Portable School Stop Signs and Other Non-Uniform School Stop Control Devices, HR-190, 1978

Portable (roll-out) stop signs are used at school crossings in over 300 cities in Iowa. Their use conforms to the Code of Iowa, although it is not consistent with the provisions of the Manual on Uniform Traffic Control Devices adopted for nationwide application. A survey indicated that most users in Iowa believe that portable stop signs provide effective protection at school crossings, and favor their continued use. Other non-uniform signs that fold or rotate to display a STOP message only during certain hours are used at school crossings in over 60 cities in Iowa. Their use does not conform to either the Code of Iowa or the Manual on Uniform Traffic Control Devices. Users of these devices also tend to favor their continued use. A survey of other states indicated that use of temporary devices similar to those used in Iowa is not generally sanctioned. Some unsanctioned use apparently occurs in several states, however. A different type of portable stop sign for school crossings is authorized and widely used in one state. Portable stop signs similar to those used in Iowa are authorized in another state, although their use is quite limited. A few reports in the literature reviewed for this research discussed the use of portable stop signs. The authors of these reports uniformly recommended against the use of portable or temporary traffic control devices. Various reasons for this recommendation were given, although data to support the recommendation were not offered. As part of this research, field surveys were conducted at 54 locations in 33 communities where temporary stop control devices were in use at school crossings. Research personnel observed the obedience to stop control and measured the vehicular delay incurred. Stopped delay averaged 1.89 seconds/entering vehicle. Only 36.6 percent of the vehicles were observed to come to a complete stop at the study locations controlled by temporary stop control devices. However, this level of obedience does not differ from that observed at intersections controlled by permanent stop signs. Accident experience was compiled for 76 intersections in 33 communities in Iowa where temporary stop signs were used and, for comparative purposes, at 76 comparable intersections having other forms of control or operating without stop control. There were no significant differences in accident experience An economic analysis of vehicle operating costs, delay costs, and other costs indicated that temporary stop control generated costs only about 12 percent as great as permanent stop control for a street having a school crossing. Midblock pedestrian-actuated signals were shown to be cost effective in comparison with temporary stop signs under the conditions of use assumed. Such signals could be used effectively at a number of locations where temporary stop signs are being used. The results of this research do not provide a basis for recommending that use of portable stop signs be prohibited. However, erratic patterns of use of these devices and inadequate designs suggest that improved standards for their use are needed. Accordingly, nine recommendations are presented to enhance the efficiency of vehicular flow at school crossings, without causing a decline in the level of pedestrian protection being afforded.

Exemplary programs involving the use of school buses. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Tornado safety rules in schools.

Mode of access: Internet.

A Safe ride to school, a safe ride home.

"June 1980."

Avaliação da intervenção socioeducativa sobre a violência na escola

A investigação desenvolvida no âmbito do projeto Estratégias de Intervenção socioeducativa em contextos sociais complexos enquadra-se na avaliação das políticas sociais e educativas, em particular no que diz respeito à segurança escolar em contextos marcados pela diversidade e complexidade social e cultural. O processo de avaliação centrou-se na análise das estratégias de intervenção socioeducativa relativas ao problema da violência na escola, desenvolvidas em três escolas de um concelho da Área Metropolitana de Lisboa. Partindo do pressuposto que a violência na escola é um fenómeno multideterminado e multifacetado, a pesquisa centrou-se numa abordagem que enquadra as esferas de intervenção/ação das instituições formais e dos agentes sociais enquanto mecanismos que estruturam e regulam as concepções e práticas de violência na escola. A recolha e sistematização de informação centrou-se, por um lado, nas estratégias de intervenção que têm vindo a ser desenvolvidas localmente pelas escolas, e, por outro, nas perspetivas dos diferentes intervenientes, considerando-se os alunos, osprofessores, as direções escolares e representantes das entidades e instituições locais. Metodologicamente, privilegiou-se o cruzamento de métodos de carácter extensivo e intensivo, combinando técnicas como a Observação Direta, a realização de Entrevistas, de Grupos Focais, de Questionários, e ainda, a Análise de Redes e a Análise Documental. Numa fase posterior, os diversos intervenientes participaram na discussão e análise dos resultados previamente recolhidos, e na validação conjunta de uma metodologia de intervenção que define um conjunto de estratégias gerais de combate às situações de violência na escola e nos territórios educativos. Esta metodologia é o principal produto do projeto e resulta de um processo de avaliação dinâmico e participado. A contribuição que se apresenta no VI Encontro do CIED ocupa-se dos procedimentos de avaliação desenvolvidos no âmbito deste projeto.

Girl Connection, December 2003

A monthly newsletter for Iowa Commission on the Status of Women

Girl Connection, February 2004

A monthly newsletter for Iowa Commission on the Status of Women

Girl Connection, February 2005

A monthly newsletter for Iowa Commission on the Status of Women

Girl Connection, February 2006

A monthly newsletter for Iowa Commission on the Status of Women

Girl Connection, April 2006

A monthly newsletter for Iowa Commission on the Status of Women

Degradação ambiental urbana e qualidade de vida nas áreas de manguezais ocupadas por palafitas em São Luís - MA

Pós-graduação em Geografia - FCT

Veiligheidsmonitor Voortgezet (Speciaal) Onderwijs: Opzet en resultaten.

Informatie wordt gegeven over de beleidsvraag, de probleemopzet, het onderzoeksontwerp met kernvariabelelen, het onderzoeksproces en de belangrijkste uitkomsten van deze multiniveau, longitudinale veiligheidsmonitor. Tenslotte worden enkele van de meest kenmerkende aspecten van deze onderzoeksmethode behandeld.

Toolbox to Address Safety and Operations on School Grounds and Public Streets Adjacent to Elementary and Middle Schools in Iowa, August 2006

This study identified transportation safety issues at existing Iowa school sites through on-site observations, traffic data collection, and through interviews with schools, law enforcement, and traffic engineers. Frequently observed problems, such as crossing at unmarked crosswalks, unloading and loading students on the street side, inattentive student safety patrols, and illegal parking, were documented and solutions were recommended for implementation. The results of the study also conclude that regular communications between school officials, traffic engineers, law enforcement, parents, and school transportation personnel are all critical to promoting safe operations within school zones.

School Bus Safety Study: Kadyn’s Law, December 2012

In 2012, the Iowa legislature passed a bill for an act relating to school bus safety, including providing penalties for failure to obey school bus warning lamps and stop signal arms, providing for a school bus safety study and administrative remedies, and making an appropriation. The bill, referred to as Iowa Senate File (SF) 2218 or “Kadyn’s Law,” became effective March 16, 2012. A multiagency committee addressed three specific safety study elements of Kadyn’s Law as follows: * Use of cameras mounted on school buses to enhance the safety of children riding the buses and aid in enforcement of motor vehicle laws pertaining to stop-arm violations * Feasibility of requiring school children to be picked up and dropped off on the side of the road on which their home is located * Inclusion of school bus safety as a priority in driver training curriculum This report summarizes the findings for each of these topics.

Iowa School Safety Guide, April 6, 2012

This document was developed for the schools of Iowa to use as a template to enhance current school safety programs; the creation of this document was a partnered effort at the state level between the aforementioned agencies. The purpose of this document is to give school districts and individual schools a planning resource to use when creating their school safety plans. Ultimately, schools can decide how much of this document they would like to incorporate into their current plan. The original document was created by the Minnesota Department of Homeland Security, and its use was granted to Iowa Homeland Security in 2011. Iowa pulled together a panel of experts to make this document specific to Iowa’s schools, and laws. It’s important to note the partnership created by this document is intended to continue through information sharing in relation to critical assets, infrastructure protection, and school safety. Iowa Homeland Security is a representative in the Iowa Department of Public Safety, Division of Intelligence Fusion Center. This partnership allows for streamlined information sharing to the critical infrastructure owner/operators across the state. The current plan for information sharing is through the Iowa Homeland Security and Emergency Management, Threat information and Infrastructure Protection Program (TIIPP) to the Iowa Department of Education for processing and dissemination statewide. Depending on the type of information being released it could be specific to a school, district or the education sector statewide.