Analyze

Covid-19 and class inequalities :

As India Battles Covid, Class Divide is Growing https://www.deccanchronicle.com/opinion/columnists/070520/sanjay-kumar-as-india-battles-covid-class-divide-is-growing.html

 A Pandemic in an Unequal India https://www.thehindu.com/opinion/op-ed/a-pandemic-in-an-unequal-india/article31221919.ece

 India cannot Fight Coronavirus without Taking into Account its Class and Caste Divisions https://scroll.in/article/956980/india-cannot-fight-coronavirus-without-taking-into-account-its-class-and-caste-divisions

The Lockdown Revealed the Extent of Poverty and Misery Faced by Migrant Workers https://thewire.in/labour/covid-19-poverty-migrant-workers

India's Response to COVID-19 Is a Humanitarian Disaster http://bostonreview.net/global-justice/debraj-ray-s-subramanian-indias-r...

Documentation of Disaster Relief Work :

PM-CARES Fund 'Not a Public Authority', Doesn't Fall Under RTI Act: PMO https://thewire.in/government/pm-cares-fund-not-a-public-authority-rti-act-pmo

 Community volunteers:  

https://www.facebook.com/thejucommune/

The author of the article seemed to conduct their research from NPR reporters in Haiti, interviews with various organizations (U.N, Center for Economic Policy and Research, and the Institute for Justice and Democracy in Haiti), and other reports (one from the  U.S. Government Accountability Office was referenced). 

MSF published this report a year after the largest Ebola outbreak that happened in West Africa in 2014.

The main argument is that previous disasters involving burning buildings in US history and the subsequent investigations affected emergency response, policy making, and disaster investigation today. These past events can be applied to the 9/11 terrorist attack and investigation of the buildings afterward.

1. “Chronic disaster syndrome” thus refers in this analysis to the cluster of trauma-and posttrauma-related phenomena that are at once individual, social, and political and that are associated with disaster as simultaneously causative and experiential of a chronic condition of distress in relation to displacement.

2. Most efforts to rebuild health care facilities focused on emergency care, routine care, and surgical services rather than psychiatry.

3. For many people, the idea that they had to stay in a state of heightened response to the pending “crisis”—a state they had already been in for over two years—produced huge anxiety and exhaustion.

4. Instead, the notion that New Orleanians themselves were a threat to public or national security circulated and became a rationale for the efforts the government did take to effect change in New Orleans. This change, in effect, targeted the poor. The poor, it seems, were to be evicted from New Orleans as a way to “clean up” the city and help it recover once and for all.

1. Arguably, the new Ukrainian accounting of the Cherobyl unknown was part and parcel of the government's strategies for "knowledge-based" governance and social mobilization. In 1991 and in its first set of laws, the new parliament denounced the Soviet management of Chemobyl as "an act of genocide."

2. On the one hand, the Ukrainian government rejected Western neoliberal prescriptions to downsize its social welfare domain; on the other hand, it presented itself as informed by the principles of a moder risk society. On the one hand, these Chernobyl laws allowed for unprecedented civic organizing; on the other hand, they became distinct venues of corruption through which informal practices of providing or selling access to state privileges and protections (blat) expanded.

3. Government-operated radiation research clinics and non- governmental organizations mediate an informal economy of illness and claims to a "biological citizenship"-a demand for, but limited access to, a form of social welfare based on medical, scientific, and legal criteria that recognize injury and compensate for it.

Overall the film included the most important perspectives; doctors, patients, and the family of the patients. I think the perspective of nurses or caregivers that aren't family would've been helpful though, as they would care for the patient most often and also feel grief from losing them. 

Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

Increased funding from the U.N., distribution of cholera vaccines, focus on poorer populations to educate and give access to medications/water, and clean up of the Arbonite River.

The report has several small sections dedicated to possible ways the MSF could have responded better to the 2014 ebola outbreak; such as the medical challenges they faced, MSF challenges within the organization, and a "Looking to the future" about the importance of learning lessons from this epidemic.