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4/23

jradams1

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Analytic (Question)

What are the main findings or arguments presented in the article?
Who are the authors, where do they work, and what are their areas of expertise? How is the author professionally situated in respect to emergency response? Note any other publications/research foci that are of relevance to the DSTS Network.
What three (or more) quotes capture the message of the article or report?
Describe at least three ways that the argument is supported.
What were the methods, tools and/or data used to produce the claims or arguments made in the article or report?
How (if at all) is emergency response addressed in the article or report?
Where has this article or report been referenced or discussed?
Can you learn anything from the article or report’s bibliography that tells us something about how the article or report was produced?
What three points, details or references from the text did you follow up on to advance your understanding of the complexities of emergency response?
What two (or more) quotes capture the message of the article?
What is the main point of the article, and how is it supported?
What is the stated mission this organization today? How is the organization's mission explained (on its website, in public meetings, by individuals, etc)?
What quotes from this text are exemplary or particularly evocative?
How did the author of the article conduct their research?
What initiatives (research, activism, education, etc.) are illustrative of this organization’s work?
How does the article address public health inequities or emergency response?
What is this organization's structure today? Who works in or is a member of this organization?
What actors (individuals or organizations) are referred to? (Provide names and short descriptions)
How is this organization funded today?
What three points, details or references from the article did you follow up on to advance your understanding of the issues and actors described in the article?
What have you learned about anthropocenics in this place?
What is the main argument, narrative and effect of this text? What evidence and examples support these?
What events (internal and external) or data have had a significant impact on the evolution of the organization?
What vulnerabilities affect the community?
What kind of data and research does this organization produce and share? How does the organization evaluate and monitor the credibility of the information it uses and circulates?
What other organizations does this organization interact and collaborate with? What organizations does this organization criticize or distance itself from? How is collaboration conceptualized and talked about?
What do people in this organization find challenging or concerning in the problem spaces in which they work?
What is the policy and what does it aim to achieve?
What kinds of infrastructure and technology does this organization use?
What parts of the film did you find most persuasive and compelling? Why?
Does this organization claim to have a new or unique way of addressing the problems that they work on? Does their approach point to or suggest problems with other approaches?
How are agencies/companies helping to minimize this hazard.
Who drafted this policy?
Who does the policy apply to? (i.e. residents of California, globally, physicians)
How is the argument or narrative made and sustained? How much scientific information is provided, for example? Does the film have emotional appeal?
What forms of precaution were exercised regarding the hazard(s)?
What are the author/s’ institutional and disciplinary positions, intellectual backgrounds and scholarly scope?
What is the central argument or narrative of the film?
Describe the history of the policy. Was it created in response to or to support existing policy or legislation?
Who was the system built to serve, and why?
2. What environmental hazards are there in this setting, what is their source and what are their effects on the environment, health and inclusive prosperity?
What stakeholders are described or portrayed in the film, what were their experiences, and what kinds of decisions did they have to grapple with before, during, and in the aftermath of disaster?
What audiences does the film best address? Why?
Describe the object of the study.
How does the policy address matters of public health?
How was development of the system funded?
How is data visualized?
What empirical points in this text -- dates, organization, laws, policies, etc -- will be important to your research?
How, if at all, are emergency responders portrayed in the film?
How does (or doesn’t) the policy address vulnerable populations?
What implications does this policy have for first responders and other technical professionals?
Who actually uses the system?
5. What have different stakeholder groups done (or not done) in response to the problems in this setting?
What perspectives or viewpoints are not included in this film?
Where is this study published? Give a brief description of the journal, including what types of studies and topics they usually publish and how the publication is regarded among health professionals.
What functions does the system provide?
Describe the aims of the program.
How are hazards / risks distributed among different groups?
What concepts does this text build from and advance?
1. What is the setting of this case? What are its assets? What opportunities and challenges will there be in this setting in coming years?
What kinds of action and points of intervention are suggested by the film? If the film itself does not suggest corrective action, describe actions that you can imagine being effective.
What could have been added to this film to enhance its educational value?
How could technical professionals make use of the data from this study?
How has the policy been received by the public? (media reports, etc.)
What technical or organizational partnerships does the system rely on?
In what situations/settings would the system be difficult to work with?
How is the program funded?
How is the program structured? (Length, requirements, etc.)
Who is program targeted for?
How is the program regarded by the public? (news coverage, etc.)
How to control the damage or worse situation after the disaster?
What three points, details or references from the film did you follow up on to learn more? Write short descriptions of what you learned in your search, providing citations.
Describe the methodology of the study. Is this a new or inventive way of studying this issue?
How, if at all, does the study address vulnerable populations?
How was the study funded?
Describe the origin story of the program. What event or conditions enabled or called for its formation?
Where is the program located?(Within another institution, virtually, etc.)
What parts of the film were you not compelled or convinced by? Why?
Describe the routes of user engagement
What kinds of data do users enter?
Does the program provide participants with any formal certification or license?
Where are you situated as COVID-19 plays out? What backstories shape your engagement with COVID-19? How can you be contacted? What questions and settings are you especially interested in following?
What are the components of the report?
How is the organization perceived, internally and externally? How has this organization been represented in the media?
3. What intersecting factors -- social, cultural, political, technological, ecological -- contribute to environmental health vulnerability and injustice in this setting? What has produced historic disadvantage?
What is this data resource called and how should it be cited?
Who published the report?
How are functions technically supported?
How does the app translate user data into information?
What are the sources of resilience (capital, networks, local knowledge, etc.) ?
4. Who are stakeholders, what are their characteristics, and what are their perceptions of the problems?
Describe how this study has traveled. Has it been used in news reports, cited by health officials, or used as the basis of other studies?
Have other systems been modeled off of it?
How should this text be cited? What is notable about the place or time of its publication? What related texts have been published in the same journal, book or book series?
Who makes this data available and what is their mission?
How does work by this organization currently or potentially advance justice and good governance?
When was the organization founded, what was the founding purpose, what were its modes of support, and what was its early structure?
How will your own research build from, counter and compare with this text?
What does this text say about strategies - discursive, social, scientific, political economic, etc -corporations use to convey their responsibility, ethical standing and contributions to the social good?
What data is drawn into the data resource and where does it come from?
What do you hope to get out of the lab?
What actors were behind the report? (government ordered report, NGO report, etc.)
What event/series of events called for this report?
Over what period were data for the report collected?
How does the report address matters of disaster and health?
What implications does the report have for technical professionals?
Describe how this report has traveled. Has it been used in news reports, cited by health officials, or used as the basis of other studies?
What does this text say about ways CSR initiatives position corporations as governance actors -- with the authority and mandate to shape conditions for (what counts as) democratic order, prosperity, the social contract, etc?
What does this text say about ways CSR initiatives define and enact "the ethical" and "responsibility"?
What does this text say about ways corporate actors see CSR initiatives as "helpful," especially to a marginalized Other?
What does this text say about foreclosures caused by CSR initiatives?
How does this text define "infrastructure"?
What was the political and discursive context in which the organization was founded, and how did this context motivate and shape formation of the organization?
Exemplary quotes or images?
What does this text focus on and what methods does it build from? What data is drawn in? What scales of analysis are foregrounded?
What does this text say about ways CSR has continually reconfigured since the 1950s?
What scales (county, regional, neighborhood, census tract) can be seen through this data resource?
What resources or interviews could further this organizational analysis? What questions would you ask in an interview with someone within or knowledgable about this organization?
How is Formosa Plastics talked and worried about in this setting? (Meta)
What concepts does this text build from and advance?
6. How have environmental problems in this setting been reported on by media, environmental groups, companies and government agencies? Where has there been data divergence?
What can be demonstrated or interpreted with this data set?
What data visualizations illustrate how this data set can be leveraged to characterize environmental injustice in different settings?
What kinds of information relevant to a community's vulnerability or resilience are unavailable or inaccessible?
META: How is “the Anthropocene” – by this, or some other name – talked and worried about in this setting? What modes of communication carry and occlude engagement with anthropocenics? What discursive histories shape contemporary articulations?
What does this text say about the politics (at local, municipal, or state levels) that are embedded in infrastructures?
What questions or frustrations does this text leave you with?
As COVID-19 has continued to unfold, what research questions have you come to see as especially important? How have you imagined working on them? Would you appreciate collaborators?
What is the main argument, narrative and effect of this text? What evidence and examples support these?
What visualizations can be produced with this data resource and what can they be used to demonstrate?
How has this data resource been critiqued or acknowledged to be limited?
What steps does a user need to take to produce analytically sharp or provocative data visualizations with this data resource?
How has this data resource been used in research and advocacy?
MACRO: What economic activities have contributed to Formosa Plastics’ operations and pollution in this setting? How are future economies imagined and planned? What laws and policies have addressed Formosa Plastics’ development and harm?
MESO: Who are stakeholders in this Formosa Plastics community and how do they relate to each other? What forms of political organization have emerged to address Formosa Plastics’ environmental harm?
If you will participate in the call, provide a link to your profile in our digital platform.
What questions and frustrations does this text leave you with?
What quotes from this text are exemplary or particularly evocative?
How is this image relevant to your research?
What organizational ecology or sector does the organization function within, and what is its place within this ecology?
How the report brings people/organisation to face the hiding problem and improve?
How is this relevant to air polution in Newark
How do you want to participate in the River School Open Seminar over the next six months (leading to another Field Campus and presentation of our work at the annual meeting of the Social Studies of Science in New Orleans)?
How is COVID-19 impacting and intersecting with air pollution?
How are corporations casting themselves as socially responsible actors within COVID-19?
What data infrastructure -- in different settings, at different scales -- supports efforts to understand and respond to COVID-19?
What digital tools do you already use in your research?
If you have been working in a research group within the broader research collective, what has been your focus and work process? How have you imagined sharing your work with the broader research collective? Are you open to new members in your group?
What is the main argument, narrative and effect of this text? What evidence and examples support these?
Why is this product considered to be particularly innovative, or not?
Analyze the artifact
MACRO: What economic activities have contributed to anthropocenics in this setting? How are future economies imagined and planned? What laws and policy have addressed anthropocenics?
If you participated in the St. Louis Field Campus, what feedback do you have? What components were most interesting and productive for you? What suggestions do you have for future field campuses?
What does this text say about the life cycles of infrastructures - need, funding, labor and construction, use, maintenance, repair?
What insights from postcolonial studies seem especially relevant in contemporary, cultural analysis -- inevitably shaped by if not directly focused on the COVID-19 pandemic?
If you are interested in participating in (Zoom) Collaboration Calls, will Fridays, 6am PT work for you? Should calls be monthly, or twice a month? Other suggestions?
8. What extra-local actions (at state, national or international levels) would reduce environmental vulnerability and injustice in this setting and similar settings?
9. What kinds of data and research would be useful in efforts to characterize and address environmental threats in this setting and similar settings?
What (two or more) quotes from this text are exemplary or particularly evocative?
What is the setting and purpose of this event, and who organized it?
What social groups and organizations are stakeholders in this hazard?
What political and discursive currents most forcefully affect the organization today? How do actors within the organization perceive these currents?
DEUTERO: What capacity (and incapacity) is there to recognize and attend to Formosa Plastics’ environmental harm in this setting? How might academic projects contribute to or scaffold this capacity?
What kinds of social, economic, discursive, spatial, technological and cultural forces silence and pull people away from environmental justice advocacy?
How (and by whom) have Indigenous or Native knowledge systems and philosophies been mobilized in this setting, towards and against environmental injustice?
How have industries and/or the military shaped environmental governance and advocacy in this setting? What strategies have these actors used?
Describe the problem this product was designed to help solve
Who developed this product?
Where is the product designed to be used?
How does the product work? What materials is it constructed from?
What types of skill or training do users need to effectively use this product?
Is this product filling a gap in the market, or does it have much competition from other products?
Has the design been implemented? If so, describe if it has been successful.
What social processes are creating vulnerability? What is their history?
EXDU: Who is imagining and planning for anthropocenic futures in this setting, with what modes of expertise, cut by what vested interests? What educational programs -- environmental, civic, media, STEM and so on -- are addressing anthrhopocenics?
ECO-ATMO: What ecosystems in this setting are depended on, protected, or compromised, and how is this recognized (or not)? How are global warming and other atmospheric currents stressing local landscapes?
What interesting concepts or analytical frames does this text put forward? How might you repurpose or reformulate them to guide your analysis of this Field Campus as a site of the Quotidian Anthropocene?
How is COVID-19 knowledge and expertise moving across national borders?
How have COVID-19 data been debated and disputed?
How are K-12 schools (primary and secondary schools) responding to the COVID-19 pandemic, what kind of support have they been given, what problems have emerged, and how are these problems being tracked and responded to?
What does this text say or describe about the relationship between ecologies and built infrastructures?
META: How are energy imaginaries—motivations, rationalities, methods, means, scales, etc.—being expressed, deliberated, and debated during COVID-19? What new forms of expression have these discourses engendered?
How will your own research build from, counter and compare with this text?
How does this text inform our understanding of COVID-19?
7. What local actions would reduce environmental vulnerability and injustice in this setting?
What environmental and health harms have been associated with this hazard?
What expertise, capacities, and skills do you want to learn by participating in the EcoGovLab?
DATA: What data infrastructure supports recognition, characterization and response to Formosa Plastics in this setting? Who has access to relevant data and sense-making tools?
TECHNO: What industries & infrastructure have produced Formosa Plastics’ operations & environmental harm in this setting? What infrastructure has been built in response? How, for example, has energy transition and climate change adaptation been pursued?
What collective memory does place represent?
Transnational Alliances: What current efforts exist to communicate or collaborate with overseas communities to achieve environmental justice, and are they effective?
What experiences and intellectual genealogies shape thinking about environmental injustice in this setting, and how do they compare with constructs of environmental injustice advanced by government agencies like the US Environmental Protection Agency?
What alliances have been built in this setting to develop and coordinate local actions that would reduce environmental vulnerability and injustice in this setting? For example, labor and environmental organizers...
What forms of injustices, such as epistemic injustice (including cultural appropriation) and procedural injustice occur in this setting and how might they intersect?
How are the links between environmental conditions and health articulated?
How much does this product cost? Is this attainable for the imagined user?
What is problematic with the design?
How are "vulnerability" and "resilience" defined? How are they identified, measured, or evaluated?
Do you think that filing complaints helps reduce pollution?
DEUTERO: What capacity (and incapacity) is there to recognize and attend to “the Anthropocene” in this setting? How might academic projects contribute to or scaffold this capacity?
MICRO: What kinds of land use are carried out in this place? What practices make up efforts to shape land use/management? How is “public participation” organized, encouraged, valued or discounted?
EXDU: What forms of education about land use and management exist in this space, and who provides this education? By whose logics and practices is this education organized?
GEO: How has this site’s energy system marked, transmuted, destabilized and harmed this setting? How, where, and what kind of traces of this harm are being observed, recorded, mitigated/exacerbated?
MESO: What forms of political organization and have been developed in order to plan and manage this site’s energy system and energy transition? How do these organizations relate to each other?
What scales, systems, and/or objects of study does this text point to as important for understanding this Field Campus as a site of the Quotidian Anthropocene?
How is the aftermath of COVID-19 crisis being imagined in different settings? How is this shaping beliefs, practices, and policies?
What is noteworthy about this text’s form? What are noteworthy images and figures in the text?
Where and how has this text been referenced or discussed?
What does this text say about the forms of expertise that bring infrastructure projects into being? How is that expertise defined and empowered, and what other forms of expertise are foreclosed?
What does this text say about the ways infrastructure projects have been co-constitued by notions of modernity and development?
When and where was this text published? What intellectual-discursive | socio-cultural | political-economic currents provoked and shaped its writing?
What is there to report from the Austin Energy Transition project?
How are COVID-19 educational disruptions characterized in different settings? What is being foregrounded and obscured -- as problems, and as needed response?
MICRO 1: How is energy research, planning, and development being carried out or resisted during COVID-19? How are COVID-19 policies and practices preventing access to energy assistance, which is needed ever more given decreased incomes?
MICRO 2: How have public initiatives taken to mitigate the spread of COVID-19 (i.e. shelter-in-place) shifted energy consumption patterns? How has this increased or alleviated stress on extant energy infrastructures?
How has policing unfolded within the COVID-19 pandemic? What response has it provoked?
What insights from critical disaster studies can help frame cultural analysis in and of the COVID-19 pandemic?
Are you interested in building digital collections of material related to your research interests, potentially inviting others in the group to look at them with you? What digital collections have you started or envis
What ideas do you have for further development of the Transnational Disaster STS COVID 19 project?
Would you like to present work or host all or part of a call when we reconvene in September?
10. What intersecting injustices -- data, economic, epistemic, gender, health, infrastructure, intergenerational, media, procedural, racial, reproductive -- contribute to environmental injustice in this setting?
What does this text focus on and what methods does it build from? What scales of analysis are foregrounded?
What empirical points in this text -- dates, organization, laws, policies, etc -- will be important to your research?
What are the authors’ institutional and disciplinary positions, intellectual backgrounds and scholarly scope?
Who is present and what is noteworthy about their self-presentations and interactions?
What is said at this event, by whom, and for what apparent purpose? How did others respond?
What ideas about governance, community engagement, and civic responsibility filtered through this event?
What groups and government agencies have become involved in plant oversight?
What is this hazard?
What activism has this hazard prompted?
What expertise, capacities, and skills do we need in the EcoGovLab?
What expertise, capacities, and skills do you bring to the EcoGovLab?
What histories, and whose stories are documented in the artifact?
Transnational Alliances: What barriers (logistical, cultural, historical, imagined) may limit the creation of international activist alliances against Formosa Plastics Group?
What data related to environmental justice in this setting has been recognized as important, but missing? What kinds of data advocacy has there been, and to what effect?
What forms of evidence and expertise are used in the document?
What changes in public health frameworks, policies, or practices is this document promoting?
What does this image convey about the place or setting of the research/activism?
How was development funded?
How has the media discussed this product? (provide weblinks or citations)
Do you think that industrial development and sustainable development are compatible?
Should individual communities determine air quality standards for their areas?
How can we prevent and control air pollution?
MESO: Who are stakeholders in this quotidian Anthropocene and how do they relate to each other? What forms of political organization have emerged to address and weather the Anthropocene?
BIO: How are bodies in this setting laced and burdened with anthropocenics? How are anthropocenic bodies racialized bodies?
NANO: What psychologies have anthropocenics produced in this setting and how is this refiguring what people want and consider possible? What thought styles and language ideologies are in play?
DATA: What data infrastructure supports recognition, characterization and response to anthropocenics in this setting? Who has access to relevant data and sense-making tools?
TECHNO: What industries and infrastructure have produced anthropocenics in this setting? What infrastructure has been built in response? How, for example, has energy transition and climate change adaptation been pursued?
DEUTERO: Who in this setting or domain is thinking and worrying about the kinds of civic [qualitative, air pollution, energy transition, anthropocene, risk] data infrastructure, work and capacity called for currently and in the future?
META: What discourses shape the way people in this setting talk about and conceptualize civic data infrastructure and capacity, right-to-know, freedom of information, the potential of expanded public participation, and so on?
MACRO: What laws and economic drivers produce (or undercut) civic data infrastructure, access, work and capacity in this setting?
MICRO: What practices produce (or undercut) civic data work and capacity in this setting? How are data gaps worked around? Is citizen science encouraged or supported, for example?
DATA: What civic data and communication infrastructure is in place in this setting and how is it configured, accessible and usable? What data, infrastructure and visualization capacity is provided by federal government actors, lower level government acto
MESO: What groups, networks, and publics seek to participate in land and resource governance? What forms of political organization have been developed in order to call for or enact particular forms of land management?
DEUTERO: Who is thinking or worrying about the impacts of varied land use in a reflective manner? When/where/with whom are the scalar impacts of certain land uses recognized or acknowledged (or are unseen or ignored)?
GEO: How have geologic characteristics of this space shaped what kinds of land use are possible/feasible? How have varied forms of land use marked, shaped, and marred the landscapes of this setting? What anthropocenic conditions exist in this setting?
MACRO: What forms of land tenure have existed historically and exist in the present, & how have these shaped land use & management? What historical, economic, political, & cultural conditions have shaped property & land management regimes in this place?
ECO-ATMO: What effects do current or historical forms of land tenure, management, & use have on the ecological health of this place? What ecosystems are depended on, protected, or compromised to enable certain land uses, & how is this recognized (or not)?
BIO: How are bodies (human and non-human) in this setting differentially impacted by current and historical forms of land tenure, management, and use? How are these embodied inequalities naturalized, racialized, homogenized, erased, and/or politicized?
DATA: How & what kind of data is being produced, visualized, inscribed, authorized, disseminated, and mobilized to shape future land use? What data infrastructures have been developed, are being developed, or are perceived as necessary for land managment?
ECO-ATMO: What is considered to “count” as an environmental problem (as opposed to a social/political problem)? What ecosystems in this setting are depended on, protected, or compromised, and how is this recognized (or not)?
TECHNO: What technology does this site’s current energy-system infrastructure consist of? How does it function, and dysfunction? What sorts of energy-related problems are imagined to be in/solvable with or through the development of new technologies?
How is COVID-19 coordinational capacity in different settings described, evaluated and explained?
How is ‘social distancing’ practiced and interpreted in different COVID-19 settings?
What COVID-19 data visualizations are in circulation and to what effect?
What COVID-19 research has been undertaken in different settings? What organizations have taken the lead and how are they funded?
What does this text say about the visualization of infrastructure across communities and stakeholders?
Which social groups are particularly vulnerable and marginalized in different COVID-19 settings? What contributes to and compounds their vulnerability?
How is COVID-19 unfolding in India?
What does this text suggest for thinking about and responding to the COVID-19 disaster?
What kinds of research, collaboration and knowledge infrastructure does this text suggest will be important going forward?
How is COVID-19 unfolding in the Navajo Nation (Dinétah)?
How does COVID-19 challenge entrenched ways of thinking about the purposes and content of education? What literacies does COVID-19 call for?
How is COVID-19 challenging the finance and operations of different kinds of educational institutions, in different settings?
How are discourses and initiatives supporting "Tech-for-Good" reshaping as COVID-19 unfolds?
DEUTERO: What conceptual apparatuses and habits, modes of collectivity and economy scaffold (or undercut) reflexive reconsideration of how energy is being thought and talked about during COVID-19?
MACRO 1: What economic activities and interests have and continue to shape energy planning and practice in the midst of COVID-19? How has COVID-19’s impact on different energy systems influenced the way future economies are being imagined and planned?
MACRO 2: What laws and policy have addressed COVID-19’s impacts on energy production, distribution, and consumption? How have they caused different scales of sovereignties (federal, state, municipal, etc.) to intersect, overlap, and resist each other?
NANO 1: What thought styles, semiotic ideologies, and phenomenologies are in play in imagining and responding to the impacts of COVID-19 on energy systems, energy use, and knowledge of energy?
What insights from critical theorizing about place can inform current efforts to understand and respond to the COVID-19 pandemic as a transnational disaster?
At which scales, how, and with which effects do places emerge as a story of “success”/“failure”/“belatedness” in the governance of COVID-19 pandemic?
How has the Black Lives Matter movement mobilized commentary and collective action in different settings? How has it been connected to COVID-19?
How are people reimagining what is needed and possible in the wake of COVID-19, protests against police brutality and anti-blackness, and other, compounding developments?
How is anti-Blackness compounding with COVID-19 in different settings?
What questions do you have for the author?
What motivates you to use digital tools (efficiency, desire to collaborate, the politics of open access, etc.)
Thus far, how have you encountered expectations (from funders, for example) that you’ll digitally manage and possibly share your data?
What plans do you have to teach with assignments in the COVID-19 Ethnographic Portfolio Project? See https://disaster-sts-network.org/content/covid-19-student-ethnographic-portfolio-project/essay
What types of data does the archive include and why? How is data presented and how are users encouraged to interact with the data?
What forms of participation (Kelty) does this archive aspire to -- and actually -- support? Where in the archive’s architecture and workflows is participation supported and encouraged?
Who has put forward ideas and plans for a just transition? [when appropriate, link to a full organizational profile]
What history of ideas, practices and institutions are behind these ideas and plans for just transition?
How is successful just transition envisioned? What are key elements and indicators?
Where and how has this text been referenced or discussed?
What people, organizations or events were referred to, and what seemed to be the point?
How do you interpret or explain the observations recorded above?
What do you want to learn more about? How could you follow up?
What's the setting of the plant?
Where is this hazard located?
What news and public commentary has focused on this hazard?
What expertise, capacities, and skills do you see in the room/among current EcoGovLab members?
What discourse formations compete for authority within the organization, and which formations appear to be dominant?
What does this data visualization not show?
MICRO: What kinds of labor have contributed to and go on within this Formosa Plastics community? What practices (for controlling toxic contamination, for example) has Formosa Plastics provoked?
NANO: What psychologies has Formosa Plastics produced in this setting and how is this refiguring what people want and consider possible? What thought styles and language ideologies are in play?
EXDU: Who is imagining and planning for Formosa Plastics’ futures in this setting, with what modes of expertise, cut by what vested interests? What educational programs – environmental, civic, media, STEM and so on – are addressing Formosa Plastics?
How did this film affect you -- emotionally, intellectually, and ethically?
What are the social, cultural, political or economic activities illustrated by this artifact?
How can place be seen as a way of understanding the world?
How is place socially constructed?
How is resilience defined in the document?
What forms of data divergence does the document address or produce?
Where and how is discourse on health as a matter of individual responsibility articulated and/or addressed?
What changes in public health frameworks, policies, or data practices is this document reporting?
How was research for this document conducted? Who participated?
Off-duty Motor Vehicle Accident Involving Intoxication
How does poor water relate to Newark's poor infrastructure
Ways in which we can reduce air pollution?
MICRO: What labors have contributed to and go on within this quotidian Anthropocene? What practices (for flood management or controlling toxic contamination, for example) have anthropocenics provoked?
GEO: How has intensive human activity marked, transmuted, destabilized and harmed this setting? What levels of lead and other metals are in the soil? Where are hazardous waste stored?
MESO: What groups, networks and publics are implicated in civic data infrastructure, work, governance and capacity in this setting? What data and visualizations of these groups and networks are available?
BIO: How has civic data capacity (or lack of) impacted people in this setting (subjecting them to industrial risks, for example to over-research or invisibility? What human health impacts and indicators need to be accounted for and addressed in this sett
EXDU: What educational and research programs (formal and informal) produce civic data capacity in this setting? What data expertise is available?
TECHNO: What technical infrastructure in this setting needs to be monitored, governed and planned, and what civic data infrastructure is needed for this?
ECO-ATMO: What ecosystems in this setting need to be monitoring, governed and planned, and what civic data infrastructure is needed for this? What civic data infrastructure needed to account and plan for climate change in this setting?
GEO: What Anthropocenic load (toxic waste sites, mercury levels in lakes and streams, etc) in this setting needs to be documented, stewarded and governed, and what civic data infrastructure is needed for this?
NANO: What cultural frames & dispositions shape what types of land use are considered desirable, possible, or morally good? What data, forms of analysis, and modes of expression are persuasive & consequential regarding land use decisions (and to whom)?
META: What forms of land tenure, management, & use are imagined or desired for the future? What discourses dominate (or challenge) how land use is conceptualized? What discursive histories are used to articulate contemporary desires for certain uses?
TECHNO: How does technology enable particular kinds of land use? What technologies are used to produce data about the setting and its use?
MACRO: What economic activities have and continue to shape energy transition planning and practice in this setting? How do sovereignties (federal, state, municipal) intersect, overlap, and resist each other?
BIO: How are bodies (human and non-human) in this setting differentially laced and burdened with the costs of this site’s current energy system and/or practices of energy transition? (How) Are these embodied inequalities naturalized or politicized?
NANO: What thought styles, semiotic ideologies and phenomenologies are in play in understanding this energy system and imagining energy transition? What data, forms of analysis, and modes of expression are persuasive and consequential here?
DATA: How do various stakeholders understand the proper conduct for producing and interpreting data to plan and guide energy transition? What data infrastructures have been developed, are being developed, or are perceived as necessary?
EXDU: What roles have the different practices, venues, programs, levels, and institutions of education (formal and informal) played in shaping how local stakeholders think about and practice energy transition?
What kind of data sets are used in the plan?
What problems are identified in the climate plan?
How does the plan make use of climate science? Does it propose further research?
What type of plan is this (mitigation, adaptation, combined, action)? How did you distinguish?
Are health outcomes a core goal?
How is vulnerability defined and described in the plan?
How does the plan define health? (Quote examples)
To what extent and in what ways is ‘climate change’ identified as an opportunity?
How can this text contribute to our thinking about the purpose and design of QA Field Campuses (understood as knowledge infrastructure tuned to the Anthropocene)?
How, in different settings, have dominant political regimes and ideologies shaped COVID-19 preparation and response?
How is COVID-19 knowledge and expertise moving across national borders -- then shaping regulatory measures, clinical practice, scientific research, public participation, and other modes of response?
What kinds of education about COVID-19 has been mobilized and planned?
What are the statistical (and otherwise) reflections and indeces of infrastructure projects?
How is COVID-19 unfolding in Haiti?
What does this text suggest for thinking about toxicity?
What does this text suggest for thinking about and responding to Quotidian Anthropocenes?
How is COVID-19 unfolding in the Kenya?
How is COVID19 impacting and intersecting with food security?
NANO 2: What data, forms of analysis, emergent practices, and modes of expression are persuasive and consequential here?
BIO: How do energy systems impact abilities to avoid or fight off COVID-19 infections? How have COVID-related disruptions/responses to energy systems impacted other bodily vulnerabilities? How are these embodied inequalities being perceived/discussed?
EXDU 1: How have different programs/institutions of education influenced conceptions of the intersection between energy-system management and disease control? Do shifts in household energy conditions force residents to rethink/learn about energy systems?
How does this text inform our understanding of transnationality?
How does this text inform our understanding of COVID-19?
What are the limitations of signifying governing models of COVID-19 pandemic at the national scale (e.g., “Korean model”)?
Whether, how and what forms of spatial relations have changed at the moment of COVID-19 pandemic?
What insights from critical theorizing about place can inform current efforts to understand and respond to the COVID-19 pandemic
What quotes from this text are exemplary or particularly evocative?
What does this text suggest for thinking about energy systems, politics, and land?
In your research -for this project and beyond -what concerns do you have about digital data preservation and data sharing? What digital data would you want or need to keep fully private? Restricted to a small group? What data could you openly share?
Thus far, how have you been part of discussions about the purpose and politics of data sharing, open access, etc?
What does this text suggest for thinking about and building energy governance?
COVID-19 meat packing industry
How are people and organizations critically reflecting on COVID communications?
What examples from other disasters are suggestive for thinking about COVID communications?
What insights from critical theories of communication and communications technology lend insight into COVID communications?
How are COVID communications imprinted with legacy hegemonies? How are hegemonies shifting and where is this evident?
What communities characterize this place and how do they communicate? What communications sources have cultural authority in different communities?
"What aspects of PECE (artifact bundles, timelines, PECE essays, restricted groups, etc) do you not understand when or how to use?”
WHAT DOES THIS IMAGE TELL US ABOUT HOW ESSENTIAL WORKERS ARE BEING CONSTRUCTED?
How was the agenda or flow of discourse structured (presentations, discussion, Q&A)? Who/when/how did attendees have the right to speak or contribute?
What are ways to critically and publically engage with migration and border technologies?
What are the main themes in this interview?
DEUTERO: Who in this setting or domain is thinking and worrying about the COVID-19 data infrastructure, work and capacity called for currently and in the future?
DEUTERO: How are researchers, activists and practitioners contributing to and learning from COVID-19 data? What alternate data resources do they implicate?
What is the latest update for this search log?
What is the archive designed to remember?
Who are likely and hoped for users of this archive?
What practices and tasks are the archive designed to support? Are workflows meant to be linear and efficient or exploratory and experiential?
Who created and curates this data set?
What is the source of the data in this data set and how was it collected?
What psychologies have anthropocenics produced in this setting and how is this refiguring what people want and consider possible
How are current conditions characterized? What dependencies and problems are a just transition meant to address?
What groups are identified as important stakeholders in just transition? How are their needs and vulnerabilities characterized?
What are the authors’ institutional and disciplinary positions, intellectual backgrounds and scholarly scope?
What additional comments or questions do you have about this organization?
What information|data was referred to, and with what analysis|interpretation? Where did the information|data come from?
What concepts were mobilized, discussed or critiqued at this event?
What ideas about equity, health, and justice filtered through this event?
What roles do people play in plant operations?
How does news and legal precedents associated with this plant travel?
What does the plant produce (products, pollution, health outcomes)?
What publications focus on this plant?
What legal actions have focused on this plant?
What political-economic dynamics have shaped the development of the plant?
How does this plant interface and influence the setting where it operates?
How has the company and plant represented itself?
How does the company disclose its pollution and risk management plans?
How has this hazard been used over time? What are its current and projected uses?
What organizations have been involved in assessment and response to this hazard?
What data resources have been developed to characterize and respond to this hazard?
How has this hazard prompted data divergence?
What laws and policies have regulated this hazard?
What science and engineering research publications focused on this hazard have been especially important?
How was new knowledge circulated, commented on and debated? What modes of communication were mobilized? What modes of governance were called for?
EiJ Taiwan: How are Bunun people reclaiming homeland territory?
ECO-ATMO: What ecosystems in this setting does Formosa Plastics depend on, protect, or compromise, and how is this recognized (or not)? How are global warming and other atmospheric currents stressing local landscapes?
GEO: How has intensive human activity marked, transmuted, destabilized and harmed this Formosa community? What levels of lead and other metals are in the soil? Where is hazardous waste stored?
What environmental problems does the film focus on?
Does the artifact claim certain identities?
How does the movement affect people’s sense of place and identity (for example, citizenship)?
How is the relation between place and capitalism?
What social groups and organizations are implicated in and possibly interested in this toxic tour?
What kind of follow-up does this interview point to?
How has this data set been used and referenced (in news and government reports, research, etc)?
When was this data set created, what motivated its creation and how was it funded?
What types of organizations have they worked with to address environmental injustice, what roles have they played and what have been memorable challenges?
What has the interviewee learned about the state of technical tools and digital knowledge infrastructure, now and in the past? How do they describe changes in what they have seen to be important and usable data?
How do different understandings and approaches to mitigation of environmental problems shape environmental governance in this setting?
What extra-local actions have been taken to curb the undue power of industrial and military actors in this setting?
How are the links between health, historical context, and structures/systems articulated?
Where and how is discourse on health as a matter of cultural deficit/social dysfunction articulated and/or addressed?
Different perspectives on the map are important

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