| 1 |
Which analytical conclusion can be drawn about the success of inclusionary zoning (IZ) programs across cities?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 2 |
What analytical trade-off must policymakers balance when enforcing IZ?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 3 |
How can inclusionary zoning policies enhance economic mobility in cities?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 4 |
If administrative monitoring is weak, what likely happens to social sustainability outcomes?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 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?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 6 |
Which dimension links social sustainability and urban economics most directly?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 7 |
Why might voluntary IZ programs yield weaker results than mandatory ones?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 8 |
Which reform could best strengthen social outcomes without deterring developers?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 9 |
Why is inclusionary zoning considered both a policy tool and a moral imperative?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 10 |
Why is early intervention crucial for students with JNCL?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 11 |
Which structural issue most limits equitable education for JNCL students?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 12 |
What does the data trend in Fig. 3 imply for curriculum planning?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 13 |
Why is the Educational Development Observation (EDO) tool significant?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 14 |
How does the concept of “hastened learning” align with sustainable education principles?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 15 |
What does the integration of music therapy demonstrate about special education approaches?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 16 |
Why is person-centered planning ethically vital for JNCL education?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 17 |
Which educational strategy best facilitates the transition from childhood to adulthood in JNCL individuals?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 18 |
What is the broader implication of the JNCL and Education Project for global inclusive education?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 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)?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|
| 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?
|
|
|
|
|
7 |
-.50
-.25
+.25
เต็ม
0
-35%
+30%
+35%
|