I am currently in the process of transitioning my M.A. level course on Science, Technology, and Development with 11 students to virtual instruction. One of my interests in engaging with COVID-19 is to examine how it (should) informs development ideologies and practices. How should students of development studies retool -- conceptually, methodologically, practically -- in wake of the pandemic?
"These studies can help us understand what factors are associated with different courses of mental illness, which can help us identify the most vulnerable populations and inform tailored interventions"
"Exposure to potentially traumatic events is disaster-specific and often measured differently between studies, making it difficult to compare experiences and mental health consequences or to generalize findings to all disaster-affected populations (22). Additionally, most instruments that assess symptoms of mental disorder have been developed and validated in the United States (23, 48) and may lack cultural relevance and validity in areas impacted by disasters worldwide"
"Persons who live in a community where a disaster has occured may differ in their degree of exposure in the event. They may be affected directly, being present at the disaster site, or indirectly, having loved ones present at the disaster site or seeing images of the disaster in the media."
Emergency responders are not portrayed in this film.
The Figure 1 website does not specify how the development of the system was funded.
The article focuses on the change in the French culture in reference to their policy on the health of immigrants and what that may lead to in terms of legislature reform. The article discusses an overall change to a more "compassionate" way in developing national laws.
This article has been referenced in various other articles and papers in regard to the socio-economic affects of disasters.
This study looks at subjects who lived in Fukushima at the time of the nuclear disaster. Specifically those who were under the age of 20 in 2015.
For first responders and technical professionals, this policy requires them to provide the emergency care needed to the patient despite the patients ability to pay. This policy puts to the value of someone's life higher than someone's economic status.
Personal experiences and other research articles from scholars and physicians were used to develop the arguments in this article.
The film provides direct footage of what goes on in the waiting room. It follows the triage nurse, several patients who come in through the waiting room, and several patients who come in from the ambulance. The film also has segments with doctors and social workers. This film does not present with scientific information but more of a real life account for the viewer to observe. The emotional appeal of the film is driven by the connection the viewer develops with some of the patients and ties to any personal experiences the viewer may have with emergency rooms.