Thesis (Ph. D.)--University of Maryland, College Park, 2005. / Includes bibliographical references (leaves 407-417).

Thesis (Master of Architecture and Master of City Planning)--College of Architecture, Georgia Institute of Technology, 1999

Local agencies must comply with environmental justice regulation and as such, it is important that they possess practical tools to identify target populations and assess impacts of projects, programs, and policies on these populations. These tools are not readily available or fully developed to evaluate impacts on a regional level, especially when the impacts are benefits rather than burdens. This issue comes into play when accessibility is assessed. This analysis measures accessibility for an environmental justice evaluation using spatial statistical clusters and cumulative opportunity. It shows that the majority of schools, libraries and local transit lines are within areas with high concentrations of target populations, however, park space is limited in these areas. Alternative approaches for environmental justice assessments of regional outcomes such as accessibility provide opportunities for MPOs to gain a greater understanding of the regional impacts of transportation improvements as well as more accurately comply with the spirit of environmental justice regulations.

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This dissertation focuses on the role of tradition and ritual in historically Black education, particularly combating the legacy of antiblackness in school discipline. The study argues for the use of prophetic disruptive rituals that are grounded in meaning, hope, and love. Using Morehouse College as a philosophical case study, the project draws on digital archival research to answer the central question: How can education empower students to resist the nihilism and despair resulting from continued racial oppression and instead look to the future with hope and imagination? The dissertation acknowledges the significant role of student agency and campus traditions in institutional life and aims to move beyond the deficit-laden approach to historically Black education. Ultimately, the study provides a framework for creating ensouling experiences that breathe life into dry bones.

Thesis (D.Min.)--Reformed Theological Seminary, Charlotte, NC, 2005. / Abstract and vita. Includes bibliographical references (leaves 313-323).

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