Physical Activity Classification in Youth Using Raw Accelerometer Data from the Hip

ABSTRACT

This study developed and evaluated machine learning algorithms to predict children’s physical activity category from raw accelerometer data collected at the hip. Fifty participants (mean age = 13.9 ± 3.0 y) completed 12 activity trials that were categorized into 5 categories: sedentary (SED), light household activities and games (LHHAG), moderate-vigorous games and sports (MVGS), walking (WALK), and running (RUN). Random Forest (RF) and Logistic Regression (LR) classifiers were trained with features extracted from the vector magnitude using 10?s non-overlapping windows. Classification accuracy was evaluated using leave-one-subject-out cross validation. Overall accuracy for the RF and LR classifiers was 95.7% and 94.3%, respectively. Classification accuracy was excellent for SED (96.3% – 98.1%), LHHAG (92.3% – 95.2%), WALK (94.5% – 97.1%), RUN (99.5% – 99.6%); and MVGS (87.5% – 92.7%). The results indicate that classifiers trained on features in the raw acceleration from the hip can be used for activity recognition in young people.

Abbreviations: VM: Vector Magnitude; RF: Random Forest; LR: Logistic Regression; LOSO: Leave-One-Subject-Out     

The impacts of different types of workload allocation models on academic satisfaction and working life

Increasing demands on academic work have resulted in many academics working long hours and expressing dissatisfaction with their working life. These concerns have led to a number of faculties and universities adopting workload allocation models to improve satisfaction and better manage workloads. This paper reports on a study which examined the workload models in use across a large Australian university. Analysis revealed that the various models could be categorised into three types. The pros, cons and impacts of these three categories of model were compared from both a management and staff perspective. The study found that while models of all types can lay the foundation for equitable distribution of workload, some categories of model can have unintended consequences with negative effects on the work culture and hence staff satisfaction.     

Participatory planning for project sustainability of environmental education projects: a case study of the Secondary Teacher Training Environmental Education Project (St2eep) in Zimbabwe

Within the first year of the Secondary Teacher Training Environmental Education Project (St²eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non‐sustainability of the project due to its over‐reliance on its international donor. In response to this challenge, a process of critical self‐reflection through self‐assessment workshops was started to give an opportunity for key project stakeholders to explore the challenge of project sustainability. Applying the principles of expansive learning theory to St²eep’s reflection processes, this paper shows how the contradictions that emerge from the interaction between different project stakeholders can be powerful sources for learning. This has resulted in new forms of activity to address the challenge of project sustainability in St²eep. The insights of this paper may be useful for other donor‐funded environmental education projects that are confronted with the challenge of project sustainability.     

Environmental projects of Jewish and Arab youth in Israel: the adult leaders’ views

Socio‐environmental projects involving Arab and Jewish youth in Israel are uncommon. In this study, we interviewed 16 adult leaders of two projects that were carried out in the Galilee in northern Israel, to better understand the views of the leaders and their motives. The two projects focused on mutual environmental issues and dealt with social, cultural, and political aspects with respect to the environmental context. The participants were teachers and principals of the students who participated in the projects and facilitators of two environmental organizations. We found diverse views with respect to environmental education, local environmental issues, and possible solutions. The Arab adults expressed stronger attachment to the local environment than the Jewish ones. The major projects’ goals according to the leaders included: (improving) knowledge, awareness, and environmental behavior of the students and their communities; an opportunity for taking part in community collaboration and action; an opportunity for multicultural interaction; and meaningful long‐term learning in the outdoors. Our findings highlight the importance of identifying the views of educators of diverse cultures in order to carry out future successful multicultural environmental projects. Our findings also suggest adopting critical pedagogy of place while designing and implementing such projects in sensitive regions such as Israel.     

Creating a Digital Jamaican Sign Language Dictionary: A R2D2 Approach

The Jamaican Association for the Deaf, in their responsibilities to oversee education for individuals who are deaf in Jamaica, has demonstrated an urgent need for a dictionary that assists students, educators, and parents with the practical use of “Jamaican Sign Language.” While paper versions of a preliminary resource have been explored with some success, the need for a digital version, including multimedia, is both timely and boasts better pedagogical potential. In a joint action research project, the author has prepared a pilot DVD in Adobe Acrobat format using a collaborative recursive, reflective design, and development (R2D2) design model. This article addresses the design and concomitant processes involved as the pilot study and feedback loops become implemented.     

Solving Developmental Tasks in Adolescents with a Chronic Physical Illness or Physical/Sensory Disability: A Meta-analysis

Chronic illnesses and disabilities may impair the attainment of age-typical developmental tasks, such as forming relationships with peers and gaining autonomy. Based on a systematic search in electronic databases and cross-referencing, 447 quantitative empirical studies were included which compared the attainment of developmental tasks of adolescents with and without chronic physical illness or physical/sensory disability. Adolescents with chronic illness or disability had more problems than healthy/nondisabled peers with regard to autonomy, body acceptance, developing friendships and romantic relationships, gaining access to a peer-group, career preparation, preparing for family life and developing socially responsible behaviour. However, between-group differences were small. No between-group differences were found regarding gender role acquisition and identity development. Success in solving developmental tasks varied, in part, by disease group, visibility of the disease/disability, age, gender and representativeness of the sample. Interventions aimed at promoting the attainment of developmental tasks are recommended.