Encouraging active transportation for children and finding sustainable solutions to school traffic problems in the District of West Vancouver : a case study of Gleneagles Elementary and West Bay Elementary : final report
Bibliographic record
Abstract
The main objective of this report is to establish the problems that Gleneagles Elementary School and West Bay Elementary School are facing in terms of school traffic, and to provide recommendations and insight for those schools and others in the area on the ways that school traffic can be alleviated and active transportation can be encouraged. The information in this report as well as the final recommendations are intended to inform these two schools and the District of West Vancouver of the barriers schools can encounter and possible solutions in terms of school travel plans. It is important to note that the use of school bus programs has been excluded from this research due to the West Vancouver School Board illustrating the large barriers around school bus programs, such as finances. Barriers to Active Transportation Benefits to Active Transportation 1. Safety concerns surrounding active transportation 1. Improvements in physical health 2. Improvements in academic performance 2. Convenience of a vehicle 3. Sustainable Gleneagles Elementary School Problems: • Not enough children taking active transportation to/from school • Parents and guardians disobeying parking regulations • Not using pre-‐existing programs Recommendations: • Utilization of the Spirit Trail (once installed) • Create a school brochure including information on the school’s parking regulations and programs in place, along with a URL to the Hub for Active School Travel website • Place cones and pylons in no-‐stopping zones • Programs: park and walk program, walk/bike to school week program, classroom engagement West Bay Elementary School Problem: • Not enough children taking active transportation to/from school Recommendations: • Programs: park and walk program (possibly combined with a walking school bus program), walk/bike to school week program, classroom engagement • Advertise all of the above in the school brochure, along with a URL to the Hub for Active School Travel website
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.019 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".