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我訪問到的阿嬤也有在高度人力密集的產業中工作過，如餐飲、紡織等等，反映了當代大環境中原民來到都市的處境。都市原民作為台灣產業發展的推手之一，卻無法擁有安身立命的家，而被迫在各處流浪，直到近代才開啟了與政府溝通的橋樑，卻依然有種種難題需要克服。

Did you scan the photos and write down the lyrics?

These are important artifacts that carries memories and stories belong to the grandma and her generation, for instance, their relationship with the ocean, fishery and seafood, etc. 

https://ubrand.udn.com/ubrand/story/12116/4095581

How do they maintain such relationship in the urban setting? What is the meaning of sea to them after living in Hsinchu for decades? Do they feel the difference between the sea in Hsinchu and inTaidung? Why?

• Flame retardant chemicals
• Migrate off of products and into air/dust
• Many are endocrine disruptors, interfere with the reproductive system and thyroid
• Stain repellent chemicals
• Polyfluorinated alkyl substances (PFASs) or polyfluorinated chemicals (PFCs)
• Enter air, dust, and drinking water
• 6 million US residents have blood PFAS concentrations over EPA limit
• Associated with cancer, thyroid disease, immunotoxicity, reduced immune response to childhood immunizations
• Phthalates
• Enter air and dust
• Associated with asthma and allergies
• Polychlorinated Biphenyls (PCBs)
• Environmentally persistent pollutant, endocrine disruptor, and probable carcinogen
• No longer used, but remain in estimated 25,000 US schools
• Prenatal exposure may affect height, weight, head circumference, and body size at puberty

The authors structure their argument around three metrics: student health, student thinking, and student performance. They define these as follows:

• Student health: the overall physical and biological health of a school building occupant.
• Student thinking: short-term impacts on cognitive function and mental well-being.
• Student performance: the successful long-term academic performance of students.

Through their review of more than 200 studies, they conclude that there is unambiguous evidence for negative effects of low environmental quality on all three of these metrics. Although it is discussed in less detail, they also reference studies that provide evidence for the improvement of these three metrics when issues with school infrastructure are addressed.

"Millions of K–12 students in America spend several hours a day learning in schools that are more than 50 years old and in need of extensive repair and where children may be exposed to mold, poor ventilation, uncomfortable temperatures, inadequate lighting, and overcrowded, excessively noisy conditions."

Emphasizes the scale of the issue--this is not a Philadelphia or Santa Ana or Azusa problem, it is a national issue for all public schools. Also emphasizes the breadth of the issues--there are so many different forms of environmental hazards in schools.

• Ventilation & air quality:
• Children breathe more air than adults relative to their body size
• Water quality:
• Contaminants like lead have greater effects on cognitive development and behavior of children than adults
• Thermal comfort
• Current models for thermal comfort are based on adults and do not predict children's comfort levels
• Children are more susceptible to the effects of heat stress
• Children's clothing and activity levels (major determinants of thermal comfort) are distinct from adults
• Lighting and views
• Children have larger pupils than adults
• Children have greater light-induced melatonin suppression--their Circadian rhythms are more susceptible to manipulation
• Noise
• Children under 15 are more sensitive to difficult listening conditions because they are still developing mature language skills
• Children need a greater signal-to-noise ratio in order to understand language
• Memory and attention development are sensitive to chronic noise exposure

"We recognize that beyond the four walls of the school building there are many environmental and social contexts that can adversely affect students’ well-being and undermine their academic potential. Inequities persist in the distribution of the social determinants of health, and students bring these influence with them every day when they walk through the doors of their school building."

Environmental injustice can't be an either/or issue of hazards inside or outside schools, it needs to be a both/and issue where hazards in schools are being addressed in conjunction with hazards outside of schools.

"The chronic impacts of a poor school environment often do not get the same type of attention as cases like these, because the links between building quality and health are subtler and less overt."

"These" is referring to a list of dramatic incidents where students were suddenly exposed to some kind of environmental hazard. This quote captures one of the biggest challenges of environmental justice work--in the many, many cases where it is not visible, it is hard to mobilize support, attention, and emotion because the links aren't flashy. This connects to ideas about slow disasters in Anthro 25A.

• Ventilation:
• 15 cubic feet of outside air per person or 5 liters per person per second
• Carbon dioxide concentrations below 1000 ppm
• Water quality:
• No amount of lead is safe
• National Primary Drinking Water Regulations (NPDWR)
• Thermal health
• Indoor temperatures between 68 and 77 degrees Fahrenheit
• Lighting
• Minimum 350 lux, up to 1000 lux
• LED instead of fluorescent lighting
• Noise
• Maximum background noise: 35 dB
• Maximum reverbration time: 0.6-0.7 seconds

• Public schools are the second largest sector of US public infrastructure spending (after highways) - investment falls $46 billion short annually
• 60,000 schools, or 46% of public schools, have significant environmental hazards
• Students will spend 15,600 hours inside a school during K-12 education
• Schools are four times as densely populated as offices
• Childhood asthma accoutns for 13.8 million missed school days each year
• 31% of schools use portable classrooms
• Average school building in the US has a lifespan of 50 years, many are older than this