Considre the following scenario : A malitary base, situated near a small but rap

Question

Considre the following scenario:

A malitary base, situated near a small but rapidily growing city in Massachusettes, has been decommissioned, and the land and buildings will be turned over the contry. the base land includes a lake, undisturbed wetlands that are major resource for migratory birds, a large grassland, and forested hills. there are roads over %20 of the land, which includes housing for 2000 families, plus schools, a hospitals, offices, and many other buildings. a railroad spr comes into the main building area.

your chalenge:

Use the land to develop an idea community while keeping the following concepts in mind:

*- a community should have services that meet the educational, health, occupational, safety, and recreational needs of the people who lives there.

*- care should be taken to minimize environmental impact and maintain existing ecosystems.

*-interactions between residentials areas and business areas should be minimal, though all areas should be easily accessible.

*-you should prepare a written statement along with diagram of your community.

IN YOUR WRITTEN STATEMENT, ALSO ANSWER THE FOLLOWING QUESTION:

1- what effect will the changes taht occur as a result of building a community have on the different species that live in that environment?

2- why is it necessary for people to plan communities instead of just building houses, businesses, and services as they are needed?

Explanation / Answer

Economic concerns. Do local employers have difficulty finding qualified and competent workers to keep their businesses and industries competitive? Is the local unemployment rate high? Is the area depressed? Literacy could be closely related to all of these conditions. Immigration. A community may experience growth in its immigrant community, creating a need for ESOL services. Employers, merchants and service industries, and health services may have difficulty communicating with immigrants, often because of cultural as well as language differences. The local schools may also be seriously affected. Children's education. It is often mentioned that the one clearly significant literacy statistic that applies under virtually any circumstances is that mothers (i.e. primary caregivers) with low literacy levels have children with low literacy levels. If the community and its schools are concerned about the literacy of children, one component of addressing the issue may be literacy services for parents, or a family literacy program that works with parents and children together. Health issues. Literacy is often a factor in health issues, particularly preventive health and health maintenance. Do parents understand the need for good prenatal and infant care? Are elderly residents aware of how their medication is to be taken and stored? Does everyone understand the instructions to be followed if the water treatment plant breaks down? Concern for public health may be a motivator for literacy services. Quality of life. In many communities, raising the quality of life for all citizens is a priority. Thus, a community may decide that literacy services are important simply because there are community members who need them. More often, this concern links with one or more of the others mentioned to strengthen the determination of the community to support a program. Census data and other statistical records. Aside from the U.S. Census (available on the Internet and at libraries), important sources of data may be town or state websites, universities, municipal or county economic planning departments, community development corporations, and city halls or town offices. School systems. School officials are usually willing to discuss such issues as dropout rates and numbers of students in special education and ESOL or bilingual programs. Human service agencies and health providers. Some agencies may be able to estimate the percentage of their participants who lack basic skills (those unable to fill out forms correctly or at all, those who avoid or have obvious trouble coping with printed material, etc.) and/or high school diplomas. Others can be made more aware, and may develop into good sources of information. Community focus groups. Drawing groups from various elements of the population, including, if there are any, current adult literacy learners from the community, can yield much helpful information. Federal government. In many countries, the national government has established literacy programs as part of an overall development effort, to improve the status of a particular group, or simply to try to alleviate extreme poverty. In the U.S., the federal government funds states, but conducts no programs itself, although it has done so in the past. State agencies. In many states, agencies such as the Department of Education, the Department of Welfare, or the Department of Labor may establish adult literacy programs, either as the primary oversight agency for the state (in which case, programs are contracted to existing local organizations), or as a direct provider (the Department of Education through the public schools, for instance). Local governments. A county or municipal government may decide that a local program is needed, and establish one with local funds. National organizations. Organizations such as Literacy Volunteers of America run local programs across the country through local and state chapters. Community based organizations. An existing community based organization - often an "umbrella organization," which offers a number of different services - may respond to a local need by seeking funding for a literacy program, or a separate entity may actually be formed to respond to a community concern about literacy. Employers. Workplace education programs are becoming increasingly common, as employers realize that they can improve accident records and increase production by increasing workers' basic skills or command of English. Employers often grant work-release time (i.e. paid hours which are part of a worker's regular job time) for on-site adult education. Public higher education. State colleges or, particularly, community colleges, may establish adult literacy programs, sometimes as the result of a mandate (in Illinois, until a few years ago, all state funding for adult literacy went to community colleges), sometimes as a response to a funding opportunity, and sometimes as a community service. Schools or education partnerships. Public school systems are often the founders and operators of adult literacy programs. Typically, these programs use already existing school facilities, equipment, and personnel (many adult literacy teachers in school system programs are moonlighting public school teachers, and program directors are often part of the system's administrative structure)

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