Self-compassion is receiving increasing interest from psychologists and researchers due to its potential role in wellbeing and mental health however, self-compassion as a unique construct has not been validated. This research utilised pilot studies in order to develop an operational definition of self-compassion, separate from other similar constructs. A multi-trait multi- method approach to construct validation was utilised to assess self-compassion‟s discriminant and convergent validity in relation to the constructs of self-esteem and compassion for others in a community sample of 307. Self-compassion was then evaluated for its role in mental health and wellbeing when assessed against the two comparison constructs. Results demonstrated discriminant validity to both comparison constructs but convergent validity only in regards to self-esteem, providing partial support for the construct validity of self- compassion. As hypothesised support was found for self-compassion as a unique predictor in regards to wellbeing, but its role could not be determined for mental health. The results are discussed in terms self-compassion‟s functional relationships with comparison constructs and therapeutic utility. Recommendations for the direction of future research are discussed.

In today's competitive marketplace, relationship marketing has become an important factor. Companies want to achieve customer loyalty through sustainable long-term relationships with customers, especially in the service industry. Thus, companies implement loyalty programs, and conduct consumer research to evaluate the success of these programs. The customer satisfaction construct, is often used by companies to measure the level of satisfaction of their customers. However, previous literature argues that this construct conceal negative emotions. Therefore, the authors have chosen to investigate one type of negative emotion, namely frustration, within frequent flyer programs. The purpose of this thesis is to explore and identify what incidents cause frustration for members within the SAS EuroBonus program. The authors’ goal is to tap into customer frustration, as well as different types of sensations and the underlying incidents that create these sensations. This study will further investigate what impact customer frustrations can exert on program members’ behaviour towards the SAS EuroBonus program. The research method chosen for this thesis was of qualitative nature; the primary data were collected using a single case study, with semi structured interviews, conducted with members of the SAS EuroBonus program of Silver level or higher. The findings from this research reveal that even though individuals claim to be satisfied, negative emotions and concealed frustration is evident. The incidents found in this case study concern qualification barriers, inaccessibility, no additional value, additional costs and service. These incidents resulted in both strongly and weakly felt frustration sensations, which in turn led to three categories of frustration behaviours, namely avoidance, protest and passive behaviour.

A general concern in science education is that change in the curriculum has had little impact on the classroom practice. Following the introduction of a new curriculum called the Botswana Government Certificate in Secondary Education (BGCSE) curriculum in Botswana senior secondary schools, this study set out to investigate issues relating to implementation of the proposed curriculum, that is, mapping teaching effectiveness intended to improve students’ learning of chemistry compared with teaching during the old curriculum. This thesis reports the extent to which some chemistry teachers in Botswana senior secondary schools are implementing classroom methodologies that focus on learner-centred and hands-on activities. This investigation involved working with eleven chemistry teachers in four secondary schools in Botswana. The case study research methodology included observations and semi-structured interviews. The sub-constructs from Rogan and Grayson’s (2003) theory were used to guide data collection as well as analysis and interpretation of data. From the categories, it was possible to identify level of operation for the schools as well as the Zone of Feasible Implementation (ZFI) which spelt possible routes for interventions in individual schools. There were common areas observed about the teachers and the schools, in that they · All possessed the right qualifications to teach chemistry at senior school level. · All were relatively young in the teaching field · According to Rogan and Grayson’s (2003) scale, the teachers are operating at a very low level in the science practical and contextualisation dimensions. · Classroom dimensions were characterized by patches of rich interactions for most teachers. These were evidenced by some teaching interactions at level 3 on Rogan and Grayson’s operational levels. Some teachers’ lesson activities were more interactive in that there were presentations that encouraged the use of various communication skills. Learners presented organised information to support their positions, showing there had been a search for information before presentations. The other teachers limited involvement by learners, as their focus was on articulating the content. · Otherwise teachers were generally operating at lower levels in Rogan and Grayson’s (2003) scale. This is a clear indication that to some extent the teachers are not doing much in implementing the teaching ideas intended by the new curriculum. Mind and hands-on activities are still limited. Though teachers possess the right qualifications, there seems to be little desire to try new things. According to the operational levels on classroom interaction, practical work and contextualisation, it was found that teachers generally operated moderately on Rogan and Grayson’ scale. Though interviews results showed that teachers saw the need to have practical work as a way to actively engage learners, classroom observations showed that it was not a favoured method. Classroom observations revealed that the lecture method was still the favoured approach. Some learner-engaging activities in the form of group discussions, group experiments and demonstrations were practiced. Contextualizing of science was still generally low in all schools. The study also looked at the construct of capacity to support innovation. The three sub-constructs which were investigated in this study were physical resources, teacher factors and ecology and management systems. These factors had a great impact on how the sub-construct on profile of implementation panned out. The three factors were found to be higher on the Rogan and Grayson’s (2003) scale than the profile of implementation. This was found to be linked with a great deal of improvement of infrastructure by the Botswana government soon after the curriculum implementation e.g. science related facilities (laboratories, apparatus, chemicals) and teacher qualifications. Though this was the case, it was found out that classroom implementation was not as inflated as the resources on ground seemed to suggest. Several influential factors were found to be linked to the unfolding of a curriculum inside the classroom such as departmental contexts. The contexts were found to relate closely with the nature of communities that existed in science departments, which were linked to how teachers were distributed within departments.

With 500,000 coronary artery bypass procedures performed each year in the United States, and only one-third of patients possessing suitable autologous grafts, there is a clinical need for tissue engineered blood vessels (TEBVs). The overall goal of this project was to develop a one- step approach to rapidly produce entirely cell- derived tubular tissue constructs without scaffold materials. To achieve this goal, we developed "centritubing"-- a system based on applying centrifugal force to suspended cells to create a tube-shaped cellular aggregate. Briefly, rat aortic smooth muscle cells were injected into cylindrical polycarbonate spinning chambers and then spun to apply centrifugal force, which pelletted the cells on the inner wall of the chamber. After three days in culture with growth medium, the cells remodeled to form tissue tubes. In previous work we have shown, in principle, that centritubing produces tubular constructs, however tissue tube production was not consistently achieved. The first objective of this study was to develop modifications to the centritubing device that would lead to consistent lumen diameter, rapid cellular aggregation into a tube construct, and an improved success rate of tube formation. The second objective was to investigate cellular parameters that contribute to tubular tissue construct formation using centritubing. Prior to changes in manufacturing of the centritubing device and culture system, the success rate of centritubing was inconsistent. After these changes, the success rate of tubular construct formation improved to 85% (11/13). Noteworthy modifications to the centritubing device included the addition of a central mandrel as a substrate for tissue contraction, development of a smoother seeding surface, and manufacture of a reusable culture chamber. The results of this study support the proof of concept for centritubing as a device for rapid production of tubular tissue constructs and provide insight for future progress using the centritubing methodology.

The identification of potential underreporting in employment evaluations is important to consider when examining a measure’s validity. This importance increases in personnel selection involving high-virtue positions (e.g., police officers and firefighters). The current study aimed to utilize an archival firefighter applicant sample to examine the construct validity of the Minnesota Multiphasic Personality Inventory-2-Restructured Form’s (MMPI-2-RF) underreporting scales (L-r and K-r). Results were analyzed using a correlation matrix comprised of a modified version of the Multi-Trait Multi-Method Matrix (MTMM), as well as multiple regression and partial correlation. The present study provides additional support for the construct validity of the MMPI-2-RF’s underreporting validity scales. Further research using outcome measures and alternate assessment methods would be able to provide further information on the efficacy of these scales.

Much research has been conducted on the topic of the construct-related validity of assessment centers, however a definitive conclusion has yet to be drawn. The central question of this debate is whether assessment centers are measuring the dimensions they are designed to measure. The present study attempted to provide more evidence toward the improvement of construct-related validity. The first hypothesis involved determining whether opportunity to observe and opportunity to behave influenced discriminant and convergent validity. The second hypothesis addressed the debate over evaluation method and examined which method, within-exercise or within-dimension, yielded more favorable internal construct-related validity evidence. The third hypothesis explored the call for exercise scoring in assessment centers and compared the criterion-related validity of exercise versus dimension scores within the same assessment center. Finally, the fourth objective looked at the relationship of the stability of the dimensions with internal construct-related validity, specifically convergent validity evidence. A developmental assessment center used in two applied settings supplied the data. Two administrations of the assessment center were conducted for low to mid-level managers in a state agency (N = 31). Five administrations were conducted in a professional graduate school of public administration that prepares students for leadership and managerial positions in government and public service (N = 108). The seven administrations yielded a total sample size of 139 participants. Analysis of multi-trait-multi-method (MTMM) matrices revealed that, as hypothesized, a lack of opportunity to behave within exercises, operationalized using behavior counts, yielded poor discriminant validity. Assessor ratings of opportunity to observe and behave did not produce hypothesized results. Consistent with the second hypothesis, secondary assessors, who represented the within-dimension evaluation method, provided ratings that demonstrated better construct-related validity evidence than the ratings provided by primary assessors, who represented the within-exercise method. Correlation and regression analyses of the dimension/performance relationships and the exercise/performance relationships revealed neither dimensions nor exercises to be the better predictor of supervisor ratings of performance. Using MTMM, partial support was found for the fourth objective: those dimensions that were more stable across exercises yielded better convergent validity evidence versus those dimensions that were more situationally specific. However the differences were not statistically significant or large. Overall results of this study suggest that there are some areas of design and implementation that can affect the construct-related validity of assessment centers, and researchers should continue to search for ways to improve assessment center construct-related validity, but should also look for ways other than MTMM to assess validity.

Integrity in leadership is regarded as an important quality by the academic literature, by the practitioner and by the popular press alike. Given its lauded position this research argues that integrity is not just desirable in a manager, it is also an image desired by the manager and that it is a part the manager¡¦s professional image construction. This research uses a mixed methods approach to investigate integrity as an image goal and examines dispositional and situational factors on the manager¡¦s side of the relationship that effect the presentation of this image goal. Analysis of semi-structured interviews established that managers are aware of the importance of integrity and that it is seen both as a desirable image and in need of maintenance. Survey results found no main effects between behavioral integrity and the dispositional variable, self-monitoring. Investigating contingent factors this study showed that the relationship was moderated by job demands such that in situations of high job demands high self-monitors were perceived to be lower in behavioral integrity. Other contingent factors, multiple audiences and ethical guidelines, did not significantly moderate the relationship. The situational variable, distance, was shown to significantly affect the perception of the manager¡¦s integrity, where a reduction in distance led to an increase in behavioral integrity perceived by the subordinate. These results are discussed in combination with themes identified from the manager interviews and contribute to the understanding of the role of integrity for the manager and an understanding of how integrity is part of his professional image construct. The study indicated that while a manager may desire to present an image of integrity dispositional and situational factors might affect the success of this self-presentational goal. Implications and future research directions are presented.

This study examined teacher pedagogical content knowledge changes through a Middle School Mathematics Program professional development workshop, development of noticing use of student representations, and teacher changes in hypothetical learning trajectories due to noticed aspects of student representation corresponding to the hypothetical learning trajectory model. Using constant comparatives and repertory grid analysis, data was collected in two phases. Phase one, the teacher pre-test, occurred at the beginning of the summer of the 2003 professional development workshop. Phase two, the teacher post-test, occurred at the end of the workshop. Twenty-four teachers supplied data on pre- and post-tests during phases one and two. Eleven teachers were from Texas and 13 from Delaware. Six Texas and eight Delaware teachers worked with the algebraic expression concepts. Five Texas and five Delaware teachers worked with the equivalent fraction concepts. Four mathematics education researchers from Texas, three from Delaware, and two from the American Association for the Advancement of Science participated in facilitating the professional development. The results show that teacher pedagogical content knowledge changes with the help of a professional development partnership. The differences in knowledge can be measured with a hierarchal cluster analysis of the repertory grid by analyzing relationships between constructs and elements. Teacher hypothetical learning trajectories change depending on student representations of what they do and do not know about concepts. The study encourages teachers to use knowledge of students’ representation about a concept to determine what to teach next and how the concept should be taught. Teachers should use different types of representations including formal, imagistic, and action representations in teaching mathematical ideas. This will promote student development in all process standards including reasoning and proof, communication, problem solving, and connection. The findings suggest that teacher pedagogical content knowledge can be redefined during professional development partnerships. Furthermore, teachers’ knowledge of representation is varied and emphasis on the imagistic representation should be explored further. Finally, professional development models that facilitate how to extract what a student does and does not know based on representation, can be the basis for defining hypothetical learning trajectories.

Much research has been conducted on the topic of the construct-related validity of assessment centers, however a definitive conclusion has yet to be drawn. The central question of this debate is whether assessment centers are measuring the dimensions they are designed to measure. The present study attempted to provide more evidence toward the improvement of construct-related validity. The first hypothesis involved determining whether opportunity to observe and opportunity to behave influenced discriminant and convergent validity. The second hypothesis addressed the debate over evaluation method and examined which method, within-exercise or within-dimension, yielded more favorable internal construct-related validity evidence. The third hypothesis explored the call for exercise scoring in assessment centers and compared the criterion-related validity of exercise versus dimension scores within the same assessment center. Finally, the fourth objective looked at the relationship of the stability of the dimensions with internal construct-related validity, specifically convergent validity evidence. A developmental assessment center used in two applied settings supplied the data. Two administrations of the assessment center were conducted for low to mid-level managers in a state agency (N = 31). Five administrations were conducted in a professional graduate school of public administration that prepares students for leadership and managerial positions in government and public service (N = 108). The seven administrations yielded a total sample size of 139 participants. Analysis of multi-trait-multi-method (MTMM) matrices revealed that, as hypothesized, a lack of opportunity to behave within exercises, operationalized using behavior counts, yielded poor discriminant validity. Assessor ratings of opportunity to observe and behave did not produce hypothesized results. Consistent with the second hypothesis, secondary assessors, who represented the within-dimension evaluation method, provided ratings that demonstrated better construct-related validity evidence than the ratings provided by primary assessors, who represented the within-exercise method. Correlation and regression analyses of the dimension/performance relationships and the exercise/performance relationships revealed neither dimensions nor exercises to be the better predictor of supervisor ratings of performance. Using MTMM, partial support was found for the fourth objective: those dimensions that were more stable across exercises yielded better convergent validity evidence versus those dimensions that were more situationally specific. However the differences were not statistically significant or large. Overall results of this study suggest that there are some areas of design and implementation that can affect the construct-related validity of assessment centers, and researchers should continue to search for ways to improve assessment center construct-related validity, but should also look for ways other than MTMM to assess validity.

In recent years, with the prevailing of outdoor activity, the bicycle has already become one of the most attractive products on equipment market of the outdoor activity, the bicycle styles on the market are numerous at present, but after most products still introduce the new car fund with the leading brand industry person, other same trades and then imitate with its products. Thesis this purpose lie in use concept , project of design method, put forward one systematized two design theory , bicycle of system. Investigate the basic demand for the business bicycle at first, carry on the performance specification of setting up two bicycles system of the decision¡FSecondly the structure of the frame selected separately, ago it suspend organization in midair, after suspend by organization, handlebar in midair it adjust there aren't device ; Use morphology matrix to solve systematically finally, set up the procedure of formating at the same time , solve the system formated and specify to design.