Can publicly available webcameras and mechanical Turks be used to evaluate physical activity policy and built environment change?

Introduction: Fewer than 50% of adults and 40% of youth meet US CDC guidelines for physical activity (PA) with the built environment (BE) a culprit for limited PA. A challenge in evaluating policy and BE change is the forethought to capture a priori PA behaviors and the ability to eliminate bias in post-change environments. The present objective was to analyze existing public data feeds to quantify effectiveness of BE interventions. The Archive of Many Outdoor Scenes (AMOS) has collected 135 million images of outdoor environments from 12,000 webcams since 2006. Many of these environments have experienced BE change. Methods: One example of BE change is the addition of protected bike lanes and a bike share program in Washington, DC.Weselected an AMOS webcam that captured this change. AMOS captures a photograph from eachwebcamevery half hour.AMOScaptured the 120 webcam photographs between 0700 and 1900 during the first work week of June 2009 and the 120 photographs from the same week in 2010. We used the Amazon Mechanical Turk (MTurk) website to crowd-source the image annotation. MTurk workers were paid US$0.01 to mark each pedestrian, cyclist and vehicle in a photograph. Each image was coded 5 unique times (n=1200). The data, counts of transportation mode, was downloaded to SPSS for analysis. Results: The number of cyclists per scene increased four-fold between 2009 and 2010 (F=36.72, p=0.002). There was no significant increase in pedestrians between the two years, however there was a significant increase in number of vehicles per scene (F=16.81, p

Utility of US Norms for the Bayley Scales of Infant Development (III) in UK and Irish Children

The aim of this paper is to explore the utility of the United States norms for United Kingdom and Republic of Ireland populations. The Bayley Scales of Infant Development (BSID III) is a globally used developmental assessment for typically developing and clinical samples of children aged 1 to 42 months. A UK norming exercise (REF) confirmed the suitability of US norms for UK based research and practice. However, debate has continued concerning the utility of the US norms in other countries. This paper further explores the utility of the US norms for the UK and ROI populations using BSID III developmental outcome data from two samples of over one thousand typically developing children.

Impact of the Roots of Empathy Programme on Social-Emotional Learning: A Randomized Controlled Trial

Roots of Empathy (ROE) is a universal, school-based social and emotional learning programme aimed at increasing prosocial behaviour and reducing difficult behaviour. This paper reports the findings of a cluster randomized controlled trial of the effects of ROE on 8-9 year old children. 74 schools and 1,181 children took part. The findings provide evidence that ROE is effective in increasing prosocial behaviour (g=+.20, p=.043) and some potential evidence that it may reduce difficult behaviour (g=-.15, p=.070). While ROE was found to lead to improvements in positive behaviour, these were not associated with improvements in empathy or other social and emotional learning outcomes.

Process Evaluation of the Roots of Empathy Program

This paper presents the findings of a qualitative process evaluation of the Roots of Empathy (ROE) programme. ROE is a universal, classroom-based intervention, which aims to enhance social and emotional learning of primary (elementary) school children. Effective delivery of such complex social interventions in real-world settings requires in-depth knowledge and understanding of factors that interact to influence implementation and fidelity. A case study methodology was employed with six schools, to explore the views of key actors and stakeholders involved in the delivery and receipt of the programme. Overall, ROE was delivered with high fidelity and the programme was viewed positively across the schools. However, one issue was the varied level of interest and awareness of the programme from parents.