Deliverable 4.2 - CAST - Campaigns and Awareness-raising ...

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Rivara, F. P., Thompson, D. C., Patterson, M. Q., & Thompson, R. S. (1998). Prevention of bicycle-related injuries: helmets, education, and legislation. Annual Review of Public Health, 19, 293-318. Sutton, S. (1994). The past predicts the future: Interpreting behavior-behavior relationships in social psychological models of health behaviors. In D. R. Rutter & L. Quine (Eds.), Social psychology and health: European perspectives (pp. 71-88). Aldershot, UK: Avesbury. Thompson, D. C., Rivara, F. P., & Thompson, R. S. (1996). Effectiveness of bicycle safety helmets in preventing head injuries. A case-control study. Jama, 276, 1968-1973. Thompson, D. C., Rivara, F. P., & Thompson, R. S. (2003). Helmets for preventing head and facial injuries in bicyclists (Cochrane Review). The Cochrane Library, 1, 1-27. Thulin, H. (2008). Cykelhjälmsanvändning i Sverige 1988-2007. Resultat från VTI:s senaste observationsstudie (Use of bicycle helmets in Sweden 1988-207. Results from VTI’s most recent observationstudie). VTI PM 2008.02.29. Swedish National Road and Transport Research Institute, Linköping, Sweden. TTM Consulting. (1994). Bicycle helmet usage rates in Victoria: March 1994. General Report, Abbotsford: TTM Consulting Pty. Ltd. Report No: GR 94-96. Vägverket (2009). Dödade personer i polisrapporterade vägtrafikolyckor fördelade efter färdsätt. 1970-2008 (Police reported fatal accidents according to modal choice). Retrieved June 13 2009 from http://www.vv.se/Trafiken/Skade---olycksdata/Skade--- olycksstatistik/Nationell-statistik/Historik--fardsatt-/ 33
Appendix The following description summaries the presentation but leaves out the visual presentation. 1. The instructor from Falck Ambulance starts with talking about his/her everyday work. S/he continues with mentioning what number to call in an emergency and how important it is to give the correct and specific information. If an accident happens at their office, how important it is to meet up the ambulance personnel and guide them through locked doors to the injured person. The instructor underlines the importance of time in an accident, especially if the person suffers from head injuries. 2. The instructor then underlines the importance for a bicyclist to always be aware of the traffic situation and obstacles that may exist. 3. The third slide shows a picture Homer in Simpson who has a very small brain. This picture is shown to emphasize that we might have more to protect than Homer has. The instructor then asks everyone in the audience, how many use seat belt when driving a car? 4. A short film is shown of a simulated bicycle accident. It simulates a sudden stop for the biker and the “dummy” flies over the bar of the bike and lands on his head. The bicyclist wears a helmet and on the film you can see where the bicyclist lands. When the instructor shows this video s/he also explains that often you hold on to the bars on the bike when falling down and therefore the head is almost always first to hit the ground. 5. The fifth slide shows the police statistics of the number of people who were killed in bicycle accidents. The diagram shows persons killed between the ages of 25 to 64 years old and between the years of 2000-2006. 6. The next slide symbolizes the large amount of unknown accidents which are not reported to the police, although these people are/have been in need of Medicare. 7. A picture of the brain including the nerves and blood vessels are shown. 8. The next slide shows the brain in section and illustrates how thin the skin is outside the brain. 9. The ninth slide shows the whole brain. Whilst showing this picture the instructor talks about the central functions of the human brain. 10. A film is then shown of the brain from the inside. When showing this film the skin around the brain disappears and the contents of the brain are shown. The audience learns about the functions and the various centres in the brain; memory, speech, hearing, etc. The instructor points out the importance of having a non-injured brain for a normal life. The instructor asks the audience how they protect their computer. Brain is the human body’s computer and we cannot replace it so we should take good care of it is the message. At the end of the film a bicycle helmet comes down onto the head. 11. The next slide shows two pictures of a brain; the first picture shows a normal brain in a X- ray. The second picture shows a brain ten months after a bicycle accident in which the person was not wearing a helmet. The instructor explains the difference between a normal and an injured brain and what causes this kind of brain damage. 34
Page 1 and 2: Deliverable 4.2 Results of the eval
Page 3 and 4: TABLE OF CONTENTS Preface Executive
Page 5 and 6: Executive summary The aim of the fo
Page 7 and 8: predicting the intention to speed.
Page 9 and 10: “Purposeful attempts to inform, p
Page 11 and 12: How to measure the constructs withi
Page 13 and 14: make it…” followed by much more
Page 15 and 16: group both pupil and parent. The in
Page 17 and 18: Elliot, M. A., Armitage, C. J., & B
Page 19 and 20: 3 Evaluation of the Swedish Bicycle
Page 21 and 22: groups. Hohe intention to use a bic
Page 23 and 24: Introduction Every year a large num
Page 25 and 26: comparison groups that are construc
Page 27 and 28: The questionnaire included backgrou
Page 29 and 30: Results and Discussion The results
Page 31 and 32: Campaign effects analyses As expect
Page 33 and 34: 100 90 80 70 60 50 40 30 20 10 0 Be
Page 35 and 36: Figure 5 shows that the number of p
Page 37 and 38: Conclusions and recommendations Thi
Page 39: References Ajzen, I. (1991). The th
Page 43 and 44: 3 Evaluation of the isolated effect
Page 45 and 46: Introduction Observations in the ye
Page 47 and 48: The main purpose of the current stu
Page 49 and 50: Material The same poster used durin
Page 51 and 52: yourself in the situation depicted
Page 53 and 54: Past behaviour (PB): consisted of s
Page 55 and 56: Table 6: Driver status across group
Page 57 and 58: Table 10. Seat belt fines over past
Page 59 and 60: The results show us that significan
Page 61 and 62: Table 14. Regression analyses - an
Page 63 and 64: Table 16. Coefficients for control
Page 65 and 66: Table 18. Coefficients for pre-atte
Page 67 and 68: Results for attentive group Table 1
Page 69 and 70: Table 20. Coefficients for attentiv
Page 71 and 72: creating such an intention, people
Page 73 and 74: Gibbons, F. X., Gerrard, M., Blanto
Page 75 and 76: Executive summary This report conta
Page 77 and 78: Another reason could be that one of
Page 79 and 80: Although there is no consistent exp
Page 81 and 82: The text on the billboard with the
Page 83 and 84: Objectives of the evaluation study
Page 85 and 86: Table 1. Number of observations bef
Page 87 and 88: Results The results are presented i
Page 89 and 90: at the highest level (in week 14).
Page 91 and 92:
Table 9. Risk perception not using
Page 93 and 94:
Table 13. Perceived importance of s
Page 95 and 96:
Table 17. Opinions on seat belt use
Page 97 and 98:
Table 20. Attitudes towards police
Page 99 and 100:
and half after the campaign. The ma
Page 101 and 102:
References Reports Ministry of Tran
Page 103 and 104:
Executive Summary This report conta
Page 105 and 106:
Description of the Euchires campaig
Page 107 and 108:
Target group The main target group
Page 109 and 110:
• The heads of three Viennese sch
Page 111 and 112:
Group Quasi- Experimental Group II
Page 113 and 114:
Figure 2. Modal Split Pupils Parent
Page 115 and 116:
Control Beliefs: Control beliefs (C
Page 117 and 118:
Other questions Two items were incl
Page 119 and 120:
as main information source. In the
Page 121 and 122:
80 70 before after 60 50 % 40 30 20
Page 123 and 124:
Control Group Quasi Experim ental G
Page 125 and 126:
100% 90% 80% 70% 60% 50% 40% 30% 20
Page 127 and 128:
As table 14 illustrates there is a
Page 129 and 130:
Self-reported behaviour with respec
Page 131 and 132:
Figure 14. Control Beliefs (CB) of
Page 133 and 134:
Table 19. General - Zero-order Pear
Page 135 and 136:
Table 23. Control Group: Zero-order
Page 137 and 138:
Table 27. Quasi-experimental Group:
Page 139 and 140:
Summary and Conclusion Using seat b
Page 141 and 142:
some elements. We attribute this ch
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A possible process of the lesson 1.
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6 Evaluation of an anti-speeding ca
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with substantially higher penalties
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There was no pretesting of the mess
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strongly agree). The number of item
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Table 5. Campaign’s effects on se
Page 155 and 156:
R Adjusted Table 8. Prediction of i
Page 157 and 158:
Another important task - apart from
Page 159 and 160:
7 Evaluation of the Greek drink dri
Page 161 and 162:
agreeing more with statements conce
Page 163 and 164:
Source: Care -Database Table 4. Dri
Page 165 and 166:
Table 7. Participants gender across
Page 167 and 168:
The messages focused on informing y
Page 169 and 170:
question but this time it was about
Page 171 and 172:
RESULTS In this section the evaluat
Page 173 and 174:
The values that were tested, as reg
Page 175 and 176:
Table 16. Comparison between experi
Page 177 and 178:
Table 18. Comparison between contro
Page 179 and 180:
Table 20. Comparison between experi
Page 181 and 182:
During the model testing, regressio
Page 183 and 184:
eliability of the models (i.e. R 2
Page 185 and 186:
178 Table 25. Coefficients (continu
Page 187 and 188:
SUMMARY AND CONCLUSIONS The results
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Similar results appear when past be
Page 191 and 192:
Executive Summary This report conta
Page 193 and 194:
In the first survey, both women (73
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Stakeholders The following stakehol
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do so, and rarely does the group tr
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3. Outdoor advertising - all city i
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Procedure Two studies were carried
Page 203 and 204:
Results Reach and appreciation of t
Page 205 and 206:
opinions where 42% did not agree wi
Page 207 and 208:
Table 9.Definition of being “unde
Page 209 and 210:
Women are more likely to see the al
Page 211 and 212:
Changes of attitude towards drinkin
Page 213 and 214:
Table 22. Awareness of the action
Page 215 and 216:
5. Consequences of driving under th
Page 217 and 218:
References Reports Ministry of Tran
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