Perceived teacher effectiveness and psychological type : an exploratory study of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree in Master of Education at Massey University

This study sought to establish whether perceptions of teacher effectiveness were influenced by individual personality. A questionnaire to establish teacher views was designed through research and consultation with other teachers, piloted initially with a preliminary group of ten teachers, then redesigned in the light of these responses. The questionnaire was designed to obtain information on demographics, theoretical perspectives, educational contexts, working comparisons, and individual preferences related to sociability, perceiving, cognitive processing, decision making, action and organisation, perceptual openness, interpretative preferences and management and discipline preferences. It was named the Teacher Effectiveness Questionnaire (TEQ). A Likert-type 1-5 scale was used for rating responses from the TEQ and the resultant data factor analysed resulting in four factors which were given the titles: Responsiveness; Professional Teamwork; Planning and Management; and a bipolar factor of Practical Experience versus Theory (hereinafter termed the Theory Factor). Teacher personality was determined by the Myers Briggs Type Indicator (MBTI). The 147 teachers who took part were all primary school based, ranging from principals, senior staff, teachers of reading, and scale A teachers. Each dealt with children within the range of New Entrant to Form II, (approximately 5 to 13 year old pupils). Of the sample 38 were males and 107 were females. Significant differences, in views of effective teaching were found by age, gender and personality types. Sensing types were found to hold strongly different views on Responsiveness and on Theory . Teamwork, Planning and Management were found to be less affected by personality and more by contextual elements. Responsiveness was found to differ according to age. Educational implications were explored

Ship design with the human factor: evacuation and normal operations modelling in the ship design process

This thesis addresses the modelling of human factors and how they can impact ship design. Two different but related applications areas are considered; passenger ship evacuation analysis and naval vessel normal operations and evacuation analysis. In the first instance, this thesis investigates the impact of the current regulatory specified passenger response time distributions upon evacuation analysis and then recommends a more realistic passenger response time distribution which should be implemented when performing an evacuation analysis of a passenger RO-RO vessel. This realistic passenger response time distribution is based upon the results of sea trials. The results of this analysis have been adopted by the IMO and form part of the new guideline document, IMO MSC 1238. In addition, this thesis addresses the analysis of the human factors’ performance of a naval vessel. Naval vessels are built primarily for undertaking assigned missions in times of war and conflict. While the safety of those on board is important, the ability of the vessel to function and complete its assigned mission is of paramount importance. This thesis utilises an evacuation model, maritimeEXODUS, which was extended to incorporate the functionality of modelling non-evacuation scenarios, to assess the human factors’ performance of a naval vessel during both normal operations and evacuation scenarios. This thesis develops a methodology for simultaneously assessing the human factors’ performance of both a range of normal operation scenarios and evacuation scenario on board a naval vessel. The methodology, called the Human Performance Metric (HPM), is discriminating, diagnostic, systematic, transparent and reproducible in nature. This thesis then implements the HPM methodology into the early stages of the design cycle for a new naval vessel. The thesis presents the software modifications required to implement the methodology in to the design cycle as well as presenting a demonstration of the new system

Zacchaeus: For the Lord He Wanted to See

Zacchaeus: For the Lord He Wanted to See turns the old adage seeing is believing” around toaccord with the words of Jesus: Believing is seeing. The play tells the story of the wee little man, Zacchaeus, who climbs a sycamore tree to see Jesus (Luke 19-1-10). After the Lord greets him by name and announces that he will dine at his house, Zacchaeus’ life is forever changed. Hemakes a commitment to give half of his possessions to the poor and to pay back four times overanyone whom he may have defrauded. In our play, Zacchaeus escorts jesus from his house to the Jerusalem road where jesus tells the parable in which a noble man divides ten pounds among his servants (Luke 19:11-27). He returns to his house where he tells this parable to his wife, Sarah, and his servant Sirius. Zacchaeus’ retelling of the story is interrupted by visits froma Romancenturion from Capernaum (Luke 7:2-10), a widow and her son from Nain (Luke 7:11-15), and a Samaritan leper (Luke 17:11-19). To each of these people in need, Zacchaeus gives some of his possessions. As he does so, he comes to understand the meaning of Jesus’ parable: to those who have, more will be given – more resources and more responsibility. He abruptly leaves his house to follow Jesus all the way to Calvary