Category: Political Science

writing a book review of Mark Andrejevic and Neil Selwyn (2022) Facial
Recognition. 6 Pages double spaced 14 Font [You do not need a title/cover page] I will provide details on how to reference the book review in Class. Book Review Session.
This assignment is a book review. It is an assignment that asks you to critically analyze Mark Andrejevic
& Neil Selwyn’s Facial Recognition and tells the reader what the point it is trying to make; and, how
convincingly it makes this point. Writing a critique achieves three purposes. First, it provides you with
an understanding of the information contained in a book; and a familiarity with other information written
on the same topic. Second, it provides an opportunity to apply and develop your critical thinking skills as
you attempt to evaluate critically a political scientist’s (or other thinker’s) work. Third, it helps you to
improve your own writing skills as you attempt to describe the book’s strengths and weaknesses within a
specific page length so that your reader can clearly understand them.
This book review assignment has four areas: Thesis Statement; Methods; Evidence; and,
Recommendations. Before you start your critical review, you should provide the reader with a short
summary of what the book is about. This should be no longer than ½ page. Consider this as your
introduction to the review. Next, you should turn your attention to the four requirements of the critical
review. The following are guides to help you write your paper.
Thesis Statement: Your first task is to find and clearly state the thesis in the book. The thesis is the main
point the book is trying to make. Quote Andrejevic & Selwyn’s Thesis Statement in the body of your
review and tell me which page or pages you believe it is found on. Many authors, however, do not present
their thesis clearly. Do you have to hunt for the thesis of the book? If you believe you found it, quote it
in our review; and, tell me which page(s) you believe you found it on. Comment about the clarity of
the author’s thesis presentation. If you do not believe they had a thesis statement than indicate this in
your answer to this section of the book review.
Methods: What methods did the authors use to investigate her topic? In other words, how did the authors
go about supporting their thesis? In your critique, carefully answer the following two questions. First,
were appropriate methods used? In other words, did the authors approach to supporting the thesis make
sense? Second, did the authors employ the selected methods correctly? Did you discover any errors in
the way the authors conducted their research?
Evidence for thesis support: In your critique, answer the following questions: What evidence did the
authors present in support of their thesis? What are the strengths of the evidence presented by the authors?
What are the weaknesses of the evidence presented? On balance, how well did the authors support their
thesis?
Recommendation: In this section, summarize your evaluation of the book. Tell the readers several things.
Who would benefit from reading it? What will the benefit be? Be specific. Don’t for example say
something generic like “everybody should read this book” or “students taking political science courses
should read it”. How important and extensive is that benefit? Finally, clearly state your evaluation of the
book – whether you liked or disliked it and why?
Think of your paper as a construction requiring planning (an outline) and careful thinking of concepts,
issues, problems etc. It is helpful to state the objectives and the plan for the paper in the opening paragraph
(introduction). The introduction should conclude with a concise, coherent summary of the argument to
be developed. Despite having major components in the paper, you do not need subheadings as they tend
simply to be space filler and I will call you out on it and deduct marks. Instead, you should use
paragraphs as building blocks. To effectively use the book in your paper, try to identify the main
argument(s) of the author and select examples carefully to bolster your argument. Do not use too many
long, direct quotations. You can summarize the argument(s) in your own words, but make sure to cite the
source of the information as an indirect quote.
Your paper will be evaluated on the following criteria:
• A clear, coherent, and systematic presentation.
• Correct spelling and a competent writing style which allows you to express your views and ideas
clearly.
• Proper citation [refer to the documentation posted to D2L on how to reference this assignment.]
• Adequately and fully addressing all aspects of the assignment
• Any review, which is simply a chapter-by-chapter summary, will automatically receive at
best a grade of 50%; and the grade may be lowered based upon the other grading criteria.
• Do not use any other sources other than the book under review. If outside sources are used,
I will deduct a substantial grade

The design and aim of the positional paper are to allow you to SELECT ANY TOPIC THAT interests YOU and write an argumentative position. So, you are encouraged to select any topic and theme, whether empirical observation or theoretical debates in the various IR theories.
Yet, if you have problems identifying any topic of interest, you can select any of the topics below.
1. Analyze the workings and dynamics of the balance of power in the Ukraine crisis.
2. Selecting any conflict of your choice, analyze the roles of individuals in the decision-making of such conflict.
3. Analyze by comparing and contrasting the roles and dynamics of collective security (led by the United Nations) and Collective defence (led by NATO) in the preservation of international peace.
4. Select any conflict of your choice (past or present), and analyze the problems and benefits of negotiations in such a conflict. Here, you can select a single conflict as a case study and analyze the dynamics of negotiation in such a conflict.
5. Analyze the advantages and disadvantages by comparing and contrasting constructivist and classical realist approaches to arms control agreements. Here you can choose any arms control agreement of your choice.
In writing this analytical paper, ensure you have all the following elements of a good essay.
1. You have developed a thesis or hypothesis that guides your essay.
2. You have developed your hypothesis into an analytical framework or model, considering the pros and cons that challenge your hypothesis or thesis.
3. You must have sources of evidence that support your hypothesis or thesis or challenge it. When selecting your evidence, you have to balance your analysis. Every argument has two sides, so try to balance your argument.
4. Consult scholarly literature or work to support your hypothesis or thesis statement.
5. Make sure your conclusion (s) flows logically from your argument, considering your hypothesis and analytical tramework.
Further instructions.
1. The Position paper is a 5 double-spaced paper (not counting the endnotes and citation pages). Citations are to be Chicago-style.
NO AI USE

The essay question is:
What roles, if any, did American foreign policy play vis a vis the historical, political, social, cultural, and economic underpinnings of the 1979 Revolution in Iran? What were the policies on the ground, what did they presuppose, and how did they “fail” to see the revolution?
In a well-organized, well-written 10-12-page double-spaced essay, answer one of the following questions with a clear and original argument. Be sure to use specific examples from the readings to support your case (at least 5 readings from the course must be engaged thoroughly). You will need a Works Cited page at the end of the paper, and please use proper citations throughout the paper (pick one style and stick with it). I will share the readings and sources you need to use – if you use additional sources, please make sure they are ONLY academic books or articles from academic institutions. Please use these sources:
Kevan Harris, A Social Revolution: Politics and the Welfare State in Iran: Introduction
Abbas Amanat: Iran, A Modern History; Chapter 11 “Development, Disarray, and Discontent” and Ch 12 “Cultures of Authority and Cultures of Dissent”
Kevan Harris, A Social Revolution: Politics and the Welfare State in Iran: Chapter 2: “Seeing like a King: Welfare Policy as State-Building Strategy in the Pahlavi Monarchy”
– Charles Kurzman, The Unthinkable Revolution in Iran (Cambridge: Harvard University Press, 2004): Read the whole book.
– Behrooz Ghamari-Tabrizi: Foucault in Iran; Chapter 1.
– Misagh Parsa, Social Origins of the Iranian Revolution (New Brunswick: Rutgers University Press, 1989): Chapters 5, 6, and 7
– Negar Mottahedeh, Whisper Tapes: Read the whole book
– Sreberney-Mohammadi and Mohammadi: Small Media, Big Revolution, Chapter 8: “The ‘Heavy Artillery’: Small Media for a Big Revolution.”
– Ervand Abrahamian, Khomeinism: Essays on the Islamic Republic (Berkeley: University of California Press, 1993): Introduction and Chapter 1
– Negar Razavi: The Systemic Problem of “Iran Expertise” in Washington, Jadaliyya
– Naghmeh Sohrabi, “The ‘Problem Space’ of the Historiography of the 1979 Iranian Revolution,” in History Compass 16, 2018.
– Afsaneh Najmabadi, “Iran’s Turn to Islam: From Modernism to a Moral Order,” in Middle East Journal 41(2), 1987.
– Edward Said, Covering Islam: Chapter 2: “The Iran Story”

Students are required to write a 3-4-page paper (around 1500 words) wherein they conduct a critical review of two written works (at least) addressing a specific course topic.
The written works: (I will attach them below)
1. The Roots of Authoritarianism in the Middle East by Selin M. Bolme
2. Authoritarianism and Democracy in Muslim Countries: Rentier States and Regional Diffusion by Ahmet T. Kuru
The paper should include:
1) a comparative analysis of the arguments presented in the papers
2) identification and evaluation of strengths and weaknesses
3) an assessment of their scholarly validity and contribution
4) a substantiated endorsement or rejection of either perspective.
Please make sure that the paper compares authors’ arguments, engage with them critically, show their contribution, and whether you agree with them or not.

I have 4 articles that require a literature to be completed on them. I have very specific instructions and a study topic to be used.

Instructions
Watch the movie Casino Jack (2010) and CBS 60 minutes clips linked above.
Then, in an essay, answer below two questions.
REQUIREMENTS: MINIMUM 1,500 WORDS / Microsoft Word document / 12-points font size & SINGLE space / Proper Citation, if necessary (either APA, Chicago, or MLA).
——————————————————————————————————————-
Restrictions on Interest Group Lobbying
Under current congressional rules, members of Congress and their staffs are severely limited in the size of gifts they can receive from lobbyists. Similar restrictions had existed for decades but were tightened in the mid-2000s after it was revealed that former congressional staffer-turned-lobbyist Jack Abramoff had used “golf junkets, free meals at the restaurant he owned, seats at sporting events, and, in some cases, old-fashioned cash” to lobby members of Congress. The current restrictions limit members and their staffs to accepting gifts only if they are valued at less than $50—moreover, the total worth of the gifts that any lobbyist can give to a particular member of Congress or staffer is limited to $100 per year. Are these restrictions fair? Do they help or hurt the political process?
Keep the rules, and maybe tighten them.
Supporting this option seems like a no-brainer. These regulations are based on a sensible intuition that laws are needed to prevent well-funded, unscrupulous lobbyists from offering inducements to members of Congress and their staffs in return for policy change. Simply put, groups that can send people to Washington to wine and dine members of Congress, congressional staff, and bureaucrats, might gain a significant advantage over those who are unable to do so. Even if a fancy lunch doesn’t buy a legislator’s vote, it might help with access—that is, give the group a chance to make their arguments and perhaps change some minds. In this way, rules that allow even small gifts create an advantage for some interest groups (those that can open a Washington office or hire lobbyists) and a disadvantage for others. As a result, many reform proposals would go further, preventing lobbyists from giving anything to a member of Congress, legislative staff, or bureaucrat—even a cup of coffee.
Relax the rules (a little).
Some argue that worries about interest group influence seem a little overstated. Suppose an interest group takes some congressional staff out to lunch or invites them to an evening reception. Nice treatment might increase the chances that the staffers would meet with the group’s lobbyists or look at the group’s proposals. But congressional staff and the legislators they work for are going to support a group’s proposals only if they help the member’s constituents or if they move policy in a way the member favors, not just because of an interest group’s free lunch. Also, the targets of lobbying know what’s going on—they’re not going to think a lobbyist is their new friend and ally just because of a small gift.
Finally, there are downsides to tight controls on these gifts and perks. The current rules on lobbyists’ gifts create a lot of paperwork for members and their staffs, who have to file reports on just about anything they receive from a lobbyist, even if that individual is a former colleague, neighbor, or friend. The rules are also extremely complicated—for example, legislators are allowed to eat the hors d’oeuvres provided at a reception, but they cannot sit down to a full meal without violating the gift restrictions. The disclosure requirements are also a burden to smaller interest groups and firms, which have to document everything they do on complex forms. As a result, members of Congress, their staff, interest groups, and lobbying firms spend considerable time and effort on documenting small gifts that are unlikely to have any effect on policy outcomes.
1. To what extent do you think current congressional rules limiting the size of gifts that members of Congress and their staffers can receive from lobbyists have curbed illegal behavior by interest groups?
2. Are these rules aimed at exceptional cases or average interest groups?

PPP – 01 Classroom Discussion of Public Problems, Causes, and Effects
7777 unread replies.7777 replies.
About
Problems can be classified as private or public. Private problems are problems that effect a single individual, while public problems effect many individuals or an ecosystem. Public problems can emerge when private problems spill into the public sphere or consciousness.
For example, a person with an aliment could be viewed as having the private problem. However, if many people are discovered to have the same aliment, then it may enter the public sphere. The public sphere will ask who, what, when, where, why, and how: Who has the aliment? What is the aliment? When were they diagnosed with the aliment? Where were they living or working or visiting? Why do they have the aliment? How did the aliment emerge?
Discussing public problems involves face-to-face and online interactions between individuals.
Estimated Time
An estimated 2 hours is needed to complete this activity.
Classroom Discussion
“I got 99 public problems…”, but in reality, there are a multitude of “public problems” in our neighborhood, community, city, county, region, state, nation, hemisphere, and mother Earth.
The goal of this discussion is for you to post a Public Problem and reply to at least 2 peer’s posts.
You are welcomed and encouraged to go above and beyond the minimum requirements by replying to a third peer’s post.
Step 1: Post a public problem
State a public problem.
Share why you think it is an important public problem to focus on.
Explain what at least one cause of the public problem is.
Explain what at least one effect of the public problem is.
Step 2: Reply to a peer’s public problem
Validate your peer’s justification for focusing on the public problem.
Add one additional cause of the public problem.
Add one additional effect of the public problem.
Step 3: Reply to a second peer’s public problem
Validate your peer’s justification for focusing on the public problem.
Add one additional cause of the public problem.
Add one additional effect of the public problem.
Above and Beyond: Reply to a third peer’s public problem
Validate your peer’s justification for focusing on the public problem.
Add one additional cause of the public problem.
Add one additional effect of the public problem.
Rubric
Rubrics are “a guide listing specific criteria for grading or scoring academic papers, projects, or tests”. Every assessment in the course has a rubric. A table of this assessment’s rubric is provided below for students. However, this table is not accessible for some screen readers.
For students using a screen reader, an accessible version of the rubric table can be accessed by scrolling down further or clicking on the three vertical dots in the upper right corner of the assessment and selecting “Show Rubric”.
If you need additional help, visit How do I view the rubric for my assignment?Links to an external site.
RubricCriteria
Ratings
Points
Post: State a Public Problem
Yes
No
5
0
Post: Share Why Public Problem is Important to You
Yes
No
5
0
Post: Explain at least 1 Cause of Public Problem
Yes
No
5
0
Post: Explain at least 1 Effect of Public Problem
Yes
No
5
0
Post Quality: Subjective evaluation by Professor
01 – Superb
02 – Excellent
03 – Great
04 – Good
05 – Insufficient
0
0
0
0
0
Reply 1: Validate Peer
Yes
No
5
0
Reply 1: Offer Additional Cause of their Public Problem
Yes
No
5
0
Reply 1: Offer Additional Effect of their Public Problem
Yes
No
5
0
Reply 1 Quality: Subjective evaluation by Professor
01 – Superb
02 – Excellent
03 – Great
04 – Good
05 – Insufficient
0
0
0
0
0
Reply 2: Validate Peer
Yes
No
5
0
Reply 2: Offer Additional Cause of their Public Problem
Yes
No
5
0
Reply 2: Offer Additional Effect of their Public Problem
Yes
No
5
0
Reply 2 Quality: Subjective evaluation by Professor
01 – Superb
02 – Excellent
03 – Great
04 – Good
05 – Insufficient
0
0
0
0
0
Above and Beyond: 3rd Reply
Yes
No
0
0

A compare-and-contrast essay of 1984 and modern-day American society. There should be at least 3 in-depth comparisons or contrasts that you should write about, and then in the second half of the paper, you will use parts of the seven-step model to discuss how you can stop aspects of 1984 from becoming a reality in everyday life. 4 pages, a title page, a citation page, and in-text citations. “compare and contrast” analysis of the
ethical concepts revealed in the society described in “1984” versus our society today. How many of the
situations or conditions in Orwell’s vision have come true—wholly or in part? Are any likely to become
reality soon? After your “compare/contrast” portion, express any concerns you may have about what you
discern may becoming reality and describe how you would apply what you have learned about ethics to
alter, inhibit, or prevent factors in Orwell’s society from becoming reality.in your future or your children’s future.

Part 1 Today we are examining the role of interest in motivation and learning. Please complete the assigned readings for today before starting these activities. Respond to activities 8.1, 8.2, and 8.3 on a document and post your responses as a doc, docx, or pdf via Canvas. Learning Goals
To articulate the role of interest in student motivation and learning. To critically evaluate the practical applications of making learning interesting to education in the classroom (and beyond).
Activity 8.1
Read this scenario
Three teachers are trying to find a way to get their students interested in math. Teacher one notices that kids are very interested in computer games and looks for a math computer game. They find Math Blaster, a game in which students get points and blast aliens by quickly solving math problems. Teacher two notices that kids are often more interested when they can choose what they want to do and have some control over what they do. She designs a set of math activities and allows the students to choose which activities they would like to do. She also makes the activities flexible enough that students have choice in how to do them. Teacher three notices that kids are more interested when they are doing some real- world activity. So, she decides to have his class engage in the activity of “designing the perfect doghouse.” She has her students learn math in the process of designing the doghouse.
Now respond to this prompt:
What are the pros and cons of these three different approaches to fostering interest? Is one approach any better or worse than the others?
Activity 8.2
What are the four phases of interest development presented in the section “The Four-Phase Model of Interest Development” (Renninger & Su chapter)? How do these phases relate to the three teachers’ approaches from activity 8.1 to creating interest in math? Note: understanding the difference between catching or triggering interest and holding or maintaining interest is very important.
Activity 8.3
In the case study below, Mr. Marcus has trouble making learning interesting. Based on what you have already learned from the Renninger & Su excerpt, Csikszentmihalyi TED talk, and from other content from this class what advice could you give Mr. Marcus in regards to the following:
Introducing the topic.
Responding to his student’s comment about trouble getting started.
Instructing his students.
Assessing his students’ learning.
Case Study
Damon Marcus watches as his students take their seats, and then announces. “Listen, everyone, I have your tests here from last Friday. Liora, Ivan, Lynn, and Segundo, super job on the test. They were the only As in the class.”
After handing back the tests, Damon writes the following on the board:
A=4
B=7
C=11
D=4
F=3
“You people down here better get moving, ” Damon comments, pointing to the Ds and the Fs on the chalkboard. “This wasn’t that hard a test. Remember, we have another one in 2 weeks. We need some improvement. C’mon, now. I know you can do better. Let’s give these sharp ones with the As a run for their money.
“Now let’s get going. We have a lot to cover today… Now, when was the First Crusade? ”
“About 1500, I think,” Clifton volunteers.
“No, no” Damon shakes his head. “Remember that Columbus sailed in 1492, which was before 1500, so that doesn’t make sense… Liora ?”
“It was about 1100, I think.”
“Excellent, Liora. Now, remember, everyone, you need to know these dates, or otherwise you’ll get confused. I know that learning dates and places isn’t the most pleasant stuff, but you might as well get used to it because that’s what history is about. Plus, they’ll be on the next test.”
He continues, “The first Crusade was in 1095, and it was called the ‘People’s Crusade.’ There were actually seven in all, staring in 1095 and continuing until enthusiasm for them had ended in 1300. ”
Damon continues presenting information about the Crusades, and then, seeing that about 20 minutes were left in the period, he says, “Now, I want you to write a summary of the Crusades that outlines the major people and events and tells why they were important. You should be able to finish by the end of the period, but if you don’t, turn your papers in at the beginning of class tomorrow. You may use your notes. Go ahead and get started.”
As he monitors students, he sees that Jeremy has written only a few words on his paper. “Are you having trouble getting started?” Damon asks quietly. “Yeah… I don’t quite know how to get started,” Jeremy mumbles.
“I know you have a tough time with written assignments. Let me help you,” Damon nods. He takes a blank piece of paper and starts writing as Jeremy watches. He writes several sentences on the paper and then says, “See how easy that was? That’s the kind of thing I want you to do. Go ahead-that’s a start. Keep that so you can see what I’m looking for. Go back to your desk, and give it another try.
Part 2 Create an outline of your pedagogical creed presentation and submit it using this assignment tab. Please clearly explain what you are considering for the visual representation. You are not expected to submit a fully formed visual representation yet but you are expected to provide a clear idea of what you are considering for the visual representation and articulate the connection between the visual representation and your ‘I believe statements…’ The visual representation could look like a variety of things: an object you create with different art materials, a painting or illustration, a poem you have written, a journal. In this assignment you are starting to formulate your ideas for a visual representation for the presentation (in week 10) keeping in mind the following: 1) how your belief statements are represented in what you are creating
2) creativity and thought in its creation
3) be small enough to carry to and from class
Please share your ideas here and I will be happy to provide feedback on the outline presentations here. Note: Completion of this outline will help you create a stronger pedagogical creed presentation. Both of these elements (this draft and pedagogical creed presentation) will help you articulate your final pedagogical creed paper with more thought and insight. Helpful Resources:
Pedagogical Creed Presentation Pedagogical Creed Paper Part 3
Scenario: The governor of an undefined State is elected by the people and receives lots of support from local businesses and industry. Green Manufacturing is a company operating in the State. They produce drywall materials for the construction industry. Green Manufacturing has 500 employees and produces drywall from 100% solar energy. Green manufacturing’s primary goal is to make a profit and expand the company. Public health surveillance near Green Manufacturing showed a higher prevalence of childhood asthma within a 3 miles radius of the factory. Quantitative research that tested the air showed materials in the drywall polluting the air. Qualitative research with community members described the air as dusty during manufacturing hours. Answer the following questions below from the perspective of each of the following roles: Governor of the State, a local pediatrician, a parent in the community, and the Green Manufacturing business owner. You must complete the perspective of EACH role for full marks. Is there a public health problem? If so, how would you address it?
How will you implement the solution? Who should pay for the solution?
How will you know if the solution is working?
How do your answers differ based on your assigned role. Part 4
Consult the table below and answer the following questions:In your own words, what is the difference between qualitative and quantitative research?
What are the benefits and drawbacks of qualitative research?
In what situations do you think qualitative research could benefit public health? Provide an example (not the ones listed in the table!). What are the benefits and drawbacks of quantitative research?
In what situations do you think qualitative research could benefit public health? Provide an example (not the ones listed in the table!). Your response to each question should be roughly 3-4 sentences. Use your own words to answer the questions. Copy and pasting of the table or other sources will lead to a lower mark. Qualitative InquiryQuantitative Inquiry
Goals seeks to build an understanding of phenomena (i.e. human behaviour, cultural or social organization)
often focused on meaning (i.e. how do people make sense of their lives, experiences, and their understanding of the world?)
may be descriptive: the research describes complex phenomena such as: social or cultural dynamics, individual perception
seeks explanation or causation
Research
Question Qualitative inquiry is often used for exploratory questions, such as How? or Why? questions.
Examples:
How do breast cancer survivors adapt to their post-mastectomy body?
How is bereavement experienced differently by mothers and fathers?
Quantitative research aims to be more conclusive and pertain to larger populations, answering questions such as What? When? Where?
Examples:When should women have their first mammogram?
What is the relation between bereavement and clinical depression?
Data may be comprised of words, behaviors, images
the goal is data that can enhance the understanding of a phenomenon
can be manipulated numerically
the goal is precise, objective, measurable data that can be analyzed with statistical procedures
Design Because the goal is exploratory, the researcher often may only know roughly what they are looking for. Thus, the design of the project may evolve as the project is in progress in order to ensure the flexibility needed to provide a thorough understanding of the phenomenon in question
A central tenet of quantitative research is the strictly controlled research design in which researchers clearly specify in advance which data they will measure, and the procedure that will be used to obtain the data
Data collection
Instruments researchers are themselves instruments for data collection, via methods such as in-depth interviewing or participant observation. Data are thus mediated through a human instrument
date often collected ‘in the field’: the researcher observes or records behavior or interviews the participants in their natural setting (e.g. a clinic, the family home)
tools are employed to collect numerical data (e.g., surveys, questionnaires or equipment)
research environment is often a controlled representation of reality
Informant Selection usually collected from small non-random samples (e.g., purposive samples, convenience samples, snow-balled samples)
not ‘measurable’ in a quantifiable or mathematical way
the aim is ensure that a sample is representative of the population from which it is drawn
gold standard is a random sample
Analyis often inductive: the researcher builds abstractions, concepts, hypotheses, and theories from the data gathered
often relies on the categorization of data (words, phrases, concepts) into patterns
sometimes this data will then be embedded in larger cultural or social observations and analyses
Often complexity and a plurality of voices is sought
often deductive: precise measurement, mathematical formula, testing hypotheses
Results The goal of qualitative research is to understand participants’ own perspectives as embedded in their social context
contextually based and thus do not seek generalizability in the same sense as quantitative research
Goal is prediction, generalizability, causality
The table is retrieved from: https://www.mcgill.ca/mqhrg/resources/what-difference-between-qualitative-and-quantitative-resear Part 5
Duwamish Superfund Informational Video – English (10-minute video) After watching the above video and reading chapter two in your assigned text, answer the following questions related to data and evidence-based public health:In your own words, why is it important to include interviews and lived experiences of folks living near the Duwamish as part of the data collection? Imagine you are tasked with assessing pollution and community impact of the Duwamish Waterway; What are three sources of data you would collect and why? In the case of the Duwamish Superfund site, identify one public health interventions? How would you evaluate if it is effective? For your submission, please type approximately 2-3 paragraphs.

Precisely the issue is “Which organisational procedures are considered mandatory by the European Commission for the preparation of an implementation study of the 8th Environmental Action Programme, in relation to energy transition issues?”
I want the topic paper to be short and concise..