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<br /> <br />\ ~~ '<"''b" <br />\o~ 0"'" <br />\ '),.A e. '< e. v-.,)y..Q.i\ <br />~\~~ T'\ . . <br />'1 . ,,<\ <br />~\Je'(':> "t\r\\~ .. <br />~\S \\~~ '(\~~\"\~ <br />~?:J:)'(\&~ '<"\'5 <br /> <br />\N~\ v.... ' <br /> <br />-:s.. <br /> <br />'N>-~Q <br /> <br />"t <:. o-,'{\ <br />I.. \\\~-t. <br /> <br />- <br />~'(\~ )... <br />~~ '"l <br />a( ~ <br /> <br />0. 'd<,c.a. ~ 1: <br />,\\~y.o ~ 'o<.c.. 0. u.~Q. <br />~, " '2.()0- '0 )ct <br /> <br />~'( <br />'('l\~ <br /> <br />'S- ~~\\ <br />,,~\OC)' "<\~ <br />r'{}.'<;t:;<~ <br />'<Y\'A" <br />e\\~(~ .~,~ <br /> <br />\-.t\ <br /> <br />'o\~ <br /> <br />Figure 8: A child from the light-traffic-exposure neighborhood offered this testimonial. <br /> <br />CREATING SAFE ROUTES TO SCHOOL <br /> <br />While the cognitive <br />mapping study helped <br />identify, prioritize, and <br />gather support and funding <br />for needed improvements, <br />it also presented an <br />opportunity to see whether <br />making the street safer <br />for children could change <br />their perception of their <br />neighborhood. Within a <br />year after the initial study, <br />two walkways and a new <br />stop sign were installed <br />along the busiest corridors <br />leading to the school in <br />the heavy-traffic-exposure <br />neighborhood (Figure 9). <br />Waiting almost a year for <br />the benefits to be realized, <br />I conducted a follow-up <br />study to examine how <br />these facilities affected the <br />livability and the quality <br />of life of this community's <br />schoolchildren. <br /> <br /> <br />Figure 9: Within a year after the initial study, two walkways <br />and a new stop sign were installed along the busiest corridors <br />leading to the heavy-traffic-exposure neighborhood's school. <br /> <br />11 NCBW Forum Article 3-7-05- March 2005 <br />