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<br />In all there were 23 "modules" of impact analysis. <br /> <br />Each <br /> <br />module was divided into three sections: <br /> <br />0350 <br /> <br />1. <br /> <br />Scope of Concern (describing the nature of the <br />impact area and providing facts concerning the <br />present status of the area) <br /> <br />.. <br /> <br />2. Forecasts of Social Impact for thA Lopic under <br />each alternative <br /> <br />3. <br /> <br />Sunwary and conclusions regarding the comparative <br />so~ial impacts of the three alternatives. <br /> <br />. <br /> <br />To facilitate the analysis which was required for each module <br /> <br />a number of data disaggregation techniques were required. All <br /> <br />of the investigators pooled their information in a common format. <br /> <br />Secondary and primary data for each of the areas being analyzAd <br /> <br />were brought together onto forms whic h were divided into seven <br /> <br />columns (which divided data into discrete geographic areas from <br /> <br />the DGnver area on the west to the St~rling area on the east) <br /> <br />and three rows (which pertained to the circumstances of No Pro- <br /> <br />ject, the Narrows Project, and the Hardin Project). <br /> <br />Generally, <br /> <br />secondary data were concerned with the presen~ circumstance, <br /> <br />while the data on the three alternatives were concerned with <br /> <br />likely future circumstances as revealed by interviews with <br /> <br />expert informants, analysis of trends data, and based upon <br /> <br />residents' expectations and attitudes. <br /> <br />. <br /> <br />Each modular analysis begins under the heading "Scope <br /> <br />of Concern," with a brief descriptio~ concerning the nature <br /> <br />.. <br /> <br />of the impact area. <br /> <br />For example, the concerns of the area <br /> <br />of employment are described in terms of jobs, income, etc. <br /> <br />Following this, relevant secondary data are provided to describe <br /> <br />the present circumstance. <br /> <br />For example, before discussing the <br /> <br />39 <br />