Michigan vs EPA Essay Assignment Paper

Michigan vs EPA
                         Michigan vs EPA

Michigan vs EPA

Keep your answer to 3 typed pages or less. Save it as a Word document. Label it: nameLegalFinal
Submit your answer in the FINAL EXAM

1. Michigan v. EPA Discuss the public management concerns for Michigan bringing this suit. Explain if Michigan or the EPA has a more compelling position regarding what action is in the public interest.

2. Confederate Flag License Plates What type of administrative activity is discussed in this reading: rule-making or adjudication? Be sure to briefly explain what facts and criteria you used to reach your conclusion. Discuss whether Buffalo soldiers and the Confederate flag are really comparable subjects to be on license plates.

3. Restricted Access to Public Records Here state residents are treated differently than out-of-state residents. Explain whether this is fair. Then discuss the differences between the constitutional and statutory rights in this situation.

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Environmental Law on Fresh Kills Landfill on Staten Island

Environmental Law on Fresh Kills Landfill on Staten Island Joe Jones buys a home in a neighborhood bordering the Fresh Kills Landfill on Staten Island.

Environmental Law on Fresh Kills Landfill on Staten Island
Environmental Law on Fresh Kills Landfill on Staten Island

Although it has been closed for more than ten years and is now capped by a synthetic liner and a layer of topsoil planted with grass and shrubs, the landfill continues to generate methane gas. The City of New York operates a “state-of-the-art” gas collection system which collects the gas beneath the cap and burns it in generators that make electricity. After living in the home for three years,

Joe Jones observes that some of his trees are dying, and he believes that the methane from the landfill is responsible. He also believes that the presence of the landfill containing decades of the City’s solid waste is depressing property values throughout Staten Island, including the value of his own home. He decides to sue the City of New York. Using the principles discussed in Copart v. Con Ed, discuss whether Joe Jones can state a claim against the City for maintaining a public nuisance or a private nuisance with respect to his dead trees.

Using the principles discussed in Boomer v. Atlantic Cement, discuss whether he can obtain injunctive relief to compel the City to remove the waste buried in the landfill, or recover monetary damages for the lower value of his property and other properties on Staten Island.

  1. In the summer of 2017, Mr. Brown purchased a house on the shore of Lake George, N.Y., a community known for its pristine environment, beautiful scenery and cold winters, among other things. The house is heated by oil, which is stored in a 500 gallon above ground outdoor tank adjacent to the rear of the house. The tank is five years old and in good condition. The prior owner of the home is Ms. Black, an architect who designed and built it only five years before.

After moving in, Mr. Brown makes an agreement with a division of Exxon Corp to deliver oil to the tank on a regular schedule.

In February 2018, after several heavy snowfalls, an unusually warm spell melts and dislodges a large accumulation of ice on the roof of the house, which slides off the roof and lands on the oil tank, which is positioned beneath the eaves. The tank ruptures and spills over 450 gallons of oil into Lake George. Mr. Brown immediately reports the spill to DEC, which conducts an emergency cleanup, costing over $100,000.

DEC brings an action against Mr. Brown as a “discharger” under the Navigation Law to recover the cost of the cleanup. Under the principles articulated in White v. Long, NYS v. Green, and NYS v Speonk Fuel discuss

  • the liability of Mr. Brown to New York State
  • the liability of Ms. Black to Mr. Brown
  • the liability of Exxon to either Mr. Brown or New York State.
  1. In the summer of 2016, a large quantity of fill is discovered on vacant property owned by the County of Suffolk. Through an investigation conducted by the State of New York, the fill is determined to have been delivered, without the knowledge of the County, by 10 different waste disposal firms who were to supply disposal service to 10 different property owners undertaking excavation and construction projects. Both the disposal firms and property owners knew the fill was going to be disposed of at the site.

The fill is also determined to contain hazardous substances.

The State incurred costs of $50,000 to conduct its investigation of the dumping and the testing of the fill. The State brings an action under CERCLA and common law nuisance to recover its costs and to obtain an injunction to compel the removal of the fill from the site.

Using the principles discussed in New York v Shore Realty and BF Goodrich v Murtha discuss the liability of the following defendants to the State and to each other:

The County

The Disposal Firms

The Property Owners

Variety of Recent Periodicals in Environmental Science

Variety of Recent Periodicals in Environmental Science Search through a variety of recent periodicals within past 1-2 years- for an appropriate article pertaining to a topic from this
course.

Variety of Recent Periodicals in Environmental Science
Variety of Recent Periodicals in Environmental Science

The article needs to be from printed or online news articles, magazines or journals. RMU has many databases you can access from the library site on the RMU website. Make sure your source is reputable, meaning no blogs, but you can use a
newspaper. DO NOT use articles from the organization or governmental websites.

Variety of Recent Periodicals in Environmental Science

You should look for a newspaper, or journal, or magazine
that is publishing their articles online, but that is different from an organization that is promoting some cause or a governmental website that is providing general information to citizens.
Write a paragraph- about 15-20 full sentences summarizing the article, making sure you cover the following:
1- Introduction-what is the name of the article, the name of the journal, the topic of the article, and how is it related to this course. Include a url link to the article in this section. If it is a print magazine or newspaper, then give the journal or newspaper name, date of publication, name or title of the article, and author(s) You can put this information at the end of your paper.

Variety of Recent Periodicals in Environmental Science

2- Describe the information in the article and describe whether it agrees or disagrees with the course text. Describe means more than a few words, or just writing that it agrees or disagrees. In what way does the information agree…… or in what way does it disagree with the course text.
3- Cite at least 1 reference from the book as an in-text citation. For example, this article is about how xxxxxxx is bad for humans
and this is also noted in our text on page 100. The article notes that……….. This is part of science to find credible sources to support positions. Points will be deducted if this is not done.

Strategic Analysis and the General Environment

Strategic Analysis and the General Environment Please analyze the general (Macro) environment using the slide of the Strategic Analysis Template PPT file and data from the
Apple case (found in the Harvard course pack).

Strategic Analysis and the General Environment
Strategic Analysis and the General Environment

You should use bullets and phrases with enough description such that it is obvious that it is an analysis of the macro environment
from the Apple case and we could understand the slide if it were included as an appendix to a report. It should not be written in paragraph form. The macro issue (case fact) should be in the Environment column. Your analysis of how this macro issue (case fact) is a threat and/or opportunity should be in the applicable column(s).

Historical narrative and explanation of an environmental problem

Historical narrative and explanation of an environmental problem
Historical narrative and explanation of an environmental problem

Historical narrative and explanation of an environmental problem

This essay must be a historical narrative and explanation of an environmental problem (ecosystem devastation, pollution or health problem, climate change concern, or something similar) that has affected you and/or your hometown in some way. Think specifically about something that has happened, or is happening now, in or near where you live or grew up. You will then use the course material and at least one outside academic source to do the following in this order:

1. Discuss the origins of the problem locally and within a national and/or global context.

2. Discuss who has been affected most by the problem

3. Explain what kinds of efforts have been undertaken to address the problem and how effective these actions have been. Are/were the actions taken equitable? Are/were they sufficient?

The objective of this assignment is for you to deepen your comprehension of the course material up to this point and be able to bring together the material from the midterm with the most recent material on environmental ideas and environmentalisms. This essay is also a way for you to make this class more personal: we all depend on our environment in all kinds of ways. This is an opportunity for you to engage with environmental ideas and how recent history makes our contemporary moment. Moreover, the essay is good preparation for your final essay.

You will be expected to use course material (lecture and/or readings) to write this essay, but you are also expected to use at least one outside academic source that has not been assigned in this course. Once you have identified the environmental problem you will study, you need to consult Roger, the UCSD library search engine, for books and/or A-Z databases for academic articles. Jstor and Academic Search Complete are good databases for questions of environmental politics. This outside source needs to deal directly with or relate to your environmental problem. It might be that your source deals with the very specific local problem you chose, or its wider regional or global context. It always helps if the source specifically addresses the problem and how people have sought to resolve or mitigate it. Look for this kind of source(s) first. However, if you do not find one because no research has been done on it or its research you cannot access through UCSD, you may use another that examines the general context/causality of your problem at a regional/national/international level. If you find little directly related to your chosen environmental problem, you may choose to select another problem easier to research. Alternatively, you may decide to keep the one you originally chose and conduct some additional research on the three parts of the problem listed above. These additional sources might be newspaper or journalistic/media reports or interviews you do with family or friends. While a bit more of a challenge, this route might be highly rewarding to you!

To cite lecture, course readings, and your outside source(s) in the text, you must use parenthetical references of author and page numbers.
For example, (Guha, 123-5) or (Martinez Alier, 27). You do need to provide a full bibliography at the end for all outside sources you use.
Please consult with your TA for his/her bibliography style preference (MLA, Chicago, etc)

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Energy efficiency and decrease environmental impact

Energy efficiency and decrease environmental impact
Energy efficiency and decrease environmental impact

Energy efficiency and decrease environmental impact

Efforts to increase energy efficiency and decrease environmental impact

1.Research is from current, reliable sources, documented correctly, and extensively covers the topic
2. Explanation of how the participants’ environment (Oklahoma) is affected, is extensive, multiple potential solutions for the problem provided and are both thorough and practical.
3. Project creatively and effectively addressed the concern, reached a large number of people and is easy for others to duplicate.
4. Complete list of current and reliable resources in MLA.
5. Should creatively combat the environmental concern as well as lend itself to active engagement with more people and/or duplication by others.
6. Should address the topic without causing additional harm to the environment.

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Global Environmental Problems Essay Paper

Global Environmental Problems
     Global Environmental                          Problems

Global Environmental Problems, Environmentalisms, and the Age of Climate Change

Final Take-home essay: A 7-8 page essay (same font requirements as midterm). This is a two-part essay. In the first part, you will need to give a brief summary of the major environmental paradigms covered in the class and make an argument for the one(s) that you consider most convincing. Note: it might behoove you to consider more than one very convincing, but instead of defending them separately use your critical thinking skills to bring them together to form your own environmental ethics. Be sure that if you synthesize two or more paradigms that your new formulation does not have contradictions. (We will review more thoroughly what I mean by this at the end of the quarter). The second part is connected to the first. You will answer the following question: You have been hearing bout dire warnings and often bleak, dystopian predictions regarding climate change (a future all the more possible in the Age of Trump and widespread climate change denial in the U.S.). Let’s now turn the tables. Reflecting on lectures, notes, and class discussions, etc., what would your utopian environmental future look like? How would we get there? What obstacles would need to be overcome? What kind of polity would it require? What kinds of social relations would we need to have?

There will be more precise and thorough instructions for this two-part final essay during the second half of the term.

syllabus: a general description of this class

The course is divided into three parts. The first part will serve as an introduction to global environmental degradation and its accompanying problems (many of which have led to our current climate change crisis), how degradation evolved over time, and how it had different effects on people based on class, race, and gender. The second part of the course will delve into the rich and multifarious cultural and political traditions of environmental thinking across the globe to reflect on the limits and possibilities of environmental politics over time and space. You will learn about the utilitarian and conquest conceptions of nature that environmentalists have long sought to overturn, early preservation and conservation movements, the rise of modern environmentalism and ecological thinking, sustainable development paradigms, and environmental justice movements, among other ideas. The third part is dedicated to 1) a deeper understanding of our present environmental crisis as rooted in power relations, inequality, and the accumulation of earlier crises; and 2) pondering, based on the global environmental history we have learned, what the future might  bring, with a special emphasis on pessimistic (even apocalyptic) visions
and optimistic (even utopian) visions.

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Discussion Board of Online Learning for ITSD

Discussion Board of Online Learning for ITSD The Discussion Board (DB) is part of the core of online learning.

Discussion Board of Online Learning for ITSD
Discussion Board of Online Learning for ITSD

Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both levels of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

The design of software is a critical step in the success of a software project. System models are one tool to help in the design process. Understanding system modeling will add significantly to your skill set.

Based on your knowledge, experience, and ideas, select one object-oriented programming (OOP) language and one tool or IDE that can be used with that language. Your selection must not be either Java or C#. Then, in 4-6 paragraphs, address ALL of the following questions:

What are the key benefits of the language?

What are the main features of the language?

How does the syntax of this language differ from Java? Is it like any other languages?

What types of software is the language best used to create?

Can this language be used to write software for smartphones? If so, in your judgment, is that a good idea? Why or why not?

Describe several steps you would take to use the tool you selected for this language. Explain what this would accomplish.

Include at least one reference in addition to the textbook.

Cite all references using APA format (citation and reference, with a link to source).

Grammar, spelling, punctuation, and format should be correct and professional.

Segments of the Organizations Environment

Segments of the Organizations Environment Write 6 – 100-word essays, using 1 reference each. Submit separately.

Segments of the Organizations Environment
Segments of the Organizations Environment

The two segments of the organization’s environment are general and specific. Using an organization for which you are familiar, identify the factors that operate in each. Why is it important to understand an organization’s environment? Organizations don’t exist in a vacuum. Rather, each organization operates in an environment that affects everything, from the availability of skilled workers to the price of raw materials. Understanding your organization’s external environment helps you proactively take advantage of opportunities and nimbly sidestep threats. We help organizations build smart solutions to enhance and understand their data.

Academic Environment Weekly Journal Entry

Academic Environment Weekly Journal Entry The objective of this Assignment is to provide you with a private place to think on the page; thinking on the page is a phrase used to describe writing as a form of thinking.

Academic Environment Weekly Journal Entry
Academic Environment Weekly Journal Entry

Some of us process our thoughts out loud as we describe them to others. In an academic environment, you will be asked to record your ideas in writing or thinking on the page to show the new knowledge that you acquired through reading and listening to the resources and completing the assignments. The journal is not a formal type of writing and only you and your Instructor will see the journal entry.

The weekly journals will be used to develop a personalized academic writing plan that will fit into the Week 6 Personal Success Plan Assignment.

Each journal must be at least five paragraphs long, but you are allowed to write as much as you would like. These entries are meant to be free writing, but you should revise before submitting. Your journal entries will be graded on participation and do not have rubrics.

To prepare for writing your Journal entry:

Review the Montane article in the Week 3 Learning Resources.

Review the Academic Writing Expectations Checklist to guide your writing.

Review sample journal entries posted in an Announcement.

Assignment Instructions:

Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker.

Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect on a different aspect of each week resources.

Post an entry that addresses each of the following:

Observe. Describe the week content and resources to a person who has not seen/heard or observed it.

Process. Answer the question: What does this content/topic mean?

Reflect. Answer the question: What is the value in understanding this?

Montante, S. (2004). Thinking on Paper. Literary Cavalcade, 57(3), 36-37.

Note: Retrieved from the Walden Library databases.