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“Environmental justice (EJ) scholars and activists see communities’ ability to participate meaningfully in decisions that affect the local environment, including siting decisions for refineries, power plants, waste dumps, and the like, to be integral to the idea of EJ (Cole and Foster 2001; Schlosberg 2007). For some, this explicitly includes the notion of consent: participatory processes are a means through which community members can give their consent (or not) once they fully understand the scope and consequences of a proposal (Shrader-Frechette 2005, 2007).” (252)

“EJ advocates have called attention to siting practices that target communities of color because of their political margin- alization. In order to challenge the siting of hazardous facilities, commu- nities of color have also had to confront exclusionary decision-making processes characterized by unrepresentative local governments, monolingual proceedings, and reliance on technocratic risk assessments, to name a few (Cole and Foster 2001). As a result, one of the Principles of EJ adopted in 1991 by the People of Color Environmental Leadership Summit calls explicitly for justice in decision-making practices: ‘‘Environmental Justice demands the right to participate as equal partners at every level of decision-making.’’ (254)

“Seeing disclosure as an important element of informed consent provides ethical grounds to excoriate polluting industries for suppressing information, making misleading scientific claims, and intimidating scientists who wish to draw attention to the health risks they pose (see, e.g., Schrader-Frechette 2007, 39-75).” (255)

“Current discussions of procedural justice in the siting of environmentally hazardous facilities are far from na ̈ıve about the limitations of scientific knowledge. EJ advocates have not only criticized industry and government scientists for patently unethical practices like suppressing data (e.g., Shrader-Frechette 2007), they have pointed out the ways that scientific ways of knowing and technocratic modes of decision making can circumscribe community members’ ability to have a say in decisions that will affect their local environments (Guana 1998; Shrader-Frechette 1991); they have also asserted the need for community members’ local knowledge to be recognized as part of just decision-making procedures (Allen 2003; Fischer 2000).” (263)

This text explores some of the current barriers to achieving procedural justice (participation in decision making by those affected by it) based on Science and Technology Studies (STS). Examples of some of these fundamental barriers include (i) lack of disclosure of information from industry, and (ii) lack of information available at the time of decision making (making consent to be subject to environmental hazards difficult or impossible. The author argues for proactive, STS-based knowledge generation to combat this.

• 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 

This report was published by the Minnesota Department of Human Services. 

This is a legislative report produced by Department of Human Services following up on SF 119, an act creating a new certification for Community Paramedics. 

In 2011, the Minnesota Legislature passed and Governor Dayton signed SF 119, creating a new certification for Community Paramedics. The law included language directing the Department of Human Services to create this report.

This report outlines specified services and payment rates for these services to be performed by community paramedics. The contents of this report are the result of extensive research and consultation with a workgroup conveined by the DHS consisting of representatives of emergency medical service providers, physicians, public health nurses, community health workers, and local public health agencies.

The DHS embarked on the process of researching, collecting, and compiling data for this report durring the summer and fall of 2011.

This report does not specifically address disaster, however it shows a new trend in primary care medicine, taking it out of doctor's offices and hospital emergency rooms and bringing it into people's residences. Recent trends have shown massive increases in ED usage for non emergency conditions, causing a shortage in beds and resources. The communuty paramedic program has the purpose of "respond[ing] to identified health needs in underserved communities, ultimately improving the quality of life and health of rural and remote citizens and visitors." The report also cites previous community paramedic programs in Fort Worth, TX, and Nova Scotia, Canada, where the program was shown to decrease ED usage by 23% and reduce costs by over $2 million. 

This report has a massive implication for technical professionals in the medical field, creating an entirely new certification for health care practitioners to hold and work with.