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• 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 main findings of the article are that the relationship between natural disasters and communicable diseases is not as much due to dead bodies or high trauma as it is to population displacement and a lack of preparredness of the local governing body for the disaster and the crowding of survivors that follows a disaster as this

1: Crowding is shown to be common in displaced populations, and local overpopulation/crowding often facillitates the transmittion of disease

2: Natural disasters that do not cause a displacement of a population are rarely associated with disease outbreaks

3: There is little or no evidence that dead bodies, as some believe, pose a epidemic risk for a population of survivors after a disaster has struck

"The risk for commuicable disease transmission after disasters is associated primarily with the size and characteristics of the population displaced, specifically the proximity of safe water adn functioning latrines, the nutritional status of the displaced population, the level of immunuty to vaccine-preventable diseases..., and the access to healthcare services"

"...natural disasters (regardless of type) that do not result in population displacement are rarely associated with outbreaks"

"When death is directly due to the natural disaster, human remains do not pose a rise for outbreaks"

The main methods that the authors appear to use are reported data from disasters that have happened around the globe, including numbers and types of infections, displacement and crowding data, and knowledge of the disaster incidents examined

Emergency response is addressed in a broad sense of the major risk factors associated with a natural disaster and epidemics. The main points they make are that preparedness, with a focus on availability of safe water and primary healthcare services, along with surveillance for the beginnings of an epidemic, are necessessay for a strong response to a disaster situation   

This article has been referenced in a wide variety of emergency medicine journal articles, ranging from flood protocols, use of cell phones in disaster enviroments, earthquakes and medical complications, to the costs of disaster consequences. Many of the articles referencing this paper appear to go into greater depth for some of the epidemics and diseases that were touched on in the research article. These include hepatitis E, Leptospirosis, cholera, and tetanus.

The object of the study is the evidence in an increase of various types of epidemics (cholera, malaria, menigitis, tetnus, etc) due to displacement of a populatoin from a natural diasaster. Examples of natural disasters discussed include- hurricanes, cyclones, earthquakes and flooding. Despite popular belief (and scientific evidence) deaths due to natural diasters do not spread diasese; unless cause of widespread infection is due to contaminated water sources, malnutrition, residing in a third world country,access to healthcare and adequate bathroom facilities. These points are supported through statistics from the past twenty or more years.

The study is published under emerging infectious diseases from the CDC. The CDC publishes important information about the possibility of widespread infection (such as Zika) and offers ways to avoid outbreak and prevent further infection. The publication is very credible necause the CDC is cited by the government and on various news sources as a way of staying 'safe' from diasese.

The methodology of the study involves looking at past epidemics in the world countries and connect the dots. How did these epedemics happen? Due to a natural disaster? Okay why? Looking at factors that cause each epidemic and trying to discover a parallel. While this is not a new way of studying an issue it is an inventive way because it can be a new way to treat global epidemics: through disaster preparation.