title: The relationship between psychosocial stress and 5-HTTLPR: Implications for the workplace

authors: Drayton, Sasha Jane

subjects: Meta-analysis

abstract: Current research on the relationship between the genetic marker 5-HTTLPR and psychosocial stress, shows a large amount of variation in the reported results between studies. In this thesis four meta-analyses using 14 independent samples were conducted to provide a consensus for these previous results and to provide a basis for how these varying results could be applied to the workplace.
All four meta-analyses used hedges g as the effect size and reported very
small, negative effect sizes. Although the effect sizes were small, the negative direction indicates that the L/L 5-HTTLPR genotype has slightly greater cortisol reactivity to psychosocial stress. The limited amount of literature on 5-HTTLPR and psychosocial stress needs to be considered when reviewing the results as it is difficult to tell whether the small effect sizes are due to chance or if they are an accurate reflection.
The small effect sizes also mean that utilising these results in an organisational context is difficult as the relationship between 5-HTTLPR and psychosocial stress is not statistically significant. 5-HTTLPR is only one genetic marker out of hundreds so while psychosocial stress may have a statistically significant relationship with another marker, this has not been found yet. As a result of this, subjective measures of stress such as surveys are likely to continue
to be more useful in identifying the stress levels of individuals in the workplace,
rather than making inferences based on the 5-HTTLPR genotype of the individual.

text: The relationship between psychosocial stress and 5-HTTLPR: Implications for the workplace Current research on the relationship between the genetic marker 5-HTTLPR and psychosocial stress, shows a large amount of variation in the reported results between studies. In this thesis four meta-analyses using 14 independent samples were conducted to provide a consensus for these previous results and to provide a basis for how these varying results could be applied to the workplace.
All four meta-analyses used hedges g as the effect size and reported very
small, negative effect sizes. Although the effect sizes were small, the negative direction indicates that the L/L 5-HTTLPR genotype has slightly greater cortisol reactivity to psychosocial stress. The limited amount of literature on 5-HTTLPR and psychosocial stress needs to be considered when reviewing the results as it is difficult to tell whether the small effect sizes are due to chance or if they are an accurate reflection.
The small effect sizes also mean that utilising these results in an organisational context is difficult as the relationship between 5-HTTLPR and psychosocial stress is not statistically significant. 5-HTTLPR is only one genetic marker out of hundreds so while psychosocial stress may have a statistically significant relationship with another marker, this has not been found yet. As a result of this, subjective measures of stress such as surveys are likely to continue
to be more useful in identifying the stress levels of individuals in the workplace,
rather than making inferences based on the 5-HTTLPR genotype of the individual.

year: 2018

title: Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools.

authors: Eyers, Gayle

subjects: students

abstract: The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.

text: Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools. The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.

year: 2004

title: Murau a te tini (Mourned by the multitudes) & Pounamu (Greenstone)

authors: Rewi, Poia

subjects: Māori poetry

abstract: A song and a poem by Poia Rewi.

text: Murau a te tini (Mourned by the multitudes) & Pounamu (Greenstone) A song and a poem by Poia Rewi.

year: 2000-10