title: ‘You had so much fun!’: Examining associations between positive affect during past and future conversations and children’s self-esteem and optimism

authors: Nand, Nandita

abstract: Aim: The current study aimed to examine associations of positive affect during caregiver-child past and future event conversations with psychological well-being, focusing on optimism and self-esteem. This study uniquely extends the exploration of caregiver-child conversations to middle childhood and includes discussions about future events that have not been previously examined. Furthermore, it explores the association of conversation content between parent and child optimism and self-esteem. 

Method: Participants were 51 dyads; children aged either 11 or 12 years, and their primary caregivers. Parental optimism was assessed using the Revised Life Orientation Test (LOT-R), while child optimism and self-esteem were measured using the Youth Life Orientation Test (YLOT) and Harter's global self-worth items, respectively. Children and caregivers took part in a conversation task in which they discussed past and anticipated future events, capturing positive and negative experiences. These conversations were transcribed and analysed using Linguistic Inquiry and Word Count (LIWC-22) software, to evaluate the use of both positive tone and positive emotions.  

Results: A series of correlations and hierarchical regression analyses were conducted. Findings did not demonstrate a significant relationship between parental use of positive affect and children’s well-being outcomes. However, a positive association was identified between children’s use of positive tone in future negative conversations and their optimism, and children’s use of positive tone in positive past conversation and their self-esteem.  

Implications: These findings provide preliminary support for parent-child conversation as a context within which self-esteem and optimism may be expressed. These findings highlight the need for future studies with more comprehensive coding schemes to explore the nuances of positive affect in caregiver-child dialogues, particularly with respect to the broaden and build theory of positive emotions. This research contributes to our understanding of emotional dynamics in family interactions and may ultimately have implications for developing targeted interventions to enhance child and adolescent well-being.

text: ‘You had so much fun!’: Examining associations between positive affect during past and future conversations and children’s self-esteem and optimism Aim: The current study aimed to examine associations of positive affect during caregiver-child past and future event conversations with psychological well-being, focusing on optimism and self-esteem. This study uniquely extends the exploration of caregiver-child conversations to middle childhood and includes discussions about future events that have not been previously examined. Furthermore, it explores the association of conversation content between parent and child optimism and self-esteem. 

Method: Participants were 51 dyads; children aged either 11 or 12 years, and their primary caregivers. Parental optimism was assessed using the Revised Life Orientation Test (LOT-R), while child optimism and self-esteem were measured using the Youth Life Orientation Test (YLOT) and Harter's global self-worth items, respectively. Children and caregivers took part in a conversation task in which they discussed past and anticipated future events, capturing positive and negative experiences. These conversations were transcribed and analysed using Linguistic Inquiry and Word Count (LIWC-22) software, to evaluate the use of both positive tone and positive emotions.  

Results: A series of correlations and hierarchical regression analyses were conducted. Findings did not demonstrate a significant relationship between parental use of positive affect and children’s well-being outcomes. However, a positive association was identified between children’s use of positive tone in future negative conversations and their optimism, and children’s use of positive tone in positive past conversation and their self-esteem.  

Implications: These findings provide preliminary support for parent-child conversation as a context within which self-esteem and optimism may be expressed. These findings highlight the need for future studies with more comprehensive coding schemes to explore the nuances of positive affect in caregiver-child dialogues, particularly with respect to the broaden and build theory of positive emotions. This research contributes to our understanding of emotional dynamics in family interactions and may ultimately have implications for developing targeted interventions to enhance child and adolescent well-being.

year: 2025

title: Characterisation of the ATP-dependent ligase, Lig E:  An investigation into its significance in Neisseria gonorrhoeae

authors: Pan, Jolyn

abstract: The rapid rise in multidrug-resistant Neisseria gonorrhoeae isolates has caused major public concern for the treatment of its sexually transmitted disease, gonorrhoea. Previously easily treatable, gonorrhoea is now spreading at alarming rates due to the bacterium’s ability to take up DNA from its environment without regulation. With approximately 106 million new cases annually, thorough investigations into novel gonococcal pathways that can be targeted to limit its survival and spread are crucial. One possible target is the disruption of its DNA repair systems, which include ligases that seal breaks in DNA, and would greatly discourage bacterial growth. Interestingly, in addition to its replicative ligase, N. gonorrhoeae expresses a minimal ATP-dependent ligase, Ligase E (Lig E), which contains a signal peptide that indicates a likely periplasmic location as opposed to the cytosolic location of genomic DNA. Hence, I hypothesise that Lig E is working on repairing fragmented extracellular DNA which has a role in both biofilm formation and bacterial competence, both of which would be greatly beneficial for the persistence and acquisition of antibiotic resistance genes in N. gonorrhoeae.

In this thesis, I focussed on characterising Lig E from N. gonorrhoeae (Ngo-Lig E) to determine its contribution to gonococcal phenotype, as well as its structure, function and cellular location. To analyse its biological role, several ngo-lig E mutants were created in vivo and their growth, stress response, biofilm formation as well as infection and adhesion to a human cell line were studied. I showed that Ngo-Lig E is not essential for normal planktonic N. gonorrhoeae growth and survival; however, it is important for its biofilm formation and subsequent adhesion onto human cells. Following this, I further investigated the potential role of Ngo-Lig E on biofilm formation by looking at its morphology via scanning electron microscopy and confocal laser scanning microscopy after growing them under constant shear forces with a continual supply of fresh media. Data from this supported earlier indications that Ngo-Lig E is important for N. gonorrhoeae in biofilm formation, as well as the extent of damage the bacterium can cause to human tissue. Taking its natural competence into account, I also investigated the potential role of Ngo-Lig E in the uptake of fragmented DNA during transformation and found a decreased ability of N. gonorrhoeae to repair and take up nicked DNA when ngo-lig E was absent. Investigations into the potential location of Ngo-Lig E showed that it is likely transported into both the periplasmic and extracellular space in N. gonorrhoeae, where it may perform the aforementioned dual-role in biofilm formation and DNA uptake. Finally, I solved the three-dimensional structure of Ngo-Lig E, highlighting its minimal architecture and lack of complete encirclement around its substrate DNA. 

The work presented in this thesis provides the first report of a solved structure of Lig E from a human pathogen, the first report of in vivo characterisation of this enzyme, as well as the first report of attempting to characterise its role and location. Collectively, this thesis has allowed for the establishment of important characteristics of Ngo-Lig E that were previously unknown. Although further research into this enzyme is necessary, the results presented here bring to light a potential novel pathway that may be targeted by future drug developments to tackle the emerging threat of multidrug-resistant N. gonorrhoeae in our community.

text: Characterisation of the ATP-dependent ligase, Lig E:  An investigation into its significance in Neisseria gonorrhoeae The rapid rise in multidrug-resistant Neisseria gonorrhoeae isolates has caused major public concern for the treatment of its sexually transmitted disease, gonorrhoea. Previously easily treatable, gonorrhoea is now spreading at alarming rates due to the bacterium’s ability to take up DNA from its environment without regulation. With approximately 106 million new cases annually, thorough investigations into novel gonococcal pathways that can be targeted to limit its survival and spread are crucial. One possible target is the disruption of its DNA repair systems, which include ligases that seal breaks in DNA, and would greatly discourage bacterial growth. Interestingly, in addition to its replicative ligase, N. gonorrhoeae expresses a minimal ATP-dependent ligase, Ligase E (Lig E), which contains a signal peptide that indicates a likely periplasmic location as opposed to the cytosolic location of genomic DNA. Hence, I hypothesise that Lig E is working on repairing fragmented extracellular DNA which has a role in both biofilm formation and bacterial competence, both of which would be greatly beneficial for the persistence and acquisition of antibiotic resistance genes in N. gonorrhoeae.

In this thesis, I focussed on characterising Lig E from N. gonorrhoeae (Ngo-Lig E) to determine its contribution to gonococcal phenotype, as well as its structure, function and cellular location. To analyse its biological role, several ngo-lig E mutants were created in vivo and their growth, stress response, biofilm formation as well as infection and adhesion to a human cell line were studied. I showed that Ngo-Lig E is not essential for normal planktonic N. gonorrhoeae growth and survival; however, it is important for its biofilm formation and subsequent adhesion onto human cells. Following this, I further investigated the potential role of Ngo-Lig E on biofilm formation by looking at its morphology via scanning electron microscopy and confocal laser scanning microscopy after growing them under constant shear forces with a continual supply of fresh media. Data from this supported earlier indications that Ngo-Lig E is important for N. gonorrhoeae in biofilm formation, as well as the extent of damage the bacterium can cause to human tissue. Taking its natural competence into account, I also investigated the potential role of Ngo-Lig E in the uptake of fragmented DNA during transformation and found a decreased ability of N. gonorrhoeae to repair and take up nicked DNA when ngo-lig E was absent. Investigations into the potential location of Ngo-Lig E showed that it is likely transported into both the periplasmic and extracellular space in N. gonorrhoeae, where it may perform the aforementioned dual-role in biofilm formation and DNA uptake. Finally, I solved the three-dimensional structure of Ngo-Lig E, highlighting its minimal architecture and lack of complete encirclement around its substrate DNA. 

The work presented in this thesis provides the first report of a solved structure of Lig E from a human pathogen, the first report of in vivo characterisation of this enzyme, as well as the first report of attempting to characterise its role and location. Collectively, this thesis has allowed for the establishment of important characteristics of Ngo-Lig E that were previously unknown. Although further research into this enzyme is necessary, the results presented here bring to light a potential novel pathway that may be targeted by future drug developments to tackle the emerging threat of multidrug-resistant N. gonorrhoeae in our community.

year: 2025

title: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study

authors: Westerbeke, Lynley Ann

subjects: Belonging

abstract: Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

text: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

year: 2016