Thesis (M. S.)--Architecture, Georgia Institute of Technology, 2009. / Committee Chair: Dagenhart, Richard.

Thesis (Ph. D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Public Policy and Administration. Title from resource description page of electronic thesis. Includes bibliographical references. Unavailable until 5/12/2020.

Typescript. Includes vita and abstract. "Survey data, collected in 1998-1999 and 2001, come from the Project on Devolution and Urban Change"--P. v. Includes bibliographical references (leaves 288-307). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 33-37). Also available via the World Wide Web.

Class of 2006 Abstract / Objectives: To assess the walkability of neighborhoods surrounding six elementary schools in Nogales, Arizona. Methods: This descriptive study used a walkability tool to assess the walkability of the six neighborhoods in Nogales, Arizona. Evaluators used the tool to rank the following variables: high importance (pedestrian facilities, pedestrian conflicts, crosswalks), medium importance (maintenance, path size, buffer, universal accessibility, aesthetics), and low importance (shade). A mean and standard deviation for the total score from all schools was calculated and compared to a standard walkability score for good neighborhood walkability using a one sample t-test. Results: Walkability scores for each neighborhood ranged between 44.5 (Vasquez de Coronado Francisco) and 83 (Lincoln). There was no significant difference found for mean scores for high and low importance items. The mean score for buffer was significantly lower than other medium importance items (p<0.05). The total walkability score (67.4) for all schools was not significantly different from the standard walkability score (70). Conclusions: The neighborhoods surrounding elementary schools in Nogales, Arizona met walkability standards. Interestingly, the neighborhoods around older schools scored higher than those around newer schools.

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This thesis argues for diversity as an important element for urban neighborhoods. This argument is framed by three questions. First, what are the recent findings from urban design, planning and architecture research and practice about achieving neighborhood diversity? Second, what are the physical ingredients of traditional, diverse urban neighborhoods that enable diverse populations, lifestyles and incomes? Third, what design strategies can be formulated, based on the evidence above, to design and implement diverse neighborhoods? Three neighborhoods in Atlanta are the focus of the detailed analysis of diversity. These are: Inman Park, Ansley Park and Virginia-Highland. These three neighborhoods were chosen because of their similarities. They all appear to be single family detached neighborhoods but are actually diverse in terms of housing type and owner/renter occupancy; they are perceived to have unique identities in architectural styles, but actually have a diversity of styles and ages of buildings. They all are perceived to be fully gentrified but in fact, house diverse populations in terms of age, income, race and lifestyle. The conclusions of this thesis include written recommendations, based on current neighborhood design ideas as supported by the analysis of Atlanta neighborhoods.