Analyze

PS. Extra-Local Actions: Hawaii. 2023

prerna_srigyan
Annotation of
In response to

After the 2018 Camp Fire in Paradise, California, the state spent $1 billion in cleanup and land remediation for one year. It developed a standard for post-wildfire recovery program occuring in phases. Phase 1 is household hazardous waste removal with removal of visible waste like bulk asbestos. Chemical contamination in the soil is addressed later. Phase 2 is Debris Removal includes site assessment, documentation, asbestos assessment and removal, debris removal, hazardous tree removal, soil testing and contamination removal, and erosion control. California's Governor Newsom deployed 101 state and local government personnel for Hawaii. Survivors of the Camp Fire have also offered emotional and practical advice to Lahaina survivor. 

Sources:
https://calrecycle.ca.gov/disaster/wildfires/
https://www.hawaiipublicradio.org/local-news/2023-08-15/survivors-of-ca…

Duplin County, NC Action: Local Challenges to the DEQ's General Permit for Hog Farms

josiepatch
In response to

In an article written in August 2022 details the complaints of residents of Duplin County and the Environmental Justice Community Action Network in response to a general permit for hog farms in Eastern North Carolina that would pollute the ground and water by relaxing regulations on farms with varying numbers of livestock. A quote from Sheri White-Williamson, cofounder of the Community Action Network, says, 

“A general permit is a one-size fits all system, regardless of the number of animals you have,” she said. “That doesn’t seem to make good environmental sense. At the very minimum we would like to see the denitrification system that has shown to be better for taking care of the toxins that come out of this process. Unfortunately, that hasn’t happened.”

Local groups urge the DEQ to set regulations on a case by case basis depending on the size of biogas operations and should require cleaner systems and ways of getting rid of waste.

The article is linked here:https://coastalreview.org/2022/08/groups-challenge-ncs-biogas-general-p…

asking the right questions

ntanio
Annotation of
In response to

I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.

What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring. 

Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.

In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what  assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.

In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.