Fostering Active Transportation In School Communities: A Literature Review And Case Study Of A Suburban Toronto High School
Notice bibliographique
Résumé
Active transportation is a growing area of interest in planning, particularly in relation to young people, who are walking and cycling considerably less throughout North America than in previous decades. Approaches to transportation planning have undergone major shifts in recent decades, moving away from car-oriented plans overseen by rational experts, towards plans that make space for walking, cycling, and public transit, and are informed by a chorus of voices and participants. The increasing prioritization of active transportation modes evolved from advocacy, feminist, and environmental planning theorists and other urban thinkers, and now features prominently in recent planning concepts such as Complete Streets, Walkability, and New Urbanism. The paper includes a multi-disciplinary review of literature on the subject of active transportation and young people. The first section places the subject matter in a planning context, including both planning theory and practice. The next section investigates various interventions to improve road safety for people who walk and ride bicycles, including lowering vehicle speeds on roadways, and improving pedestrian crossings and bicycle infrastructure. Finally, literature as it relates to young people and active transportation is investigated, looking at particular benefits of active transportation for youth, additional safety issues in regards to young pedestrians and cyclists, and behavioural patterns and potential for changing youth travel behaviour towards more active travel modes. The information is then applied to a study of West Hill Collegiate Institute, a public high school in suburban Scarborough, part of the amalgamated City of Toronto. Through a scan of the demographics and current conditions of the school's student catchment area, as well as consultation with students, a picture is drawn of a school and community where people walk only for very short trips, and very small numbers of people ride a bicycle, especially for daily commuting. Students have positive impressions about cycling and walking, but face barriers including distance, safety concerns,topography, and a lack of infrastructure. Using the information from the literature review, study and student consultation, a plan is developed in order to make active transportation easier, safer, and more welcoming in the area around the school. Recommendations in the plan work outward, starting with the school grounds directly, then considering the immediate neighbourhood nearby, and the outer section of the catchment area. The plan also includes ways to build educational and community programming and policies that support active transportation. While the plan can be used as a guide for future transportation changes in the area, it is also meant to be an consultation and educational tool to spur discussion about how to improve road safety and active transportation in the area under study. Ideally, the plan will be further refined through additional community engagement, and the attention of local governmental agencies. The model used for this plan provides a framework that can be used by other public high schools and their communities to develop plans that focus on youth and active transportation.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,007 | 0,017 |
| Études des sciences et des technologies | 0,008 | 0,003 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».