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EiJ Santa Ana GroundTruth Hazardous Waste

Organizational Profile: EPA Region 9

EiJ Fall 2024: Group 18 Combo Disaster Case Study (Tom Hawkins Elementary, San Joaquin County)

This case study report was developed by students at the University of California Irvine for the undergraduate class, “Environmental Injustice,” taught by Kim Fortun, Margaux Fisher, Gina Hakim, Pre

EiJ Fall 2022: Group 19 Combo Disaster Case Study (Franklin High School, San Joaquin County)

This case study report was developed by students at the University of California Irvine for the undergraduate class, “Environmental Injustice,” taught by Kim Fortun, Margaux Fisher, Gina Hakim, Pre

EiJ Fall 2022: Group 20 Combo Case Study (Edison Middle School, Kern County)

This case study report was developed by students at the University of California Irvine for the undergraduate class, “Environmental Injustice,” taught by Kim Fortun, Margaux Fisher, Gina Hakim, Pre

EiJ 2022: Group 24 Slow Disaster Case Study (Dinuba High School)

This case study report was developed by students at the University of California Irvine for the undergraduate class, “Environmental Injustice,” taught by Kim Fortun, Margaux Fisher, Gina Hakim, Pre

EiJ Fall 2022: Group 14 Slow Disaster Case Study (Sherman Elementary, San Diego County)

This case study report was developed by students at the University of California Irvine for the undergraduate class, “Environmental Injustice,” taught by Kim Fortun, Margaux Fisher, Gina Hakim, Pre

AK COVID-Development Studies Intersections

Aalok Khandekar

Annotation of

Transnational STS COVID-19 Project Participants

In response to

Where are you situated as COVID-19 plays out? What backstories shape your engagement with COVID-19? How can you be contacted? What questions and settings are you especially interested in following?

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?

pece_annotation_1476050375

joerene.aviles

Annotation of

Robert T. Stafford Disaster Relief and Emergency Assistance Act, 42 U.S.C. §§ 5121-5207

In response to

Describe the history of the policy. Was it created in response to or to support existing policy or legislation?

The policy was created in 1988; it was created to support previous legislation, such as the Disaster Relief Act of 1970, which was amended in 1974 by President Nixon.

pece_annotation_1478472538

joerene.aviles

Annotation of

FIRST RESPONDERS’ ENVIRONMENTAL LIABILITY DUE TO MASS DECONTAMINATION RUNOFF

In response to

Describe the history of the policy. Was it created in response to or to support existing policy or legislation?

The policy was created in in 1999 after concerns brought up by the Team Leader of the Chemical Weapons Improved Response Team (CWIRT), U.S. Army Soldier and Biological Chemical Command over whether first responders to WMD (weapons of mass destruction) incidents were liable for pollution and other environmental consequences of their decontamination/ life-saving efforts.