19A Joint University of Warwick and Monash University, South Africa
Bike sharing schemes have become increasingly prominent in cities and towns around the world, which is why aggregate demand for the service needs to be understood by policy makers and operators.
While some academics tried to establish the likelihood of using a bike (Buck and Buehler, 2011), not much research has been conducted on what determines overall demand and capacity utilisation of bike sharing schemes. Wei et al. (2013) examine determinants affecting a range of travel modes in Ohio, including bikes (but not bike sharing). However, as different regions and terrains influence the propensity to use bike sharing, their results may not be applicable to Washington D.C.
This study uses cross-sectional techniques to analyse the determinants of Washington DC’s ‘Capital BikeShare’ service. Making use of an hourly data set on a ‘Capital BikeShare’, this essay concludes that bad weather, wind, low temperatures, and humidity all influence demand negatively. The results identify two groups of users: ‘registered’ and ‘casual’, who differ in the bike usage during peak hours, holidays and weekends.
In conclusion certain climatic determinants do seem to have a significant effect on bike sharing demand and this could be used when setting up new bike sharing scheme in a city with similar climatic conditions. The difference in peak hour usage between the registered and casual users shows that in order to maximise capacity utilisation, the bike sharing schemes should try to reallocate some demand from peak hours to the midday.
19B Joint University of Warwick and Baruch College, CUNY
My research is looking at how service-learning facilitates changes in self-efficacy amongst high school students from low-income backgrounds. Service-learning as defined by Jacoby (1998) is â€œA form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learningâ€� (pg. 5).
I am using a NYC-based youth development organization, Global Potential, that works with high school students from low-income communities. The program is divided into three distinct phases: preparation, immersion and integration. The second phase consists of a summer immersion in service-learning, which is done either abroad in a developing country or locally within neighborhoods around New York.
I am measuring changes over time in their self-efficacy and comparing the local and international summer programs to examine if engaging in cross-cultural service work changes how it is affected. In addition to the difference in summer program engagement, I am comparing results with youth participation in voluntary activities throughout the course of the year including a youth-led weekend conference, and on-going cultural events and community service activities. To obtain quantitative information, I am using four standardized assessment tools. To measure qualitatively, I am conducting interviews with participants, teachers, parents, and program staff. I will do assessments at the beginning of the program in January, upon conclusion of the local and international service programs, and at the end of the calendar year.