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Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and examples using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed. Educational impact and implications statementThe things teachers do in class have an important influence on their students’ motivation, engagement, and learning. This study uses an international expert panel to identify the teacher behaviours most likely to influence motivation—specifically, teacher behaviours that increase the more healthy, autonomous motivation that comes from within students. This list of behaviours, agreed upon by the experts, could be used by teachers trying to improve their practice, policymakers trying to scale interventions, and researchers trying to assess which behaviours best predict student outcomes.

Evidence suggests that physical activity on a daily basis dampens the extent to which one experiences elevations in negative affect in response to daily stressors. Yet, these studies primarily relied solely on end-of-day recall of stressors and negative affect, and self-reported physical activity. More intensive assessments throughout the day and accelerometry-based physical activity measurements are required to answer whether any type of body movement (e.g. light, moderate, vigorous) reconfigures the end-of-day recall of the intensity of the affective experience of a stressor or, rather, mitigates the actual experience of a stressor in real-time. This presentation will summarize results addressing this question using data from the University of Pittsburgh’s Assessment of Personality, Ecological Context, and Stress (AAPECS) study. AAPECS includes172 participants who wore accelerometers to assess movement-based activities and completed ecological momentary assessment 6 times daily for 14 days, with additional ‘bursts’ of affective assessments following reported stressors at any time.

BACKGROUND Worldwide incidence of type 2 diabetes (T2D) is rapidly increasing. Given the numerous negative health consequences associated with T2D, prevention of this disease has become a priority. Lifestyle changes, including regular exercise, can reduce the onset of T2D in those at elevated risk. However, long-term adherence to exercise is often poor in this population. Existing lifestyle interventions targeting exercise are labor intensive and costly for staff and participants. Evidence-informed counseling delivered in a manner that reduces dependence on staff and facilitates self-regulatory skills could alleviate time and financial barriers while promoting independent exercise. OBJECTIVE This protocol outlines the design, recruitment, and proposed analysis of a brief, 2-week evidence-informed exercise counseling intervention combined with either high-intensity interval training (HIIT) or traditional moderate-intensity continuous training (MICT). METHODS Small Steps for Big Changes is a 2-arm randomized controlled trial that will examine the effectiveness of combining brief exercise counseling with HIIT or MICT on adherence to moderate and vigorous exercise over 1 year. Cardiorespiratory fitness will be assessed at baseline, post intervention (2 weeks), and at 6- and 12-month follow-up. Physical activity behavior will be examined at baseline, post intervention, and 3-, 6-, 9-, and 12-month follow-up. The impact of the intervention on psychosocial outcomes pertinent to exercise adherence will be examined. RESULTS Data collection was complete in March 2017. Data analysis is currently underway, and the first results are expected to be submitted for publication in 2019. CONCLUSIONS The results of this brief intervention have the potential to inform future public health efforts designed to increase exercise in individuals at risk of T2D. CLINICALTRIAL ClinicalTrials.gov NCT02164474; https://clinicaltrials.gov/ct2/show/NCT02164474 (Archived by WebCite at http://www.webcitation.org/74Hx1ipj6) INTERNATIONAL REGISTERED REPOR DERR1-10.2196/11226

Public power utilities are owned by units of state or local government, and range from small distribution utilities serving as few as 25 customers to large, vertically integrated utilities serving more than a million customers. There are significant regional variations in public power's generating capacity and fuel sources, and many systems have formed joint action agencies to handle power supply and other functions.

This paper discusses the application of distributed computer networks in buses. Advantages include: computer aided diagnostic systems which as easier to service; increased space and simplicity in the operator's area; and, simplified operator interface with controls. The development of the SMART Bus Program in the Los Angeles County Metropolitan Transportation Authority is described.