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WHAT (& WHAT FOR): Lead is a metal often found in pipes, and in old paint (before it was banned in paint in the late 1970s). Before 1996, lead also found in vehicle fuel resulting in  soil contamination in many communities from both paint dust and vehicle pollution. 

HEALTH IMPACT: Lead is a neurotoxin and is known to have no safe blood lead level in children. 

Has been linked to:

1. Brain swelling, anemia, seizures, renal failure, reduced IQ, and ADHD

2. Damages brain development in children

3. Connected to behavioral problems like aggression and bullying, and internalizing problems such as depression and anxiety 

LOCAL IMPACT: Recent research in Santa Ana has shown that there is a disproportionately impact of solid lead contamination crisis on lower income, people of color communities. 

POSSIBLE RESPONSES: There are many ways to respond to lead contamination:

1. Providing special health care for children with high blood lead levels, and investigating possible sources of lead exposure in homes, daycares and school, playground, etc.

2. Implement strict housing policies where landlord and city housing officials are required to have lead inspections of homes for lead paint hazards (especially in low income, people of color communities)

3. Requiring a minimum reduction standard for lead paint in older homes 

4. Requiring blood lead level test as part of the routine check up for children (extremely important for children in low-income housing)

It was reported, that one worker at the industrial park was suffering from eye irritation, following the release of hydrogen chloride. He had to be treated at the outpatient clinic of the industrial parks' Occupational Health Center, and could go home afterwards. There is no further information of long-term effects the worker might have suffered from to be found on the internet, according to my search. However, eye irritation induced by chemical exposure can lead to effects such as increased eye pressure and a following reduction of vision, as well as chronic pain.

I am wondering, how this worker got hurt, as this was not reported in the article. Usually, workers need to wear proper protective equipment in areas in which one risks exosure to airborne chemicals that can cause corrosion, including protective goggles. As can be read in a follow-up article (https://www.fnp.de/frankfurt/frankfurt-gas-trat-aus-weil-ein-rohrleitun…), a pipeline malfunction had been found as the reason for the release, possibly in an area where no protective equipment is required? I can only speculate on this, but the worker seems not have been informed about the incident.

Missing information seems to be a common theme in this case, in the aforementioned article it is also reported that the smartphone application that is supposed to warn residents about such incidents, released a warning only 50 minutes after the sirenes had been going off. Also it is written in the article, that after the incident the citizen telephone line was busy, such that some callers could not get the information they required, and that many residents are not familiar with the meaning of the different signals released by the warning sirene. In case this or similar incidents happen in the future, they therefore pose a grave health risk to the surrounding population.

In this setting, several stakeholders are to be identified:

- Citizens living in Hoechst and surrounding areas and workers at the industrial park: Necessitate information to ensure their safety.

- Infraserv and companies at industrial park: Bad press is bad for image of industrial park, whcih might lead to political or financial consequences; Centralization of information flow on website "ihr-nachbar.de" to create narrative?

- Fire department Frankfurt: Responsibilities as first responders to incidents include information release to public and combat incident.

- Public media/ press: Information of the population as well as economic pressure to release notions that are of interest to public (to gain clicks/sell magazines and newspapers); Need to report correctly to gain/keep trust of potential information consumers.

- Local politicians: Need to take political measures to protect citizens to gain/keep trust of potential voters; Possibly also require good relationship with Infraserv and companies, as many high-profile companies are located at industrail park bringing in tax money.

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.

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.

Students, professors, and others in academia appear to use the the site to blog about their experiences in Japan as it relates to diasters.

It appears that the funding for the development came from Nanyang Techonological University in Singapore. The system is maintained and kept current by numerous international volunteers who contribute content.

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.

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.

This system seems to rely upon Blogs@NTU to keep their system updated. They also rely upon plugins for social media in order to have their annotations shared on those respective platforms.