Glen Koorey

Road Data Aggregation and Sectioning Considerations for Crash Analysis

Increasingly, road authorities are collecting a variety of data sets related to their networks, including horizontal and vertical alignment, cross section, traffic volumes, crashes, and the location of features such as intersections and passing lanes. These data may be a mixture of point locations, fixed length records, and variable length records. A critical question concerning computational ease and practical usefulness is how best to aggregate or section the available data into appropriate road segments for operational and safety analyses. This issue is becoming more pertinent with the development of tools such as the Interactive Highway Safety Design Model (IHSDM) and the Highway Safety Manual, which require a logical partition of roads based on many different attributes. The guidance on how to do this, however, is rather scant. Analysis of traffic exposure versus crash risk is also affected by the use of fixed or variable length segments. Research is nearing completion in New Zealand to combine road feature, geometry, and crash data on the national rural state highway network. The resulting database will enable better analysis of crash patterns against different types of road elements and will be used to calibrate IHSDM for New Zealand use. This paper outlines the investigation done to determine a rational method for aggregating the available data into logical road segments. The resulting method uses horizontal alignment, significant cross-section changes, and changes in speed limit. It also attempts to minimize the number of very short segments. The resulting data set contains approximately 83,400 segments generated from 20,900 lane km (13,000 lane mi) of highway.

Chapter 6 Network Planning and Infrastructure Design

Purpose: The chapter reviews planning and design approaches for cycle traffic in order to direct future thinking towards the critical aspects of network design that will have a beneficial impact on the utility and nature of the environment for cycling. Approach: The chapter provides a critique of the approach of adopting a so called hierarchy of solutions frequently adopted in western countries with low levels of cycling use. Findings: The guiding principle for designing routes for cycle traffic is that the bicycle is a vehicle capable of speed and, as a consequence, links and junctions need to be designed according to appropriate geometric design standards. In addition, owing to the nature of the cycle and rider combination, the oft repeated Dutch characteristics for good design for cycle traffic of coherence, directness, attractiveness, safety and comfort remain firm. Practical implications: The practical implications of the outcomes from the chapter are a method of approach for planning infrastructure for cycle traffic which starts with an analysis of demand and works through to the creation of suitable networks for cycle traffic which are grounded in, and extended from, suitably regulated existing highway networks. Social implications: An extensive transport system suitable in nature for cycle traffic will attract a wide base of users and consequently allow for the benefits of cycling to be captured. Value of chapter: The value of the chapter rests in its emphasis on the need to treat cycling as a distinct transport mode and, consequentially, planning and engineering needs to be undertaken in a way conducive to providing the basic necessary infrastructure for such a distinct mode.

Transferability of Practitioner-Focused Civil Engineering Capstone Design Courses: An Analysis for a US and New Zealand Approach

ABSTRACT If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high.

Using an Interactive Display to Demonstrate Transportation Planning and Design Issues: Getting from A to B

An ongoing challenge worldwide has been to attract sufficient numbers of new people into transportation careers. When trying to understand what transportation engineering is about, many people often find that examples of practical applications are particularly useful. In this way, people acquire initial interest in a problem and then realize its real-world application to a career in transportation. Recently, funds donated to the University of Canterbury in New Zealand were used to develop an interactive transportation display board for both existing and prospective students. The display represents a landscape on which a new road route would be determined. The display surface is subdivided into hexagonal sections, each with a “cost” reflecting the relative difficulty of road construction in that location (e.g., due to mountains, rivers, or development). Magnetic road elements (each with a value reflecting the costs to road users) are then placed on the display to create a connection between the chosen endpoints. The intention is that the displays users determine the most optimal road alignment for minimizing construction costs, road user costs, or both. Since its creation, the display has been used at various sites, both on campus and at career expos, and has proven to be immensely popular with visitors. The displays potential as an educational tool for use in math, science, or geography classes has also been identified. This paper outlines the development of the display, its applications to date, and the transportation lessons the display can highlight.