Assessing Happiness: How Economic Factors Measure Up

The perception of economics as a dismal science for killjoys is challenged with the development of happiness economics. The economics of happiness refers to the study of subjective well being compared to income, unemployment, and other economic factors. In addition, the field expands the notions of happiness and welfare past basic measures of utility simultaneously posing serious policy implications. For example, if an economic policy is not contributing to the happiness of its constituents then what is its purpose? Furthermore, are policy makers catering to the needs of individuals or larger entities like corporations? The development of the economics of happiness is important when addressing the true well-being of people relative to the economy. This study will assess the relationship between happiness and economic factors. The project will have a microeconomic framework and focus on individual well being. Specifically, it questions if one’s standard of living has a meaningful impact on their happiness level given the scarcity of time. The study will also explore the possible non-pecuniary factors that are important in relation to happiness. It is expected that non-pecuniary factors will have significant effect on happiness levels along with economic factors

Identification and remediation of student difficulties with quantitative genetics.

Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.Genetics has been identified as a subject area which many students find difficult to comprehend. The researcher, who is also a lecturer at the University of KwaZulu-Natal, had noted over a number of years that students find the field of quantitative genetics particularly challenging. The aim of this investigation was two-fold. Firstly, during the diagnostic phase of the investigation, to obtain empirical evidence on the nature of difficulties and alternative conceptions that may be experienced by some students in the context of quantitative genetics. Secondly, to develop, implement and assess an intervention during the remediation phase of the study which could address the identified difficulties and alternative conceptions. The research was conducted from a human constructivist perspective using an action research approach. A mixed-method, pragmatic paradigm was employed. The study was conducted at the University of KwaZulu-Natal over four years and involved third-year students studying introductory modules in quantitative genetics. Empirical evidence of students' conceptual frameworks, student difficulties and alternative conceptions was obtained during the diagnostic phase using five research instruments. These included: free-response probes, multiple-choice diagnostic tests, student-generated concept maps, a word association study and student interviews. Data were collected, at the start and completion of the modules, to ascertain the status of students' prior knowledge (prior knowledge concepts), and what they had learnt during the teaching of the module (quantitative genetics concepts). Student-generated concept maps and student interviews were used to determine whether students were able to integrate their knowledge and link key concepts of quantitative genetics. This initial analysis indicated that many students had difficulty integrating their knowledge of variance and heritability, and could not apply their knowledge of quantitative genetics to the solution of practical problems. Multiple-choice diagnostic tests and interviews with selected students were used to gather data on student difficulties and alternative conceptions. The results suggested that students held five primary difficulties or alternative conceptions with respect to prior knowledge concepts: (1) confusion between the terms variation and variance; (2) inappropriate association of heterozygosity with variation in a population; (3) inappropriate association of variation with change; (4) inappropriate association of equilibrium with inbred populations and with values of zero and one; and, (5) difficulty relating descriptive statistics to graphs of a normal distribution. Furthermore, three major difficulties were detected with respect to students understanding of quantitative genetics concepts: (1) students frequently confused individual and population measures such as breeding value and heritability; (2) students confused the terms heritability and inheritance; and, (3) students were not able to link descriptive statistics such as variance and heritability to histograms. Students found the concepts of variance and heritability to be particularly challenging. A synthesis of the results obtained from the diagnostic phase indicated that many of the difficulties and alternative conceptions noted were due to confusion between certain terms and topics and that students had difficulty with the construction and interpretation of histograms. These results were used to develop a model of the possible source of students' difficulties. It was hypothesized and found that the sequence in which concepts are introduced to students at many South African universities could be responsible for difficulties and alternative conceptions identified during the study, particularly the inappropriate association of terms or topics. An intervention was developed to address the identified difficulties and alternative conceptions. This intervention consisted of a series of computer-based tutorials and concept mapping exercises. The intervention was then implemented throughout a third year introductory module in quantitative genetics. The effectiveness of the intervention was assessed using the multiple-choice diagnostic tests and interview protocols developed during the diagnostic phase. The knowledge of the student group who participated in the intervention (test group) was compared against a student group from the previous year that had only been exposed to conventional teaching strategies (control group). t-tests, an analysis of covariance and a regression analysis all indicated that the intervention had been effective. Furthermore, an inductive analysis of the student responses indicted that most students understanding of the concepts of variance, heritability and histograms was greatly improved. The concept maps generated by students during the remediation phase, and data from the student interviews, provided an indication of the nature and extent of the conceptual change which had occurred during the teaching of the module. The results showed that most of the conceptual change could be classified as conceptual development or conceptual capture and not conceptual exchange. Furthermore, it seemed that conceptual change had occurred when considered from an epistemological, ontological and affective perspective, with most students indicating that they felt they had benefited from all aspects of the intervention. The findings of this research strongly suggest an urgent need to redesign quantitative genetics course curricula. Cognisance should be taken of both the sequence and the manner in which key concepts are taught in order to enhance students' understanding of this highly cognitively demanding area of genetics

Workplace interventions to improve sitting posture: a systematic review.

Evaluate the effectiveness of workplace interventions to improve sitting posture of workers that spend long periods of time seated at a visual display terminal. A systematic review of randomised controlled trials, non-randomised controlled trials and single-group intervention trials featuring workplace interventions with pre- and follow-up measurements of sitting posture was conducted (registered in PROSPERO, CRD#42015027648). Nine databases were searched for studies available between January 2005 and February 2016. 2519 articles were screened with 12 studies meeting the inclusion criteria. The included studies featured various ergonomic workplace interventions and comprised 4 randomised controlled trial (n = 457), 2 non-randomised controlled trials (n = 416) and 6 single-group intervention trials (n = 328). Due to clinical and methodological heterogeneity, pooling of data was not completed and a narrative summary of findings was developed using the Grading of Recommendations Assessment Development and Evaluation (GRADE) framework. The evidence for four review outcomes was assessed with medium to large positive improvements obtained for the majority of studies investigating changes to gross sitting posture, whereas mixed findings were obtained for more specific local segment assessments of sitting posture. The overall evidence quality for all review outcomes were identified as either 'low' or 'very low'. There is evidence which is limited in quality to indicate that ergonomic workplace interventions can improve gross sitting posture. More high quality research across a range of intervention types is required with longer follow-up durations and more advanced methods to assess sitting posture with greater frequency and less bias

Evaluation of the Postgraduate Support Scheme 2015/16 : Report to HEFCE

HEFCE commissioned Paul Wakeling and Sally Hancock from the University of York to undertake an evaluation of the 2015-16 Postgraduate Support Scheme. The report evaluates and summarises findings from the £50 million scheme which aimed to deliver 10,000 postgraduate taught scholarships across the sector. The evaluation included a survey to all 131 providers that received an initial allocation of funding for the scheme; case-study visits at 10 institutions; and analysis of Higher Education Statistics Agency data relating to postgraduate taught students. The report finds that approximately three-quarters of the potential total awards were made. Awards holders were more likely to be from target student groups than the overall eligible population but the overall increase in student numbers from these groups between 2014-15 and 2015-16 was relatively modest

If you have ears to hear, listen; let the girls speak! A case-study of the faith development of girls aged 7-14 years

This thesis has been produced by an educator/youth worker undertaking research for a professional doctorate whilst training Christian children and youth workers in a theological college. It has been generated by an inquiry set within Girls’ Brigade Ministries (England and Wales) exploring to what extent does single-sex uniformed group work with girls aged 7–14 years effectively enhance their growth and development? As a case-study using ethnographic methods and interpretative phenomenological analysis, its approach has been to hear what girls aged 7–14 years understand of themselves, this girlhood phase and their lives whilst investigating the effectiveness of this kind of youth work practice to enhance faith development. By accompanying the group and through the use of fieldnotes, attentive listening and purposeful conversation, the outcome of this inquiry has highlighted: • The need to amplify the voice of girls aged 7–14 years. • The significance of the relationship with those who accompany them through this time, in both physical presence as well as encountered through scripture and literature. • The messiness of this transitional phase of girlhood and its significance for girls making meaning of their lives and sense of self. • The underlying thread of belonging that is interwoven throughout these themes and is key to this girlhood experience. As a result of these findings recommendations have been made for the future practice of those in local groups, national teams and local churches. These include practical suggestions to help reflect and build upon existing ways of working that contribute to creating a safe, nurturing physical space; to ensuring that resources and scripture use inclusive language that girls can relate to; and to practise the art of accompanying, to amplify the voice of the girls