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Which analytical conclusion can be drawn about the success of inclusionary zoning (IZ) programs across cities?
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2. Market context and institutional capacity jointly determine policy outcomes. |
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| 2 |
What analytical trade-off must policymakers balance when enforcing IZ?
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1. Maximizing developer profits vs. maintaining affordability. |
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| 3 |
How can inclusionary zoning policies enhance economic mobility in cities?
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2. By integrating affordable units into high-opportunity neighborhoods. |
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| 4 |
If administrative monitoring is weak, what likely happens to social sustainability outcomes?
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4. They improve through community activism alone. |
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| 5 |
How does the “feedback loop” in Fig. 1 (ARTICLE 1: Inclusionary Zoning as a Tool for Social Sustainability) contribute to long-term housing policy improvement?
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1. It allows policymakers to adjust based on measured social outcomes. |
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| 6 |
Which dimension links social sustainability and urban economics most directly?
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2. Community stability |
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| 7 |
Why might voluntary IZ programs yield weaker results than mandatory ones?
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3. They eliminate profit incentives. |
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| 8 |
Which reform could best strengthen social outcomes without deterring developers?
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1. Provide density bonuses or tax incentives tied to affordability targets. |
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| 9 |
Why is inclusionary zoning considered both a policy tool and a moral imperative?
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4. Because it mandates identical housing for all citizens. |
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| 10 |
Why is early intervention crucial for students with JNCL?
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2. It maximizes learning during early cognitive stability. |
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the earlier you decide to learn the more skill you have before getting diagnosis |
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| 11 |
Which structural issue most limits equitable education for JNCL students?
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3. Low teacher turnover rates. |
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as said in earlier text, the disorder is very specific, learning in a normal school is a challenges for them/the parents since teacher couldn't give them the specific need for help |
BBA article, introduction part |
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| 12 |
What does the data trend in Fig. 3 imply for curriculum planning?
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2. Learning should increasingly focus on comprehension and adaptive communication. |
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we can see in the picture that there are lesser percentage stating that there's more expression than comprehension in every age, and we can see from every age that it's either comprehension is equal or more than expression |
found in BBA article, page 4 figure 3 |
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| 13 |
Why is the Educational Development Observation (EDO) tool significant?
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| 14 |
How does the concept of “hastened learning” align with sustainable education principles?
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1. It prioritizes long-term adaptability and independence. |
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it'll teach advanced skills early before decline occurs |
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| 15 |
What does the integration of music therapy demonstrate about special education approaches?
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1. That cognitive support can include emotional and sensory pathways. |
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music helps children who has JNCL very well, helping them remember, visualize |
found from BBA article, page 5, 3.3.5 Musical activities and music therapy for children with JNCL |
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| 16 |
Why is person-centered planning ethically vital for JNCL education?
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1. It ensures each learner’s dignity and autonomy despite decline. |
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| 17 |
Which educational strategy best facilitates the transition from childhood to adulthood in JNCL individuals?
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1. Gradually increasing external scaffolding and interdependence. |
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they have to face a transition between independence to interdependence, but they still needed help, because they don't develop the same way other peer do so at the starting, they still need help but from childhood to adulthood we need to gradually increase interdependence |
found in BBA article, page 7, 3.5 Transition to adulthood and adult living |
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| 18 |
What is the broader implication of the JNCL and Education Project for global inclusive education?
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1. It offers a transferable model for proactive, individualized educational systems. |
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| 19 |
According to Fig. 4, which policy feature shows the most consistent moderate-to-strong correlation with multiple dimensions of social sustainability (e.g., cross-income interaction, community participation, and social networks)?
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4. Income Targeting |
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| 20 |
Based on Fig. 5, what does the change in participation model from age 13 (Time 1) to age 20 (Time 2) suggest about educational planning for individuals with JNCL?
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1. Support should gradually shift from fostering independence toward structured interdependence. |
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as we can see in the picture, the slowly adapt from independence to interdependence |
figure 5 |
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