title: Assessing psychophysical abilities in brushtail possums.

authors: Signal, Tania Dawn

abstract: In Experiment 1, 6 brushtail possums were trained, using food, to perform a conditional discrimination between flickering (5.00 Hz) and steady lights. A block-wise method of limits procedure was then used to increase flicker speed over five steps to 50.00 Hz and percentages correct decreased to near or below 75 %. In Experiment 2 further flicker speeds were presented but percentages correct did not decrease as flicker speed increased. In Experiment 3 flicker speeds ranging from 16.67 Hz to 71.42 Hz were presented in either 5 or 10 steps. Percentages correct remained high at all flicker speeds regardless of the speed of stimulus change, suggesting that an extraneous variable had come to control behaviour. In Experiment 4, auditory cues, background lighting and relative luminance cues were examined using the 10 step stimulus change series. Once the relative luminance of the lights were equalised percentage correct dropped as flicker speed increased beyond 20.00 Hz. Flicker speeds between 20.00 and 25.00 Hz (equal luminance) were presented in Experiment 5 and gave all-or-none functions which fell abruptly at 24.00 Hz. In Experiment 6 a simultaneous stimulus discrimination task was trained and CFF was tested over several ranges. The threshold functions were very similar to those from the conditional discrimination experiments. These experiments suggest that the CFF of possums is 24.00Hz (at an average luminance of 2.1 log cd/m²). The implications of this for possums' visual abilities are discussed. In Experiment 7 six new possums learned a conditional discrimination between the presence and absence of a tone (at 880 Hz) using methodology similar to Experiment 1. Possums learnt the task quickly. Tone intensity (dBA) was reduced from 80 dBA in 8 dBA steps until percentages correct fell below 50 %. Threshold functions did not resemble those found in Experiments 5 and 6. There were response biases here but not in the previous flicker experiments and possible implications of this on threshold measures are discussed. In Experiment 9 six possums were trained on a conditional discrimination using dim and bright stimuli. Difficulties with producing appropriate stimuli meant only 2 possums learned the task. During threshold sessions the luminance of the bright stimulus was reduced in five steps using a blockwise method of limits. The threshold functions found were gradual resembling those of Experiment 7, suggesting that the step function found in the flicker experiments may be unique to possums and CFF determinations. These experiments show that it is possible to train possums to perform visually-based and auditory-based conditional discriminations, but suggest that caution is needed when comparing threshold estimates across experiments.

text: Assessing psychophysical abilities in brushtail possums. In Experiment 1, 6 brushtail possums were trained, using food, to perform a conditional discrimination between flickering (5.00 Hz) and steady lights. A block-wise method of limits procedure was then used to increase flicker speed over five steps to 50.00 Hz and percentages correct decreased to near or below 75 %. In Experiment 2 further flicker speeds were presented but percentages correct did not decrease as flicker speed increased. In Experiment 3 flicker speeds ranging from 16.67 Hz to 71.42 Hz were presented in either 5 or 10 steps. Percentages correct remained high at all flicker speeds regardless of the speed of stimulus change, suggesting that an extraneous variable had come to control behaviour. In Experiment 4, auditory cues, background lighting and relative luminance cues were examined using the 10 step stimulus change series. Once the relative luminance of the lights were equalised percentage correct dropped as flicker speed increased beyond 20.00 Hz. Flicker speeds between 20.00 and 25.00 Hz (equal luminance) were presented in Experiment 5 and gave all-or-none functions which fell abruptly at 24.00 Hz. In Experiment 6 a simultaneous stimulus discrimination task was trained and CFF was tested over several ranges. The threshold functions were very similar to those from the conditional discrimination experiments. These experiments suggest that the CFF of possums is 24.00Hz (at an average luminance of 2.1 log cd/m²). The implications of this for possums' visual abilities are discussed. In Experiment 7 six new possums learned a conditional discrimination between the presence and absence of a tone (at 880 Hz) using methodology similar to Experiment 1. Possums learnt the task quickly. Tone intensity (dBA) was reduced from 80 dBA in 8 dBA steps until percentages correct fell below 50 %. Threshold functions did not resemble those found in Experiments 5 and 6. There were response biases here but not in the previous flicker experiments and possible implications of this on threshold measures are discussed. In Experiment 9 six possums were trained on a conditional discrimination using dim and bright stimuli. Difficulties with producing appropriate stimuli meant only 2 possums learned the task. During threshold sessions the luminance of the bright stimulus was reduced in five steps using a blockwise method of limits. The threshold functions found were gradual resembling those of Experiment 7, suggesting that the step function found in the flicker experiments may be unique to possums and CFF determinations. These experiments show that it is possible to train possums to perform visually-based and auditory-based conditional discriminations, but suggest that caution is needed when comparing threshold estimates across experiments.

year: 2002

title: The relationship between work and non-work support and work-life balance in Taiwan

authors: Chang, Ruby Yi-Ju

subjects: work life balance

abstract: The aim of this study is to explore the relationship between employees' supportive resource (workplace support and non-work support) and their work-life balance in Taiwan. The roles of work-life balance's four components (work-to-life conflict, life-to-work conflict, work-to-life facilitation, and life-to-work facilitation) in the relationship between support and employee outcomes (psychological wellbeing, turnover intention, affective- and continuance organizational commitment) were examined.

Eight-hundred surveys were distributed to for-profit and non-profit sectors. After eliminating the invalid questionnaires, 658 valid questionnaires were used for further analysis. The findings of this study suggested that three kinds of support (organizational support, supervisor support, and non-work support) were positively related to employees' work-life balance. However, no significant relationship was found between the availability and usage of the work-life balance policies and employees' work-life balance. More importantly, it was found that work-life balance and four components mediate the relationship between supervisor support and all employee outcomes. The relationship between employees' awareness of the policies that organization offered and favourable employee outcomes is also mediated by work-life balance. Interestingly, the availability and usage of the policies were not found to be related to either employees' better work-life balance or favourable employee outcomes. It is thus recommended that emphasizing supervisor support might be a better option than introducing various work-life balance policies for employees to achieve a better work-life balance. Otherwise, the work-life balance policies offered have to meet employees' needs.

text: The relationship between work and non-work support and work-life balance in Taiwan The aim of this study is to explore the relationship between employees' supportive resource (workplace support and non-work support) and their work-life balance in Taiwan. The roles of work-life balance's four components (work-to-life conflict, life-to-work conflict, work-to-life facilitation, and life-to-work facilitation) in the relationship between support and employee outcomes (psychological wellbeing, turnover intention, affective- and continuance organizational commitment) were examined.

Eight-hundred surveys were distributed to for-profit and non-profit sectors. After eliminating the invalid questionnaires, 658 valid questionnaires were used for further analysis. The findings of this study suggested that three kinds of support (organizational support, supervisor support, and non-work support) were positively related to employees' work-life balance. However, no significant relationship was found between the availability and usage of the work-life balance policies and employees' work-life balance. More importantly, it was found that work-life balance and four components mediate the relationship between supervisor support and all employee outcomes. The relationship between employees' awareness of the policies that organization offered and favourable employee outcomes is also mediated by work-life balance. Interestingly, the availability and usage of the policies were not found to be related to either employees' better work-life balance or favourable employee outcomes. It is thus recommended that emphasizing supervisor support might be a better option than introducing various work-life balance policies for employees to achieve a better work-life balance. Otherwise, the work-life balance policies offered have to meet employees' needs.

year: 2009

title: Repositioning within indigenous discourses of transformation and self-determination

authors: Berryman, Mere

subjects: research-whanau

abstract: This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

text: Repositioning within indigenous discourses of transformation and self-determination This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

year: 2008