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Kauri burl-as-tumor

tschuetz

Upon entering the Formosa Plastics Group Museum in Taoyuan, Taiwan, the first thing that visitors see is a large piece of wood, kept under a dome of glass. The label at the bottom reads:

This magnificent piece of New Zealand Kauri burl had been buried in the ground for more than fifty thousand years before being unearthed. The timber is a rare hard resin-filled solid wood. This beautifully-shaped burl weighs 8.5 tons, well over the the 6 ton piece held by the British Museum in London, making it unique in the world. In 2002, Chairman Wang Yung-ching came across the Kauri burl in Kaohsiung and was drawn to its strength so much that he decided to make this Kauri burl the centerpiece of his collection. This remarkable piece of wood on display here at the entrance to the museum symbolizes the vitality of the Formosa Plastics Group capable of immeasurable possibilities. and longevity.

I later learned that a burl is considered a tree's natural response to "some form of stress such as an injury or a viral or fungal infection" (Wikipedia). I also looked up the Mandarin translation for burl, which is 瘤 (liú). This term can mean hump, knurl, lump, nubble, or tumor. The latter invokes environmental and health impacts, such as high cancer rates in petrochemical fenceline communities. However, these issues are not addressed in the museum. Instead, the piece of wood is paired with an all-plastic recreation of a New Zealand rainforest in the museum's B1 gift shop. This recreation includes chirping bird sound effects, leaving visitors with a greenwashed first and last impression.

However, one way to capture the ambivalent meaning of the object at the center of the museum is through Kim Fortun's (2019) reflection on "toxic vitalism," a term that describes "the way systems can take on a life of their own, often beyond what experts planned or expected.

Main argument, narrative and effect

margauxf

The authors offer a review of themes within occupational health and environmental public health surveillance over the past decade. In reviewing the history of public health surveillance, the authors highlight key acts of Congress in the 1970s that have made the development of “modern” occupational health and environmental health surveillance possible—but which also failed to develop into a cohesive and well-connected data management systems across federal agencies. Separate agencies were tasked with different data collection, management and intervention tasks in ways that fragmented the surveillance system to the point of ineffectiveness.

The authors argue that effective surveillance for occupational and environmental health demands development of a clear purpose for collecting data and having the data available to make meaningful analysis possible. They turn to the CDC’s childhood lead prevention program to demonstrate these points.

 

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joerene.aviles
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Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

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harrison.leinweber
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This system was built for academia worldwide to study the historical context behind technical and scientific issues related to large-scale disasters. They enhance the knowledge of scholars of where science and technology, history, and Asia meet. The site uses volunteers to translate various resources into English, Japanese, Korean, Bahasa Indonesia, and Chinese so many people can share in the knowledge that others have.

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harrison.leinweber
Annotation of
In response to

The data is presented much like on Twitter or Facebook with a timeline showing the most recent information first with a small exerpt of the article and the ability to click on a "read more" button to view the article in full.

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harrison.leinweber
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Users can voice interest in annotating or translating works to teach3eleven [at] gmail.com. The website operators maintain a listing of works that they would like annotated. Users can also share annotations via twitter, facebook, tumbler, google+, and email. Users are also able to comment on the articles directly on the website and can reply to eachothers comments for discussion there as well.