1. Songs as artifacts,
2. Faith in God enables their forgiveness: how does the belief in God and in Amis ancestor co-exist? (阿美人有祖靈概念嗎?)
3. 遷徙的過程: 從美山，新莊到新竹，從打漁到打零工，這一路轉換對阿嬤個人，她的家庭以及部落代表著什麼?以及這段小歷史如何被鑲嵌在大歷史的脈絡中?
Cudahy elementary school’s struggle for environmental justice foregrounds how sites of industrialization connect to organization of schools and other public institutions. I am curious about the work of organizations involved in the struggle–Cudahy Alliance for Justice, East Yard Communities for Environmental Justice (EYCEJ). I am also curious about the tactics and strategies used by these individuals and organizations to attain recognitional justice (being heard and listened to): how did they get DTSC and the school district to get them to listen? Further, the latter half of the story focuses on the proposed construction of a charter school nearby the elementary school: How do environmental governance and education restructuring shape each other?
The podcast episode tells the story of the Park View Elementary School in Cudahy, LA County. Located on a former toxic dump, parents and educators have been involved in decades’ long fight to remediate and clean up the school land. That fight has not been easy. They have encountered an apathetic school district and a slowly-moving Dept. of Toxic Substances Control. The coalition of parents, educators, and activists gained traction by collaborating with Spanish language media productions. The school closed down for a cleanup and reopened in 2001, but students and educators still reported feeling sick. They later found out that the cleanup had been planned to be short-term and a longer remediation plan was underway. Many parents shifted schools. The story continued with the proposal to build a charter school just a few miles away from the elementary school and from a former Exide battery recycling plant. The podcast offers a narrative-style discussion of cumulative impacts, mapping tools that make it possible to visualize different datasets to display disproportionate burdens, and structural and recognitional injustices that the parents and educators faced.
The policy is a disaster relief act aimed to provide governmental aid/ assistance at the local, state, and national levels for emergency preparedness and response in the event of a major disaster.
The Federal Emergency Management Agency (FEMA) drafted the policy.
All levels of government and Indian tribal government in the United States.
The policy was created in 1988; it was created to support previous legislation, such as the Disaster Relief Act of 1970, which was amended in 1974 by President Nixon.
The policy addresses public health in Title IV as part of the Major Disaster Assistance Programs. Section 42 states that the President may provide assistance for and coordinate emergency response to affected areas.
The policy doesn't specifically address the elderly or children, who are very vulnerable populations during disasters/ emergencies (but it does address pets and animals in Title IV).
The policy aims to provide a framework for federal and state assistance following an emergency. It details the preventative measures suggested to minimize damage during a disaster and to find alternate means of funding, as well as the response goals following a disaster and actions to be taken.