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<br />2. Addressing Inequities and being Inclusive <br /> <br /> Are there any inequities to specific groups of people in this <br />proposal, if so how will they be addressed? <br /> <br /> Does this proposal meet the standards of the American’s <br />with Disabilities Act? <br /> <br /> How does this proposal support the participation, growth <br />and healthy development of our youth? Does it include <br />Developmental Assets? <br /> <br /> If the proposal affects a vulnerable section of our <br />community (i.e. youth, persons with disabilities, etc.) has <br />their voice been heard in this proposal? <br /> <br /> Does this proposal take into account language or cultural <br />barriers? <br /> <br /> If public comment is sought during development or <br />implementation of this proposal what steps will be taken to <br />include a wide variety of people (including disabled, non- <br />English speakers, illiterate, working, etc)? <br />3. Insuring Community Safety <br /> <br /> How does this proposal address the specific safety and <br />personal security needs of groups within the community, <br />including women, people with disabilities, seniors, <br />minorities, religious groups, children, immigrants, workers <br />and others? <br /> <br /> How does this proposal include crime prevention strategies, <br />including environmental design? <br /> <br /> Does this proposal affect civil rights? <br /> <br />4. Culture <br /> <br /> Is this proposal culturally appropriate and how does this <br />proposal affirm or deny the cultures of diverse <br />communities? <br /> <br /> How does this proposal create opportunities for artistic <br />expression, cultural celebration or education of a cultural <br />exchange? <br /> <br /> <br />3 <br /> <br /> <br />