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.

Discourse on wellbeing in research and practice

Abstract: The aim of this article is to consider debates around the contested nature of concepts of wellbeing in health and social science research and practice, given that government policy discourse centres on the importance of wellbeing as a tool for making policy and evaluating outcomes. It draws attention to the work of McNaught (2011). He has developed a definitional framework of wellbeing, in which wellbeing is perceived to be a macro concept or area of study concerned with the objective and subjective assessment of wellbeing as a desirable human state. The framework broadens wellbeing to a range of different domains beyond individual subjectivity, which has been the traditional focus of concern, and extracts it from customary affiliations with health to incorporate the family, community and society as a whole. The framework reflects the conceptual complexity of 'wellbeing' and highlights its dependency upon a range of social, economic and environmental forces that provide the resources and the contexts for the generation and maintenance of wellbeing at all levels of society. The article argues that the framework provides a paradigm that facilitates further development and systemisation of research and knowledge in the field of wellbeing. Firstly, the framework has the capacity to bring some clarity, inclusiveness and holism to research and practice. Secondly, it is useful as a tool to enhance theoretical frameworks and to guide the design and development of both health and wellbeing interventions. Thirdly, it provides the philosophical underpinnings for wellbeing policy development.

Effects of Brown Streak Virus Disease on Yield and Quality of Cassava in Tanzania

Abstract: Brown streak virus disease is the most important biotic constraint to cassava production in the coastal areas of southern Tanzania Symptoms include foliar chlorosis and sometimes stem lesions The disease also affects the tuberous roots which develop a yellow/brown, dry, corky necrosis within the starch-bearing tissues, sometimes accompanied by pitting and distortion, that is visible externally The foliar symptoms of the disease often do not greatly affect plant growth, although the most sensitive cultivars may be stunted and defoliated The main impact of the disease on the crop is by causing root necrosis Field experiments were conducted at two sites in Tanzania to determine the effect of the disease on yield and quality of the roots Cassava brown streak disease (CBSD) decreased root weight and patches of root necrosis made roots unmarketable, although the unaffected parts might still have been suitable for home consumption The disease therefore has two effects, one on total root yield and one on root quality, which affects marketability The field trials showed that CBSD can decrease root weight in the most sensitive cultivars by up to 70% The length of time between the appearance of foliar symptoms and the development of root necrosis is a varietal characteristic In the most susceptible cultivars, root necrosis may appear within 6 months of planting cuttings derived from symptomatic mother plants A local cultivar known as cv Nachinyaya exhibited a form of tolerance to CBSD in which foliar symptoms appeared but the development of root necrosis was delayed allowing the full yield potential to be realized

Enhancing student learning experience with technology-mediated gamification: an empirical study

Abstract: We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.