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The mid-1990s marked a paradigm shift in the way physical activity is promoted, and walking is now considered the most suitable type of physical activity for widespread promotion. Accurate measurement underpins public health practice, hence the aims of this chapter are to: (1) provide a typology for the measurement of walking; (2) review methods to assess walking; (3) present challenges in defining walking measures; (4) identify issues in selecting instruments for the evaluation of walking and (5) discuss current efforts to overcome measurement challenges and methodological limitations. The taxonomy of walking indicates that secondary purpose walking is a more complex set of behaviours than primary purpose walks. It has many purposes and no specific domain or intensity, may lack regularity, and therefore poses greater measurement challenges. Objective measurement methods, such as accelerometers, pedometers, smartphones and other electronic devices, have shown good approximation for walking energy expenditure, but are indirect methods of walking assessment. Global Positioning System technology, the ‘Smartmat’ and radio-frequency identification tags are potential objective methods that can distinguish walkers, but also require complex analysis, are costly, and still need their measurement properties corroborated. Subjective direct methods, such as questionnaires, diaries and direct observation, provide the richest information on walking, especially short-term diaries, such as trip records and time use records, and are particularly useful for assessing secondary purpose walking. A unifying measure for health research, surveillance and health promotion would strongly advance the understanding of the impact of walking on health.

Aims to determine the bed requirement for a large district general hospital with a four‐bedded surgical high‐dependency unit (HDU). All admissions from 1 December 1997 to 28 February 1998 (aged over 15 years) were used in this study. Overall, the study showed that an estimated 1.6 per cent of adult, in‐patient admissions required HDU care (there were 10,949 admissions to the hospital during the study period). The bed occupancy for the surgical HDU during the study period was 90 per cent (319 actual bed days/356 potential bed days). The average length of stay was four days. The mean, median and modal daily bed requirement was six. The needs assessment study clearly demonstrated that it was essential for the Trust to provide more comprehensive care to a wider range of patients than was currently available in the hospital, particularly those with serious medical conditions, and recommended the provision of an eight‐bedded HDU.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

Clinical Pathology Accreditation is a UK‐based scheme for the accreditation of pathology services. It was established 5 years ago and has now been adopted by over two thirds of UK laboratories. It offers a complete system for quality assurance and differs from standards such as EN 45001:1989 by focusing on the pre‐ and post‐analytical aspects of pathology, as well as the actual analysis. Tangible benefits for participants have included staffing and accommodation changes, together with a fresh focus for laboratory management and quality assurance activities. Problems with clinical pathology accreditation are inherently part of its reliance on peer review, but these are thought to be outweighed by the benefits. It seems that the scheme is capable of producing a real improvement in service.

This study investigates the complex interaction between properties of some emergent crises and the expertise of particular public sector leaders, who themselves are embedded in particular institutional processes that further constrain identification of these emergent crises. It is suggested that discrepancy in the ability of leaders to detect crises is due not only to their own proficiency in some cognitive skills, but also to their interaction with, and differences in, particular properties of some emergent crises, which render some emergent crises more detectable than others in some institutional environments.

Walking for transport can contribute significantly to population levels of physical activity. Health agencies are consequently seeking opportunities to influence transport policy to achieve co-benefits of increased physical activity and reduced congestion. This case study utilised Kingdon’s ‘Multiple Stream’ theory as a framework to examine the policy development process that led to the establishment of the first ever state walking target and subsequent state walking strategy in New South Wales (NSW), Australia. This chapter presents how evidence compilation was translated into various policy solutions across sectors before an opportune political environment provided a brief ‘policy window’ (the 2011 state election in NSW, Australia and change of Government). The advantages of a ‘policy entrepreneur’ formally empowered to engage policy makers across multiple agencies and identify forthcoming ‘policy windows’ to frame politically palatable walking policy solutions is highlighted. No data have been compiled to measure the impact of the finalised policy upon walking in NSW. The case study reinforces previous research findings that walking policy development, like other areas of public health, is often based more on politics and professional judgement than on research evidence alone. Differences in walking target measures in the health and transport sectors influence which policy solutions are prioritised. The chapter describes the policy development process of the first state walking strategy in NSW, Australia to better understand factors that may influence similar future policy decisions.

In this chapter, we view team cohesion from a more generalized perspective of team dynamics, and focus on four leadership models for understanding these dynamics in teams in the context of the Mars Mission. Given the long duration of the mission with periods of no or intermittent communication and support, isolation and confinement, and the risk of great physical and psychological harm, having tailored leadership models for this unique team dynamics context is critical. And yet, many of these same dangerous conditions occur in other contexts such as for first responders, crisis management teams, Special Forces operations, and scientific exploration teams in extreme environments. As such, building from a model of leadership and team dynamics for dangerous contexts, for a long-duration space mission involving both Mission Control and the Astronaut Crew, these models of leadership and team dynamics include a collective-level approach for scientists and engineers, a primarily crew-based socioemotional approach, a leader-level crisis/emergency approach, and a dyadic or sortie-level approach. Implications of these models for effective leadership in building and maintaining team dynamics and cohesion for the Mars Mission and across a variety of other dangerous and extreme contexts are discussed.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connections between motivation and recent frameworks and measures of SEL could be stronger. The purpose of our chapter is to help address this shortcoming. First, we begin by reviewing which theories of motivation currently appear in major SEL frameworks. Second, we introduce how a more comprehensive theory of motivation (based on an expectancy–value–cost framework) could be incorporated into SEL frameworks to advance their overall impact. Third, using examples from our ongoing research in STEM classrooms, we show how a broader knowledge of motivation can inform practitioners on how to promote key SEL competencies and subsequent achievement and engagement for students, especially to address inequities for historically marginalized and minoritized students. Finally, we close with recommendations for future directions for research and practice.