LEARNING OUTCOMES: part 1 Students will demonstrate how the government power of eminent domain has led to both positive and negative effects for community development.Students will be able to identify


LEARNING OUTCOMES: part 1

  • Students will demonstrate how the government power of eminent domain has led to both positive and negative effects for community development.
  • Students will be able to identify land use laws and generate examples of how local communities have changed when confronted with zoning variances.
  • Students will describe the extent of Metropolitanization in the U.S. and the characteristics of metro areas.
  • Students will compare cities with suburbs, trace the movement of people from cities to suburbs, and assess the extent to which the media has exaggerated urban problems.
  • Students will analyze the causes of suburban sprawl, and evaluate whether it is the root cause of inner-city problems.
  • Students will describe the characteristics of the metropolitan areas advocated for by new urbanists.

ASSIGNMENT:

you will examine ONE of the following neighborhoods

  • Lake Nona
  • Celebration
  • Lake Ella
  • Thornton Park
  • College Park
  • St. Cloud

For this activity and exercise, you will examine a neighborhood by using the following topics (Median Salary and Demographics might be challenging to find- All the others you should be able to locate):

  • Median Salary
  • Demographics (Race, Ethnicity, Religion)
  • Industries or Places to work
  • Transportation (Bus, access to train, car)
  • What are the pros and cons of your neighborhood
  • How do you classify this neighborhood (New Urbanist, Urban, Suburban, Rural)?
  • What are the indicators that tell you the type of neighborhood it is?

Part 2

Students will notice a series of questions attached to their chosen photo. You must submit these questions for the assignment.

2. Haitian Refugee Crisis

Photo: Yves Engler. Aug 21, 2015

Article: Haitian Refugee Crisis

2. Look over the photo I attached into the files tab and using the article, answer the following questions:

The article claimed that the ‘right to self-determination and sustainability’ was an inalienable right. From our lecture on ethics and inalienable rights, you know the difference between an inalienable right and a right the government gives you. Looking at this picture, where, if any, are there signs of this child’s inalienable rights?

b. “Systemic inefficient environments” What does that mean and how are they impacting Haiti?

c. Why is this child shielding their eyes?

d. From the picture, we see food, water, beds, blankets, and shelter – but do we really see that? What do these items symbolize and how are they different from yours?

e. Where in this photo can we see the division between Dominican Republican and Haitians?

f. What would you say to that little boy if you had five minutes with him?

Files:
A29A5050-3B96-4B9D-885F-6DB08405AFCB.jpeg
LEARNING OUTCOMES: part 1 Students will demonstrate how the government power of eminent domain has led to both positive and negative effects for community development.Students will be able to identify


LEARNING OUTCOMES: part 1

  • Students will demonstrate how the government power of eminent domain has led to both positive and negative effects for community development.
  • Students will be able to identify land use laws and generate examples of how local communities have changed when confronted with zoning variances.
  • Students will describe the extent of Metropolitanization in the U.S. and the characteristics of metro areas.
  • Students will compare cities with suburbs, trace the movement of people from cities to suburbs, and assess the extent to which the media has exaggerated urban problems.
  • Students will analyze the causes of suburban sprawl, and evaluate whether it is the root cause of inner-city problems.
  • Students will describe the characteristics of the metropolitan areas advocated for by new urbanists.

ASSIGNMENT:

you will examine ONE of the following neighborhoods

  • Lake Nona
  • Celebration
  • Lake Ella
  • Thornton Park
  • College Park
  • St. Cloud

For this activity and exercise, you will examine a neighborhood by using the following topics (Median Salary and Demographics might be challenging to find- All the others you should be able to locate):

  • Median Salary
  • Demographics (Race, Ethnicity, Religion)
  • Industries or Places to work
  • Transportation (Bus, access to train, car)
  • What are the pros and cons of your neighborhood
  • How do you classify this neighborhood (New Urbanist, Urban, Suburban, Rural)?
  • What are the indicators that tell you the type of neighborhood it is?

Part 2

Students will notice a series of questions attached to their chosen photo. You must submit these questions for the assignment.

2. Haitian Refugee Crisis

Photo: Yves Engler. Aug 21, 2015

Article: Haitian Refugee Crisis

2. Look over the photo I attached into the files tab and using the article, answer the following questions:

The article claimed that the ‘right to self-determination and sustainability’ was an inalienable right. From our lecture on ethics and inalienable rights, you know the difference between an inalienable right and a right the government gives you. Looking at this picture, where, if any, are there signs of this child’s inalienable rights?

b. “Systemic inefficient environments” What does that mean and how are they impacting Haiti?

c. Why is this child shielding their eyes?

d. From the picture, we see food, water, beds, blankets, and shelter – but do we really see that? What do these items symbolize and how are they different from yours?

e. Where in this photo can we see the division between Dominican Republican and Haitians?

f. What would you say to that little boy if you had five minutes with him?

Files:
A29A5050-3B96-4B9D-885F-6DB08405AFCB.jpeg

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