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� <br />� � ���� � <br />� � ��� ��� �� <br />1 � ��, ���� <br />- � � �x�� ��� <br />- � �►�1� � ��� �'�� <br />_ � � � ��� <br />� � '�'�G��— � <br />��� ��t���. _ <br />�r � '�e�� � 3� <br />��� � ��� � �� <br />��� � �� �� <br />,�, �� •� � <br />�' � � � � �o �� <br />_ � � �. �,��� � <br />� ��� <br />� <br />�`� <br />���� <br />P;ti��C � ���'+�� <br />Figure 8: A childfi^oin t]ze iiglzt-traffic-exposure nEigl2borliood offered tui:: testimonial. <br />CREATING SAFE ROUTES TO SCHOOL <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 />Figure 9: Witl2in a year after the initial study, two walkways <br />and a new stap sign were installed along fhe busiest corridors <br />leading to the lieav�-tYaffic-ez�osuYe ��eig]zborhoad s school. <br />�1 �tii' �aru�p �tir �F� ili�rdi �i <br />� <br />� <br />