深圳城中村及正规居住区内儿童离校后活动情况调查研究

Afterschool is an important time period for children to improve their weekday physical activity. This study aimed at filling a gap in people’s knowledge of middle school children’s afterschool activity in China. In order to study afterschool activity of children living in urban villages and planned communities in Shenzhen, a questionnaire was applied in three schools located in the typical school districts in Shenzhen, aimed at a 100% sample of randomly selected classrooms. Complete data for moderate-to-vigorous physical activities (MVPA), cram schools, sedentary activities, and the itineraries of their school-to-home commutes were obtained for 5 weekdays in one week in an in-class survey, for a total of 366 complete surveys. It was found that a greater active commuting distance from school generated more MVPA, and there was a distance threshold for active commutes. Children residing in urban villages travelled farther and engaged in more MVPA than did children in planned residential areas. MVPA varied greatly among children but was unrelated to the number of cram schools or transport mode to school. Although these results showed greater levels of afterschool activity than that have been found generally in surveys in Western contexts, such active activity terminates in the final year of middle school when students devote nearly all available time to study for high school entrance exams. This study revealed the importance of social context and distance to school for children’s MVPA in China, and pointed out that the current urban planning contributes to active travel of children but needs further adjustment to mitigate the effects of increasing motorization, bigger roads, and physical barriers to movement.     

基于GIS空间分析的中小学学校区划和可达性研究 ——以汉中市主城区为例

学区规划的合理性和科学性是基础教育管理工作的重要内容之一.文中以汉中市主城区的中小学为研究对象,借助GIS(Geographical Information System)服务区分析和两步移动搜寻法,基于城市路网、居民区、中小学校数据和人口统计资料,分析汉中市主城区16所小学、5所初级中学的服务范围、时间和距离可达性....     

Impact of the Safe Routes to School Program on Walking and Bicycling

Problem, research strategy, and findings: Increasing walking and bicycling to school has been a national policy goal since Congress created the Safe Routes to School (SRTS) program. While previous research has suggested positive program impacts, there have been no large-scale studies with strong research designs. Here we study 801 schools in the District of Columbia, Florida, Oregon, and Texas to assess how the proportion of students walking and bicycling to school changed after the introduction of SRTS programs. By including schools with and without SRTS programs and analyzing data collected over time (2007–2012), we are able to distinguish SRTS impacts from secular trends. We find increases in walking and bicycling after schools implemented SRTS programs. Engineering improvements are associated with an 18% relative increase in walking and bicycling, and the effects of education and encouragement programs are cumulative. Over the course of five years, these education and encouragement programs could lead to a 25% relative increase in walking and bicycling.

Takeaway for practice: Planners should work to prioritize capital improvements that improve non-motorized access to school and revise comprehensive plans and subdivision regulations to ensure that new development supports access to school.     

Segregation in urban education: Evidence from public schools in Shanghai,China

The significant home price premium in top school attendance zones and the emerging evidence on residential segregation found in China's cities call for a study on the socioeconomic segregation in urban schools and its potential consequences. Using the 2009 and 2012 Programme for International Student Assessment (PISA) surveys, this paper documents the socioeconomic and academic segregation among 15-year-old students in middle and high schools in Shanghai. We illustrate the effects of residence-based enrollment by comparing middles schools (required to use residence-based enrollment) and high schools (allowed to use merit-based selection), and further quantifies the relationship between school socioeconomic composition and academic achievement. We find that middle schools are more socioeconomically segregated, while high schools are more academically segregated. However, school segregation lessened from 2009 to 2012, especially in middle schools, likely due to the weakening of residence-based enrollment. Public schools in Shanghai became somewhat more integrated socioeconomically, but such a progress in equity was accompanied by an increasingly positive correlation between individual socioeconomic background and student performance, and an increasingly negative correlation between school socioeconomic diversity and student performance, both requiring the attention of policymakers.     

Power quality affects teacher wellbeing and student behavior in three Minnesota Schools

BACKGROUND: Poor power quality (dirty electricity) is ubiquitous especially in schools with fluorescent lights and computers. Previous studies have shown a relationship between power quality and student behavior/teacher health. OBJECTIVES: The purpose of this study is to determine the ability of power line filters to reduce dirty electricity in a school environment and to document changes in health and behavior among teachers and students. METHOD: We installed Graham Stetzer filters and dummy filters and measured power quality in three Minnesota Schools. Teachers completed a daily questionnaire regarding their health and the behavior of their students for an 8-week period. Teachers were unaware of which filters were installed at any one time (single blind study). RESULTS: Dirty electricity was reduced by more than 90% in the three schools and during this period teacher health improved as did student behavior in the middle/elementary schools. Headaches, general weakness, dry eyes/mouth, facial flushing, asthma, skin irritations, overall mood including depression and anxiety improved significantly among staff. Of the 44 teachers who participated 64% were better, 30% were worse, and 6% did not change. Behavior of high school students did not improve but elementary/middle school students were more active in class; more responsive, more focused; had fewer health complaints; and had a better overall learning experience. CONCLUSIONS: Dirty electricity in schools may be adversely affecting wellbeing of teachers and behavior of their students, especially younger students in middle and elementary school. Power line filters improve power quality and may also protect those who are sensitive to this energy. Work on electric and magnetic field metrics with and without Stetzer filters urgently needs to be carried out to determine just what characteristics of the dirty electricity may be interacting with the people.     

Why Parents Drive Children to School: Implications for Safe Routes to School Programs

Problem: Rates of walking and bicycling to school have declined sharply in recent decades, and federal and state governments have committed funds to reverse these trends. To increase rates of walking and biking to school will require understanding why many parents choose to drive their children to school and how well existing programs, like Safe Routes to School, work.

Purpose: We aimed to understand why many parents choose to drive their children even short distances to school, and what implications this has for programs to increase walking and biking to school.

Methods: We used data from a telephone survey to explore why parents drive their children to school.

Results and conclusions: We found that 75% of parents driving their children less than 2 miles to school said they did this for convenience and to save time. Nearly half of parents driving their children less than 2 miles did not allow their child to walk to school without adult supervision. Accompanying a child on a walk to school greatly increases the time the household devotes to such a trip. Few Safe Routes to School programs effectively address issues of parental convenience and time constraints.

Takeaway for practice: Safe Routes to School programs should take parental convenience and time constraints into account by providing ways children can walk to school supervised by someone other than the parent, such as by using walking school buses. To be effective, such programs need institutional support. Schools should take a multimodal approach to pupil transportation.

Research support: This research was funded by the Active Living Research program of the Robert Wood Johnson Foundation and the U.S. and California Departments of Transportation through the University of California Transportation Center.     

Planning The Expo

Problem, research strategy, and findings: Many cities have adopted minimum parking requirements, but there is relatively poor information about how parking infrastructure has grown. We estimate how parking has grown in Los Angeles County (CA) from 1900 to 2010 and how parking infrastructure evolves, affects urban form, and relates to changes in automobile travel using building and roadway growth models. We find that since 1975 the ratio of residential off-street parking spaces to automobiles in Los Angeles County is close to 1.0 and the greatest density of parking spaces is in the urban core, while most new growth in parking occurs outside of the core. In total, 14% of Los Angeles County's incorporated land is committed to parking. Uncertainty in our space inventory is attributed to our building growth model, on-street space length, and the assumption that parking spaces were created as per the requirements.

Takeaway for practice: The continued use of minimum parking requirements is likely to encourage automobile use at a time when metropolitan areas are actively seeking to manage congestion and increase transit use, biking, and walking. Widely discussed ways to reform parking policies may be less than effective if planners do not consider the remaining incentives to auto use created by the existing parking infrastructure. Planners should encourage the conversion of existing parking facilities to alternative uses.     

How Differences in Roadways Affect School Travel Safety

Problem, research strategy, and findings: Three children 14 and younger are killed daily in the United States and almost 500 more are injured in traffic crashes, often while traveling to or from school. Previous studies examine the effect of built environmental characteristics on school travel safety, but are limited. I simultaneously evaluate the impact of street segment–level and neighborhood-level design characteristics on crashes involving elementary school–aged child pedestrians during school travel time around 78 elementary schools in Austin (TX). I find that more school travel–related collisions happen on highways and interstates and arterial roads and where there are traffic-generating land uses and transit stops. Fewer crashes occur on local roads and when there are connected sidewalks. Unfortunately, I do not consider microlevel features of the built environment; more-over, the crash data may include children's crashes not related to school travel.

Takeaway for practice: Planners should collaborate with a wide variety of agencies and organizations at different levels of government as well as with parents and neighborhood residents to create pedestrian-friendly schools that reduce or overcome current barriers to safe, human-powered school travel. Planners should address both current school safety problems at existing schools and help ensure better school siting and complementary planning and transportation decisions in the future.     

郊居离学背景下乡镇小学学生通学出行特征研究——以南京市江宁区秣陵中心小学为例

在城乡统筹背景下,“撤点并校”政策的落实使得乡镇中心学校学生居住地与上学地距离较远——“郊居离学、通学难”现象日益突出。本研究以南京市江宁区秣陵乡镇中心小学为调研对象,在统计分析学生居住地—上学地空间分布、通学出行特征等综合信息基础上,对远距离上学学生的主导交通方式——校车的路线、通学时间、出行需求及意愿进行了剖析,并对校车与其他各出行方式的上学优劣势进行了比较。最后根据凋研结果,提出了优化学生通学出行方式的相应战略与措施,提高了乡镇学生就学可达性。     

School Siting

Problem: The United States is embarking on an unprecedented era of school construction even as debate continues over where schools should be located and how much land they should occupy.

Purpose: My three goals for this study were to trace the evolution of school siting standards, to explain the factors currently influencing school facility location decisions, and to identify what local and regional planners could contribute to school siting decisions.

Methods: I reviewed the land use planning and educational facilities literatures on school siting and conducted in-depth interviews with school facility planners from 10 counties in Maryland and northern Virginia to assess their perspectives on the school planning process.

Results and conclusions: I discovered that different groups use very different definitions of community school. Smart growth proponents advocate community schools that are small and intimately linked to neighborhoods, while school facility planners expect community schools to meet the needs of entire localities. I recommend that individual communities consider the tradeoffs associated with different school sizes and make choices that meet local preferences for locations within walking distance of students, potential for sports fields, school design, and connections to neighborhoods. State school construction and siting policies should support flexibility for localities.

Takeaway for practice: Local and regional planners should work with school facility planners to conduct exercises and charettes to help each community determine how to realize its own vision of community schools.

Research support: The School of Architecture at the University of Virginia and the Department of City and Regional Planning at the University of North Carolina at Chapel Hill supported this research.     

‘Compact’ or ‘Sprawl’ for sustainable urban form? Measuring the effect on travel behavior in Korea

This paper measures and identifies the effects of urban form on travel behavior in Korea. The characteristics of urban form include urban size, density, distribution and clustering. Using cluster analysis, urban form in Korea is categorized into two groups: group 1 (i.e., large-sized, high-density, equally distributed and highly clustered areas) and group 2 (i.e., small-sized, low-density, unequally distributed and highly dispersed areas). The results showed that the large-sized, high-density, unequally distributed and dispersed pattern is a relevant strategy for both groups to minimize vehicle kilometers traveled (VKT) per capita. For group 1, increasing the average travel distance may be an efficient strategy to reduce the number of automobile trips. For group 2, however, decreasing the average travel distance may be a more efficient strategy. Previous recommendations for a so-called compact urban form require more validation before adoption in Korea. Different strategies are required for areas that show different characteristics in order to reduce VKT. It is important that planners and policy decision makers understand the relevant implications of urban form on travel behavior and energy use in order to implement spatial urban developments aimed at sustainability.     

Crashes on and Near College Campuses: A Comparative Analysis of Pedestrian and Bicyclist Safety

Problem, research strategy, and findings: College campuses are multimodal settings with very high levels of walking and biking in conjunction with high levels of vehicular traffic, which increases risks for bicyclists and pedestrians. In this study, we examine crash data (both police reported and self-reported) and urban form data from three U.S. campuses to understand the spatial and temporal distribution of crashes on the campuses and their immediate periphery. To account for underreporting of pedestrian and bicycle crashes, we developed and circulated an online survey, which helped identify collision hotspots across the three campuses. We then studied these locations to determine their characteristics, generate a typology of campus danger zones, and recommend design and policy changes that could improve pedestrian and cycling safety. We find a significant underreporting of crashes, and unequal spatial and temporal distributions of campus crashes. We identify three particular types of danger zones for pedestrians and cyclists: campus activity hubs, campus access hubs, and through traffic hubs. Injuries tended to be more serious for those crashes taking place on campus peripheries.

Takeaway for practice: The intermingling of motorized and non-motorized modes creates significant opportunities for crashes. Planners should be aware of the existing underreporting and give special attention to the three types of danger zones. In addition to the recommendations of the literature for the creation of campus master plans for walking and biking, campuses should conduct safety audits and surveys to identify hotspots and consider specific design improvements for each of the three danger zones to lessen modal conflict.     

异质性视角下的街区复合环境与步行行为研究——以杭州为例

基于杭州典型街区居民步行活动数据,利用社群属性、物质环境、心理感知三组变量构建两水平泊松回归预测模型,探索街区复合环境对步行日常事务、独步健身、步行交友聚会三类活动的影响。结论为,三类步行活动呈现由低到高的街区异质性特征,反映了城市步行行为环境的演进规律;社群属性、物质环境与心理感知因素分别构成步行行为环境的倾向因素、促成因素与强化因素,并呈现交互作用;街区土地使用策略对步行行为选择的影响是基础性和关键性的,但更富效率的作用还有赖于体系化、协同化的精细管理与相关策略的配合。最后,从街区环境的规划定位、营造方法与管理机制三个层面提出了可步行街区的建设策略与建议。     

Applications,Enrollment, Attendance,and Student Performance in Rebuilt School Facilities: A Case Study

Public school construction represents a significant portion of all construction spending in the United States; yet, the average age of United States’ public schools is 42 years old. This article focuses on magnet schools in a large urban school district in the United States. The study examines whether construction, building age, and building condition have an impact on magnet applications, enrollment, attendance, and student achievement measures. Twenty-eight magnet elementary schools in the school district were chosen for analysis. The experimental group (n=14) included all magnet elementary schools (kindergarten to 5^th grade [K-5]) rebuilt under three school bond programs. The control group (n=14) included randomly selected elementary schools (K-5) from the 32 remaining elementary schools in the district that were not rebuilt. Multiple regressions were conducted using building and student data gathered during the 2011-2012 school year. Results indicate that building composite score and building age had no observable predictive effects on magnet applications, student enrollment, or student attendance, in both groups. However, student achievement was positively affected by building composite score as measured by the ability to predict state percentile ranking. This study supports that building and maintaining high quality educational facilities has the potential to raise student achievement levels.     

基于运动生理学的山地居住区步行空间形态的研究——以恩施市连珠畔岛小区步行轴线上的空间形态为例

山地居住区地形复杂,居民的出行方式主要是步行,影响居民出行方式的一个重要因素就是出行的舒适性,步行的体能消耗是影响舒适性的生理指标。该文将居民的生理因素与山地居住区步行空间的形态有机结合起来,根据运动生理学的相关理论,建立山地步行体能消耗的相关模型,总结了山地步行中坡度、速度、距离以及高差之间的关系,探讨了结合运动生理学的山地居住区步行空间形态的设计方法,并以恩施市连珠畔岛小区的步行轴线上的空间形态为例进行分析。     

香港随感录

本文为作者2013年夏天在香港的旅行笔记,内容涉及城市观感,也有写人记事和对旅行本身的看法。全文由三个段落组成。贯穿其中的线索是商品制度下的城市形态及人的处境。以及在一个信息高度发达的社会中“行走”的方式和意义。     

校企合作培养城市地下空间工程专业人才的探索与实践

城市地下空间工程是一门理论与实践密切结合的新兴学科,目前各高校人才培养仍处于初期探索阶段,与企业需求脱节。西安建筑科技大学城市地下空间工程专业通过校企联合设立研究所、实验室、实践基地和网络平台等措施,利用高校教学资源和企业工程项目建立人才孵化池,充分发挥高校和企业各自的优势,从高校人才培养和企业发展需求出发,提出校企合作培养模式,学生可进入实践基地提高工程实践能力,企业员工可通过网络平台补充理论知识,实现学校和企业人才培养双赢的目的。文章分别从高校和企业角度分析了校企合作培养模式的可行性,结果表明,校企合作培养模式对高校教学改革和企业长期发展均具有重要意义。     

谈新时期中学校园环境与空间形态的设计导向

针对如何在中学校园中寻求自身的特点、如何创造一个利于交往的新型空间环境的问题,以两所中学为例,就其校园环境、空间组织等作了探析,从而促进中学教育模式的变革,使之更加符合人本的目标。     

城市小学校入口空间调研及浅析

随着我国社会进步和经济发展,城市交通方式发生了较大变化,小学校原有的仅满足师生通行的入口设置方式和空间组织形式已经无法满足当前的使用要求,导致中小学在上下学期间校门口拥堵,由此带来了极大的安全隐患.该文以杭州市区学校为例,通过实地调研,分析小学校入口空间在使用中存在的问题,揭示问题的成因,为今后中小学入口空间设计提供借...     

Mouse and cockroach allergens in the dust and air in northeastern United States inner-city public high schools

Considering that high school students spend a large proportion of their waking hours in the school environment, this could be an important location for exposure to indoor allergens. We have investigated the levels of mouse and cockroach allergens in the settled dust and air from 11 schools in a major northeastern US city. Settled dust samples were vacuumed from 87 classrooms, three times throughout the school year. Two separate air samples (flow = 2.5 lpm) were collected by 53 students over a 5-day period from both their school and their home. Mouse allergen (MUP) in the dust varied greatly between schools with geometric means ranging from 0.21 to 133 microg/g. Mouse allergen was detectable in 81% of the samples collected. Cockroach allergen (Bla g 2) ranged from below limit of detection (<0.003 microg/g) to 1.1 microg/g. Cockroach allergen was detected (>0.003 microg/g) in 71% of the dust samples. Bla g 2 was detected in 22% of airborne samples from the schools. By comparison, mouse allergen was only detected in 5%. These results indicate that the school may be an important location for exposure to allergens from mice and cockroaches and is an indoor environment that should be considered in an overall allergen intervention strategy. PRACTICAL IMPLICATIONS: To date, cockroach and mouse allergen intervention strategies have been mainly focused on the home environment. Considering that children spend a significant amount of time in schools, some studies have assessed cockroach allergen levels in schools. This study provides a clearer picture of the distribution and variability of not only cockroach allergen, but also mouse allergen in the school environment. In addition, this study describes limitations of personal air sampling in a student population. Our results suggest that although cockroach and mouse allergens are commonly recovered in classroom dust samples of inner city schools, cockroach allergens are recovered in the personal air samples with a greater frequency relative to mouse allergens.