No description available.

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.

What is the significance of a border? The lines that separate us are also a part of the framework that define who we are, how we build and where. A border can be as small in scale as a doorway, passing a person from one space into another, to the magnitude of an international boundary, a geopolitical line that determines culture, language, rights, and wealth. These boundaries with such a vast socioeconomic impact, have no predetermined physical manifestation. This begs the question, what could a border be? Or maybe more importantly, what should it be? This project explores these questions by investigating the border between the United States and Mexico. This 1,954 mile border, comprised of land and a river, is one of the more contested, violent, and emotional places of transition in the world. Already a heavily structured line, the border that separates the United States from Mexico has become a visible line, dividing the first world from the third world. This project argues that this border is not just a problem of international politics, but an architectural one. If we are to build our borders, they should be built as places of shared infrastructure, an economic investment in creating a zone of shared culture and learning that can still be simultaneously a place of security. Escuela sin fronteras, School without Borders, is a project that challenges the preconception of border, and introduces the possibility that a border is the first line in a larger framework that can define how we choose to live beside each other. / Master of Architecture

No description available.

No description available.

No description available.

No description available.

The purpose of this descriptive study in Nogales, Arizona, was to replicate an investigation conducted by Avelina Trujillo (1982) in Tucson, Arizona. This investigation sought the perceptions of selected groups of Mexican-American leaders in Nogales concerning their recollected classroom relationships with their teachers. The investigation was based on a three-part theoretical framework drawn from the literature of psychology, anthropology, and education as established by Trujillo (1982). The theory included the following: (1) Perceptual Processes; (2) Cultural Processes; and (3) Interpersonal Processes. The interview schedule utilized in the Nogales study consisted of 29 statements and associated Likert type scales. Provision was made for comments for each statement. Twenty Mexican-American community leaders in Nogales, Arizona, were identified and interviewed, utilizing the interview schedule. This schedule dealt with the perceived relationships which the participants had with their various teachers. Findings indicate: (1) The participants agreed that their teachers were aware of them and their backgrounds. (2) The participants agreed that their teachers accepted them and their backgrounds. (3) The participants did not feel that their teachers neither encouraged bilingualism nor accepted the participants' native language. (4) The participants noted that their teachers appeared to be sincerely concerned about the academic health and welfare needs of the students. (5) The participants reported that their teachers aspired for them to acquire good educations. (6) The participants reported that their teachers shared with them in their educational and personal problems. The findings from this investigation were compared and contrasted with the findings of the Trujillo (1982) study. The comparison of the data in the two studies was accomplished by computing the differentials (chi square) in perception of each of the 29 items of the interview schedule. Items that were considered to be most significantly different in the two studies were discussed.

No description available.

The twin city area of Nogales, Arizona and Nogales, Sonora, Mexico, known collectively as Ambos (both) Nogales, has experienced a common borderland history of urban growth presumably based on changes in policy and economic incentives. This research documents changes through time in an attempt to identify colonia (settlement) development and patterns along the U.S.-Mexico Border, combining a community participation approach with remote sensing analyses, to create an online mapping service. This study outlines a planning approach that is meant to promote sustainable development in the future, integrating both sides of the border.Urban area classifications for this watershed were created from images for early summer 1975, 1983, 1996 and 2002 as part of a research project to monitor colonias growth performed under a grant from the U.S. Department of Housing and Urban Development. This dataset was used as input to the Clarke urban growth model, called SLEUTH, to predict land use changes to the year 2030.Erosion-sedimentation models were applied to generate simulations of potential sources and sinks in the watershed. The Universal Soil Loss Equation (USLE), an empirical formula used to predict potential average annual soil loss in tons per acre per year (t/a/y), was applied to the study area. In order to calculate the location specific net sediment delivery in the watershed, the Spatially Explicit Delivery Model (SEDMOD) was employed, to quantify the amount of sediment that is deposited. In an effort to forecast the effects of urban development in 2030 on downstream water quality, changes predicted in urban growth by the SLEUTH model were retrofit to the erosion-sedimentation models.Using techniques designed to protect the previously identified erosion 'hot spots', alternate scenarios were generated, depicting better water quality possibilities if these guidelines could be adhered to. In this study, I provide (1) a new methodology for assessing future erosion impacts in urbanizing watersheds, (2) a quantification of urban sprawl and its implications for water quality, and (3) the generation of alternative future scenarios for management of downstream sedimentation.