title: Changing ourselves: How does personality change relate to well-being and authenticity?

authors: Sutton, Anna

abstract: Change in personality is viewed in two contrasting ways. Sometimes it is seen as an indicator of psychopathology or inauthenticity, associated with reduced well-being. Yet the ability to change oneself is also viewed as a sign of positive self-development, a process of becoming more authentic, and associated with increased well-being. This meta-analysis sought to compare these two perspectives and determine whether personality change can contribute to a good life. Sixteen independent samples (24,000 participants) were analysed to test the relationships between traits change and authenticity, traits change and well-being, and values change and well-being. Trait change was positively related to authenticity, while values change was associated with increased well-being. Moderator analysis indicated that type of change (over role or time) did not influence the relationship between trait change and authenticity, nor did length of time over which change took place influence the personality change and well-being relationship. Including traits and values allows a more holistic understanding of personality change and demonstrates that personality change is not damaging to living well, having instead a minimally positive association with well-being and authenticity.

text: Changing ourselves: How does personality change relate to well-being and authenticity? Change in personality is viewed in two contrasting ways. Sometimes it is seen as an indicator of psychopathology or inauthenticity, associated with reduced well-being. Yet the ability to change oneself is also viewed as a sign of positive self-development, a process of becoming more authentic, and associated with increased well-being. This meta-analysis sought to compare these two perspectives and determine whether personality change can contribute to a good life. Sixteen independent samples (24,000 participants) were analysed to test the relationships between traits change and authenticity, traits change and well-being, and values change and well-being. Trait change was positively related to authenticity, while values change was associated with increased well-being. Moderator analysis indicated that type of change (over role or time) did not influence the relationship between trait change and authenticity, nor did length of time over which change took place influence the personality change and well-being relationship. Including traits and values allows a more holistic understanding of personality change and demonstrates that personality change is not damaging to living well, having instead a minimally positive association with well-being and authenticity.

year: 2023

title: Neural multi-class classification approach to blood glucose level forecasting with prediction uncertainty visualisation

authors: Mayo, Michael

subjects: computer science

abstract: A machine learning-based method for blood glucose level prediction thirty and sixty minutes in advance based on highly multiclass classification (as opposed to the more traditional regression approach) is proposed. An advantage of this approach is the possibility of modelling and visualising the uncertainty of a prediction across the entire range of blood glucose levels without parametric assumptions such as normality. To demonstrate the approach, a long-short term memory-based neural network classifier is used in conjunction with a blood glucose-specific data preprocessing technique (risk domain transform) to train a set of models and generate predictions for the 2018 and 2020 Blood Glucose Level Prediction Competition datasets. Numeric accuracy results are reported along with examples of the uncertainty visualisation possible using this technique.

text: Neural multi-class classification approach to blood glucose level forecasting with prediction uncertainty visualisation A machine learning-based method for blood glucose level prediction thirty and sixty minutes in advance based on highly multiclass classification (as opposed to the more traditional regression approach) is proposed. An advantage of this approach is the possibility of modelling and visualising the uncertainty of a prediction across the entire range of blood glucose levels without parametric assumptions such as normality. To demonstrate the approach, a long-short term memory-based neural network classifier is used in conjunction with a blood glucose-specific data preprocessing technique (risk domain transform) to train a set of models and generate predictions for the 2018 and 2020 Blood Glucose Level Prediction Competition datasets. Numeric accuracy results are reported along with examples of the uncertainty visualisation possible using this technique.

year: 2020

title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016