for Youth (ERS-Y, Kovacs, unpublished test). These questionnaires were structurally analysed and the relationships between the emotional environment, emotional intelligence, and emotion regulation were explored and discussed. 
Findings from these series of studies are as follows. First, based on the focus group studies, five superordinate dimensions were found to contribute to the classroom emotional environment. The five-dimensional model consists of emotional relationship, emotional awareness, emotional intrapersonal beliefs, emotion coaching, and emotional interpersonal guidelines. These dimensions were further sub-divided into secondary categories: Emotional relationships involves rapport between teachers and their students, and students' connectedness with their peers; emotional awareness includes teachers' awareness of emotions-both their own and their pupils'; emotion coaching consists of teachers' emotion regulation and their coaching of students' emotional responses; emotional intrapersonal beliefs involves emotional philosophy, emotional attitude, and emotional acceptance of self and others. Emotional interpersonal guidelines are separated into emotional boundaries and emotional standards. Four exemplars relating to emotional boundaries are boundaries in self, limit setting, expectations, and structure. Likewise, four examples representing emotional standards include fairness, respect, availability, and trust or belief in students. These dimensions exist to varying degrees across four contexts: Personal, teacher-student, student-student, and teacher-class. Not all superordinate dimensions distribute evenly across these four contexts. Factor loadings of the teacher-based questionnaire provided support for these five superordinate dimensions and their respective subcomponents. Second, teachers' emotional intelligence and psychological symptoms were found to be unrelated to the emotional environment. Third, emotion regulation and emotional intelligence as measured by the ERS-Y and the Bar0n EQ-i:YV respectively, were significantly related to the questionnaires on the classroom emotional environment for both primary and secondary students. Fourth, primary school students' data from the Classroom Emotional Environment Questionnaire loaded on positive and negative factors. In contrast, secondary school student data loaded onto five components representing both negative and positive factors and factors indicative of hypothesised model dimensions such as emotional awareness, emotional relationship, and emotional intrapersonal beliefs. 
Various implications emerge as a direct result of this study. First, this study organises groupings of emotional behaviours that occur within the classroom context into a framework. This introduces the possibility of measuring and critiquing the emotional environment of the classroom. Second, understanding the classroom emotional environment may act as an adjunct to successful management of pupils' behaviour. Third, interventions designed to address teachers' skills in developing the emotional environment may promote positive emotional development in children. These results emphasise the complexity of the work teachers perform on a daily basis. To continue teachers' invaluable contribution and commitment to pupils' emotional well being invariably means ensuring that teachers' emotional health and safety are protected and that psycho-education is provided to teachers on skills contributing to healthy classroom emotional atmospheres. These results contribute to a developing field of knowledge in both education and psychology investigating the link between implicit everyday emotional experiences and emotional development in children.

text: Understanding the emotional environment of the classroom Gottman's work on "meta-emotion" reveals the impact of parents' emotional interactions on their children's emotional development; however there has been no analysis of comparable teacher influences on children in school settings. This research was an attempt to understand how emotion-related variables influence classroom atmosphere and pupils' emotional competence. Several studies were conducted in this research project. The first part of the thesis involved two studies. First, teachers identified by reputation as having an emotionally sensitive and calming teaching style were asked in focus groups to explain the methods they used to ensure that children developed emotionally as well as educationally. Second, students whose emotional and behavioural difficulties had improved dramatically from one year to the next were asked to provide attributions for the change. Transcripts were analysed using content analysis and nonparametric grouping procedures to extract the predominant themes. These were subsequently organised into a descriptive model that represented the classroom emotional environment. 
The second part of this project involved three studies. First, teacher questionnaires for primary, secondary, and student teachers were designed to assess the qualities of the emotional environment. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT, Mayer, Salovey, & Caruso, 2002) and the Brief Symptom Inventory (BSI, Derogatis, 1993) were administered concurrently to teachers for discriminative validation purposes. Second, two separate questionnaires on the classroom emotional environment for (i) primary and (ii) secondary school students were constructed. Students were asked to concurrently complete the student questionnaire on the classroom emotional environment, the Bar-On Emotional Intelligence Test for Youth (EQ-i:YV, Bar-On & Parker, 2000), and the Emotion Regulation Scales for Youth (ERS-Y, Kovacs, unpublished test). These questionnaires were structurally analysed and the relationships between the emotional environment, emotional intelligence, and emotion regulation were explored and discussed. 
Findings from these series of studies are as follows. First, based on the focus group studies, five superordinate dimensions were found to contribute to the classroom emotional environment. The five-dimensional model consists of emotional relationship, emotional awareness, emotional intrapersonal beliefs, emotion coaching, and emotional interpersonal guidelines. These dimensions were further sub-divided into secondary categories: Emotional relationships involves rapport between teachers and their students, and students' connectedness with their peers; emotional awareness includes teachers' awareness of emotions-both their own and their pupils'; emotion coaching consists of teachers' emotion regulation and their coaching of students' emotional responses; emotional intrapersonal beliefs involves emotional philosophy, emotional attitude, and emotional acceptance of self and others. Emotional interpersonal guidelines are separated into emotional boundaries and emotional standards. Four exemplars relating to emotional boundaries are boundaries in self, limit setting, expectations, and structure. Likewise, four examples representing emotional standards include fairness, respect, availability, and trust or belief in students. These dimensions exist to varying degrees across four contexts: Personal, teacher-student, student-student, and teacher-class. Not all superordinate dimensions distribute evenly across these four contexts. Factor loadings of the teacher-based questionnaire provided support for these five superordinate dimensions and their respective subcomponents. Second, teachers' emotional intelligence and psychological symptoms were found to be unrelated to the emotional environment. Third, emotion regulation and emotional intelligence as measured by the ERS-Y and the Bar0n EQ-i:YV respectively, were significantly related to the questionnaires on the classroom emotional environment for both primary and secondary students. Fourth, primary school students' data from the Classroom Emotional Environment Questionnaire loaded on positive and negative factors. In contrast, secondary school student data loaded onto five components representing both negative and positive factors and factors indicative of hypothesised model dimensions such as emotional awareness, emotional relationship, and emotional intrapersonal beliefs. 
Various implications emerge as a direct result of this study. First, this study organises groupings of emotional behaviours that occur within the classroom context into a framework. This introduces the possibility of measuring and critiquing the emotional environment of the classroom. Second, understanding the classroom emotional environment may act as an adjunct to successful management of pupils' behaviour. Third, interventions designed to address teachers' skills in developing the emotional environment may promote positive emotional development in children. These results emphasise the complexity of the work teachers perform on a daily basis. To continue teachers' invaluable contribution and commitment to pupils' emotional well being invariably means ensuring that teachers' emotional health and safety are protected and that psycho-education is provided to teachers on skills contributing to healthy classroom emotional atmospheres. These results contribute to a developing field of knowledge in both education and psychology investigating the link between implicit everyday emotional experiences and emotional development in children.

year: 2004

title: Fate of allochthonous dissolved organic carbon in Lakes: A quantitative approach

authors: Hanson, Paul C.

abstract: Inputs of dissolved organic carbon (DOC) to lakes derived from the surrounding landscape can be stored, mineralized or passed to downstream ecosystems. The balance among these OC fates depends on a suite of physical, chemical, and biological processes within the lake, as well as the degree of recalcintrance of the allochthonous DOC load. The relative importance of these processes has not been well quantified due to the complex nature of lakes, as well as challenges in scaling DOC degradation experiments under controlled conditions to the whole lake scale. We used a coupled hydrodynamic-water quality model to simulate broad ranges in lake area and DOC, two characteristics important to processing allochthonous carbon through their influences on lake temperature, mixing depth and hydrology. We calibrated the model to four lakes from the North Temperate Lakes Long Term Ecological Research site, and simulated an additional 12 ‘hypothetical’ lakes to fill the gradients in lake size and DOC concentration. For each lake, we tested several mineralization rates (range: 0.001 d−1 to 0.010 d−1) representative of the range found in the literature. We found that mineralization rates at the ecosystem scale were roughly half the values from laboratory experiments, due to relatively cool water temperatures and other lake-specific factors that influence water temperature and hydrologic residence time. Results from simulations indicated that the fate of allochthonous DOC was controlled primarily by the mineralization rate and the hydrologic residence time. Lakes with residence times <1 year exported approximately 60% of the DOC, whereas lakes with residence times >6 years mineralized approximately 60% of the DOC. DOC fate in lakes can be determined with a few relatively easily measured factors, such as lake morphometry, residence time, and temperature, assuming we know the recalcitrance of the DOC.

text: Fate of allochthonous dissolved organic carbon in Lakes: A quantitative approach Inputs of dissolved organic carbon (DOC) to lakes derived from the surrounding landscape can be stored, mineralized or passed to downstream ecosystems. The balance among these OC fates depends on a suite of physical, chemical, and biological processes within the lake, as well as the degree of recalcintrance of the allochthonous DOC load. The relative importance of these processes has not been well quantified due to the complex nature of lakes, as well as challenges in scaling DOC degradation experiments under controlled conditions to the whole lake scale. We used a coupled hydrodynamic-water quality model to simulate broad ranges in lake area and DOC, two characteristics important to processing allochthonous carbon through their influences on lake temperature, mixing depth and hydrology. We calibrated the model to four lakes from the North Temperate Lakes Long Term Ecological Research site, and simulated an additional 12 ‘hypothetical’ lakes to fill the gradients in lake size and DOC concentration. For each lake, we tested several mineralization rates (range: 0.001 d−1 to 0.010 d−1) representative of the range found in the literature. We found that mineralization rates at the ecosystem scale were roughly half the values from laboratory experiments, due to relatively cool water temperatures and other lake-specific factors that influence water temperature and hydrologic residence time. Results from simulations indicated that the fate of allochthonous DOC was controlled primarily by the mineralization rate and the hydrologic residence time. Lakes with residence times <1 year exported approximately 60% of the DOC, whereas lakes with residence times >6 years mineralized approximately 60% of the DOC. DOC fate in lakes can be determined with a few relatively easily measured factors, such as lake morphometry, residence time, and temperature, assuming we know the recalcitrance of the DOC.

year: 2011

title: Te matakite - Te kupu whakaari

authors: Temara, Pou

subjects: Matakite

abstract: Ko te whāinga o tēnei tuhinga poto he matapaki i te matakite me te kupu whakaari, arā, he whakatakoto i tētahi tūāpapa kōrero e mārama ai te kaipānui ki te tikanga o ēnei kaupapa e rua e ai ki tā te Māori i matapaki ai. Otirā, he kōrero tā ngā iwi katoa o te ao mō te matakite me te kupu whakaari, kai tēnā iwi tāna kōrero, kai tēnā iwi tāna. Kāore tēnei tuhinga e rere ki te whakamārama i ā ētahi kōrero, engari mau tonu ki te ao Māori. Mēnā ka whakahua i ngā whakamārama a ētahi atu iwi, e whai ana kia mārama ai te tauira ki tā te Māori i kōrero ai.

text: Te matakite - Te kupu whakaari Ko te whāinga o tēnei tuhinga poto he matapaki i te matakite me te kupu whakaari, arā, he whakatakoto i tētahi tūāpapa kōrero e mārama ai te kaipānui ki te tikanga o ēnei kaupapa e rua e ai ki tā te Māori i matapaki ai. Otirā, he kōrero tā ngā iwi katoa o te ao mō te matakite me te kupu whakaari, kai tēnā iwi tāna kōrero, kai tēnā iwi tāna. Kāore tēnei tuhinga e rere ki te whakamārama i ā ētahi kōrero, engari mau tonu ki te ao Māori. Mēnā ka whakahua i ngā whakamārama a ētahi atu iwi, e whai ana kia mārama ai te tauira ki tā te Māori i kōrero ai.

year: 2016