ࡱ> wyv` Fbjbjss 4t>```````4 &&&&tl'<P@2'l(l(l(l(l(l(l(???????$QAhC?`/l(l(//?``l(l(?222/N`l(`l(?2/?22r<,``>l(' !Ϭ,&00>? ?0@(>]D*2R]D>]D`>l(*2,4:-rl(l(l(??|2 l(l(l(@////PPPd&DPPP&td@`````` Harvard University Extension School Fall Term (13458) ENVR E-126 Bicycle Environments and Public Health: Case Study Cities September 3rd December 17th Thursday 5:30-7:30 Room 110 Sever Instructor Anne Lusk, Ph.D. Post Doctoral Research Fellow Nutrition Department Bldg II Room 314 Office: (617)-432-7076 Fax: (617)-432-2435 Cell: (617)-872-9201 Email:  HYPERLINK "mailto:AnneLusk@hsph.harvard.edu" AnneLusk@hsph.harvard.edu Course Objectives At the completion of this course, students will have an understanding of the issues involved in bicycle environments in the U.S. and the Netherlands/Denmark/Germany and the relation of the built environment to physical activity, obesity, global warming and pollution. This course will focus on ways of translating information on nutrition, physical activity, and health into practice through the bicycle. This course is intended for undergraduate students, graduate students, and individuals involved in some capacity with bicycling who have an interest in environmental health, landscape architecture, exercise physiology, public health, urban planning, government, engineering, or bicycling in all populations. By the end of the course, the students will have demonstrated competencies in the following: Describe and compare the design guidelines, policies, laws, populations served and health implications in the bicycle environments in the U.S. and the Netherlands/Denmark/Germany. Critically analyze self-selected case study communities (for example, Portland, OR, New York City, NY, and Chicago, IL with Odense, Denmark, Copehagen, Denmark, and Groningen, Netherlands (each student will select one city in the U.S. to compare with one city in the Netherlands, Denmark, or Germany) in regard to bicycle environments and improved public health for all populations. This includes the critical evaluation of the design of the study, the methods used to collect and analyze the data, as well as the authors interpretation of the results. Recommend policies for bicycle environments in the U.S. that reflect a scientific understanding of the issues, especially in regard to public health (obesity lessening, asthma reduction, increase in physical activity, inclusion of bicycling by all populations, or increases in routine physical activity versus recreation.) Synthesize data on multiple design guidelines, policies, populations served and health implications to concisely present this information orally and in written form to effect change related to bicycling. Course Objectives Based on the Course Format At the completion of this course format, students will be able to: Deliver a short fast pitch Power Point (three slides and 5 minute elevator talk). Propose a policy which could be initiated on the local, state, or national level to improve bicycling for all populations. Participate in a design charrette (designs are drawn quickly using trace overlay paper on aerial views). Outcome Measures Class participation Active learning through class participation and discussion are an important component of the course. Students are expected to attend and participate in all classes. This includes attending all classes, being prepared by having read and analyzed the assignments ahead of class time, listening carefully to others, and offering analyses, insights, and creative suggestions. (Grading up to 200 points) This grade will also include the submission and answering, with short answers, the questions for the readings during 7 of the classes classes for which another assignment is not due (see Class Assignment list.). Total for class participation will be 200 points. Written Assignments Homework Three 4 Page Double-spaced Papers - Students must demonstrate the ability to apply conceptual material (readings and lectures) to their chosen area of interest associated with the bicycle environment. Papers must be well organized and written succinctly and directly, addressing clearly the issues raised and the resolution. Students would prepare three (3) four page written assignments (with an additional page for references) that critically evaluate and compare a different public health issue of the students choosing that is associated with bicycling (physical activity, pollution, obesity, bicycling environment, populations served, education, policies, etc.) and compare this public health issue in one U.S. case study cities ( for example, Portland, OR, New York City, NY, or Chicago, IL) to one case study cities in the Netherlands, Denmark, or Germany (for example, Odense, Denmark, Copenhagen, Denmark, or Groningen, Netherland, or Munster, Germany). Each of the four page papers would focus on the same two cities but three different public health issues (chosen by the student) associated with bicycling. (Each paper will be graded up to 100 points total 300 points.) The papers will follow the scientific IMRAD structure (Introduction, Methods, Results, and Discussion)  HYPERLINK "http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=442179" http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=442179 You would select your population areas (one city in the Netherlands/Denmark/Germany and one city in the U.S), your populations within those two cities (adults, men, women, children, seniors, etc.) and for each of the three papers, one different public health issue. Total for each paper will be 100 points for a total of 300 points. Final Paper One Final 10 Page Double-spaced Paper - The students would then write a final paper that would summarize all of their findings in one ten page paper. The students would conclude with a policy recommendation associated with improving public health and the foundational findings for this policy for the U.S. (The final paper will be graded up to 200 points. The policy recommendation to improve public health will be graded up to 100 points.) Total for the final paper will be 200 points plus the 100 points for the policy recommendation. Required format: All homework assignments and the final paper must be 12 point font or larger (single space and 1 margins). The assignment is due at the start of a class on the date due. If students miss a class, the assignment is due before the class. No assignment may be handed in late. Students must individually write their own papers. Students may, and are encouraged, to work together in groups to discuss papers. Design Charrette Prepare designs with other students using trace overlay of ideal bicycle environments. Total for the design charrette drawing will be to 100 points for drawings which will be turned in at the end of the design charrette class. Oral Presentation Deliver a Fast Pitch Students will deliver a 5 minute Fast Pitch in which they are allowed 3 Power Point slides. This talk will be the equivalent to the elevator explanation for the students topic area. Students will turn in their 10 page paper. Total for the Fast Pitch is 100 points. Grading Criteria Grades are based on a total of 1000 points. The grade would be based on three (3) homework assignments (up to 100 points for each paper total 300 points), class participation including discussing the reading assignments (up to 200 points), design charrette drawing completed during class (up to100 points), Fast Pitch oral presentation (up to 100 points), final written paper (up to 200 points) and the policy recommendation that is embedded in the final paper (up to 100 points). Students are also expected to read the materials for each class. Class Assignments (Class 1) No homework due September 3rd (Class 2) No homework due September 10th but turn in answers to reading questions (Class 3) No homework due September 17th but turn in answers to reading questions (Class 4) Homework #1 four page paper (100 points) due September 24th (Class 5) No homework due October 1st but turn in answers to reading questions (Class 6) No homework due October 8th but turn in answers to reading questions (Class 7) No homework due October 15th but turn in answers to reading questions (Class 8) Homework #2 four page paper (100 points) due October 22nd (Class 9) No homework due October 29th but turn in answers to reading questions (Class 10) No homework due November 5th but turn in answers to reading questions (Class 11) Homework #3 four page paper (100 points) due November 12th (Class 12) No homework due work on paper and fast pitch November 19th Thanksgiving Break no class November 26th (Class 13) Turn in design charrette designs at end of class (100 points) December 3rd (Class 14) Some students deliver Fast Pitch (100 points) due December 10th (Class 15) Some students deliver Fast Pitch and all turn in final paper (200 points) with policy recommendation (100 points) due December 17th * Note Class participation including knowledge of readings (200 points) Course Texts: Guide for the Development of Bicycle Facilities American Association of State and Highway Transportation Officials (AASHTO). This 78 page document is available on the web for free or a copy can be purchased for $45 (AASHTO nonmember) or $36 (AASHTO member). This is required but it is free.  HYPERLINK "http://www.sccrtc.org/bikes/AASHTO_1999_BikeBook.pdf" http://www.sccrtc.org/bikes/AASHTO_1999_BikeBook.pdf Design Manual for Bicycle Traffic CROW 2006. This 388 page book covers the bicycle engineering standards for the Netherlands ($127). [This book is not required.]  HYPERLINK "http://www.crow.nl/shop/subwebshopResults.aspx?category=90" http://www.crow.nl/shop/subwebshopResults.aspx?category=90 If you wish to purchase this latest newest CROW book, here are more complete directions with translations: Click on add to your shopping cart (winkelwagen) On the next page you will find quantity (Bijwerken) or buy (Bestellen). After clicking on Bestellen, on the next page you fill in the cells with your personal information. On the bottom of that page are two words back (Terug) and next (Verder). If you click on Verder, on the next page you will find Versturen at the bottom. Click on this and you will definitely have sent them the order. Then, you wait until you receive a letter with an invoice. Once you receive the invoice, you can decide to send them the money by bank transfer (but this was found to be very costly) or pay by credit card. This does mean you are faxing them your charge card number and your signature but Dr. Lusk had no problem and received the book shortly thereafter. University Course on Bicycle and Pedestrian Transportation FHWA-HRT-06-065 February 2006 (available from the web). The CD for this course can be sent by Ann Do for free (This is not required but it may be useful to you. Dr. Lusk has a copy.)  HYPERLINK "http://www.tfhrc.gov/safety/pedbike/pubs/06065/index.htm" http://www.tfhrc.gov/safety/pedbike/pubs/06065/index.htm Course Readings: Readings and assignments will be available on the class web site with links to the readings from the Harvard library sources. The Power Point presentations will also be available on the web site. Both will be available in advance of the class. Some helpful tips: You can use this site to translate Dutch, Danish, or German into English if there isnt a link (English flag) on the web site (Yahoo Babel Fish):  HYPERLINK "http://babelfish.yahoo.com/" http://babelfish.yahoo.com/ You may want to join the Association of Pedestrian and Bicycle Professionals (apbp) ($30 for students) and be placed on the listserve. Many students have said this provided an excellent education about the issues in the U.S. associated with bicycling.  HYPERLINK "http://www.apbp.org/website/" http://www.apbp.org/website/ For data searching, you might benefit from the recent information on the 2007 American Community Data sets.  HYPERLINK "http://factfinder.census.gov/home/saff/main.html?_lang=en" http://factfinder.census.gov/home/saff/main.html?_lang=en If you click on Data Sets by Page (to the right), click on Subject tables (to the right), and click on next you will find S0801 Transportation Community Characteristics by Sex. Your search can be individualized by location and other characteristics. The bicycle was not included in all the American Community Data sets though. For additional data searching, you can look on the web site of Fietsberaard ( HYPERLINK "http://www.fietsberaad.org" www.fietsberaad.org) or  HYPERLINK "http://www.fietsberaad.nl/index.cfm?lang=en" http://www.fietsberaad.nl/index.cfm?lang=en This web site is being organized by Hans Voerknecht, International Director of Fietsberaard. WHAT? - Bicycle environments and bicycles Class #1 Introduction Anne Lusk, Ph.D. Sept 3rd Bicycle Facility Definitions, Numbers, and Trends - How Different Populations are Served: Policies, Attire, Destinations, Bicycle Types, Self-identity, Programs, Physical Activity, Chronic Diseases, and Pollution. Fishbone drawing and diagram of all of the bicycle issues. Barriers to bicycling including safety, infrastructure, promotion, governmental policies. Explanation of the class assignments and expectations. WHY AND FOR WHOM? Bicycle environments, health issues, and users Class #2 Transportation Environment and Health Wig Zamore Sept 10th Transportation modes energy use and emissions contributions at global to regional scale practice and opportunity. Class #3 Transportation Environment and Health Wig Zamore Sept 17th Transportation choices local pollution exposures and public health impacts implications for bicycle route planning. Class #4 Occupational and Environmental Health Exposures U.S. Jack Dennerlein, Ph.D. Sept 24th (HM#1 due) Urban Design to Mitigate Hazards and Improve Public Health Class #5 Injuries and Bicycling U.S. Jack Dennerlein, Ph.D. Oct 1st Research on injuries sustained by bicycle messengers in traffic: Traffic pattern and urban design solutions. Class #6 Females, Bicycling, and Self-Identity Joan Friebely, Ed.D., Sylvia Thompson, MD, Anne Lusk, Ph.D. Oct 8th Clothing, bicycle design, carrying goods, safety, comfort, and self-identity of females associated with the bicycle. Class #7 Obesity/ Public Health Walter Willett, MD, Dr. P.H. Oct 15th Bicycle riding, physical activity, and the prevention of obesity and chronic disease. Class #8 Showing of movie Contested Streets Anne Lusk, Ph.D. Oct 22nd (HM#2 due) History of Transportation in the U.S. and the place for bicycles. HOW? Bicycle environments creation Class #9 Dutch Bicycle Facilities Anne Lusk, Ph.D. Oct 29th The facilities, policies, and practices in the Netherlands which increase bicycling in all populations. Class #10 Bicycle Advocacy on the Local and State Level Steve Miller One of the Founders of Livable Streets Nov 5th What has and what has not worked in Boston, Cambridge, and Massachusetts to increase bicycling? Class #11 Research on Bicycle Facilities and Populations who Bicycle Anne Lusk, Ph.D. Nov 12th (HM#3 due) Research results - Nurses Health Study and Bicycling, Cycle Tracks in North America, Greenways and Destinations what might increase bicycling in all populations. Class #12 Harvard Allston/Brighton Campus Mike McBride (invited) Nov 19th Overview of the bicycle plans for the new Harvard Allston/Brighton campus No Class Thanksgiving Break November 26th Class #13 Harvard Allston/Brighton Campus Design Charrette Mike McBride (invited) Dec 3rd Students break into teams, study sections of the Allston/Brighton Campus, do trace overlays, and report to the group Class #14 Student Presentations (Fast Pitch) Dec 10th Students present final projects Class #15 Student Presentations (Fast Pitch) Dec 17th Students present final projects Students turn in final papers which include their policy recommendation -5@AV{}f } ( m ʿʺ~sokkokhyh>C}hx5>*CJaJ h4xt5 hx0JjhxUhMhx hx5 hD5 hlt5h>C}h>C}5h>C}h>C}5H* h>C}5h>C}56CJ aJ hx56CJ aJ h>C}hx5CJaJh 5CJaJhQ| 5CJaJh>C}h>C}5CJaJ)A} 5 ~ ! 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