Raising Awareness and Discovering the Dirt 12345 Canyon Dr., Northridge, CA 91344 (818) 555-9089 (818) 555-9222 Radd.com RADD What role can the FDA play in regulating GMO products? This brief is intended for the United States Food and Drug Administration (FDA) and is presented on behalf of Raising Awareness and Discovering the Dirt (RADD). RADD is a non-profit organization committed to promoting the wellness of the environment. Since the earlier 1990s, commercialization of Genetic Modified Organisms (GMOs) has spread throughout the U.S. The FDA has promoted a program of self-regulation among the biotech crop and food developers (www.fda.gov). Many of the biotech food and crop developers’ primary interest is the development of high-yielding products. For example, Monsanto, a biotech food and crop developer’s director of corporate communications, Philip Angell was quoted saying; “Monsanto should not have to vouchsafe the safety of biotech food. Our interest is in selling as much of it as possible. Assuring its safety is the FDA’s job,” (Antoniou, Robinson, & Fagan, 2012, p. 23). Finally, research and Monsanto’s own feeding trials revealed health-effects and suggest that more suitable options are needed to maintain the safety of consumers and the environment. Therefore, RADD is committed to working with the FDA in creating programs that will ensure the safety of environment and the use of GMOs. Statement of Issue: In order to promote awareness and ultimately protect the health of consumers, the FDA has the ability to regulate GMOs by establishing new guidelines. There is a growing body of evidence that connects GMOs with health problems, environmental damage, and violation of rights of farmers and consumers. Studies show a correlation between GMOs and health problems such as production of new allergens increased toxicity, decreased nutrition, and antibiotic resistance (Bernstein et al., 2003). Additionally, since the emergence of GMO crops, there has been an increase in the amount of agriculture changes. Such changes include the development of “massive weeds” and “super bugs,” both requiring an increased dosage of toxins to rid of these unwanted, overgrown organisms. In return, consumers are now ingesting these increased dosages of toxins. Background: Ultimately, the only beneficiaries of products containing GMOs are its producers, such as, Monsanto, rather than consumers. Monsanto makes an abundant amount of profit on their GMO products as they have scientifically modified crops, allowing them to have faster results. The “proposed” purpose of GMOs was to increase yield and enhance nutritional value, while also lowering the use of pesticides. (www.nongmoproject.org, 2013). Indeed, the use of GMOs increase yield, but studies show that GMO products hold no nutritional value and rather, by decreasing the use of pesticides, there has been an increase .

1. Raising Awareness and Discovering the Dirt
12345 Canyon Dr., Northridge, CA 91344 (818) 555-9089 (818)
555-9222 Radd.com
RADD
What role can the FDA play in regulating GMO
products?
This brief is intended for the United States Food and Drug
Administration (FDA) and is
presented on behalf of Raising Awareness and Discovering the
Dirt (RADD). RADD is a non-profit
organization committed to promoting the wellness of the
environment.
Since the earlier 1990s, commercialization of Genetic Modified
Organisms (GMOs) has spread
throughout the U.S. The FDA has promoted a program of self-
regulation among the biotech crop and
food developers (www.fda.gov). Many of the biotech food and

2. crop developers’ primary interest is the
development of high-yielding products. For example, Monsanto,
a biotech food and crop developer’s
director of corporate communications, Philip Angell was quoted
saying; “Monsanto should not have to
vouchsafe the safety of biotech food. Our interest is in selling
as much of it as possible. Assuring its
safety is the FDA’s job,” (Antoniou, Robinson, & Fagan, 2012,
p. 23).
Finally, research and Monsanto’s own feeding trials revealed
health-effects and suggest that
more suitable options are needed to maintain the safety of
consumers and the environment. Therefore,
RADD is committed to working with the FDA in creating
programs that will ensure the safety of
environment and the use of GMOs.
Statement of Issue:
In order to promote awareness and ultimately protect the health
of consumers, the FDA has the
ability to regulate GMOs by establishing new guidelines. There
is a growing body of evidence that
connects GMOs with health problems, environmental damage,
and violation of rights of farmers and

3. consumers. Studies show a correlation between GMOs and
health problems such as production of new
allergens increased toxicity, decreased nutrition, and antibiotic
resistance (Bernstein et al., 2003).
Additionally, since the emergence of GMO crops, there has
been an increase in the amount of
agriculture changes. Such changes include the development of
“massive weeds” and “super bugs,” both
requiring an increased dosage of toxins to rid of these
unwanted, overgrown organisms. In return,
consumers are now ingesting these increased dosages of toxins.
Background:
Ultimately, the only beneficiaries of products containing GMOs
are its producers, such as,
Monsanto, rather than consumers. Monsanto makes an abundant
amount of profit on their GMO
products as they have scientifically modified crops, allowing
them to have faster results. The “proposed”
purpose of GMOs was to increase yield and enhance nutritional
value, while also lowering the use of
pesticides. (www.nongmoproject.org, 2013). Indeed, the use of
GMOs increase yield, but studies show
that GMO products hold no nutritional value and rather, by
decreasing the use of pesticides, there has

4. been an increase in the amount of food, and therefore calories,
consumed by the average person
(www.nongmoproject.org, 2013).
http://www.nongmoproject.org/
2
The process utilized to create GMOs is called,
“gene splicing.” In detail, gene splicing is
utilized to merge DNA’s from other species,
also known as crossbreeding (Genetically
Engineered Foods, 2013). For example, GMO
scientists take DNA from an Alaskan fish and
merge it with the DNA of that of a tomato
plant. The purpose of this is such that the
tomato crop will now have the ability to
withstand cold weather conditions, ultimately
increasing production. Although cross

5. breeding is typical amongst organism of the
same species, these types of cross breeds are
un-natural and as a result, reject each other when the DNA
samples are merged. Therefore, in order to
get the two genes to properly merge, scientist, on top of gene
splicing, also have to create viruses. These
viruses weaken the genes making them susceptible for the other
gene to attack.
Monsanto, like other major food suppliers, utilizes mass
amounts of pesticides and insecticides
to benefit their crop, while simultaneously contaminating our
ecosystem with these toxins. As a result of
the use of GMOs, consumers either directly or indirectly ingest
these toxins, causing unknown diseases
and making consumers susceptible to new and more intense
illnesses.
Although the FDA has the authority and duty to establish
regulations and to protect consumers of
potential hazards in our food supply, they have decided to allow
the production of GMO crops. Despite
the fact that GMOs are either banned or regulated in 60 other
countries, the U.S. is one of the only
countries without labeling regulations, leaving consumers
today, un-informed of their food products

6. (www.nongmoproject.org, 2013).
Statement of Organization:
RADD has reviewed the FDA’s self-regulating policy and have
concluded that GMO crop and
food developers are not capable of screening for GMO
resistance to every potential pathogen, resulting
in environmental stress. The mutation process that occurs
within the GMO process can sit like a silent
time bomb within the GMO, ready to “explode” at any time.
RADD recognizes the need for the FDA to
move beyond the policy of self-regulation and promote
and develop a rigorous testing method that would
ensure the safety of the environment.
Pre-existing Policies:
GMO labeling policy for foods is under intense
development. Countries are choosing mandatory
labeling or adherence to voluntary labeling. Challenges
to mandatory labeling are unlikely to be successful
under current World Trade Organization (WTO) rules
(Caswell, 2000). Marketers and trade negotiators should

7. 3
recognize this and move toward living with diversity in labeling
policy (Caswell, 2000).
The graph below is an illustration of GMO use at a global level
and is a representation of policies
regarding the use or labeling of GMO’s worldwide. The graph
also explains data regarding some
countries use of GMO crop farming (nature.com, 2013).
The five countries that regulate GMOs-Canada, USA, Mexico,
Japan and the European Union
(EU)-have all considered the appropriate role of labels in
signaling these new production methods to
consumers. Each of the five countries currently regulates the
introduction of GMO products but only the
EU requires labels that specify the presence of GMOs. This
potential "technical barrier to trade" poses
challenges to producers, consumers and governments alike
(Phillips & Grant, 1998).

8. Policy Options:
The policy options are as follows:
Option 1: This policy option proposes the ban GMOs from the
market
Option 2: This option calls for issuing a labeling policy on
foods/by-products that contain/may contain
GMOs
Option 3: This policy option would allow for the construction
and follow through with a 5-7 year study
that tests the effects of GMOs in products
4
Pros
as: immune dysregulation,
altered liver function, changes in the
pancreas, kidney and spleen, that were all present in animal
testing involving GMOs, would be

9. no longer be health effects (Kantor, 2013)
ming food with
GMOs (Kantor, 2013)
be less effective with the
consumption of GMOs due to the resistance to bacteria (Kantor,
2013)
tial
of the seeds spreading naturally and
causing cross-pollination to form an unknown, potentially
dangerous breed (Kantor, 2013)
Cons
f GMOs would decline
their original state
-products that contain/may
contain GMOs
Pros
product
foods that have not been thoroughly

10. tested
in the future, but gives the consumer
their rights back to know what is in their food
Cons
have GMOs because the usage is
so widespread
label all of them may call for a rise
in prices (Byrne, 2010)
5-7 year study to test for
GMOs
Pros
the intent of understanding what the
effects of GMOs are on humans
hten scientists, farmers, corporations, and
society as a whole by providing
information regarding GMOs

11. discovered that were not previously
thought to be related to the consumption of GMOs
Cons
be spent towards manufacturing
more products for consumption
Best Option:
RADD has concluded that the best option is a five to seven year
study. This study will provide
consumers with information regarding potential side effects
from the consumption of GMOs. This study
will allow the FDA to determine new information that will
guide the outlining of potential next steps for
our food and agriculture industries and the use of GMOs. Most
importantly, this study will give
consumers their right to know what is in their food.
1. Explain your current understanding of effective assessment
practices including the difference
between summative and formative assessment and including the
concepts of reliability, validity, and fairness.
2. Write about your belief in the worth of large-scale
standardized tests and distinguish between norm-referenced and
criterion-referenced varieties. How would you compare them

12. with performance assessments (PBA or PBL) and formal
observations?
4. Explain your understanding of appropriate and inappropriate
test preparation and on your understanding of the practice of
"teaching to the test," as well as ways to make it engaging and
reduce test anxiety.
5. In a few sentences, give your understanding of the Response
to Intervention progress-monitoring process and how it informs
student tier placement.
6. Describe your beliefs in fair grading practices, including
giving extra credit, allowing do-overs, assigning zeros for
cheating or work not handed in, and the concept of giving
exemplars, drafts, feedback, and student-friendly rubrics.
Be sure to
support your comments with evidence from the
text (APA format for citations and references only) .
SAFE
Student
Advocates
For
Empowerment
Respec+ng
differences
and
providing
privacy
for
all

13. students.
DEFINITIONS:
Transgender:
refers to an individual whose gender
identity does not match their assigned
birth sex.
Gender Nonconforming: expressing
gender and/or having gender
characteristics that do no conform to
the expectation of society and culture.
Gender Identity: the internal
perception of an individual’s gender,
and how they label themselves.

14. Gender Expression: the external
display of gender, through a
combination of dress, demeanor,
social behavior, and other factors,
generally measured on a scale of
masculinity and femininity.
D E C E M B E R
5 T H ,
2 0 1 4
ALL
Gender
Restrooms
in
Santa
Monica
High
School
In our educational system, transgender* and
gender nonconforming* youth are fearful to
attend school and use school restrooms due to the

15. constant fear of discrimination. SAFE is
advocating for students to have the freedom to
use restrooms that correspond with their chosen
gender identity* and gender expression*. We aim
to work with the Santa Monica School District to
guarantee Bill AB 1266 is being properly
implemented. To advocate for these gender
nonconforming youth we suggest either
designating a pre-existing restroom as ALL
Gender, constructing a new ALL Gender
restroom, or making every restroom ALL Gender
neutral. SAFE hopes to work together with the
Santa Monica School District and the School
Superintendent to make sure that all students,
regardless of their chosen gender identity and
gender expression, feel safe on their campus. It’s
imperative to promote free expression on campus
by making sure that all restrooms are gender
neutral and accommodate all students.
SWRK
525
Policy
Brief
Professor
Abelson
Executive Summary

16. D E C E M B E R
5 T H ,
2 0 1 4
Policy:
ALL
Gender
Restrooms
Male and female restrooms force people to choose between
facilities that
may not accurately align with their gender identity or gender
expression.
Transgender or gender nonconforming students often feel
uncomfortable
when using school restrooms because they are exposed to a high
risk of
harassment and violence. Currently in our school system, 78%
of
transgender youth have been harassed on the basis of their
gender identity
(NCTE, 2011). Bill AB 1266 requires that transgender and
gender
nonconforming students will not be discriminated against by
allowing
them to participate in sex-segregated activities. Sex-exclusive
restrooms
further the discrimination against this population. All students

17. deserve
the right to express themselves freely and embrace their identity
without
the fear of being harassed or hurt while using the restroom. The
creation
of ALL Gender restrooms may help promote the safety and
comfort of all
students. Using the restroom is a basic human right, not a
privilege, and
should not be a frightening experience. If there is no safe
restroom that
aligns with the gender identity and gender expression of
students, the
school will be held accountable for breaking the School Success
and
Opportunity Act (AB1266), which protects students’ safety.
0%
20%
40%
60%
80%
Gender Nonconforming experiences
SAFE
Student
Advocates
For
Empowerment
Respec+ng

18. differences
and
providing
privacy
for
all
students.
Harassment and
Discrimination at School:
Those who expressed
transgender identity or gender
nonconformity while in
grades K-12 reported
alarming rates of harassment
(78%), physical assault (31%)
and sexual violence (13%).
Harassment was so severe
that it led 19% to leave a
school in K-12 settings or
leave higher education.
Pe
rc
en
ta
ge
o

19. f
s
tu
de
nt
s
ALL
Gender
Restrooms
in
Santa
Monica
High
School
Statement of the issue
SAFE
Student
Advocates
For
Empowerment
Respec+ng
differences

20. and
providing
privacy
for
all
students.
D E C E M B E R
5 T H ,
2 0 1 4
A 2009 national survey of 5,420 LGBT secondary
school students found that as a whole this group faced
hostile school environments especially from peers,
due to their non-conforming attitudes about gender
and gender roles (Kosciw, Greytak, & Diaz, 2009).
Societal intolerance about transgendered and gender
nonconforming people greatly contributes to the
detrimental school experiences for youth in this
population. A daily mundane activity such as using a
school restroom creates anxiety and brings potential
psychological and physical harm to transgender and
gender nonconforming students, due to verbal and/or
physical abuse from peers. Furthermore,
approximately 32% of transgender individuals attempt
suicide during their lifetime (Clements-Nolle, Marx,

21. & Katz, 2006). The alarming situation and negative
outcomes it creates for transgender and gender
nonconforming youth were addressed in California
by Governor Jerry Brown in the form of an addendum
passed on January 1, 2014, to the existing California
educational code. Assembly Bill AB 1266 protects the
rights of transgender and gender nonconforming
students to participate in sex-segregated school
activities including the right to use facilities
corresponding with their gender identity. In enacting
these amendments California aims to decrease
discrimination and bullying in public schools. In
addition, Bill AB 1266 cultivates diversity awareness,
respect, tolerance and a positive and safe school
environment for all students regardless of their gender
identity and gender expression. Implementing these
new revisions is essential in communicating that
Santa Monica High School advocates for equal
protection for its students, promotes a safe school
environment, and is a leader in fostering positive and
tolerant youth who will become positive leaders in the
community.
ALL
Gender
Restrooms
in
Santa
Monica
High
School
Background and History of Policy

22. SAFE
Student
Advocates
For
Empowerment
Respec+ng
differences
and
providing
privacy
for
all
students.
D E C E M B E R
5 T H ,
2 0 1 4
SAFE strongly believes that Santa Monica
School District shares a mutual interest in
ensuring all students feel safe at school despite
their gender identity and expression. SAFE
would like to work with the School

23. Superintendent to guarantee Bill AB 1266 is
being properly implemented in Santa Monica
High School. It is imperative that all students
feel safe to use restrooms that properly represent
their gender specified identities and expressions.
Many youth are so fearful of prejudice and
violence that they miss classes and may drop out
of school. Addressing this issue now will avoid
potential legal action as well as prevent loss of
funds due to student absences. The dean,
teachers and counselors may already be
challenged with bullying issues and
implementing this policy is a proactive way to
create an improved environment for all staff. We
encourage the School District to treat all
students equally and create a healthier campus
by increasing the safety of all students with the
passage of this policy.
Study
Popula+on
Sample
size
Loca+on
Verbal
abuse
Physical

24. abuse
Sexual
abuse
Grant
et
at.
2011
Trans
&
Gender
nonconforming
adults
(retrospecOve)
1,876
NaOonal
76%
35%
11%
Greytak,
Kosciw
&

25. Diaz,
2009
Trans
youth
13-­‐20
295
NaOonal
87%
44%
n.d.
Prevalence of peer victimization among transgender and gender
nonconforming
youth
ALL
Gender
Restrooms
in
Santa
Monica
High
School
Interest in the Issue

26. SAFE
Student
Advocates
For
Empowerment
Respec+ng
differences
and
providing
privacy
for
all
students.
D E C E M B E R
5 T H ,
2 0 1 4
Policy:
Gender
Neutral
Restrooms
Option 1: Designate a pre-existing bathroom
as ALL Gender

27. Advantage: School will only have to invest in
new signage for the restroom and no additional
construction will be needed. The ALL Gender
restroom will meet the needs of all students,
including those identifying as transgender or
gender nonconforming.
Disadvantage: Designating only one restroom
as ALL Gender may be inconvenient for
transgender or gender nonconforming students
to access and may single them out.
Option 2: Construct a new ALL Gender
restroom
Advantage: The school will be able to keep
existing restrooms as sex-segregated, and add
an option for transgender or gender
nonconforming students.
Disadvantage: The school will have to pay for
construction of a new restroom and locate an

28. appropriate area for it on campus where it will
be convenient for students to access.
Option 3: Make every restroom ALL Gender
Advantage: The school will only have to invest
in new signage for restrooms and no additional
construction will be needed. Changing all every
restroom to ALL Gender will not call attention
to transgender or gender nonconforming
students since all students will be using the
same type of facilities.
Disadvantage: Some students and parents may
feel uncomfortable with every restroom being
ALL Gender.

30. The following three options would
ensure all students feel comfortable and
safe using the restroom at school,
regardless of their gender identity and
gender expression

31. BEST SOLUTION
In order to provide the safest and
most comfortable school
environment for all students,
including transgender and gender
nonconforming, the best solution is
Option 3: Make all Restrooms
gender neutral. This option will
not call any unwanted attention to
students who may not want to
advertise their gender identity or
expression. This prevents the fear
of discrimination, bullying or
violence that may occur when being
forced to choose a gender exclusive
restroom and creates a secure and
equal environment for all students.
ALL
Gender
Restrooms
in
Santa
Monica
High
School

32. Policy Options
D E C E M B E R
5 T H ,
2 0 1 4
Policy:
Gender
Neutral
Restrooms
Clements-Nolle, K., Marx, R., Katz, M. (2006). Attempted
Suicide Among Transgender
Persons. Journal of Homosexuality, 51(3), 53-69.
Gay, L. (2009). The Experiences of Lesbian, Gay, Bisexual and
Transgender School Students:
Findings from the 2007 National School Climate Survey.
Research Brief. Gay,

33. Lesbian And Straight Education Network (GLSEN).
Kosciw, J.G., Greytak, E.A., Diaz, E.M. (2009). Who, What,
Where, When, and Why: Demographic
and Ecological Factors Contributing to Hostile School Climate
for Lesbian, Gay,
Bisexual, and Transgender Youth. Journal of Youth and
Adolescence, 38(7), 976-988.
Messinger, L. (2009). Creating LGBTQ-Friendly
Campuses. Academe, 95(5), 39-42.
Morrow, D. (2004). Social work practice with gay, lesbian,
bisexual, and transgender
adolescents. Families in Society-the Journal of Contemporary
Human Services, 85(1),

34. 91-99.
The Glossary From Rise. (2013). Gender Diversity Definitions.
Retrieved November 20th, 2014, from
http://www.genderdiversity.org/resources/terminology/ &
http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-
list-of-lgbtq-term
The Movement Against Bullying. (2014). The Essential Guide
to Bullying Statistics 2014 and Recent
Bullying Percentages. Retrieved December 1st, 2014, from
http://nobullying.com/bullying-statistics-2014/

35. The National Center for Transgender Equality. (2011). Safe and
Supportive Schools. Retrieved
December 1st, 2014, from
http://transequality.org/Issues/education.html
ALL
Gender
Restrooms
in
Santa
Monica
High
School
REFERENCES
SAFE
Student
Advocates
For
Empowerment
Respec+ng

36. differences
and
providing
privacy
for
all
students.
Soc 426 Policy Analysis Bills-Laws-choices
AB 1266 – School Success & Opportunity Act (students’ access
to educational resources shall correspond to the student’s
gender identity.)
AB 15 – California End of Life Option Act (allows terminally
ill patients to request aid in dying in certain clearly defined
situations)
AB 1008 – Fair Choice Act (Ban the Box-prohibits employers of
more than 5 employees from asking about your conviction
history before making you a job offer)
AB 60 – driver's licenses will be available for California
residents regardless of immigration status.
Prop 64 – Adult Use of Marijuana Act (legalize cannabis in
California)
Prop 47 – Reduced Penalties for Some Crimes Initiative (law
that changed certain low-level crimes from potential felonies to
misdemeanors.
AB 2757 – Agricultural workers Overtime Bill (overtime for
farm workers would match other workers)
SB 1143 – bars the use of solitary confinement and isolation for
purposes of punishment, retaliation or coercion of minor
detainees in California juvenile facilities.
SB 1322 – bars law enforcement from arresting sex workers
under 18 years old on prostitution charges.

37. Mark Abelson, MSW
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
MASTER OF SOCIAL WORK PROGRAM
SOC 426: Social Legislation & Social Policy
Policy Brief Assignment
What is a policy brief?
Succinct consideration of policy options for a particular
audience (e.g., officials, bureaucrats, politicians, development
practitioners, donors). More “professional” because it is geared
towards readers who have a limited amount of time to make a
practical decision, while a policy analysis (research) paper is
more “academic” because it pays more attention to the scholarly
roots of particular arguments and judges their merit on
intellectual and logical criteria.
Policy briefs need to be highly accessible to people who are not
familiar at all with the policy issue. They are primarily used by
those with relatively little context or additional information, so
they need to be highly understandable and able to stand on their
own.
Policy briefs are short, typically
2 single spaced pages (not including the reference
page), and may include pictures, graphs, charts, etc., along with
a fair amount of white space (
required). Use common terms/language and spell out
every acronym.
Why learn to write a policy brief?
Useful in (1) pursuing a career in public policy or international
development; (2) advocacy work to present to people effected

38. by the policy or people who you want to understand and perhaps
advocate for or against the policy; and (3) experiment with a
different medium of research into policy. Also, it summarizes
key information for the purposes of education and advocacy;
and helps you succinctly present and persuade your intended
audience about a social welfare policy.
What are the components of a policy brief?
1.
Executive Summary: This component consists of a
short summary (approx. 125 words) of the purpose of the brief
and its recommendations.
It is often best to write this section last. Please indicate
the audience for whom the brief is intended, (e.g., a particular
government agency, legislator/politician, branch of an
organization). Be as specific as possible. If you are writing the
brief as a representative of an organization, you will state that
in the executive summary.
2.
Background on the Issue: Include only the essential
facts that a decision maker “needs to know” to understand the
context of the issue. This section should include the depth and
scale of the issue, who is affected and how, and why it’s bad–
you’ll want to judiciously include facts that document this. Be
clear, precise, and succinct.
3.
Statement Regarding the Existing Policy: This section
summarizes what has been done about the problem thus far and
why this has not sufficiently addressed the issue as described in
section 2. It should include the law you are writing this policy
brief about, and other laws prior to it, if applicable. The

39. objective of this section is to inform the reader of policy
options that have already been pursued and why they have failed
to address the issue.
4.
Policy Options for Advocacy: This section lists the
possible courses of action that your organization would like the
policy maker to pursue that would change or improve the
existing law.
Providetwo potential courses of action, along with two
advantages and two disadvantages for each course of action.
Never advocate for a policy option that is less than you are
willing to agree to.
5.
Your Recommendation: After prioritizing the relative
advantages and disadvantages of the above options, recommend
one option to your audience. Yes, this may require going out on
a limb on an extremely complex issue that challenges your
ethical instincts but you knew that going into the process. If you
presenting this brief on behalf of a group of people or a
particular organization, then you will need to state that you are
making this recommendation on their behalf.
References (attached as a separate page to the Policy Brief)
The following types of references must be included in your
policy brief. You will need a minimum of 5 references.
Suggested numbers of references from a category are given in
parentheses.
(1) Peer-reviewed journal article (2-3).
(2) Governmental documents/publications/websites (1-2).
(3) Think tanks, policy institutes, advocacy organizations, or
professional associations (1-2).

40. (4) Optional: Relevant books and articles from the course
reading