University of Greenwich

About: University of Greenwich is a education organization based out in London, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 3749 authors who have published 9958 publications receiving 234340 citations.

Structural Health Monitoring of Large Civil Engineering Structures

Abstract: Structural Health Monitoring (SHM) provides the facilities for in-service monitoring of structural performance and damage assessment, and is a key element of condition based maintenance and damage prognosis. This comprehensive book brings readers up to date on the most important changes and advancements in the structural health monitoring technologies applied to civil engineering structures. It covers all aspects required for such monitoring in the field, including sensors and networks, data acquisition and processing, damage detection techniques and damage prognostics techniques. The book also includes a number of case studies showing how the techniques can be applied in the development of sustainable and resilient civil infrastructure systems.

Evolution of cassava brown streak disease- associated viruses

Abstract: Cassava brown streak disease (CBSD) has occurred in the Indian Ocean coastal lowlands and some areas of Malawi in East Africa for decades, and makes the storage roots of cassava unsuitable for consumption. CBSD is associated with Cassava brown streak virus (CBSV) and the recently described Ugandan cassava brown streak virus (UCBSV) [picorna-like (+)ssRNA viruses; genus Ipomovirus; family Potyviridae]. This study reports the first comprehensive analysis on how evolution is shaping the populations of CBSV and UCBSV. The complete genomes of CBSV and UCBSV (four and eight isolates, respectively) were 69.0–70.3 and 73.6–74.4% identical at the nucleotide and polyprotein amino acid sequence levels, respectively. They contained predictable sites of homologous recombination, mostly in the 39-proximal part (NIb-HAM1h-CP-39-UTR) of the genome, but no evidence of recombination between the two viruses was found. The CP-encoding sequences of 22 and 45 isolates of CBSV and UCBSV analysed, respectively, were mainly under purifying selection; however, several sites in the central part of CBSV CP were subjected to positive selection. HAM1h (putative nucleoside triphosphate pyrophosphatase) was the least similar protein between CBSV and UCBSV (aa identity approx. 55 %). Both termini of HAM1h contained sites under positive selection in UCBSV. The data imply an on-going but somewhat different evolution of CBSV and UCBSV, which is congruent with the recent widespread outbreak of UCBSV in cassava crops in the highland areas (.1000 m above sea level) of East Africa where CBSD has not caused significant problems in the past.

The effect of face masks and sunglasses on identity and expression recognition with super-recognizers and typical observers.

Abstract: Face masks present a new challenge to face identification (here matching) and emotion recognition in Western cultures. Here, we present the results of three experiments that test the effect of masks, and also the effect of sunglasses (an occlusion that individuals tend to have more experienced with) on (i) familiar face matching, (ii) unfamiliar face matching and (iii) emotion categorization. Occlusion reduced accuracy in all three tasks, with most errors in the mask condition; however, there was little difference in performance for faces in masks compared with faces in sunglasses. Super-recognizers, people who are highly skilled at matching unconcealed faces, were impaired by occlusion, but at the group level, performed with higher accuracy than controls on all tasks. Results inform psychology theory with implications for everyday interactions, security and policing in a mask-wearing society.

The five resources of critical digital literacy: a framework for curriculum integration

Abstract: This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice. Keywords: curriculum development; academic development; digital identity (Published: 31 January 2014) Citation : Research in Learning Technology 2014, 21 : 21334 - http://dx.doi.org/10.3402/rlt.v21.21334