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: Supporting Organisational Critical Activities From Web Sites: An Evaluation Methodology Development

authors: Hung, Wei-Hsi (Frank)

subjects: Organisational critical activities

abstract: quot; Organisational critical activities quot; (OCAs) are activities which must be conducted by the organisation constantly in order to be successful in the industry. They are recognised as being essential to short, medium, and long-term success in that industry, have been significantly resourced and receive regular senior management monitoring and direction. Although these activities are extremely important, some empirical studies have shown that they are not well supported by organisations, particularly in the area of Web support. This thesis develops an evaluation methodology called the quot;organisational critical activity Web support evaluation methodology quot; (OCAWSEM) which can be utilised to elicit OCAs from organisations, evaluate whether an organisation acutes; OCAs are being supported by its Web site, and provide guidance on how the organisation can improve its Web site. To develop the OCAWSEM, this thesis reviews the relevant literature and proposes a prototype OCAWSEM. A new iterative case design (ICD) approach has been used in order to further develop the prototype, and then to test the improved OCAWSEM. The selected field cases were eight universities in New Zealand. In total, 43 semi-structured interviews were conducted with senior teams, middle level managers, and Web teams. A systematic review of these universitiesacute Web sites was performed from the provideracutes, rather than the useracutes perspective. The outcome shows that the Developed OCAWSEM is a valid and reliable methodology for the evaluation of the support for OCAs from Web sites in the universities in New Zealand. This thesis provides useful lessons, drawn from the development and testing processes, as the basis from which to develop more specific OCAWSEMs for use in other organisational and industry contexts. Both practitioners and academicians can gain a deeper understanding of the notion of OCAs, better elicit OCAs from management, conduct Web site evaluations, and discuss the support of the Web sites for the OCAs.

text: Supporting Organisational Critical Activities From Web Sites: An Evaluation Methodology Development quot; Organisational critical activities quot; (OCAs) are activities which must be conducted by the organisation constantly in order to be successful in the industry. They are recognised as being essential to short, medium, and long-term success in that industry, have been significantly resourced and receive regular senior management monitoring and direction. Although these activities are extremely important, some empirical studies have shown that they are not well supported by organisations, particularly in the area of Web support. This thesis develops an evaluation methodology called the quot;organisational critical activity Web support evaluation methodology quot; (OCAWSEM) which can be utilised to elicit OCAs from organisations, evaluate whether an organisation acutes; OCAs are being supported by its Web site, and provide guidance on how the organisation can improve its Web site. To develop the OCAWSEM, this thesis reviews the relevant literature and proposes a prototype OCAWSEM. A new iterative case design (ICD) approach has been used in order to further develop the prototype, and then to test the improved OCAWSEM. The selected field cases were eight universities in New Zealand. In total, 43 semi-structured interviews were conducted with senior teams, middle level managers, and Web teams. A systematic review of these universitiesacute Web sites was performed from the provideracutes, rather than the useracutes perspective. The outcome shows that the Developed OCAWSEM is a valid and reliable methodology for the evaluation of the support for OCAs from Web sites in the universities in New Zealand. This thesis provides useful lessons, drawn from the development and testing processes, as the basis from which to develop more specific OCAWSEMs for use in other organisational and industry contexts. Both practitioners and academicians can gain a deeper understanding of the notion of OCAs, better elicit OCAs from management, conduct Web site evaluations, and discuss the support of the Web sites for the OCAs.

year: 2006

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009