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 

According to the article, officials were trying to evacuate the areas that they predict to have the most damage, move people to higher ground, tell people to stay indoors, and close all public transportation systems. 

In this case, the hazard is distributed differently in the sense of geography because areas near the Eastern shore have had much greater damage rather than ones far away from the Eastern shore.

This artifact represents a form of a precaution against the hazard of flooding and other natural disasters. This is a map showing the evcacuation routes for residents of Essex County.

The distribution of risk and damage for hurricane Irene was spread throughout the east coast of the US starting at Florida and working its way up to New York. Based on this, many people of all races and social classes were affected by the hurricane

For hurricane Irene, city and state governments had shelters built and prepared for the event, but the best solution was for complete evacuation, as the storm was predicted to be too strong. The precautions did not work fully because there were some casualties and injuries

Hazards/risks are distributed among different groups through geography. for example, areas near the Eastern shoreline like places in New Jersey are in a group because their zone damage is much more than those further away from the Eastern shorline like places in Nevada.

New York governor Andrew Cuomo ordered over 2000 National Guard troops were deployed to Long Island, New York City , and the hudson valley. Defense secretary Leon panetta had issued a prepare-to-deploy order in case the hurricane relief effort needed more support. Each service had to have 6,500 active duty troops ready in case they were called upon.