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between home and school, as if he were "to describe it to someone." The result was a series of discoru�ected paths that led separately from home to school, friends, or the mall, with little detail or connection with the community within which he lived. Another participant of the same study, a child who was also driven everywhere, was unable to make any connection with his community between home and school and he resorted to marking a line through the middle of the paper, drawing his school above and his home below the line. These examples show how neighborhood design — by placing schools, parks, and playgrounds away from homes and providing inadequate sidewalks and bike lanes to access them — can affect children's sense of place. As parents are forced to chauffeur their children throughout their childhood, children can become cognitively disconnected from their community. .�is �� r��n ts . ..�. . .�r�� rti�d ----- � �� a,�: i f��:�� �x�� .��i?c�re� �fi�7'�dt��+� � �� 1k" C�?��t��[D��r C.�'d2��'�'J� : . u�Y' '�['.Cd��T�� Ci.'�Y: � �l�� I: f�Y: GC�f�kd�'f'��'i��77)T� ��l�P1' �'{�i�2�f22��2k�, 3:DOpm Rush Hour at the School Parking Lot Several studies have found that traffic and sprawling communities can impose further negative impacts on youth livability: — . Heavy traffi'c reduces the independent ta�obilityof children and �r�"��'.' — . Opportunities and locafio��s far spontaneous, non-s�^uctured play are severely restricted by � r�a �'?�_� _ • Chronic tra�'fi�c noise caa� st�^ess children a�id raise their blood pressure, heart rates, and levels � �+�s�^ess �� . . ' . In neighborhoods where tr�ffic is a nuisance and �� threat, children have a limited range of play activities and spend less time outside. Children who live in nei�liborhaods not dominated by traffic have � wider circle of fi^iends, and so do their � rc; rr�� r: �.' 7 Ntli44' k8rud5 AitLC�£ �T��- \lsrch �CKlS � � �