Edmonton (Alta.) - 1981 - Neighbourhood parks planning process (1981-09) by Edmonton Tower Resource Centre Online Library

SD LIBRARY

5586

R040/2026/1981

NEIGHBOURHOOD , EDMONTON.-PARKS-&-RE

Planniog Department o Eamont 11le City t

NEIGHBOURHOOD PARKS PLANNING PROCESS

eidn iyodal 3200.1a E3 E377 1981

PARKS AND RECREATION

R041:Y 20261 19811 171 3924

DATE OUT

NEIGHBOURHOOD PARKS PLANNING PROCESS, EDMONTON, Sept. 1981 Edmonton. Parks & Recreatio NAME

PHONE No.

DATE IN

Q)\

R040 2026 1981

A .C. 5586

Table Of Contents Departrrt

Planning r,

INTRODUCTION

1 A. Goal And Objectives B. The Planning Process 2 2 C. Roles and Responsibilities 1. District Recreation Co-ordinator 2. Community Leagues 3. Special Interest Groups 4. Policy and Planning 5. Public and Separate School Principals and Teachers 6. Design Section

STAGE I - DECISION TO PLAN PARK A. Selection Of Park For Development B. Project Schedule 4

STAGE II - ORGANIZATION OF THE PLANNING SCHEDULE A. Topographic Surveys 5 B. Research and Planning Meeting(s) With District 1. Finalize Planning Timelines 2. Ascertain Community Interests 3. Selection of Chairperson 4. Research to Date (i) (ii) (iii) (iv) (v)

Census Data Telephone Survey Parks and Recreation Department Master Plan Other Research Neighbourhood History

5. Context and Content of First Formal Meeting 6. Advertising Meetings (i) (ii) (iii) (iv) (v) (vi) (vii)

District Information Centre Newspapers Posters Public Service Announcements Telephone Surveys Telephone Network Shopping Centres

7. Participation Format C. District Meetings With Community Groups

STAGE III - PREPARATION FOR THE FIRST FORMAL PUBLIC MEETING A. Logistical Preparation For The First Formal Meeting 1. Book Meeting Room

2. Order Publicity Posters 3. Prepare Publicity Campaign 4. Book Audio-Visual Equipment 5. Prepare Plans for Presentation 6. Prepare Information Sheet 7. Collect Stationery Items 8. Arrange Refreshments B. Administration of the Telephone Survey 1. Selection of Sample 2. Hiring of Interviewers

(i) The Procedure (ii) Payment of Interviewers (iii) Training of Interviewers

3. The Questionnaire 4. Analysis Of The Survey (i) (ii) (iii) (iv)

Calculate the Response Rate Tabulate Frequencies Interpretation of the Data Limitations of Telephone Surveys

STAGE IV - FIRST FORMAL PUBLIC MEETING A. B. C. D. E. F. G.

Example Agenda 19 19 Audio-Visual Presentation Site-Specific Presentation 19 Group Discussion of Issues 19 Group Presentations 19 Statement of Priorities 19 20 Participant Survey Form

STAGE V - DEVELOPMENT OF PARK PROGRAMME REQUIREMENTS

A. Park Programme Recommendations B. History of Park C. Socio-Economic and Demographic D. Housing Type and Tenure E. Telephone Survey F. Public Meeting Results G. Special Interest Groups

STAGE VI - DESIGN OF THE PARK

STAGE VII - SECOND FORMAL PUBLIC MEETING

STAGE VIII - EVALUATION OF THE NEIGHBOURHOOD PARKS PLANNING 24 OCESS

APPENDICES A. 1. International Year of the Child Playground,Proposal 29 2. Children Plan New Playground B. Checklist for Arranging Public Meetings 30 C. New Park Development Telephone Survey 32 1. The Questionnaire 2. New Park Survey Codes 3. New Park Survey Response Sheet D. Park Redevelopment Telephone Survey 42 1. The Questionnaire 2. McKernan Example of Questionnaire 3. Park Redevelopment Codes 4. Park Redevelopment Survey Response Sheet

INTRODUCTION

The process described in this manual represents the minimum level of public participation that is acceptableto this Department. This standard should not be interpreted as a limiting factor but rather as a foundation upon which the process may grow and flourish. It is to be both anticipated and encouraged that some neighbourhood groups may wish to extend their involvement beyond the two formal meeting format described herein. Any change in this format that will result in a prolonged planning stage should be reviewed by Policy and Planning to ensure that appropriate alterations in the design and construction schedules may be accommodated. As new techniques are investigated and tested, they will be incorporated into the manual during its annual evaluation.

Fublic participation in the planning process should be more than a philosophical nicety to which administrators and planners pay their lip service. People have the right to be concerned about their environment and about how it may be improved. Since the majority of people's life experiences take place in an urban setting, they can often contribute meaningfully to its development. Citizen involvement in the planning process rose to the fore in many cities in reaction to the large-scale urban renewal projects that were characteristic of the urban scene in the 'fifties and 'sixties. The citizens' role was not a positive one but rather an adversary and reactionary one. While much of the conflict between government agencies and the public has been reduced since that time, the public is often relegated to a reactionary position rather than acting as a partner in the decision-making affecting their every day lives. The City of Edmonton Parks and Recreation Department is fortunate in this regard because of its long-standing association with the city's community leagues. The City of Edmonton Parks and Recreation Department is committed to involving residents in the planning of their neighbourhood parks. It is our job to assist communities in determining their recreation needs and to advise them: it is not our job to dictate how these needs are to be met. Decisions made by municipal governments have a more direct and immediate impact on the everyday lives of a city's residents than do those made at the provincial or federal levels. For this reason it is important that residents be given the opportunity to direct the future of their city. The neighbourhood parks public participation programme was implemented on a pilot study basis between January and June 1979. The observations and recommended techniques contained in this report are a synthesis of the comments received from various sections of this Department. This manual has been developed in recognition of the Department's commitment to public participation and the need to enter into this commitment in a meaningful way. The manual clearly identifies the roles and responsibilities of the District Recreation Co-ordinators (DRC's) and Policy and Planning personnel in the process. It is anticipated that this manual will assist DRC's in their work and will provide for continuity of objectives and information gathering techniques among the decentralized Districts. Additionally, the basic stages involved in the programme's implementation and the means by which they may be achieved have been identified. 1

This manual describes the planning process to be adopted for all types of neighbourhood park development. For new parks, the process will extend over a minimum of two years. During the first year, the planning, grading, leveling and seeding of the park may be completed. In the second, park development may occur. For redevelopment and completion projects, the process may be completed in one year.

Goal & Objectives 1. Goal To develop neighbourhood parks in a manner which can achieve an effective, safe, economical and aesthetically pleasing environment based on the desires and aspirations of the community. 2. Objectives: (i) To create a standardized programme format for public participation in the parks planning process. Rationale: The format should clearly define the roles and responsibilities of the various Department sections involved in the process. It should be flexible enough to meet the needs of the majority of cnmmunities and should be structured in a manner which minimizes staff time involved in the preparation for public meetings. (ii) To maximize residents' participation in the neighbourhood parks planning process. Rationale: For the public participation process to be successful, it is important to involve a cross-section of the community in the process, rather than relying on those with special interests for input. For this reason, every

effort should be taken to secure public input in addition to that obtained in a formal public meeting setting.

based on public input and upon objective statistics relating to the community.

(iii) To ensure that the process is flexible enough to meet the needs of those communities who wish to become more involved in the planning of their neighbourhood parks.

2. Community Leagues

Rationale: This programme format should serve as a guideline rather than as a limiting factor to the degree of community involvement in the planning process. However, it is essential that the programme requirements developed by the community reflect the needs of the entire community and that these needs be clearly documented.

(i) To generate interest within the community, and to encourage residents' participation in the parks planning process. (ii) To identify community interests and concerns to the Department. (iii) To recommend chairpersons for the public meetings. 3. Special Interest Groups: (i.e. school children, PTA, senior citizens, daycare operators).

(iv) To secure approval of park design from the community.

(i) To identify particular groups' needs in terms of park development to the Department.

Rationale: The public should have the opportunity to review and to approve the final plan to ensure that the Department has correctly interpreted their needs. It is the ultimate responsibility of the Department however, to ensure that the design will fulfill the needs of the community in the long term.

4. Policy and Planning (i) To act as resource personnel to the DRC as required. (ii) To assist the DRC in determining the data requirement and in the collecting and analyzing of the data. (iii) To assist the DRC in the preparation of the programme requirements for the park.

To continue evaluating the public participation (v) process. 5. Public and Separate School Teachers and Principals Rationale: It is important that the public participation format be reviewed and evaluated on an ongoing basis to ensure that it continues to meet its goal and objectives. This evaluation process should be conducted both by Department staff and members of the community.

(i) To ensure that the school children's needs are accommodated in the park design. (ii) To promote the children's awareness and involvement in the parks planning process by allowing Department staff to meet with the children and to record their priorities. (iii) To involve children in classroom projects if possible. 6. Design Section

The Planning Process (i) To act as resource personnel for the DRC and Policy and Planning as required.

Roles and Responsibilities 1.

District Recreation Co-ordinator

(i) To establish and to maintain communication channels between the Parks and Recreation Department and the citizens of Edmonton. (1) To act as resource personnel to the community on a day-to-day basis. ( iii) To prepaio and to conduct public meetings. (funds frorc District kiv) To request and to co-ordinate input from other Department sections. (v) To administer and to analyze the telephone interview -,urvey.* (vi) In co-operation with Public Relations, to administer the publicity campaign for public meetings.* (vii) To prepare the programme requirements for the parks These costs will be paid by monies set aside for the parks in the capital budget. See Stage Ill B-3 for more details.

(ii) To prepare plans for meeting presentations. (iii) To prepare publicity posters (in conjunction with Public Relations). (iv) To design and to prepare construction details for the parks.

B. THE 7LANNING PROCESS Sample Timeline

Planning Stage

-11-

I I I a) * CD a) , u)

Activities

Decision to Plan Park

1) Selection of park based on Master Plan (1979 - 83) guidelines.

Preparation Schedule

1) Topographic survey scheduled

Planning

2) Development of Planning process timelines by DRC and Policy and Planning

a:. CD , u)

3) DRC contact Community League or other community group to explain planning process and to select chairperson. 1/ Preparation for First Formal Public Meeting

1) Collection of data about community, (i.e. socio-economic and demographic). 2) Administration of Telephone Survey

-I, S CD CD , .

3) Administration of Publicity Campaign 4)

Preparation presentation.

plans

and

complementary

materials

for

5) Organization of meeting agenda. 6) Meet with community groups who may not be well-represented in telephone survey or formal public meeting. \l/ First Formal Meeting

Public

1) Statement of objectives of meeting 2) General Park Planning presentation. 3) Site specific presentation. 4) Comunity discussion of issues. 5) Community decisions

â&#x20AC;&#x201D;1

Development of Programme Requirements

I ,h * a) ro

a) co x

1) Analysis of community input: - telephone survey - informal community meetings - formal public meetings 2)

I I I I

I I

Programme

Requirements to

Policy and

Check ments

S CD (i)

Submission of Planning.

Project

Require-

1) Research and Planning submit programme requirements to Design Section.

'17 * I ro -11:. (1) ,

1) Master Plan(s) is developed for approval by Department and community.

Design of Park

Second Meeting

Formal

Public

1) The community is given the opportunity to comment on and to . review Master Plan(s). 2) If approved, the plan is sent through the Departmental system for approval. Then, if there are any major changes in the design another meeting should be scheduled with the community.

-0

a s ' iw2

â&#x20AC;&#x201D;

ongoing

Plan Implementation

%) .-.-

1 Construction detail and circulated.

planting plans are completed and

2) Park is developed

Evaluation Process

Planning

11 Advantages and disadvantages of the process should be identified by the actors involved, (Department and Community). 2 Changes will be made in the process as problems are identified. 3) Yearly review

STAGE I - DECISION TO PLAN PARK

Selection Of Park For Development The Parks and Recreation Master Plan has identified those parks that require new development, completion or redevelopment. In addition, the year in which these park developments are to occur has been designated. This will allow for greater flexibility in the scheduling of public meetings and in the participation format selected by the community in co-operation with the DRC.

Project Schedule The Districts, Design Section and Policy and Planning should establish timelines for each park to be developed. Before the dates are publicized, the DRC must ask Public Relations to make sure that the dates do not conflict with council meeting or other public meeting held by other Civic Departments. It is advisable to check TV listings to ensure that popular sports events, movies and the like are not scheduled forthe proposed meeting dates. Sufficient time must be allocated for: publicity (at least one month), the administration and analysis of the telephone survey, preparation for the initial formal meeting, preparation of the programme requirements, design of the park, scheduling of the second formal public meeting, and approval of the park design, (Department and community). The timeline should be agreed upon by all sections of the Department involved in the process, and, if time permits, by the community league or citizens' group.

STAGE II - ORGANIZATION OF PLANNING SCHEDULE

Topographic Surveys

Topographic surveys should be completed prior to obtaining the programme requirements for the park site. In this way, both the advantages of the site (e.g. existing vegetation) and the disadvantages (e.g. size) can be considered in the development of the programme with the public.

Research and Planning Meeting(s) with District

1. Finalize Planning Timelines At this stage, timelines are agreed upon for each stage of the planning process from inital data gathering through to construction of the park site.

community involvement and support. Dates of meetings should be arranged with the President of the Community League (if one exists) to ensure that he or his representative can attend the public meetings. The selection of the chairperson should be decided jointly by the DRC and the Community League. It is the responsibility of the chairperson: i) to encourage community support and interest in the parks planning process ii) to ensure that community interests are represented at the public meetings iii) to inform neighbourhood residents about meetings and their purpose iv) to assist the DRC in the preparation for the public meetings The Community League President is an ideal candidate for this role. If he is unavailable, some other individual who is both respected in the neighbourhood and who has the personal qualities required for this job, may be selected.

2. Ascertain Community Interests 4. Research to Date The DRC should be prepared to answer questions from the variety of interest groups (i.e. community league, day-care operators, senior citizens groups, PTA), who may be represented at the public meetings. He/she must be able to weigh the concerns of the individual groups with the needs and aspirations of the community as a whole. The planning of the McKernan park site provides a good example. Daycare groups and the school approached the Parks and Recreation Department about redeveloping the playground. At the same time, there was a group who was concerned about the relative lack of recreation facilities for young adults in the neighbourhood. Before going to the meeting, the Department was prepared to respond to questions raised by both groups. At the same time, the DRC should be able to identify those groups who will not be as well-represented in the formal public meeting setting, (i.e. children, teenagers, and seniors). Effort should betaken to talk to these groups in a more informal setting in order that their needs are taken into consideration in the development of programme requirements. Some of this information can be learned from the telephone survey. However, young children and senior citizens generally do not respond well to this data gathering technique. 3.

Selection of Chairperson The selection of a chairperson should be made as soon as possible in order that he/she can encourage

At this point, the DRC with the support of Policy and Planning should be asking the questions: a) "How much do we know about the recreational needs and aspirations of this community?" b) "How much additional information is required?" (i) Census Data Federal census material is collected every five years (i.e. 1966, 1971, 1976). However for our purposes, the material is currently too out-dated unless there is a requirement to examine historical population figures and trends. For this reason, we generally make use of Civic census statistics which are collected annually each April. These data may be obtained from the offices of Policy and Planning. Each census tract is divided into a number of smaller areal units called enumeration areas. Generally, there are more enumeration areas in census tracts with large populations (i.e. census tract 32 bounded by 116 Street on the west, CNR tracks on the north, CPR tracks on the east and the North Saskatchewan River on the south). See the census tract map enclosed in this manual. For each enumeration area, the Civic census provides the following information: 1. Age-sex distribution of the population by five year age intervals (0-4, 5-9, etc.). 2. Total number of residences 3. Total vacant residences 4. Number equipped with smoke detectors 5. Total number of owners 6. Total number of renters

7. Marital Status 8. Occupational Status: pre-schooler student homemaker employee part-time employee full-time unemployed retired other 9. Number of pre-schoolers by single years of age. In addition, there are totals for the City population as a whole. When presenting these data, the neighbourhood under study should be compared to the City as a whole. Otherwise, to state for example, that the Belmead neighbourhood population has more than thirty percent of its number aged 15 years and younger is not a useful

statistic until it is placed in the context of the City average which is only 22 percent. The census print-out • organized by census tract (CT) and enumeration area (EA). Before this information may be collected, it is necessary to determine the degree to which the boundary of the neighbourhood under study coincides with the CT and EA boundaries. They are rarely the same. For example, Map 1 shows the boundary of Forest Heights on the CT map. The bold numbers are the CT numbers and the smaller, the EA numbers. Forest Heights is located in CT 39 and contains numbers 1,2,3,4,5,7: EA 6 is outside the neighbourhood boundary. In some neighbourhoods, the boundary may divide an EA. In this case, if the population is evenly distributed throughout the neighbourhood (i.e. housing construction is predominantly single family dwellings), simply divide the

Map 1 Forest Heights Neighbourhood Boundary Outlined On A Census Tract Map

64 r)"

7, 2 :a

4 el 1

1232Av

tl t ss,

, ,,i-

._,,

160.;

,i 61

.... '

:. I: 5 2 i 1 r4, 2 3 4 „ i ...., 2 122 1 ,...,... .1

i Aj 7. ..s 8 / .72 ' - Inn 11 : 3 ,_ 4 I 6 1 20r, 4*,* I 61 2 3 • 4 5:6: :4 10 VI 9 7il

lie

-„,.

i ‘ . 5 . t..121(1....+_.

, 1: 4

6 1; 7 .! 2 :

111111.1MM•nr.:;.7•...............1_......•—•.t... 11•••••••=01•••••••1111111•1111•11=1/4 01••••••611110 411. ,

.=•=11111••••••••••••••1••••••••1=411111

`1, 1.,.„.....t i 1 2 i•'-'' i s:^.., .0,...„ 2 ,, .'''A..., 4,. ...I-N ---1126AV I 1 'a: 2 ':;.;" 56 -', P16-1w,;!,..s., 6 ..;! A/57 ;•, „ 4. _ . 54 3 ., ._ jijity,..L,.:1... 1 \ , ,^1, -z• 3 i ‘......iY-T.r. I- ... 5 6 ! 4; 52% 6/ 1 '7"‘,`• 3 ..,„••1'‘, •,-p`, g o .... 4 r, .1.0 %% % . ,."I 3 s4 4 -11, 5 i55; .:i.,..!...:,.......4.......1:24.1'..tr 2 . 1 .. 7, inD,IA, 4 .....7......y..•...........•-•.,.-......,-0 ,I:het; 3.ftd--1'sv".t! ,1 4 3 .1. .1,,t " i , N 1 # T9-1-1 , 4 .. 1 --; '44 2 . % i• ..1, ,s^= ' .o , _ 7%°; .-:2(rig; il 2 1 3 — 1 'Q.' ,.... 4. 4 1 . i . I t e _ . . . , •.1 . , , , _ 2'2i ti: ' • 7-; / 1a 1 4 (•.`' 4 . :.,EL, ''' 2 :1 4, 1,-1.•r-'4-2 61 7 i 2 .I 3 4 ;.......1 I , 1071 --t--r--r-Er-• "r_. : A-26 __p_olly,.• ' ; 15-6v9 ,7i In...,t" I• 8217 ti: t 1.11 5,e , -40i. 31'r, ... r,/..", 3 : ni....srassa •

5 1: :

A ••

1 YaignaL•asms maanam100. .;„-';

c NR

a '''% .1' il

i a c‘ %.; ,.$ ;,, 1 i 1 .4. 7 i 1._511• 3 4 ' " •..„ 8 ,I2"" 2 ',,,a, 5 — -47. •= -20". I if ;1J - 11.2 j,:*4',.e. t 9.,1 10r g i i ii• 91,w

7 !...1°2A2, • • - - -1 -4*-1=-4-`' - 5 ‘

r, 3

-I 40 •``=d . - -1- -

•:::^^^

•A ",

i2p2

•

6 ''I ' ve i

71 i ^04.0i •• '". 110 6 ! 11 C." !• ...1.3X....: 2

,, 21 \ "•,

• 2 so,•,,,, we" vt-iv,"81A- 12 -i-34-is-z."4-.! "; 1 1lazi _,; l . 6 ! :: ,...,' '-', • 4 - A. 5(

;

111,

111•••••=111111.1Le=1112••4111=11111611M

v 2

. . ..0

3Q•12 32 iI. ,_

'17:

, . ,i.

aitigiaiv;91

,•^„.41f a 3 \'

2 4-.36; •••' 2 ! 3 ! oy ciso 4 • ..„• -• 'j e 3,^0"1 I 4 !

„4”

-911v-its's r4 4 5

g -1- -- i

..% . liIr. .t7 -- 7 i 1

rn,

4 i

k: 9OAv , '

•

.•":‘ GU ' '^ei :f ; 7 al% 8 ; 910 • "Vtar:• . • 5\ 6

4 •'

tft.01 ▪ .11•1" M11•IMMTI ..

93A AV

92 A AV

'40,s,

Vt. 4

•

4 AV,

,73 0,

4 •

..3

lti.k.

•

EA data by the proportion included in the neighbourhood (i.e.1 /2 EA 4),If however, the part of the EA that is included in the neighbourhood is largely multiple family dwellings and the area outside is single family dwellings, weight the proportion accordingly (i.e. 2/3 EA 4). The DRC should be familiar enough with his neighbourhoods to determine this weighting.* These census statistics will provide the basic socioeconomic information about the neighbourhood under study. Policy and Planning will assist the DRC in the collection and analysis of this data. (ii) Telephone Survey A telephone survey should be conducted for all projects except those in which only minor park improvements are scheduled (i.e. landscaping). In such instances, the cost incurred to administer the survey would be too expensive in terms of the limited capital budget. Another exception would be where other recent surveys (within one year) have clearly identified the parks and recreation needs of the community under study. (iii) The Parks and Recreation Department Master Plan The Master Plan identifies the park sites that are to be developed over the plan period. It is the responsibility of Research and Planning to interpret the Master Plan and to provide the DRC with the following information: a) philosophy of the Department b) type of development that is to occur on each park site (i.e. new development, redevelopment, completion) c) socio-economic profile of neighbourhood according to Type Ito VI. (Master Plan) d) park and recreation facilities inventory for each neighbourhood The DRC should be able to discuss this information at the public meeting. (iv) Other Research The DR C should be aware of other groups or agencies who have done research in the neighbourhood within the past two years. For example: a) Has the community league conducted a needs survey in the neighbourhood within the past two years? b) Are the other Civic Departments doing research in the neighbourhood (i.e. is the neighbourhood a community plan area?) C) Have other community organizations (i.e. daycare groups, social service, senior citizens) conducted surveys that would provide information about the recreation needs of the neighbourhood? d) Is there other research that has been conducted by the Department recently that could shed light on the park planning problem under study? The DRC should be familiar with any major issues, regardless of their subject matter, that face the neighbourhood (i.e. rezoning pressures, housing

*The Department is currently involved in the establishment of a citywide data base that will be arranged according to neighbourhood boundaries. This will significantly reduce the time required to assemble socio-economic data and will reduce the "guesswork"described above. These data should be available for Department use in 1981.

redevelopment to higher densities, transportation issues). (v) Neighbourhood History The DRC should be prepared to answer the following questions in the first formal public meeting: a) What events led to this neighbourhood park being selected for development in this year's Capital budget? For example in one neighbourhood, several community groups contacted the Parks and Recreation Department asking for playground redevelopment, (i.e. daycare, school and concerned parents). The criteria for selection and listing of the parks to be developed has been prepared for the Master Plan period. b) In redevelopment projects, the DRC should be prepared to discuss existing programming, attendance, and special programs that have proven to be popular, etc. In older neighbourhoods where the child population has dropped significantly, the DRC should be prepared to discuss park programme requirements which more adequately reflect the changing age structure. For example, a recommendation may be made to reduce the size of an existing playground to provide more space for conversation and quiet games areas. 5.

Context and Content of First Formal Meeting (i) The DRC, Policy and Planning and the Landscape Architect assigned to the project should discuss the site from the following perspectives: a) advantages and disadvantages of site b) limitations of site (i.e. gas lines) C) existing development on site d) range of activities that could be accommodated on the site e) how the site relates to other parks and recreation facilities f) previous plans for the site (if applicable) g) phasing of project plans h) adjacent land uses (single family, apartments, etc.) This represents a most important stage in the neighbourhood parks planning process. It ensures that all sections of the Department involved in the development of the park programme and design agree on a common approach to the problem under study. (ii) The DRC and Policy and Planning should discuss the questions: a) "What do we want from the public?" We want to talk about activities and areas. b) "How may we best achieve this?" At the beginning of the meeting the purpose and objectives of the meeting must be clearly stated. For planning purposes, it is more helpful if the community identifies the types of activities they would like to pursue in their neighbourhood park in each of the four components.* However, some people have difficulty *The formal audio-visual presentation will discuss neighbourhood parks in terms of four activity components and the circulation paths that link them. The components include: 1. Playground 2. Paved Multiple-Use Area (i.e. hockey rinks in winter, tennis, volleyball and basketball courts in summer). 3. Open Piay Area: (sliding hill, place to throw a frisbee, social skating in winter) 4. Landscaped Passive Area (treed area for relaxing, reading, picnicking).

thinking in these general terms and prefer to be more specific (i.e. select particular pieces of playground apparatus). The DRC must be prepared to encourage residents to think in terms of park programmes rather than park designs (i.e. "How many stations do you require for each activity? 3 swings, 2 slides, 3 picnic benches) (iii) The general organization of the meeting should be discussed and a tentative agenda agreed upon by the DRC and Policy and Planning. In this way, the chairperson will be able to prepare for the meeting at an early date.

Figure 1

Stages In The Parks Planning Process

Decision to Build Park

Data Collection 6. Advertising Meetings The success of any public participation process depends to a large extent on the quality of advertising. Unless citizens are aware of their role in the neighbourhood parks planning process, it is unlikely that they will be inclined to attend formal public meetings. It is the responsibility of the DRC to publicize meetings in as many ways and places as is possible. Advertising should be initiated at least one month in advance of the first formal public meeting. The following are examples of advertising techniques that may be used by the DRC. (i) District Information Centre The purpose of this centre is to provide general information about neighbourhood park planning and the public's role in the process. A District Information Centre will be most effective in District Offices where the DRC's offices are located in one building. However, where this is not the case, each DRC should have information pertaining to his neighbourhood in his office. The information centre should contain the following types of information: a) The Master Plan has identified those parks that are slated for new development, redevelopment or completion during the plan period. A map showing the location of these parks should be prepared for each District. In this way, the communities will become more , aware of the plans for the District during the five-year period. b) The display should include coloured plans of the existing parks (where applicable) to be planned in the current budget year. Once public input has been obtained, the new Park Master Plan should be displayed for public viewing. c) "Before and After" plans of other neighbourhood parks in the District should be displayed to show the range of options available to the public. Photographs would complement this display d) Brochures should be available which explain the planning process an d the role of the public in the process. e) A chart showing the planning process should be displayed. See Figure 1. f) Reference material on playground and park design should be made available to the public. The information centres will be developed as funds become available. These centres will complement other resource material presently available at the District offices (i.e. programming information).

Identify Community Concerns

Design of Park Plan

1 Plan Approval by Community and Department

Build Park

Eval uation

(ii) Newspapers Meetings may be advertised in daily, weekly and community league newspapers. Since the Journal is relatively expensive, it is recommended that a write-up be included in the neighbourhood section of the newspaper rather than placing a public meeting notice in the paper. All public relations information must be reviewed by the Parks and Recreation Department Public Relations Section prior to its release. Contact the Public Information Assistant. Weekly newspapers (i.e. West End Examiner), are generally very happy to write stories about neighbourhood parks. Thee newspapers provide an excellent medium to state additional information about the meetings and what we expect to achieve from them. Again before the DRC contacts the newspaper, he should inform the Public Information Assistant of his intentions and he should briefly describe the content of the article. (iii) Posters a) A standard poster has been developed and has been approved by the Public Relations Department. Posters will be prepared by the Drafting Section. Allow 10 working days for their preparation. An example of the standard poster is shown on the following page. The date, time and location of the meeting, and the name and telephone number of the DRC will be placed on the poster for each neighbourhood park public meeting. b) 8 1/2 x 11 inch copies of the posters can be prepared for

Example of Publicity Poster

HELP US PLAN

YOUR

PARK!

A Public Meeting Will Be Held On

To Plan

Neighbourhood Park For more information about your participation in this planning process please call your District Recreation Co-ordinator

elitionton

PARKS ANO RECREATION

mail distribution. At the post office the DRC will be ableto find: a) the postal routes that cover the neighbourhood b) the number of households that should be contacted From these statistics the DRC will be able to determine the cost of mailing the posters. The DRC should have a cheque prepared by the City prior to taking the fliers to the Post Office. The costs incurred will be paid through funds set aside from the capital budget (Stage Ill B-3). When the fliers are taken to the post office, an order sheet will have to be completed by the DRC listing the route numbers that the fliers should be distributed along. Be sure to state that it is only to private residences (rather than businesses) that the fliers be sent. The Post Office prefers that the fliers be made up in bundles of 100. They should be folded length-wise, with the printed side facing out. The Post Office promises delivery of fliers within five days of their receipt. c) Another means of distributing fliers is by school children. However, in new neighbourhoods, there may not be a school in operation that serves a single

neighbourhood. d) Community leagues may be willing to include fliers with their newsletter. If the newsletter is being distributed within a week of the public meeting, this means of distribution should be investigated. It is cheaper than the mail and guarantees total neighbourhood coverage (delivery by school children does not). (iv) Public Service Announcements The Public Information Assistant can arrange for public service announcements to be distributed. The DRC should prepare the announcement at least one week in advance of the distribution date. An Information Release is prepared by the Public Information Assistant on a monthly basis that is sent to over 100 agencies, (Federal and Provincial governments, libraries, the media). The DRC should prepare a notice for this release by the 20th of each month. (v) Telephone Surveys

Telephone surveys have proven to be a successful means of telling people about neighbourhood park planning meetings. At the end of each survey the respondent is told where and when the meeting will take place. As well, the interviewers should be prepared to talk about the meeting format. (vi) Telephone Network It is the responsibility of the community to promote public support for the public meetings. The DRC should contact key community residents, (i.e.P.T.A.), and inform them of the meeting and its purposes. The DRC should request that these contact people inform their group

members. (vii) Shopping Centres

At the beginning of each budget year, the Districts should set up a booth in shopping centres and/or other high traffic areas in their District. This booth should contain comparable information to the District Information centre. Audio-visual material should be prepared as well. The purpose of this booth is to inform the

public about which parks are to be developed in the current budget year. Shopping centre displays are a good way of increasing the Department's visibility. People know that the Department provides parks and recreation facilities, but many do not know that they may get involved in the planning of these facilities. This publicity technique is not designed to reach a specific target population. The publicity methods employed by the DRC should be based on his knowledge of his community and the techniques proven to be most successful for that community. However, no one technique is guaranteed and therefore more than one should be used for each meeting. 7. Participation Format The extent to which a community can become involved in the planning of their neighbourhood park is virtually limitless. It will depend on such factors as: 1. The time allotted for planning of the park 2. The willingness of community residents to spend time a The planning skills of the community 4. The value of the project Two examples should serve to illustrate these points more adequately. McKernan: Although community residents requested the Department to allocate funds for a new playground, they were not prepared to assume much of the planning responsibility. The public meeting participants were not prepared to outline what they wanted in their park. They were more interested in being given some ideas and to place these into priority. Forest Heights: The P.T.A. requested the Parks and Recreation Department to assist them in the planning and construction of a tire playground. The group conducted their own telephone survey, conducted the meeting and were prepared to pay for part of the construction of the

project. The planning process is longer, but the results are more representative of true public involvement. The DRC should be prepared for the type of participation format that will best suit the needs and aspirations of his particular community. While this process recommends a minimum two - formal meeting format, a more extended involvement of some community groups is to be both anticipated and encouraged.

District Meetings with Community Groups

Informal meetings should be held by the DRC with the community league and special interest groups, (i.e. school children, teens, senior citizens), to ensure that their needs will be taken into account in the park design. These meetings should be held after the purposes and orientation of the public meeting have been determined by the DRC and prior to the first formal meeting. Particular emphasis should be placed on encouraging representatives of these groups to attend the formal public meeting. In the case of young school children, the DRC should represent their interests, as told to him, at the meeting.

Meeting with School Children: An Example The Garneau park was selected as a 1979 International Year of the Child project. The objective was to involve children in the planning of a neighbourhood playground. The enclosed proposal outlines the planning process in greater detail. (See Appendix A). Given the limited time Policy and Planning had available to work with the children, the following process was decided upon. (i) The children (Grades 1-6) were asked to draw pictures or write stories about the things they would like to see in their neighbourhood park. (Two weeks). ii) The children were then given a presentation on the playground planning process starting with public input through to playground construction. At the same time, the children were shown a variety of play apparatus being used by the Department. iii) After viewing the slides, the children were again asked to draw pictures showing the types of equipment they would like to have in their neighbourhood park. Some of the children were quite imaginative and many had obviously put some thought into their ideas. iv) A content analysis of the pictures and of the stories was conducted. For example, the number of mentions of sliding equipment, climbing equipment and other apparatus was counted. Themes were developed from the children's drawings as well, (i.e. integrated equipment, safety consciousness, equipment arranged to allow for a flow of play, etc.). v) Programme requirements were developed from the children's input and submitted to the Design Section. vi) A Master Plan of the playground and surrounding park was taken to the children for their approval. Subsequently, approval of the programme was sought from the Garneau Community League. This method of involving children in the planning process proved to be most successful. Since they are the principal users of one component of the park, they should be given the opportunity to express their ideas, especially in neighbourhood park projects where the majority of funds are allocated to either playground development or redevelopment. Similarly, in neighbourhoods with a large proportion of elderly people, (more than ten per cent), efforts should be taken to talk to senior citizens' groups to ensure that their needs are taken into consideration. There are many avenues that should be explored to improve the process described above. For example, children could be asked to "test" existing playground equipment and to suggest ways of improving upon the design. They could be asked to design new equipment and to make models of this equipment. In schools, children could organize planning committees to develop playground programme requirements based on the needs of different age groups. Role playing is another planning technique that children could enjoy and find educational. Each time a new technique is adopted by the DRC, every effort should be made to document the process and its results. In this way, other Department staff may learn from the experience as well. These informal meetings should be held, if possible prior to the first formal public meeting. This will allow the DRC to outline the concerns raised by the children and/or 11

senior citizens, to the residents who attend the meeting. The principal criterion of these informal meetings is that they be fully documented. (e.g. notes, tape recorder). Without a detailed account of the people's needs it is almost impossible to communicate planning guidelines to Design Section.

STAGE III - PREPARATION FOR FIRST FORMAL PUBLIC MEETING

At least four weeks should be scheduled for this preparation stage. Although much of the material required for the formal presentation, (i.e. audio-visual presentation), will have been prepared for the DRC, he will require this time for administration and analysis of the telephone! survey; contacting community leaders, and publicizing the meetings. Other sections of the Department will assist the DRC upon request, but he will be responsible for co-ordinating their activities within the predetermined time frame (Stage II B-1).

Logistical Preparation for First Formal Meeting*

1. Book meeting room (i) In choosing the location, the DRC should consider the following factors: -ease of access *For more details, see Appendix B.

Map 2 Belmead Neighbourhood Boundary

AVE

Ell

MI IM

••■■

kill s

_T..

C._

AVE

954

t--1,---;,_-_-_

..„ / -------„,

111111111 /1111 11111/ A

AVE

> ----.Tr - ,'-•nar 7,77 7:7D1 '-'7"i F771 V1\1

....... \

111

AVE

R 2A

111

QT7

4,1

I II

177 ST

P p

R 2A

II II

905 AVE

R3 s_SR44 NESKIIV

R 2A

IHI R 2A

EP-

R2A 87A Av

_MO / 111111111hi~ .4.- 6121-111,17:71-:_t27-7

-visibility -meeting participants' travel distance -parking -suitability of building for the type of meeting (i.e. large gym unsuitable for small group work) (ii) The meeting room should not have a door at the front of the room. Late arrivals to the meeting disrupt the flow and it embarasses the person entering the room. (iii) If possible, the same meeting room should be booked for the second formal public meeting. 2. Order Publicity Posters (i) Allow 10 working days to prepare poster. (Arrange schedule with the Supervisor of Drafting). (ii) Distribute posters in community at least one week prior to first formal meeting. 3.

Prepare Publicity Campaign (i) Ensure that the Public Information Assistant is aware of your campaign. (ii) Request that she notify the appropriate authorities, (i.e. the Mayor, City Council, Commissioners).

4. Book Audio-Visual Equipment (i) Contact the Public Information Assistant. (ii) Ensure that you know how to operate equipment.

8. Arrange for Refreshments During the Meeting

Administration of Telephone Survey 1. Selection of Sample (i) Identify neighbourhood boundary (See Belmead example, Map 2). (ii) List all streets and avenues contained in study area. In the Belmead example: 95 Avenue (Between 178 and 187 strrets) 94 Avenue (Between 179 and 180 streets, 185 and 187 streets) 182 Street (Between 87 and 93 Avenue) etcetera. (iii) Photocopy all addresses contained within the neighbourhood boundary from the Edmonton Street Address-Numerical Directory. This directory is organized by Street addresses and Avenue addresses, rather than by subscriber's name. The information contained in this book is otherwise identical to the telephone book. Each District office will be given their own copy. In older neighbourhoods with grid-patterned streets be careful not to include addresses outside the designated neighbourhood boundary. In four typical residential blocks shown below, note the location of the odd (0) and even-numbered (E) house addresses. 1. Street Address 2. Avenue Address

5. Request that Plans of Existing Park Site be Coloured and Prepared for Presentation. (i) Allow 10 working days for the preparation of these materials. (ii) Contact the Supervisor of Drafting. (iii) It is advisable to request that additional copies of the site plans be prepared for the participants' group work, (i.e. they may want to show where they would like to have a jogging trail on a plan).

:01

=E:

=41

EI 2 2

6. Prepare Information Sheet for Meeting Participants (i) This information sheet must contain: a) purposes of meeting b) agenda of meeting c) what is expected of the public, (i.e. to determine the types of activities that they would like to do in their neighbourhood park). (ii) Additional information that would be helpful to the residents would include: a) map showing. 1) location of park under study in community 2) location of City and District level parks and recreation opportunities. b) statistics regarding: 1) potential population of neighbourhood (i.e. new neighbourhood) 2) existing population of neighbourhood, by age and sex. 3) type of housing in neighbourhood. 4) socio-economic profile 7.

Collect Stationery and Other Items as Required for the Meeting 13

0 1

2 2

0 i

1 â&#x20AC;&#x201D; 0- -Eâ&#x20AC;&#x201D; 1

-o- -E-

The diagram below shows a neighbourhood boundary in a typical grid street pattern residential area. Only odd-numbered addresses would be selected on the north and west boundaries; even-numbered addresses would be selected on the south and east boundaries.

where: p = the proportion of the population who respond one way to the question (i.e. 'yes')

q — the proportion of the population who respond to the

Neighbourhood Boundary

question by choosing the other answer (i.e. 'no')

D = is a constant value = .000625

87 Avenue

N = total population size n = sample size for simple random sampling 0

85 Avenue

Because the researcher has difficulty in knowing what p and q are beforehand, they are given the maximum possible value p = .5 q = .5 (pq = .25)

Thus the formula becomes: N (.25)

More specifically, examples of addresses that would be included and excluded from the sample are listed below:

North South West East

Include 10009 - 87 Ave. 10110 - 85 Ave. 8659 - 102 Street 8660 - 100 Street

Exclude 10010 - 87 Ave 10109 - 85 Ave. 8660 - 102 Street 8659 - 100 Street

(N-1) .000625+ 25 Using the Belmead example: N = 981 p=.5 q = .5 D = .000625 981 (.5) (.5)

980 (.000625) + (.5) (.5) = 245.25

(iv) Exclude all business and institutional numbers from the sample plus duplicate residential numbers where the subscribers' name is the same. (v) Count the number of telephone numbers within the neighbourhood boundary. This number (N) is called the total population. In Belmead, N=981. (vi) When estimating sample size (n) an error bound must be stated. The error bound is a measure of precision of an estimate. For example, if 70% of the respondents answer "yes" to a question, and if the error bound is 5%, a confidence interval can be constructed from this information. In the example cited above, the confidence interval would be the estimate ± error bound, or, 70%±5% The confidence interval would normally be written: 65% is less than p, which is less than 75%, where p is the "true" proportion of people who answer yes. A confidence level states the degree of confidence the researcher has in his estimate. With a confidence level of 95%, he would say: "we estimate (with 95% confidence), that the proportion of the population who answers "Yes" to a question lies somewhere between 65% and 75% of the population." In the surveys to be conducted in this programme, the Department will be using a 95% confidence level and a 5% error bound. The formula we use is based on an estimation of proportions, or, the proportion of the population who answer "Yes" to a question. The formula is: Npq (N-1)D + pq

0.8625 =

284.

Therefore to achieve a 95% confidence level with 5% error bounds, in Belmead, 284 interviews should be completed. (vii) To overcome problems such as: numbers are no longer in service, nobody at home, etc., the sample size should be at least double the number required for a 95% confidence level. In the Belmead example, this means the sample size to be selected should be (284 x 2) = 568. In older neighbourhoods, the refusal rate is often higher and therefore, an additional 60°A) - 700/s more names should be included in the sample. Systematic Random Sampling: "Every k element in the population (N) arranged in some specified order is selected for the sample, with the starting point among the first k elements determined at random".* This is probably the quickest and most efficient of the many methods. In the Belmead example, at least 568 (2n) respondents are selected in order to complete 284(n) interviews. To determine the method of selection, calculate:

N= 981 = 1.7 2n

568

This means that one address out of every 1.7 addresses should be selected for the sample. As there is no such thing as 1.7 addresses, simply multiply both sides *J. Neter, W. Wasserman and G.A. Whitmore, Fundamental Statistics for Business and Economics, Fourth Edition, Boston: Allyn and Bacon Inc., 1973, p. 267.

(ii) Payment of Interviewers The Department hires interviewers on a contract basis. They are requested to complete 50 telephone calls and are paid at the rate of $5.00 per hour for 10 hours work (the maximum payment allowed for contract work). However, if the completed interviews fall below 40/50, it is recommended that the interviewer be paid for each completed interview (at $1.00) per interview) rather than the total $50.00. An example of the contract form required to hire and pay interviewers is shown on the following page.

by 10. This means that ten addresses out of every seventeen must be selected to develop the sample. There should be a random start between 1 and 7 and from then out of every block of 17 addresses the same 10 addresses are selected. For example, if the random start number is 6, then addresses 6- 15 inclusive should be selected In the next block of 17 names, the sixth through to the 15th inclusive are again selected and so on. In another example, N = 5910 Npq

(iii) Training of Interviewers The interviewers should be given a one-to two-hour training session prior to their starting the survey. They should be prepared for a variety of questions from the respondent. Be sure that the interviewer understands the coding of the questionniare. Otherwise, interpretation of the data becomes an impossibility.

(N-1) D + pq = 5910 (.5) (.5) 5909 (.000625)+ (.5) (.5) = 1477.5 3.94 n = 375 interviews 2n = 750 n = 5910

3. = 7.9

2n 750 Therefore, 10 addresses must be selected out of every 79. Rather than counting out so many, it is easier to drop the .9 and simply select 1 address out ov every 7. If 1 address in 8 is selected, the required minimum of 750 addresses (2n) will not be achieved It is better to have a few too many addresses than too few. Time: It will take up to one working day to collect the list of telephone numbers in a neighbourhood and up to 1/2 day to select the sample. It is recommended that this clerical work be completed well in advance of hiring interviewers, etc. It is a stage of the process that is time-consuming and cannot be rushed.

2. Hiring of Interviewers (i) Recommended Procedure People from the community in which park development is to occur, have proven to be effective interviewers. Because they have something to gain personally by the successful completion of a telephone survey (i.e pride in their neighbourhood, getting involved in the development of their neighbourhood park), the response rate is generally higher than when interviewers from outside the community are hired. Community interviewers are more tenacious and seem to genuinely enjoy the work. The major quality that the DRC should be looking for in a telephone interviewer is a personable telephone manner. The interviewer should be able to convey the purposes of the survey and be willing to listen to the respondent. Be sure that you talk to the interviewer on the telephone before hiring him/her. If the prospective interviewer has had experience with social science research or recreation planning and administration, this is a definite asset, but not necessarily a requirement. People who have had experience working with the public are best suited to this work. 15

The Questionnaire

Two questionnaires have been developed for use in this programme: one is to be used for new park developments and the other is designed for park redevelopment projects. Both surveys were tested this year and have proven to be easy to administer and to analyze. If the DRC wishes to make any change in the questionnaire he should check with Research and Planning to ensure that the changes will not alter the effectiveness of the questionnaire. Each survey will take the interviewer approximately ten minutes to administer. The DRC should ensure that the coding of the questionnaire is completely understood by his interviewers. Incomplete questionnaires or miscoded questionnaires are a complete loss: there is no way of determining what the interviewer should have coded. Both questionnaires are contained in the Appendices in this manual. An explanation of the coding procedures has been included. The questionnaires have been designed to be easily analyzed by computer. It is anticipated that the Department will have access to a computer at the University by 1980. Until then, the DRC may hire clerical staff to assist him in the selection of the sample and in the tabulation of the questionniare responses. NOTE: Costs incurred through arf-ertising public meetings, hiring of interviewers and temporary clerical staff is not a district responsibility. Five hundred dollars ($500) will be taken from the Capital Budeets of each park project requiring public involvement. Research and Planning will administer the funds and provide the D.R.C. with the work order and account numbers. Any monies remaining once the planning stage is completed, will be returned to the respective Capital Budgets. 4. Analysis of the Survey (i) Calculate the Response Rate A response rate of between 750/0 to 80% is considered very good. If the response rate falls below 60%, the reliability of the data is questionable. The response rate R, is calculated by dividing the total number of completed interviews IC, by the total number contacted, (including language problems, refusals and

HONORARIUM EDMONTON PARKS AND RECREATION

BRANCH/SECTION

FOR SERVICES RENDERED TO CONTRACTOR

(Print name) (Address)

SERVICES RENDERED LOCATION: DATE(S) OF ACTIVITY•

RATE/DAY

NO. OF DAYS

CONTRACT TOTAL

SIGNATURE OF CONTRACTOR

DATE

FOR EDMONTON PARKS AND RECREATION USE ONLY ABOVE CONTRACTOR HIRED BY

POSITION•

DISTRUBUTION W/O NO

A/C NO

I/We concur with the above details and authorize payment as stated.

SIGNATURE

DATE Edmonton Parks and Recreation 16

incomplete surveys).

For example, using the same neighbourhood statistics as before, and if the survey respondents' age groups were distributed like this:

R = lc x 100

For example, if 200 interviews were completed, and there were 2 people who could not speak English, 5 people who answered only the first two questions and 20 who refused to be interviewed, the response rate would be: lc = 200 C = 200 + 2 + 5 + 20 = 227 R = 200 x 100 = 88.1% 227 (ii) Tabulate Frequencies For each question, the number of responses (both actual numbers and percentage of total) by category should be tabulated. This work provides the basic statistics upon which to make decisions concerning: a) the relative importance of the four neighbourhood park components (playgrounds, open play area, paved area [the community league's responsibility] and landscaped passive area). b) The types of activities that people would like to do in their neighbourhood park. 1. short term - which activities can be accommodated within the budget allocation for the park? 2. long term - which activities do people want to do in their park, but are too expensive to be provided this year? c) the representativeness of the sample. It is important to determine how the telephone survey respondents' characteristics (socio-economic and demographic) compare with those of the neighbourhood as a whole. In this way, an estimate of the sample bias can be made to determine which groups' needs might not be fully represented in the tabulations. For example, if the neighbourhood as a whole (use census statistics) contains a population distribution like this: Age Groups Percent 0-14 19.0 15 - 24 21.0 25 - 44 35.0 45 - 64 16.0 65+ 9.0 Total 100.0 and the sample population is distributed like this: Age Groups 0- 14 15 - 24 24 - 44 45 - 64 65 + Total

Percent 17.0 24.0 36.0 17.0 6.0 100.0

the sample would be regarded as being representative of the neighbourhood as a whole, with slight underrepresentation of the 0 - 14 and 65+ age groups. A good yardstick is 5 percent. If the percentage varies more than Âą 5% then the representativeness of the sample is in question. 17

Percent Difference Age Groups 0- 14 10.0 (-9) (+8) 15 -24 29.0 32.0 25 - 44 (-3) 26.0 (+10) 45 - 64 3.0 65 + (-6) Total 100.0 the sample population does not compare favourably with that of the neighbourhood. This does not mean that the survey results cannot be used. What it does mean is that the degree to which the sample "fits" with the community as a whole must be identified and documented. For example, in the case cited above, the survey summary report should state that the 25-44 age groups are represented well. However, there is a considerable lack of representation from children and senior citizens and an over-representation of the remaining age categories. With this sample population, it would be expected that passive park areas and playgrounds would be placed on a lower priority than if the sample had been more representative. (iii) Interpretation of the Data Using the Belmead example, Table 1 below shows the distribution of responses to the question "How often would you like to participate in the following activities in your neighbourhood park?" The response to this question can only be used as an indication of need since the respondents are not committed to this future action.

Table 1 Distribution of Respondents by Potential Frequency of Participation by Activity Activity

Frequency Less than daily 1/week 1/month 1/month never

jog go for a walk relax, read watch a game scheduled sports unscheduled sports children's play social skating

65 115 40 10 12 30 96 33

79 118 106 105 121 130 58 137

28 26 40 80 40 66 36 42

12 9 16 30 17 19 15

101 17 83 63 95 40 95 58

(i) To calculate percentages: divide the total number of responses for each activity category by the total responses for that activity and multiply by 100. In the case of jogging daily: activity category = 65 total responses = 65 + 79 + 28-1- 12 + 101 = 285 Percentage = 65x 100 285 = 22.8%

For jogging at least 1/week: = 79 x 100 285 = 27.7% Table 2 below, shows the Table 1 data in percentage form. Interpretation is much easier in this format than in absolute numbers. Table 2 Percentage Distribution of Respondents by Potential Frequency of Participation in Selected Activities Frequency

Activity

Less than daily 1/week 1/month 1/month never jog go for a walk relax, read watch a game scheduled sports unscheduled sports children's play social skating

Time: To tabulate the basic frequencies for each question will take two to three days of clerical work. We are hopeful of being able to use a compoter to tabulate the results in the future. Until that time however, this process will have to be done manually. Policy and Planning will assist the DRC's in the data analysis stage when requested. Particular care must be taken not to misrepresent the findings and to be sure that biases in the data are clearly identified.. This work should be completed prior to the first formal public meeting. The results of the telephone survey should be compared with those of the meeting. More emphasis should be placed on the results of the telephone survey, if the meeting is not well attended.

22.8 40.4 14.0 3.5 4.2 10.5 3 7 11.6

27.7 9.8 4.2 35.4 9.1 41.4 3.1 6.0 14.0 37.2 5.6 29.1 28.1 10.5 36.8 22.1 42.4 14.0 6.0 33.3 14.0 23.1 6.7 45.6 33.3 12.6 20.3 14.7 5.3 20.3 48.0

Note: Each row should add up to 100.00/0 It is easily recognized that active recreation space is desired by the respondents. Over seventy percent of the sample wished to participate in unscheduled sports (i.e. toss a frisbee) and social skating. In addition, over 90 percent wanted to pursue a more passive activity like taking a walk in their neighbourhood park, at least once per month. In an older community like McKernan, the results are quite different. Table 3 shows the potential participation rates of the respondents in the same activities.

(iv) Limitations of Telephone Surveys (a) Senior citizens do not respond well to telephone interviews. Despite prompting from interviewers, most seniors seem to feel that they are too old to go to parks and many feel unsafe in parks. In areas where there are large percentages of elderly (the city average in 1976 was 7.14%) special efforts should be made to talk to these people to see how we can more effectively plan for their needs, (b) While children can respond to the telephone survey, those under 12 would have difficulty with answering it properly. Efforts should be made to go to schools in the neighbourhood to ask the children about what they would like to do in their neighbourhood park. We have found that children are receptive, imaginative, and enthusiastic and seem to enjoy the opportunity to become more intimately involved with planning of their environment. Special effort should be made to meet with school children to discuss neighbourhood parks designated for playground development or redevelopment.

Table 3 Percentage Distribution of Respondents by Potential Frequency of Participation in Selected Activities Activity

Frequency Less than daily 1/week 1/month 1/month never

jog go for a walk relax, read watch a game scheduled sports unscheduled sports children's play social skating

17.9 21.7 10.5 1.5 1.0 6.1 8.5 1.0

11.3 27.0 11.0 12.0 12.4 18.5 7.7 11.6

6.7 15.7 17.3 16.0 8.6 14.0 5.2 12.9

5.7 10.3 13.1 18.0 15.6 11.6 4.7 8.8

58.4 25.2 47.9 52.5 62.4 49.8 73.8 65.7

Here, the responses show that there is a preference among respondents for more passive types of activities like relaxing and reading and going for a walk. In most other activities at least half of the respondents said they would never participate in them. 18

STAGE IV - FIRST FORMAL PUBLIC MEETING

Example Agenda 1. Introduction of Staff 2. Neighbourhood History 3. Purpose and Objectives of Meeting 4. Audio-visual Presentation 5. Site-Specific Presentation 6. Question/Answer Period 7. Coffee 8. Group Discussion of Issues 9. Group Presentations 10. Statement of Priorities 11. Participant Survey Form Completion

Site-Specific Presentation The development potential of the park site to be planned should be discussed. Participants should be urged to think both in the short term, (i.e. within the capital budget) and long term, beyond the Master Plan period. The DRC or the General Recreation Supervisor should make this presentation.

Group Discussion of Issues Depending on the number of people who attend the meetings, groups of between 5 and 8 people should be formed to discuss the issues put forward by Department staff. Department staff should not take an active role in these discussions: rather they should act as resource personnel. 19

Group Presentations Each group leader should summarize the findings of his group. These findings should be written on newsprint, or on a blackboard where other groups can read them. The group leader should be prepared to clarify any questions raised by other groups, the Chairman or by Department staff.

Statement of Priorities Once each group has made its presentation, the Chairman should attempt to place issues raised by the groups into priority. For example, the development of a landscaped passive area may be more important to the participants than redeveloping the playground. While this may not be possible for every issue raised by every group, those that are either strongly advocated or cause disagreement can be determined.

Audio-Visual Presentation An audio-visual presentation has been prepared and is available for use by the DRC's at public meetings. This presentation should be given at all meetings as it highlights the following types of information: 1. Master Plan orientation toward the development of neighbourhood parks. 2. The need to involve the public in the parks planning process. 3. The public meeting participant's role in the parks planning process. 4. The basic parks planning principles. (Description of the four neighbourhood park components and the types of activities that may be accommodated in each of these areas). Each District will be given one copy of this presentation and will be responsible for co-ordinating its use.

Participant Survey Form Each family will be asked to complete a short survey before they leave the meeting. An example of this survey is on the next page. The purpose of this survey is to give the participants the opportunity to evaluate the public participation process and to indicate how they would like to see it improved. In addition, the survey will document who attended the meeting and show age groups who were not present. It is the responsiblity of the District to photocopy a sufficient number of copies for the meeting participants. In addition, a brief analysis should be made of the findings to ensure that both the advantages and disadvantages of the programme are identified and improved upon where necessary.

Public Meeting Participants' Survey

ADDRESS' 1. How many members of your household attended this meeting? 2. Do you, or members of your household belong to any community clubs or NO

YES Which ones/ IF YES:

organizations?

3. Where did you hear about this public meeting'?

4. Do you feel that your family's interests were adequately represented at this meeting?

YES IF NO:

DON'T KNOW

What alternative facilities would you prefer to have in your neighbourhood park'?

5. How could this public participation process be improved?

Would you please list the ages and sexes of members of your household starting with yourself? Age

Sex

2 3 4 5 6 7 8

7. Do you own or rent your home?

Own Rent

Thank you for your participation this evening!

STAGE V - DEVELOPMENT OF PARK PROGRAMME REQUIREUENTS Park programme requirements SHOULD NOT consist of a simple list of equipment selected by the community. The report should contain a summary of the socioeconomic and demographic profile of the community and how it compares with the City as a whole, documentation of the public meeting results, and of informal meetings held between the DRC and special groups (i.e. school children). Park programme requirements should be developed by the DRC in co-operation with Policy and Planning. Allow at least 10 days to complete t17,:::! report. All programme requirements should be submitted to Policy and Planning.

neighbourhood? - single family - multiple family - townhouse - lowrise - highrise (i.e. what proportion of the population does not have access to private backyards?) 2. Is the neighbourhood undergoing development, redevelopment, or is it relatively stable? 3. What type of redevelopment is the neighbourhood undergoing? 4. How will this redevelopment change the population structure in the neighbourhood? (i.e. introduction of singles, families?)

The programme requirements should contain the following information

Park Programme Recommendations The beginning of the report should contain a summary of the major findings and recommendations of the study. This summary should contain the following information: 1. park component priority 2. long and short term priorities 3. staging of development 4. specific activities requested

2. Biases in the data, (i.e. how does the sample population compare with the neighbourhood population as a whole according to): (i) percentage of home owners versus renters (ii) age distribution

3. Priorities identified by sample in terms of: (i) park component development (ii) types of activities to be accommodated neighbourhood park (iii) staging of priorities, (i.e. in terms of budget)

History of Park (for redevekTment project) 1. existing programming in park 2. discussions of decision-making process leading to selection of park for redevelopment, (i.e. McKernan where daycare operators, the school and concerned parents requested that monies be spent redeveloping the playground).

Public Meeting Results 1. attendance 2. characteristics of participants, (i.e. age group, representation of community organization and or individual household). 3. documentation of groups' findings 4. priorities established by meeting participants, in terms of activities 5. comparison between public meeting and telephone survey results. 6. explanation of differences in findings, if applicable. 7. recommendations and their rationale.

Socio-Economic and Demographic -Irofile of NeighbourheA 1. percentage of home owners versus renters 2. marital status 3. age distribution 4. How does this profile compare to the City as a whole? 5. What do these statistics tell us about the programme requirements for the park? Who is our target population? (i.e. in new neighbourhood, with a lot of young children, the development of playground areas should be given higher priority than an area designed for senior citizens). 6. What stage of the life cycle is the community? (Refer to Parks and Recreation Master Plan pp 37- 38). 7. What is the stability of school enrollments?

Telephone Survey 1. Response rate

The rationale for these recommendations should be contained in the following sections of the report.

Housing Type and Tenure 1. What is the predominant type of housing in the

Special Interest Groups 1. documentation of priorities established by groups at informal sessions. 2. recommendation on ways of incorporating these people's needs into the overall site development.

STAGE VI - DESIGN OF TI "E PARK

During this stage the Landscape Architect will prepare a Master Plan(s) for the park development. Upon completion, copies of the plan will be circulated within the Department for comment. The plan should be coloured and prepared for presentation to the community for their review and comment. Both the DRC and Policy and Planning personnel should be prepared to assist the Landscape Architect in interpreting the programme requirements submitted to him and to provide additional information upon request. Allow ten working days for the design of a small site, 15 for a medium site and 20 or more for a large site (ie. Mill Woods campus). The programme requirements should be submitted on the date agreed upon by the DRC, Design and Policy and Planning in Stage 1 of this manual. If the programme requirements are submitted behind schedule, it is unlikely that Design will also be able to meet the second formal meeting deadline for the plan preparation. The DRC should be aware that a number of projects are being handled by the Design Section at thesametime. It is advisable therefore, that the DRC maintain regular contact with the Landscape Architect working on his park programme to ensure that he can keep abreast of any changes in status of his project.

STAGE VII - SECOND FORMAL PUBLIC MEETING It is at this stage that neighbourhood residents are given the opportunity again to provide input into the park's design. At the public meeting held to display the plan and to discuss concerns, the District staff should be prepared to address the following subjects: 1. Purpose of meeting 2. Description of Planning process that led to development of park programme 3. Public participation techniques used in preparation of the park programme - telephone survey - first formal public meeting - meeting(s) with special interest groups 4. Summary of the park programme 5. How the park programme was interpreted into a park design 6. Major design considerations/limitations: - proximity of playground to major roadways - size of site - target populations (identified in programme) - location of park site with respect to school(s) - why some concerns/recommendations are/are not included in Plan (typical reasons for the last situation would be cost, safety, lack of consensus with results of telephone survey, activity accommodated elsewhere on the site etc.) The DRC must be prepared to answer a variety of these concerns particularly if there is a contentious issue regarding the plan. 7. Construction Schedule - when can residents reasonably expect to have their park completed? - does the plan require phasing due to costs, or will the entire plan as shown to the residents, be built? 8. Changes recommended by residents: - what are the design implications of each change? - what are the maintenance implications of each change? - does District support change? - consensus of residents regarding each change - is a third meeting required or will the Department make the required changes and proceed immediately with the more detailed design work? A report of the results of this meeting should be prepared by the DRC and submitted to the Design Section as soon as possible after the meeting. One copy should be forwarded to Policy and Planning. If there is no community opposition to the plan, the report will be brief. If, however, residents react negatively to the plan, the rationale for their opposition must be documented. For example: -are the people who were present at the first meeting present at the second? If it is a new group, were their 23

needs accounted for in the first public meeting or in the telephone survey? If not, why not? -what event(s) prompted residents'concerns? -can the newly identified needs/concerns beaccomodated in the park design? Should they be? - how could this situation be avoided in the future? (i.e. is it a fault of this planning process that could be corrected?) The DRC should meet with the Landscape Architect and Policy and Planning staff prior to the second public meeting to ensure that he is prepared for the meeting. If there is serious disagreement among community residents about the plan, a third meeting should be scheduled with the Landscape Architect in attendance. If he is unable to incorporate the residents' ideas into the plan, he should be present to suggest possible alternative solutions to overcome their concerns.

STAGE VIII - EVALUATION OF PLANN:AG PROCESS

Throughout the implementation of this process the DRC, the Landscape Architect, and Policy and Planning should document problems they have encountered. At the end of each project, a meeting should be held among the principals to determine ways of improving the public participation programme. This process Is not static. In order for it to be successful, it must be flexible enough to meet the needs of a variety of communities and of the Department. The public participation process will be reviewed annually. Two specific areas of concern require additional research and testing. Firstly, the Department supports in principle the concept of extending the public participation process to the physical construction of the park. In cases where the community has requested this and is committed to the responsibility it entails, the Department should help the community achieve this goal. The process should be fully documented (i.e. staff time, construction problems, costs, etc.) in order that it may be evaluated and procedures refined and improved where necessary. Secondly, a major obstacle to be overcome is the budget approval process. At present, monies are allocated to park projects prior to needs studies being conducted. This may limit the effectiveness of this programme because an important decision has been taken without public input. However, should a community's recreation needs exceed the budget allocation for the project during the present fiscal year, plan implementation may be staged over two or more years. In addition, individual park budgets are flexible within a prescribed upper limit with respect to the total funds allocated annually to neighbourhood park development. This aspect of the parks planning process will be examined in greater detail in the following months.

S33IaN3ddV

APPENDIX A

1979 International Year Of The Child Playground Proposal* Goal:

To commemorate the International Year of the Child. Objectives: 1) To design and to develop a playground based on the needs identified by the children. 2)To instill a sense of pride in the children about their park and their participation in its development. 3) To introduce children to the parks planning process and to their responsibilities in this process. Figure 1 shows the series of stages involved in the implementation of the children's playground planning process, from the initial decision through to the construction of the playground. Each stage is outlined briefly below.

Stage I - Decision to directly involve children in the Planning and Design of a playground. This decision was taken by the City of Edmonton Parks and Recreation Department. Stage II - Determine criteria upon which to base park selection decision.

in order that the users of the playground can be readily identified. Rationale: In new suburban areas where shools have not been constructed, it is nearly impossible to locate students from a particular community. They may be bussed to a number of schools in the district, and not necessarily adjacent to their own community. e) A park where the playground has been identified as a priority for development should be selected. Rationale: For example, in park areas where some upgrading of the playground equipment is anticipated, but where the majority of funds are allocated for landscaping, etc., it is unsuitable to involve children. Their expertise and interest will be oriented more toward playground development. f) School enrollments should be increasing or maintaining their levels. Rationale: It would benefit more people to involve them in the parks planning process in an area where park users have either maintained their numbers or increased them.

The following were identified as important criteria which affect the suitability of the park selection:

In neighbourhoods with sharply declining school

a) Playground development should be included in the 1979 Capital Budget.

populations there is the consideration that the school may be closed.

Rationale: To avoid additional costs, there are a sufficient number of playground development projects from which to select a particularly deserving project.

g) Site should be selected where there is a serious deficit of park land.

b) Playground has not been designed by Design Section Rationale: This would result in a duplication of work in a section .that has a very heavy workload c) Programme requirements have not been determined by the public. Rationale: If public input has already been received, it is unfair to that public to allow their priorities to be altered by the additional information. Similarly, it is unfair to restrict the children's choices because of the limitations placed on them by that previous public input.

Rationale: In an area which is deficient in park space, there is a lack of opportunity for people of all ages to recreate. In addition, children may be forced to use roadways or other unsafe places for playing. h) Site should be selected where there is a lack of playground development. Rationale: In such areas there is a lack of opportunity for children to recreate. Stage III - Determine which Park is suitable for dedication. Figure 2 shows the parks which meet criteria (a).

d)There should be a school located in the neighbourhood

Stage IV - Select Park that meets criteria

*Parks and Recreation Department, Research and Planning Section; March 30, 1979.

Figure 2 shows the status of the projects in the 1979 Capital Budget. Only two projects, Garneau and

Figure 2

Figure I 1979 Year of the Child Playground Proposal

Playground Development Projects in 1979 Capital Budget

Decision to Involve Children in the Planning and Design of a Playground

Determine Criteria upon which to select Park ldylwylde

III Determine which Parks are suitable for dedication

Select Park that meets criteria

Seek approval of Park Site

Determine Roles and Responsibilities of Actors in Process

VII

VIII

Strathearn Terrace Heights Dovercourt Grovenor Patricia Heights Belvedere (HA. Gray Site) Westwood Allendale Tipton Belmead Meyonohk Ekota Lymburn Kernahan Belmont Sifton Park Dun luce Bonnie Doon

Determine participation format of the Children

Central McDougall Carlisle

Secure programme Requirements of Playground

Aspen Gardens Oliver (Grandin Sc.) Garneau McKernan

* Scheduled end of March IX

Design Playground

Approval of Playground Design

Implementation of Plan

XII Park dedication and Official Opening by Mayor

Programme Requirements received from Community League and school Working with public currently Programme Requirements received from school Plan completed Plan completed Plan completed/Approved Plan completed/Circulation Plan completed/Circulation Plan completed/Circulation Under design Plan completed/Circulation Gone to public Gone to public School not constructed Under design Plan completed/Circulation Gone to public Gone to public Programme requirements received from Community League Gone to public Programme requirements received from school, community league, and children Community League Gone to public Going to public

McDougall, have not submitted programme requirements. Table 1 shows those projects which meet criteria (c) and which could be considered for dedication.

The format depends largely on the enthusiasm of the school and of the children, and on time allocated to Department staff. Stage VIII - Programme Requirements

Table 1 Project

Criteria a b c d e f g h

Idylwylde Terrace Heights + Lymburn Bonnie Doon + Aspen Gardens + *Garneau McKernan

+ + + + + + +

+ + + +

The programme requirements of the site should be identified during the week of April 23 to meet the Design Section's current schedule. Stage IX - Design of Playground

n/a + + + +

+ + + + + + +

Should be completed by May 16. Stage X - Approval of Playground design

* Only the Garneau playground meets all eight criteria, and is the site recommended for selection for this project.

Both the Department and the children should be given the opportunity to approve the plan. Should be completed by May 31, 1979.

Stage V - Seek Approval of Site from:

Stage XI - Implementation of the Plan.

City of Edmonton Parks and Recreation Department Appropriate School Board Principal of School

Children should be encouraged to plant trees etc., at this stage. Should be completed by June 30. Stage XII - Park Dedication and Official Opening

Inform following of Site Selection: Public Relations Parks and Recreation Advisory Board Year of the Child Organization Should be completed by March 30, 1979

Recommendation:

Stage VI - Determine Roles and Responsibilities of Actors in Process

That the Garneau playground site be selected as the International Year of the Child Playground Project.

Suggested date-July 1, 1979.

Co-ordinator of Project should be selected from District and should be supported by Research and Planning and Public Relations personnel. Co-ordinator responsible for securing programme requirements from children and must co-ordinate the activities of the principal, teachers, and children. Co-ordinator responsible for identifying when and where support is required from Research and Planning personnel, and to request that support when required. Co-ordinator responsible for keeping Public Relations informed of his/her activities and to ensure that media coverage of this project is maximized. Co-ordinator should be selected as soon as site has been approved. Public Relations personnel should be involved from the beginning of the process to ensure coverage for the newspaper and television. Other actors include: Principal/Teachers Design Section Children Stage VII - Determine the participation format for the children. This should be decided jointly by the principal, the teachers, the District Co-ordinator, and Research and Planning personnel.

Children plan new playground* Did you know that the Garneau Community League is building a new $45,000 playground this fall? While most of the talk around the community has been about the new Community League building, a lot of work has gone on behind the scenes in planning a new playground - not to mention the redesigning of the entire Community League site. In the "International Year of the Child" we should be paying more attention to what is happening to improve Garneau for our children. What do you do when you are planning a playground in the "International Year of the Child"? You ask the children to help plan it! You hold meetings with them, and ask them to draw their own playground. Although it's not a new idea by any means, it still is nice to know that it's being done right here in Garneau for our children. In April, about 50 to 60 children in Grades 1-6 at Garneau school worked with some parks planners from the City's Parks and Recreation Department and presented the planners with their ideas of what the playground should be like. Not only did these students list out the types of activities and play equipment they preferred, but they made drawings of the play equipment as well. After meeting with the school children two or three times in April, the Parks and Recreation Department has been busy analyzing the ideas of the children. In the analysis of their drawings and suggestions, several themes showed up to help the designers plan the playground. Here is what the children wanted: 1. Integrated equipment/the "Multi-Deck": Most children wanted a number of activities combined, in a "multi-deck" type of unit, including climbing apparatus, slides (standard, spiral, "bumpy" and pulley slides), bridges, tire swings, ladders, tire walls and a geodesic dome. 2.

Safe Equipment: An interesting finding was that a large number of children were concerned about safety. Suggestions ranged from rubber tires to cushion the landing on a pulley slide to nets and sand around the equipment to cushion falls. They were concerned that any fences around the play area should not have sharp edges, and that broken glass be cleaned up regularly. 3. Creative equipment: The children preferred creative equipment over the traditional equipment and several suggested that the playground have a special theme - such as a "fort" theme or an "animal" theme. The drawings showing equipment in the shape of cats and dinosaurs were particularly creative.

*Ken Johnson, "Children Plan New Playground", Vol. 1 #5, Summer 1979, pp 7-8.

Garneau Guardian

4. Challenge: The children continually emphasized that they wanted a challenging and action-oriented playground with various types of climbing apparatus, different types of slides and high bridges. 5. Trees: Trees were important features in many pictures. Obviously these children must read the Garneau Guardian. Water Feature: A few children suggested that water play was important and that perhaps a water feature could be included as a part of the playground landscape, by constructing a small stream with bridges over it. 6.

7. Tunnels and enclosures: Some of the kids voted for tunnels, trenches, "big city cubes", and sewer pipe mazes. Having talked to Bryce Card and Frank Gasparik, the landscape architects in the Parks and Recreation Department who are designing the - playground, and having seen the preliminary plan, it is evident that the plan emerging is following very closely to the Garneau children's design ideas. In addition to developing a playground for the 6 to 15 year age group, the Parks and Recreation Department will also be developing a special area for pre-school age children with equipment suited to them. Also there will be sitting areas for adults and open space along the 109 Street side of the Community League grounds for use by all age groups. In fact, the whole Community League site is presently being redesigned to accommodate these playground improvements, landscaping improvements, and the new Community League building. Basically, the only areas not to be redesigned on the site are the tennis court and lawn bowling areas. Although the overall site design is not yet finalized the preliminary plan calls for: - relocation of the parking lot to the east of the tennis courts - possible removal of the Transit Turn Around from the southeast corner of the site (if Edmonton Transit allows it) - removal or relocation of existing playground equipment - development of the new playground just to the east of the Community League Building - landscaping around the new Community League building and tennis courts - possibly a jogging track (with exercise stations) around the perimeter of the grounds, and - tree planting and buffering along 109 Street.

APPENDIX B

A Check List For Arranging Public Meetings

1. Background Information: O purpose of meeting O target audience O available budget O importance of event .. to department and to the public O political sensitivity 2.

Determine most appropriate form for the meeting, e.g. open house, "lecture" type, workshop, etc.: o number of meetings required O recommended dates O have proposed dates checked by Public Relations

8. Agenda: O must be well-organized and specific O schedule time for speakers and be prepared to enforce it o arrange for the meeting to be recorded (on paper or on tape). If recorded, announce it at meeting and state for internal civic record. 9.

Display materials O encourage use of visuals - maps particularly o review for clarity, quality, simplicity (without being demeaning) o check equipment available on site o book equipment required for A/V presentations, stand-up displays, etc. El assign responsibility for set-up, operation and return of A/V's 1:1rentals for A/V's - specify equipment required O Test Equipment Before Meeting

10.

Hand out information for the public: O contents O responsibility for compiling distributing o number required O approval O should the materials be sent in advance of meeting?

3. Location: O choose location - consider ease of access, visibility, distance, parking, suitablility of building for the form of the meeting (above) O book hall(s) 4. Advertising: o cnoose most suitable vehicles, given budget, importance of event, target audience and geographical area involved. e.g. city-wide coverage (radio, TV, papers) - paid and public service community papers personal contact special invitations door-to-door delivery of brochures kiosks in shopping centres posters O plan media contacts (release, conference, etc.) O establish schedule 5. Chairman: O consider asking for suggestions from community groups, staff involved o must be impartial, able to control discussion 6. Special notification: O Who should be there? e.g. Commissioners, General Managers, Mayor and Council. Notify them of the purpose, when, where, who's attending officially. O role, if any. 7. Official staff representation: O do staff attending have the appropriate seniority? O is political representation required or advisable? o is management aware of the staff attending officially?

11. Media kits: O as above 12. Physical arrangements on site: o P.A. system - on stage and for audience response (if required) o chairs, tables, easels, etc. o lights - know where the switches are â&#x20AC;˘ special rules and regulations of the building (e.g. smoking, capacity) O seating arrangements on stage O reserved seats o signage (internal and external) ti back-up support for equipment- someone who knows how to run it o doors unlocked o refreshments - purchasing, set-up, monitoring, and clean-up O masking tape, bulbs, extension cords, warmth of equipment (i.e. projector must be at room temperature) 13. Briefing of participants: O clarification of roles, times for speaking, arrival times 30

and meeting place O stage a rehearsal if necessary o review probable questions from the audience 14. Security - need for?: O if it is a large meeting, have an off duty policeman especially if Mayor is in attendance 15. Follow up measure - need for?: O request for further information form? O report back letter? O timeline

MOST IMPORTANT GUIDELINES 1 /I strive for good communication with all involved, both prior to and at the meeting (possibly after, as well).

2 II ensure that people clearly understand the purpose of the meeting and the roles they are to play. 3 E The roles must be valid (i.e. not token). try to allow as much time as possible - for advertising, for follow-up. 4 U ensure that participants are well-briefed. 5 El encourage use of good display materials. 6 â&#x20AC;˘ involve the community in the planning of the meeting, if feasible. 7 â&#x20AC;˘ have back-up supplies for equipment being used, e.g. projector light bulbs. 8 E allow plenty of time for set-up. It always takes much longer than you would expect.

APPENDIX C

New Park Develcpment Telephone Survey

This questionnaire should be used in park planning projects in which no park development has occurred. For this reason the survey does not ask people to tell us the type of activities they do now because obviously they cannot do many of these in their neighbourhood park. For this reason, the questionnaire focuses on the types of activities that the residents feel they would like to do in their neighbourhood park. The questionnaire is neither complicated nor sophisticated. It provides information on recreational preferences of a broader population base than is normally represented in the formal public meetings. Each interviewer should be supplied with at least two copies of the questionnaire and code sheet and six response sheets. Each response sheet is designed to accommodate ten completed interviews. Each row makes up one survey. Below are examples of the standard New Park Development Survey, Code Sheet and Response Sheet.

1. THE QUESTIONNAIRE

New Park Development Survey

Hello, is this the

household?

(name of family) If a child answers, ask to speak to a parent. and I My name is am working on a survey for the Edmonton Parks and Recreation Department. The purpose of this survey is to determine the types of activities that people would like to do in their neighbourhood park. The Parks and Recreation Department is planning to develop the this year, located at The survey will take 5 to 10 minutes of your time and we would appreciate hearing your opinion. Seek permission to conduct survey.

Discussion Prior to Interview: Neighbourhood parks do not contain facilities like indoor ice arenas, or swimming pools. In new neighbourhoods, the neighbourhood park is generally situated on the same site as the school and school playing fields. There are four principal components in a neighbourhood park facility. They may include: 1) playground, 2) paved area, (i.e. tennis, volleyball, hockey) [This area is the responsibility of the community league to provide] 3) open play area (i.e. running, sliding, games like throwing a frisbee). 4) a landscaped passive area (i.e. reading, relaxing, picnicking, watching children at play, a place for non-athletic activities).

Now for the Questions

1(a) If you were designing your neighbourhood park, which of these four components would you give top priority in your plan? Code 0 1 2 3 go to 2 h4

Response Playground Paved Area Open Play Area Landscaped Passive Area All four components are important Don't know No Response

(b) If you were designing the park, would you omit any of these four components from the design: go to 01(c)

Code â&#x20AC;&#x201D;0 1 4 8 9

Response Yes No Not Applicable Don't know No Response

go to 0.2

Response Playground Paved Area Open Play Area Landscaped Passive Area Not Applicable Don't know No Response

2 (a) I will give you a list of activities that people can do in a neighbourhood park setting. Would you please tell me how often, you or members of your family would like to do these things in your neighbourhood park. The categories are: daily, at least 1/week, at least 1/month, less than 1/month, never. Activities Jog ii Go for a walk iii Relax, read, suntan iv Socialize with friends Watch a game (softball, hockey) vi Participate in Community League sports (hockey, softball, soccer) vii Participate in unscheduled active sports (toss a frisbee, fly a kite, toboggan) Social skating viii ix Tennis Volleyball/basketball xi Picnic xii Children's play (both summer and winter) Outdoor winter activities (i.e. cross-country skiing, snowshoeing) xiii xiv Arts and crafts xv Special events (carnivals, music festivals, outdoor drama) Code 0 1 2 3 4 8 9

Response Daily At least 1/week At least 1/month Less than 1/month Never Don't know No Response

2 (b) Is there any other activity in which you would like to participate, but feel that the facilities are not available to you? Code 0 1 8 9

Response Yes No Don't know No Response p Record Response in 0.2 (b) box

3 To ensure that we achieve a balanced sample of community residents, we would like to know a little about you and your family.

(a) Would you please tell me the ages of members of your household. Age Categories 0-4 5-9 10-14 15-19 20-24 Code number of people in 25-29 household in each category. 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+

(b) Do you own or rent your home? Code 0 1 2 8 9

Response Own Rent Other Don't know No Response

Thank you for your co-operation. A public meeting is being held(Date, Time, Mace) by the Parks and Recreation Department to give residents the opportunity to plan (Name of Park) park. The results of this survey will be discussed at that time. We hope that you will come and share your ideas with us.

Do not forget to complete this section after the interview. Interviewer Code:

Two digit number should be assigned to each interviewer.

Quality of Interview: Code 0 1 2

Response Good Fair Poor

Attitude of Respondent: Code 0 1 2

Response Co-operative Neutral Unco-operative

2. NEW PARK SURVEY CODES

Each response sheet has space for 10 completed interviews, (each row makes up 1 survey). Refusals, incorrect numbers, or people with language difficulties should NOT be recorded on these forms. This information should be placed on the reverse side of the sheet. Be sure that each square is coded except for Question 3 (a). Encourage the interviewers to include respondent's comments on the reverse side of the code sheet (i.e. "I feel afraid to go into a park alone, now that I am older"). Often these comments tell us more about the quality of service delivery than do the responses to the questionnaire. There is space for only one code per square. Only the interviewer number requires a two-digit code: all others are single digits. In all questions, "Don't know" is coded '8' and No Response, (i.e. respondent refuses to answer question), is coded '9'.

(i) Respondent's Address: The respondent's address can be obtained from the Edmonton Street Address - Numerical Directory. The nearest block intersection should be coded. House numbers or apartment numbers are not required. Examples Address 13424 - 59 Street 101 - 8759 - 98 Avenue 29 Belmead Gardens

Code (3 squares each) &reel Avenue 059 134 087 098 BeImead Gardens

(ii) Question 1 (a) (a) Possible codes: 0-4, 8, 9 (b) If Code 4: ("all four components are important") 1) code questions 1 (b) and 1 (c) 4 (not applicable) (iii) Question 1 (b) (a) Possible codes: 0, 1, 4, 8, 9 (b) If code 0: (Yes) Go To Question 1(c) (c) Remaining codes: 38

1) code question 1 (c) 4 2) Go To Question 2 (iv) Question 1 (c) (a) Possible codes: 0-4, 8, 9 (v) Question 2 (a) (a) Each activity should be coded according to frequency of participation. Be sure that the respondent answers for the entire household and not only for himself. (b) Possible codes: 0-4, 8, 9 (vi) Question 2 (b) (a) Possible codes: 0, 1, 8, 9 (b) If code 0: (Yes) Record respondent's answer in the box provided on bottom of code sheet. Each box is numbered. If the fourth respondent lists other activities that he would like to do, the information should be recorded in the box marked 4. If it is the tenth respondent, it should be within the box marked 10. (c) Remaining codes: Go to Q. 3 (a)

(vii) Question 3 (a) (a) Code the actual number of people in the household in each age category. Example:

respondent 35 spouse 25 child 6 child 7 child 3 grandmother 67

This information would be coded in this manner: Code 1 2

1 1

1 39

Age Group 0-4 5-9 10 - 14 15- 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65+

(viii) Question 3 (b) (a) Possible codes: 0-2, 8, 9 (ix) Interviewer Code: Each interviewer should be assigned a two-digit number. In this way, checks can be made on the quality of the interviewer's work. (x) Quality of Interview (a) Possible codes: 0-2 (b) The interviewer is asked to make an assessment of the interview. (i.e. Was the respondent interested? Did he take time answering the questions? Did he understand the questions? [language obstacles?]) (xi) Attitude of Respondent (a) Possible codes 0-2 (b) The interviewer is asked to make a qualitative judgement of the respondent's willingness to answer the questions. The reliability of the data is largely dependent on the respondent's attitude toward the survey.

NEW PARK SURVEY RESPONSE SHEET

8 0 0 -4

QUESTION 2(8)

K.,

-•

INTERVIEW No

AVENUE

PRIORITY

RESPONDENT'S ADDRESS

STREET

OMIT WHICH ONE?

JOG

GO FOR A WALK

SOCIALIZE WITH FRIENDS WATCH A GAME COMMUNITY LEAGUE SPORTS UNSCHEDULED SPORTS SOCIAL SKATING TENNIS VOLLEYBALL/ BASKETBALL PICNIC CHILDREN'S PLAY OUTDOOR WINTER ACTIVITIES ARTS 8, CRAFTS SPECIAL EVENTS •;:!YTHING ELSE?

0 -4

I RU

5 -9

ill!

10 -14 15 -19 20 -24

25-29 39-34 95-39 4o-44

45 - 49 50 - 54 55 - 59

60 - 64 + HOUSING TENURE

INTERVIEWER CODE QUALITY OF INTERVIEW ATTITUDE OF RESPONDENT

133HS 3SNOdS38 A3A8r1S NHlid NON

RELAX, READ, SUNTAN

APPENDIX D

Park Redevelopment Telephone Survey

This questionnaire should be administered in neighbourhoods in which some park development (usually playgrounds) has taken place. Depending on the funds available and the condition of the existing site, the park may be slated for completion (i.e. additional tree planting, landscaping and provision of park furniture) or total redevelopment. This survey focuses on the range of activities that the residents presently enjoy in their neighbourhood park and those they would like to participate in, but feel that the amenities are not available to them. As with the new park development survey, examples of the questionnaire, code sheet and response sheet have been included. The major difference between the two surveys is in question 1. The remainder of the questionnaire is very similar.

1. THE QUESTIONNAIRE

Park Redevelopment Survey

household?

Hello. Is this the (name of family) If a child answers, ask to speak to parent.

My name is and I am working on a survey for the City of Edmonton, Parks and Recreation Department. The purpose of this survey is to determine the types of activities that (name of neighbourhood) residents do and would like to do in their neighbourhood parks. The survey will take 5 to 10 minutes of your time and we would appreciate hearing your opinion.

Seek Permission to Conduct Survey

Discussion Prior To interview: ) State that neighbourhood parks DO NOT contain facilities like swimming pool or indoor ice arenas. (exception - Westwood). 2) List name and locations of existing neighbourhood parks. 3) Briefly describe facilities provided in each park. 4) State Department intentions regarding the neighbourhood park during the current budget period.

Note: This section will have to be written for each neighbourhood that is being surveyed.

Now for the questions:

0.1 (a) How often do you, or your members of your family visit (a, the) (name of neighbourhood) neighbourhood park? Code 0 1 2 3 Go to 4 Q. 1 (c) 8 9

Response Daily At least 1/week At least 1/month Less than 1/month Never Don't know No Response

(b) Which of the number of parks parks in your neighbourhood do you visit most often? Code 0-6 7 8 9

Response Name of Parks Not applicable Don't know No response

Note: Do not ask this question unless there is more than one neighbourhood park that the respondents are likely to visit. (c) Would you please tell me which other City of Edmonton Parks and Recreation facilities you, or members of your family visit at least once per month? Code 0 1 2 8 9

Response Respondent names facility None Hard to say, it varies Don't know No response

Record Response in 01(c) box

2 (a) I will give you a list of activities that people can do in a neighbourhood park setting. Would you please tell me how often you, or members of your family do these things in your neighbourhood park. The categories are: daily, at least 1/week, at least 1/month, less than 1/month, never. Activities i Jog ii Go for a walk iii Relax, read, suntan iv Socialize with friends v Watch a game (softball, hockey) vi Participate in Community League sports (hockey, softball, soccer) Participate in unscheduled active sports (toss a frisbee, fly a kite, toboggan) viii Social Skating ix Tennis x Volleyball/Basketball xi Picnic xii Children's play (both summer and winter) xiii Outdoor Winter Activities (i.e. cross-country skiing, snowshoeing) xiv Arts and Crafts xv Special Events (carnivals, music festivals, outdoor drama) Response Code Daily 0 At least 1/week 1 At least 1/month 2 Less than 1/month 3 Never 4 Don't know 8 No response 9 Is there any other activity in which you would like to participate, but 2(b) feel that the facilities are not available to you? Code -

1 8 9 Record Response in Q. 2 (b) box

Response Yes No Don't know No response

To ensure that we achieve a balanced sample of community residents, we would like to know a little about you and your family.

(a) Would you please tell me the ages of members of your household. Age Categories 0-4 5-9 10-14 15-19 20-24 25-29 Code number of people in 30-34 household in each age category. 35-39 40-44 45-49 50-54 55-59 60-64 65+

(b) Do you own or rent your home? Code 0 1 2 8 9

Res-monse Own Rent Other Don't know No response

Thank you for your co-operation. A public meeting is being held (Date, Time, Place) by the Parks and Recreation Department, to give residents the opportunity to plan (Name of Park) park. The results of this survey will be discussed at that time. We hope that you will come and share your ideas with us.

Do not forget to complete this section after the interview. Interviewer Code: Two-digit number should be assigned to each interviewer. Quality of Interview: Code 0 1 2

Attitude of Respondent: Code 0 1 2

Response Good Fair Poor

Response Co-operative Neutral Unco-operative

PARK REDEVELOPMENT SURVEY

Hello, is this the

household? (name of family)

If a child answers, ask to speak to parent. My name is and I am working on a survey for the City of Edmonton, Parks and Recreation Department. The purpose of this survey is to determine the types of activities that McKernan residents do and would like to do in their neighbourhood parks. The survey will take 5 to 10 minutes of your time and we would appreciate hearing your opinion.

Seek permission to conduct survey.

Discussion Prior to Survey Neighbourhood parks are designed to serve the recreational needs of people on a daily basis. There is neither sufficient space nor funds available to provide such facilities as swimming pools or indoor ice arenas in neighbourhood parks. There are three parks in McKernan: the McKernan school and park site (11130- 76 Avenue), the park located on 76 Avenue and 112 Street, and the Charles Simmonds site (located on 115 Street between 78 and 80 Avenues). The McKernan school and park site provide space for active play areas, community league facilities and a playground. The 76 Avenue park and the Charles Simmonds park sites provide both playground areas and more passive landscaped areas. This year, the Parks and Recreation Department is planning to redevelop the McKernan school playground.

Now for the questions:

O. 1 (a) How often do you or members of your family visit a McKernan neighbourhood park? Code 0 1 2 3 4 8 9

Response Daily At least 1/week At least 1/month Less than 1/month Never Don't know No response

(b) Which of the three parks in your neighbourhood do you visit most often? Response Code McKernan school and park site 0 76 Avenue Park 1 Charles Simmonds Park 2 Not applicable 7 Don't know 8 No response 9

The remainder of the questionnaire is standardized.

3. PARK REDEVELOPMENT SURVEY CODES

(i) Respondent's Address: The respondent's address can be obtained from Edmonton Street Address-Numerical Directory. The nearest block intersection should be coded. House numbers or apartment numbers are not required. Examples: Address 13424 - 59 Street 101 - 8759 - 98 Avenue 29 Belmead Gardens

Code (3 squares each) Street Avenue 059 134 087 098 Belmead Gardens

(ii) Question 1 (a) (a) Possible codes: 0-4, 8, 9. (b) If CODE 4: (Never visit neighbourhood park) 1) code question 1(b) Not Applicable (7) 2) Go to Q. 1(c) (iii) Question 1 (b) (a) Possible codes: 0-9

(iv) Question 1 (c) (a) Possible Codes: 0-2, 8, 9 (b) IF CODE 0: Record respondent's answer in the Q. 1(c) box provided on the bottom of the code sheet. If the fourth respondent lists other City of Edmonton Parks and Recreation facilities that he visits at least 1/month, the information should be recorded in the box marked '4'. If it is the tenth respondent, it should be written in the box marked '10'. (v) Question 2 (a) (a) Each activity should be coded according to frequency of participation. Be sure that the respondent answers for the entire household and not only for himself. (b) Possible codes: 0-4, 8, 9. (vi) Question 2 (b) (a) Possible codes: 0, 1, 8, 9. (b) If CODE 0: (Yes). Record respondent's answer in the O. 2 (b) box provided on bottom of code sheet. Each box is numbered. If the fourth respondent lists other activities that he would like to do, the information should be recorded in the box marked '4'. If it is the tenth respondent, it should be within the box marked '10'. (vii) Question 3 (a) (a) Code the actual number of people in the household in each age category. Example:

respondent spouse child child child grandmother This information would be coded Code 1 2

1 1

1 51

35 25 6 7 3 67 in this manner: Age Group 0-4 5-9 10 - 14 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65+

(viii) Question 3 (b) (a) Possible codes: 0-2, 8, 9 (ix) Interviewer Code: Each interviewer should be assigned a two-digit number. In this way, checks can be made on the quality of the interviewers work. (x) Quality of Interview (a) Possible codes: 0-2 (b) The interviewer is asked to make an assessment of the interview (i.e. was the respondent interested?, did he take time answering the questions?, did he understand the questions (language obstacles?). (xi) Attitude of Respondent (a) Possible codes: 0-2 (b) The interviewer is asked to make the qualitative judgement of the respondent's willingness to answer the questions. The reliability of the data is largely dependent on the respondent's attitude toward the survey.

PARK REDEVELOPMENT SURVEY RESPONSE SHEET

OUES.2(B) OU ES.UC)

(..1

INTERVIEW No

AVENUE

USE OF PARK

RESPONDENT'S ADDRESS

STREET

WHICH ONE? OTHER FACILITIES

JOG GO FOR A WALK RELAX, READ SOCIALIZE WITH FRIENDS WATCH A GAME COMMUNITY LEAGUE SPORTS UNSCHEDULED SPORTS

SOCIAL SKATING TENNIS VOLLEYBALL/BASKETBALL PICNIC CHILDREN'S PLAY OUTDOOR WINTER ACTIVITIES ARTS & CRAFTS SPECIAL EVENTS ANYTHING ELSE? --, 0 0 -

5—9 10 — 14 15 — 19 20 — 24 25 — 29 30-34 co

n c.)

35 — 39 40 — 44 45 — 49 50 — 54 55 — 59 60 — 64 65« HOUSING TENURE

INTERVIEWER CODE QUALITY OF INTERVIEW ATTITUDE OF RESPONDENT

Is Your Neighbourhood Park Planning Process Still On Schedule?

A. Do you know the status of: - the topographical map preparation? - publicity campaign? - budget approvals? - park programme preparation? - park design? - Department approval of plans? - School Board approval of plans? - construction delays?

B. Is everyone involved in your project aware of what you are doing and when you require their assistance? If the answer is no to any of the above items, don't leave it. Find out the answer. Avoid delays wherever possible and be aware of those over which you have no control.

City of Edmonton Parks and Recreation Policy and Planning Branch

10th Floor, CN Tower 10004 - 104 Avenue Edmonton, Alberta T5J OK1

September, 1981

roce.6.6.16=caemraem000pmala 1 9006 13

.4,,_

ir•••••...{106111616.16•10•66161...........1 ,...11.1151?.......'"'''''''''''''''''''''''l -41 1

,,,,g, ii

6006i

i.-.

.-14 EL.c.f o

00,,

00 6:‘,/e -.5.671'',7,„. -4.4 =.- -.i-- - ,r„, ,,, --- 0:4.4il - 71 Gr....V._6y/

3 t

os! rj

Laos

# # ,

iroi 44,4444/1 "

6116111 11111. 16011.“110611 6,6611616M oe.•=•,..1esaa 061)011 SV16V

61011,106$60111 061,0

1061

1.' 0 I1D

ig,r6 19006%. 41 ;w1.14,1:til 4,,,4 :".4.,, 1! 4,...F i 1 U ...."."%'°:4,`"'"4,... .".'" '"."..ii c :A. .a._ : ;-,k• E 4 a

S ‘•••

P. ' ri '•

•.

9 • ••• P _11 ...14,NPle..i....., l''.. -1:1;c1 3 .

•

5 ....;14:1.`"' -......, 57 ''

,C.-4.1.^"i

i..a. t

it. e 2 t-,1.4-11-1.1$1

1 5

11 i / td,"

:: ' • "" '.=r8-

'i s :•: siil — .

itt::-1- -1-------------------. .-ET., - t= '''•i Z :" " " " •a• _

,• .a.

fe,

,?.:" —

I, i

''• ! '4

'''

6: 1; 1

,,,,

1 IL 31

„.,:=

II , 02

$•'•

Z02 ;

6C I'

E.,

: 1:1

-04

---------, ------------ k

P0'9 -

56 s).

..a9 •

v.:

6E1.

n 'r••

11.

•

1=."='.7. ' ""'.L...=..3 .-1 .1.Trigl•—•+..ai---ij I 111 •

I `I ' 11e .

90.9

0_11

•J, g

AV 06, .

AVIA

1.1Z "-F4' ,

•

a i

e ; E .=

-'. Lr

' fi

10.10 6"

-Oa;

r441, IA.! VV,t r . Per , '- -. -14 . 4,../1:1,1.:.1:

i'; P•

gol

9 p

R' ra A • .41

‘...11.f1114....64'0....Beneemeeamoteetaema.vem..17

90 ▪ ".‘" rz; G

,g,trt-ii

°l'

! It:" 15,4

ie!„(7

E gLe 4 "'

....,,,, .....1,, ,...,

....1.3411 , 1 tP011 p r e e,.. e :-• Let.. e ..,0 . 4,,,, , .. . 5"--7,--: E, `k.....5.-......=.11-• V....."..ii-,.CS, a, r.nnl.:,""'''".7,°.''''''''''' lc " - ".' 21 g 01; ,,, 7,- 41' 5 E G 2, I Z 41' 1.1 \ - . _ 3 4 ' . ...

i rivg a , - 5• gi ; 17 5 g . _ 5 "gm IC 2 6 5 a g : '`,',7,-,e,„,..6';.,.:'-' 1.) , 14 4:4 17 6:•,▪ ---- 5.----4-°4--'z,--' : g I° a 1.3 I Z091. 1 rno',LI5 ,- -E I, , C ._... 5.: H-OV-1 ..1•21-e_ ot ..”70eme.ae.atiao 2 17,17.7.•-•te.T'p, Et.A..r,Q1a .. 0 c" ...l fr .,•,44,t. ....0,......,aa........-P 71 V

9 ..

95- °

creaulC,6.•1=1•=•.11•11.:4056,61.161.6•Lborac ..

nv r c 6

-to T ------ --------

AAVAA

•• s.41.

. ......,cle‘

. ., .0 9 :=1: 9 i 9 : S ..---1-.=•7.•=7,--, 9 C e--- -, . -2-

C.714,

:/. p 'j 11-Alori g I, ,L I. , ..01 j ti P : £ i

•

... if

5' t P.J IA" --"cL":"":

9 r41 ,--

,4,

ZO°9 1------.:,-m-----i

1 /

pe .

i rw..1'4406;•.4•1`...., Z e . i 5 .., g , g L 3 4 6 i r: 1 3 i: A''' .----o-- — -- .-=

I 5-.7,..... 2? 091 1144 rt,-..ag i e inz.--a..p

..,.... E 179

',..',7,.. 15

ii :(1 .4.-1 3 .

C' LEI' 114WCIst t „,r, !=

"°1,

-77.7.' e;";-',°-r° -1:" : tt -9 ,a'-'7-7' ',3 g j ;' p 1 i. °-'7-°-°t'n uz. :•1 2S:"P: E / e 1.i. 1.. S 't

ar, g VAN, ,,e, IP•fa.'--4

6• 161

1, 1111 3

i [070

A:.;... • 5 0,••• ' ..r. th

jytP.

161 Of.N 1-6 f' r'rf 3

V..._.':' 2

1 C9E '',.1-..,02,-,f,1 (11 r • i g, ' : 1,,, g PcfriF, o „„„..,,,.

31zri „, , 1

611

I i

parsn, j

-- G

a .0

P•

5 P 71 to•r,% g ^ -`'-' .

-47.T - ,'

5 g a:'t..., 57 .,,_ .0

.,11

ilt

'.7.,

,„.

''c;, s

.f,' 41

..TyL, I .. i 5 •r 9

. 4.- k

c,-.-,:,:. 1 1

P -g•qc' S t'.

1.14C. 'II& ..E 9 91

'''

;="89i.4z,--;4

:',-,, \7" P'

iii.1

5 E

i L '%. 9 Z082. 0 4 'g

..,

II -1_

5 6-'1-1 E 5 ----- 2

909L

ail• 9

11 ----------47777-------------1

_..,,,.1 P 11.tUU .I.,.,

i tcf6116,0 V.. 11, 46iii.

z.:' a°0 2 1

1.02L

1-=vv-,,, b " " i'zi.OZL i a .;,....-;:.5.,11i .,,f9211-0'9L r7ii 1...,%-1..k..°'..., 1 E

61,661 61196133

11.6

....2

=.'=""' ....-1-414? pa 8 •..::"".•".... a. •• 9 6''''''...-.--trfe -°-

:g ' 15

, ----------

0r06 z

---"`"'•-.7,ti:-.'"'.4'''

5 5 o

P. 10911-

0 e

v ; ,;0 0.94 re. .4: •s-gr....:6'6---Z0'30;" -.----0---gt.:: 3 5 9 :• ricr ". =,: " ,

6 Nr....m...... 1.....L......13 e g ,..,!,, ,,,,if.i.ftt -,,;,,: ,11-(-•, C .i71. 1: 9 ; .13 rkii

-1 0 or-

0? 1

fr c.1 -•1 611rt , •11: 11;66 5,7,1 V „,,,1 q 4. 9 5- --e• .....3 A..116V11/ _,••..

. ] LI- t -E-,- a ,i, .40 J• i s i up E "" ill j --3 : :V= "ir.14 8,•• P.,..=, .all'",`"?'""="°=. " ,1'..4• •••-•r•-•-..,,,,-. 1.-.7f;1,-.7-6m7171,4-7° ,•-•Trt 1:-:?e,,, 9 L 1150611°. A;fi9 :: r -1.4 ik !N .° • g ' tl 016 .. 0 ,,,,,..se .r..,. r. n e :i i •=. .. ix i 1 i e e D%,,,,, ,t. ,. . 1 i wialii Z

la• tor.701,:174 5 v 46;41V.-....-..g.r,,•-.....1••=••4w..1..-S--..s ev6a e 6 ipcFir,_ji i .....„...,.`W,....----4 1 , ir--.,7,--1 \ — — .........,

d.Q,

2 S

9C t. ;-7,1C Li 9 E C?: s 9: : 4. . . 5a 11% , 5---6z 0• ..: L. c• 0, 'Is ../ ''.7,,,,1 s ii. s.r.ig - °V 11,--?...t......k. .4. 1.4 • 'de; 5 r. rs, 5. 1r , 2 tr. . " RISM, 0 1 0 % L tic ts... • c, litt ... 6 , (4% D. ,,, .. ....;- v.A L .., • . .........=.=.1. ' ° .. i .- T '3 .0 : \ ,o,:0".'` , t C ''." , . : in.-.1. 6 . --'-'",.. 4°6 '.'" it : PO ' 1.7 vl :07 1: e 2'....PlPil: qaSit 8zQ17 : L :se I L'r : .Z4A .z _U z!!;.„. t r e t are 1 - C _o

o .P41,• 9 f121 r= r if..? a

s iT•ra 1 .,t

!"'...... -------'''''7".‘"'-.-

.F; ,r, ...7—•;_-1 7,, .T...„47.,,„:„.,..0e: ,1. . ,,,

. ;_... K..- " 1,..==4-" .- d• '•717111'n"96-1T.---- -.- T-°E-n-'17,='",*. • •-•-, a v `„, C .11...ALys..{...riewelggi l

i ,I) [OgV i27 l'

„•?' i• -------------' • g .w ,,, I -. 1 ,- - ' p .77,, .1.. . 0 ' ,-.. g-- '-'II 3e1'! 6--1::42, 517: ii 5 '1..„4.1.i, s c -1--.4:4 _ s ..4....: . , ..,...mr..,.....4. ,...,............7 .; .....40.7,.. 9 i.

I li.

..k,

1 ...... PC tt,, li . .s .1 .;17:43....-....-.-...4.,,,,.-...r.--....i....-.ii 12.i9,? 0 G

_;i

C ,. .- Z iit: •6, 8 S .4. -P .- --1."-4--7,erer-„.

L 'Taxa

,10. C ..' IZ I .""`*--• 99 i 69 p 99- .1 roogi 11-91 4., s...._ -.... .___._ __ ,„"1-0 .: 1 ,.N.90'9LI -1, s ,

i,' 0... . 0 3 -(1 . , ir. . "-At-•ei. 4.4v1r'.h . 1 ,• , L 4 L9 .4,r," P ••` ._66L...4 z i 3 „ ..,,,,, 1 tp1folL ,4,4, E a ga, E i ; c - 5,8 r 61......izi s fir..,Agn.er•-i.-•.....r.-.R.m.t.-...4.442:8••-:........A,. ii overillt:,:. .41 ... . 141.L..lrol, V--9...k.....e.-.0.4.w.•..., ,•4''' g "Irfrn- -P of. A'

• - E

t 5' P.,4 41 C''r :Z-, (T'- -IF?'

1 1 1.'6114..•1=611.-611.1•1666-111q111,M7116=•,•1.111=•mi•eie••=6666.1•=+••6:6brieielp.6.1to•emparnenlISeme6616 „,romemenseilamemmomens.1

,. ,:„

,tiA ‘•,:t. li4r

•t: : .

909L

'3.2-....".-G-4:, -65:.;•.-,:. ° .... .' a a5

.................—i.......................--.1-•-•- ••••.7-ar•-•-•=3.-• - -•-•-••-•-•-f-•-•-•-•-•-•-•-•-,n, rr...,

5 5

E 10 ,1 1+630311

g,.._...,...,

5 ---

5 5 5 5 i

g--2 Lamm,

. 4767

- -----

- ---------

5 _3 5.....,.........r.k4° l __...009 :. 2 gi ML

VOPL

. s S r•I''''-'74.1."' e I: '4 9 -I 5

El i

E................,

„n

L......--..4