Analyze

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

Pb. Atomic Number 82. 

Divorced from its placement on the periodic table, the element finds itself exposed in a garden, nestled between bioretention and a bus depot. 

Researchers came into to town and made the lead in the soil ledgible and knowable. Soil was tested and this dirt pile was labeled a hot spot. The soil, through analysis in a lab, became suddently differentiatiated from it's environment.  Speculation on the origins of now changed earth ran rampant. Yes, the lead is a chemical legacy, but from where or from whom? Perhaps a long shuttered paint store was dumping its expired wares behind a shop. The chemical legacy proves persistant, but its origin story has degrated with time. Would there be any purpose to tracking the origin of the spot? Are there even actors to hold accountable? Should resources be spent to remediate the small environmental harms when others lurk that are larger in scale in and in affect?

While we ponder, the site is marked by a material more durable than our more human legacies. A concrete marker, or bench (depending on your tolerance for risk), tells a visitor of a history bound the earth. To intervene, the site is covered with dirt, a sign cautions the curious to resist the urge to disturb. To remediate this spot would take time, money, and expertise when all those resources are in short supply. Instead, the area is stewarded to make visible its contents. A delightfully perverse cue to care, inviting disuse and intentional avoidance. Let the earth lie.

"Two FDNY EMTs who had to intervene to stop four police officers beating a handcuffed patient on a stretcher have turned the cops in to authorities"

""Three cops began to punch the patient in the face, EMS (had) to get in the middle of it to intervene. Pt's. wounds and injuries cleaned in the (ambulance)," the report said."

The article was based on answers to questions to the FDNY and NYPD, as well as the report filed by the EMTs.

The article shows the fact that EMTs had to step in to prevent police officers from further abusing an inmate/patient. The purpose of EMS is to take care of people that are hurt accidentally or in crimes, not to pull police officers off of patients. This article is purely factual, but shows a very poor example of police "helping" EMTs.

FDNY, NYPD, the 2 EMTs, and a spokesperson from FDNY. No names were released.

This article is all about emergency response. Could you imagine being called to a scene where the patient is sustaining injuries from a police officer? As EMTs, we are trained to help police for help if the patient is combative or a minor, and all they should do is restrain the patient or act as their parent for custody purposes. The police officer should not be the reason we have to provide care, unless someone's safety was at risk - which it does not seem was the case. This situation shows increased risk for EMTs in the field and more challenges we are facing each day with the politics and violence around police departments these days.

I looked up other cases of EMTs having to intervene with police, typical ways police help on medical calls, and how police are trained to deal with being spit on.

"The violence broke out when the patient spit at the Emergency Service Unit officers and swore at them. The officers responded by hitting him in the face, hauling him off the stretcher to the ground and then tossing him back on the stretcher, "

"After the first round of punches, the patient was "taken off the stretcher to the ground and restrained again, pt. was thrown by ESU again on to my stretcher," the EMT wrote. "Pt. sustained injuries to face and head," the report said."

information for this article was obtained from an incident report submitted by the ambulance crew to FDNY administrators