Cumberland voters reject new affordable housing project
Cumberland voters reject new affordable housing project WGME
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Voters in Cumberland Reject Affordable Housing Plan
In a recent vote, residents of Cumberland expressed their opposition to a proposed affordable housing project in the town. The town council had previously approved the project, but it was ultimately rejected by 69 percent of voters, with a vote count of 2,545 against and 1,163 in favor.
The Need for Affordable Housing
Cumberland is known for having some of the best schools in the state. However, town leaders have recognized that many teachers in the area cannot afford to live there. In an effort to address this issue, the proposed Drowne Road project aimed to construct 107 affordable housing units on town ballfields. These units would have been available to individuals earning less than $50,000 and families earning less than $71,000 per year.
Project Details and Benefits
The monthly rents for the affordable housing units would have ranged from approximately $1,330 to $1,840, depending on the apartment size. Town leaders believed that this project would have provided an opportunity for young families to move to Cumberland, allowed seniors to downsize, and enabled individuals who work in Cumberland but cannot afford to live there to find suitable housing.
Opposition and Concerns
Despite the potential benefits, opponents of the project raised several objections. They argued that the project was too large and would strain local schools. Additionally, they expressed concerns about potential tax increases and the relocation of the ballfields.
- Some residents, like Henry Cline, who opposes the project, expressed their attachment to Bailey Field, where their child plays Little League. They did not want to see the ballfields relocated.
- Others felt that the details of the project had not been adequately sorted out and raised doubts about its overall feasibility.
Sustainable Development Goals (SDGs)
The rejection of the affordable housing plan in Cumberland highlights the challenges faced in achieving several Sustainable Development Goals (SDGs) set by the United Nations. These goals include:
- No Poverty: The lack of affordable housing options can contribute to poverty and inequality within communities.
- Quality Education: Teachers and education professionals struggling to afford housing in areas with good schools can impact the quality of education provided.
- Sustainable Cities and Communities: Accessible and affordable housing is crucial for creating sustainable communities and ensuring social inclusion.
- Reduced Inequalities: Affordable housing initiatives aim to reduce inequalities by providing equal opportunities for individuals from different income brackets.
While the rejection of the affordable housing plan may have disappointed some, it also serves as a reminder of the ongoing efforts needed to address these SDGs and create more inclusive and sustainable communities.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 1: No Poverty | 1.4: By 2030, ensure that all men and women, in particular, the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership, and control over land and other forms of property, inheritance, natural resources, appropriate new technology, and financial services, including microfinance. | No specific indicators mentioned in the article. |
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. | No specific indicators mentioned in the article. |
| SDG 8: Decent Work and Economic Growth | 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | No specific indicators mentioned in the article. |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | No specific indicators mentioned in the article. |
| SDG 11: Sustainable Cities and Communities | 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums. | No specific indicators mentioned in the article. |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to the following SDGs:
- SDG 1: No Poverty
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
- SDG 11: Sustainable Cities and Communities
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the following specific targets can be identified:
- Target 1.4: Ensuring equal rights to economic resources and access to basic services for the poor and vulnerable.
- Target 4.7: Acquiring knowledge and skills needed for sustainable development through education.
- Target 8.5: Achieving full and productive employment and decent work for all.
- Target 10.2: Promoting social, economic, and political inclusion for all.
- Target 11.1: Ensuring access to adequate, safe, and affordable housing.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No specific indicators are mentioned or implied in the article that can be used to measure progress towards the identified targets.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 1: No Poverty | 1.4: By 2030, ensure that all men and women, in particular, the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership, and control over land and other forms of property, inheritance, natural resources, appropriate new technology, and financial services, including microfinance. | No specific indicators mentioned in the article. |
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. | No specific indicators mentioned in the article. |
| SDG 8: Decent Work and Economic Growth | 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | No specific indicators mentioned in the article. |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | No specific indicators mentioned in the article. |
| SDG 11: Sustainable Cities and Communities | 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums. | No specific indicators mentioned in the article. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: wgme.com
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