Analyze

WHAT (& WHAT FOR): Lead is a metal often found in pipes, and in old paint (before it was banned in paint in the late 1970s). Before 1996, lead also found in vehicle fuel resulting in  soil contamination in many communities from both paint dust and vehicle pollution. 

HEALTH IMPACT: Lead is a neurotoxin and is known to have no safe blood lead level in children. 

Has been linked to:

1. Brain swelling, anemia, seizures, renal failure, reduced IQ, and ADHD

2. Damages brain development in children

3. Connected to behavioral problems like aggression and bullying, and internalizing problems such as depression and anxiety 

LOCAL IMPACT: Recent research in Santa Ana has shown that there is a disproportionately impact of solid lead contamination crisis on lower income, people of color communities. 

POSSIBLE RESPONSES: There are many ways to respond to lead contamination:

1. Providing special health care for children with high blood lead levels, and investigating possible sources of lead exposure in homes, daycares and school, playground, etc.

2. Implement strict housing policies where landlord and city housing officials are required to have lead inspections of homes for lead paint hazards (especially in low income, people of color communities)

3. Requiring a minimum reduction standard for lead paint in older homes 

4. Requiring blood lead level test as part of the routine check up for children (extremely important for children in low-income housing)

WHAT (& WHAT FOR): PFOAS are a group of large manufactured chemicals that are widely used in various everyday items. Often used in waterproof items and nonstick pans among other products.  They are used in a number of industrial processes. Improper disposal of the chemicals from industrial manufacturing has resulted in PFAS seeping down into the ground and into the water supply.  These chemicals are known to be forever chemicals that  do not degrade in the environment. 

HEALTH IMPACT: PFAS are known to be forever chemicals that cause weakened immune systems, increased cholesterol level, increased risk of testicular and kidney cancers, and decreased vaccine response in children. EPA has concluded that exposure to PFOA and PFOS over certain levels may result in developmental effects to fetuses during pregnancy (low birth weight) or breastfed infants (accelerated puberty, skeletal variations). 

LOCAL IMPACT: Both the State Water Board and the Santa Ana Water Board have initiated investigations. The PFAS investigation done by State of California Regional Water Quality Control Board reveals results that show PFAS concentrations above the current Notification Levels for drinking water. Santa Ana Water Board staff is currently working to identify potential sources of the contamination in the groundwater. 

POSSIBLE RESPONSES: 

1. Conduct wellhead treatment to treat PFAS impacted drinking water to levels below state-established PFOA/PFOS notification levels.

2.  Obtain a more comprehensive monitoring information on potential sources of PFAS

3. Set Effluent guidelines, develop analytical methods and issue water quality criteria for PFAS

WHAT (& WHAT FOR): Lead is a metal often found in pipes, and in old paint (before it was banned in paint in the late 1970s). Before 1996, lead also found in vehicle fuel resulting in  soil contamination in many communities from both paint dust and vehicle pollution. 

HEALTH IMPACT: Lead is a neurotoxin and is known to have no safe blood lead level in children. 

Has been linked to:

1. Brain swelling, anemia, seizures, renal failure, reduced IQ, and ADHD

2. Damages brain development in children

3. Connected to behavioral problems like aggression and bullying, and internalizing problems such as depression and anxiety 

LOCAL IMPACT: Recent research in Santa Ana has shown that there is a disproportionately impact of solid lead contamination crisis on lower income, people of color communities. 

POSSIBLE RESPONSES: There are many ways to respond to lead contamination:

1. Providing special health care for children with high blood lead levels, and investigating possible sources of lead exposure in homes, daycares and school, playground, etc.

2. Implement strict housing policies where landlord and city housing officials are required to have lead inspections of homes for lead paint hazards (especially in low income, people of color communities)

3. Requiring a minimum reduction standard for lead paint in older homes 

4. Requiring blood lead level test as part of the routine check up for children (extremely important for children in low-income housing)

I am mainly part of the research collective called “COVID-19 Places: Turkey.” I focus on the COVID-19 disaster governance and scientific cultures. So far, we have worked through google docs. By September, we plan to hold regular meetings, and add more to the PECE essay. This group welcomes new members. 

I also have many questions at local, national, and transnational levels. Nevertheless, in the short-term (Fall 2020), I want to focus on the following research topics/areas: 

• The transnational governance of COVID-19

• The ways science-society relations (and/or scientific cultures) shape and are shaped by the governance of COVID-19 in specific places (from community to institution to city to nation-state scale).

• Tactics that can be developed through transnational collaboration so as to respond to the various problems deepening and/or emerging in the midst of this disaster, e.g., the problems we (may) encounter as educators, and so on. 

I imagine all these as collaborative studies.

On July 3, Selim Badur has interpreted this report (Açık Radyo - Korona Günleri programme) by drawing attention to "two interesting points":

1. The highest incidences were seen in persons aged 80 years and older but the second cluster includes persons aged 25 to 49 years (49.4%). 

2. In the world, it is said that men are infected more than women. In Turkey, female cases aged 15 to 24 are more than male cases.

shortly attaching this news article on "coronavirus lockdown protests" to this reading. should be an obvious one to all. 

Re: the discussion on "our" concepts of freedom

--

Adding a popular quote - from Kafka's "A Report to an Academy" 

I fear that perhaps you do not quite understand what I mean by "way out." I use the expression in its fullest and most popular sense—I deliberately do not use the word "freedom." I do not mean the spacious feeling of freedom on all sides. As an ape, perhaps, I knew that, and I have met men who yearn for it. But for my part I desired such freedom neither then nor now. In passing: may I say that all too often men are betrayed by the word freedom. And as freedom is counted among the most sublime feelings, so the corresponding disillusionment can be also sublime. In variety theaters I have often watched, before my turn came on, a couple of acrobats performing on trapezes high in the roof. They swung themselves, they rocked to and fro, they sprang into the air, they floated into each other's arms, one hung by the hair from the teeth of the other. "And that too is human freedom," I thought, "self-controlled movement." What a mockery of holy Mother Nature! Were the apes to see such a spectacle, no theater walls could stand the shock of their laughter.

No, freedom was not what I wanted. Only a way out; right or left, or in any direction; I made no other demand; even should the way out prove to be an illusion; the demand was a small one, the disappointment could be no bigger. To get out somewhere, to get out! Only not to stay motionless with raised arms, crushed against a wooden wall.

When I read the commentary on COVID-19 and Higher Education, it reminded me an article published in the early days of the transition to online teaching. In this article entitled "The Difference Between Emergency Remote Teaching and Online Learning," the authors emphasize the importance of naming (what we regularly refer as) online teaching as "emergency remote teaching": 

"Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option, when in truth nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format."

"Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals. Here, we want to offer an important discussion around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote teaching."

Let's re-read a quote in the commentary by Robert Pose in the light of above notes: 

"The sudden brutal switch to online learning is the most obvious consequence for higher education of the pandemic. Everyone now accepts online teaching because everyone regards it as necessary to reduce serious health hazards. But after the pandemic recedes, it is likely economic forces will seek to keep online learning in place, because it is far cheaper than education before the pandemic."

I think we need much more nuanced and careful approach to the possibility of continuing online teaching in the aftermath of COVID-19 without reducing the discussion to the terms of economics. Since many universities have shifted to emergency remote teaching without necesarily having the required experience and infrastructure in online teaching, there appear many concerns beyond economics, at least in my university, e.g., the lack of regular communication between students and educators appear as a concern of the authorities beyond of teachers.