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The Sampson County landfill can be smelled before seen. This olfactory indicator points toward the sensory scale of these pungent emissions but also toward the geographic scope: this landfill receives waste from as far away as Orange County (the state's most expensive property/tax base), among dozens of other distant counties, making this "hazardous site" a lesson in realizing impact beyond the immediate locale. So when we answer the question, "What is this hazard?" we must think not only about the landfill as a thing in itself but as a set of economic and political relations of capital and the transit of other peoples' trash, into this lower-income, rural, predominantly African-American neighborhood. In this way, 'thinking with a landfill' (like this one in Sampson County) enables us to analyze wider sets of relationships, NIMBY-ist policymaking, consumerism, waste management, and the racialized spatial politics that enable Sampson County to be the recipient of trash from all over the state. At the same time we think spatially and in transit, we can think historically to (a) inquire about the DEQ policies that enable this kind of waste management system; and (b) the emergent "solutions" in the green energy sector that propose to capture the landfill's methane in order to render the stench productive for the future -- that is, to enable more consumption, by turning garbage into gas. As such, the idea of "hazard" can expand beyond the site itself - impactful and affective as that site might be - to examine the uneven relations of exchange and capitalist-driven values of productivity that further entrench infrastructures such as these. [This offers a conceptual corrollary to thinking, as well, about the entrenchment of CAFOs for "green" biogas development, as we address elsewhere in the platform].

Danielle Koonce in an Opinion piece in the Fayetteville Observer, states...

"And it’s not just household garbage coming in — chemical waste and coal ash has also been disposed of in the Sampson County landfill."

"We listened to community members share how they can no longer garden or enjoy the outdoors due to the thick odor and fumes from the landfill."

"We learned that the landfill receives trash from around the state, from as far away as New York City, and even trash that comes in on ship-barges through Wilmington."

While Bryan Wuester, manager for the Sampson County Landfill states in the Sampson Independent...

"The Sampson landfill accepts waste from North Carolina only, about 5,450 tons from 16 different counties a day."

"The landfill accepts three kinds of waste: construction and demolition materials, solid waste and special waste, which are byproducts of industry. No coal ash comes into the Sampson facility..."

These are two different stories of the landfill coming from two different stakeholders, one in which needs the landfill to be in operation for a job and the other a concerned citizen worried about the disproportional impacts her community faces. While Danielle Koonce listens to the realities of the community members located around the landfill who express concern and worry, the landfill manager denies these realities and insists they are not true. This is not only invaliding to the community members who are fighting to get their voices heard but further embeds environmental injustice into the community.  

• 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 

The Environmental Protection Agency (EPA) is issuing this alert as part of its ongoing effort to provide information on environmental issues related to biological, chemical, and nuclear terrorist incidents. EPA publishes this alert to gain awareness relate to the possible and environmental concerns.

This policy is drafted by United State Environmental Protection Agency. And their mission is to protect human health and the environment via the development and enforcement with regulations. 

This policy is mainly focused on the first responders’ group. As the first responders should immediately take all reasonable efforts to contain the contamination and avoid or mitigate environmental consequences.

The policy is drafted based on the request of CWIRT (Chemical Weapons Improved

Response Team) that concerning the first responders’ liability during a weapons of mass destruction (WMD) terrorist incident. It is about the first responders’ liability for

spreading contamination while attempting to save lives.

The policy can assist the control to water contamination, therefore improve the general public health. “The hazmat team identified the need to collect the water used to decontaminate the victims (deconwater) to avoid a release to the environment.”

The vulnerable populations have addressed in this policy are the populations affected by the environmental contamination. “While the actor-survivors were dying a slow, painful, convulsive death… The contaminated water was collected but the “victims” died.”

This might not receive well enough by the public, as the search results for this policy are main on the government’s website, not as the reference from articles. Even though this policy is not well informed to the public, but in recent days, the general publics do gain much more awareness on water (environmental) contamination.