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Based on what I have found thus far regarding narratives surrounding the socioeconomic state of New Orleans, there are two predominant ones I have come across: New Orleans as the “laggard,” the city of play but not work, of poor educational quality, and the other of New Orleans as a "comeback" city shaping to a knowledge-based economy following Hurricane Katrina. The former reminds me of racist stereotypes typically used to describe groups of people deemed not to fit within the white supremacist narrative of progress. The other, post-Hurricane Katrina narrative, is portrayed in the media as a phoenix rising from the ashes, one of the “most rapid and dramatic economic turnarounds in recent American history.” I felt an almost visceral reaction to the assertion of one article that “It would be wrong to say the hurricane destroyed New Orleans public schools, because there was so little worth saving even before the storm hit.” I cannot help but be reminded of “terra nullius,” the “empty land” narrative implemented by colonial powers to seize and control land, dismissing the people residing on the land as insignificant to their broader aim of economic and political dominance. In place of public schools, charter schools are perceived as an improvement—but what of the people who were displaced due to the storm and long to return, yet cannot afford to send their children to a charter school and would be forced to bus their kids across the city? Many people end up not returning to New Orleans as a result. I find it interesting to compare these pre- and post-Hurricane Katrina narratives of New Orleans with the information I find from sources such as this one: a shrinking African American population, fewer young people, less affordable housing, increased segregation, etcetera. What do these demographic changes in the city imply for the “ecosystem” deemed ideal for Innovation hubs? As this article asserts, “New Orleans is making a big name for itself among innovative industries and entrepreneurs and the city’s unique vibe plays a big role in that.” On the other hand, City Councilmember Kristen Palmer asserts that “People have been consistently pushed out…If we lose our people and our culture, we lose our city.” What implication does this “burst” in innovation in New Orleans have for both the Anthropocenics of the city as well as its culture, a culture that is stereotyped as one long “party” with intermittent “emptiness,” as opposed to the realities of the people who have resided in the city for generations, or even the people who moved away after the Hurricane and long to return but to no avail? I am curious to see how education, job training (or lack thereof), and issues of housing feed into the anthropocenics of the city. How do grassroots, social justice and environmentalist activists and organizations (such as this one) perceive the changes in the city following the Hurricane compared to innovation hub technicians and CEOs? How do the social and environmental outcomes of Hurricane Katrina fit within the history of "natural" disasters and climate change in New Orleans? I think it is important to keep articles such as this one central to our focus as we move forward with this project.

I’m interested in how universities, cities, and corporations develop the physical embodiment of the knowledge economy in U.S. city centers in an attempt to foster global connections, and the effect this tends to have on historically black and brown communities. What I find interesting about New Orleans is the manner in which following Hurricane Katrina (which some allege was a human-made disaster), gentrification of the city was spurred on, particularly as predominantly young, white people seeking to work in tech start-ups and corporations moved in to what is deemed yet another potential site for “Innovation.” This made room for corporations and richer residents to move in at the expense of working-class neighborhoods . As council member James Gray argued, “The area desperately needs activity and development…if the city of New Orleans is going to recover, if the Lower Ninth is going to recover- we need development. We cannot turn it away.” I came across an advertisement for an event hosted by INNO that will be held in New Orleans for a “global innovation conference” whereby innovators can “forge the connections that matter.” While I am in the preliminary stages of my research in Houston regarding the Innovation District being built in Midtown Houston, I see astonishing parallels with New Orleans and similar questions arise. Many of the employees at tech companies I have interviewed thus far speak of the notion of the “ecosystem”: the confluence of higher educational institutions, cities, corporations, and start-ups that provides the ideal environment for businesses to thrive and innovation to flourish. However, who is included in this ecosystem and who is left out? What implications (if any) does the use of such environmental terms (ecosystem) to describe innovation economies have for the anthropocene? What does innovation mean and who does it benefit? How do these innovation districts and corridors potentially exacerbate racial inequity in the city, even as they claim to be working for the benefit of all? How do infrastructural neglect and gentrification contribute to health, educational, economic, and environmental disparities, and will innovation in any way seek to address these issues, or merely perpetuate the status quo?

I'm also interested in the narratives that arise surrounding natural disasters, particularly the linear fashion in which events are described. There is a beginning, middle, and end supposedly: but what about before and after, and what about the reoccurence of these disasters? In what ways do these narratives leave out the stories of people who did not get to see the "silver lining" of a disaster? Who did not get to witness the rebuilding of the city? Many of those people moved to Houston and went through another hurricane, Hurricane Harvey. It would be interesting to trace the connections between these two cities. 

Finally, in relation to the topic of slavery, I am interested in the surge of conversations surrounding reparations, particularly in New Orleans and Houston in light of the uneven effects of hurricanes on certain populations. I am intrigued both by memorialization of slavery as well as attempts by elected officials such as Representative Sheila Jackson Lee of Houston and celebrities such as Danny Glover to conduct research (bill H.R. 40) on how to compensate for the U.S.'s history and presence of slavery and racism.

1. “…large­-scale social forces—racism, gender inequality, poverty, political violence and war, and sometimes the very policies that address them—often determine who falls ill and who has access to care.”
2. "the holy grail of modern medicine remains the search for the molecular basis of disease."
3. "In some senses, the model is simple: clinical and community barriers to care are removed as diagnosis and treatment are declared a public good and made available free of charge to patients living in poverty."
4. "The poor are the natural constituents of public health, and physicians ... are the natural attourneys of the poor."

This report addresses the issues of bias and discrimination, which is important for technical professionals to know so that they can avoid making these errors in judgement and provide proper standard of care to everyone. This is important because 19% of the respondents were refused treatment at one point, which is absolutely terrible. 

1. I first looked up travel to and from Liberia during the Ebola outbreak, since it had been seized. There was a ban, which has since been lifted after, but people coming to and from West Africa are still screened and recommended to visit physicians. As of mid-2015 there wa still a 21 day monitoring period needed. http://www.infectioncontroltoday.com/news/2015/05/cdc-downgrades-travel…'
2. I was interested if there had been any progress on treatment for Ebola, but found that the main form of treatment is supportive care. Doctors are informed to provide IV fluid and ensure that the patient's immune response and other bodily functions are functioning properly. A vaccine is being worked on but has not gone through a trial to prove safety and effectiveness. https://www.cdc.gov/vhf/ebola/treatment/index.html
3. I looked further into the vaccine being produced for Ebola. Currently, there is a combined phase 2 and phase 3 trial occurring in Sierra Leone called STRIVE (Sierra Leone Trial to Introduce a Vaccine against Ebola). The study is unblinded, so patients know whether or not they have received the vaccine. The vaccine is a rVSV-ZEBOV, or recombinant Vesicular Stomatitis Virus Zaire ebolavirus vaccine. This vaccine is also being used in phase 2 and phase 3 trials in Guinea and Liberia http://www.cdc.gov/vhf/ebola/strive/qa.html

The authors range from a variety of institutions including: Stockholm International Peace Research Institute in Sweden, Karolinska Institute in Sweden, Fafo Research Institute in Norway, and King's College London in the UK. The main author, Ludvig Foghammar, seems to have a lot of knowledge in economics, political science, and global health (according to his LinkedIn). He has served as Officer for European Affairs for the Swedish Embassy in Vienna, and a researcher at the Stockholm International Peace Research Institute. 

OSHA is constantly releasing publications about new chemicals found in the workplace with risks and regulations that should be put in place. The archive on their website is vast with publications about anything ranging from Ebola, to Hand and power tools. 

While this policy doesn't directly address public health, it does concern the rights and protection of displaced persons. They recognize the stressful situations that refugees are in and that welfare resources will be needed to help them. They discuss housing rights and rights to public education. While these might not be medical treatments, they would help with public health and are associated with overall well-being of these refugees. 

Because this is an academy, it does have tuition and fees. They are outlined as: Tuition, per credit hour: $981. Academic Support Fee, per semester: $420. Additional Fees (mandatory):$590 -- (Student Activity: $120, Health Center: $320, Reily Center: $150). Medical Insurance, per academic year: $3,030. Assuming people don't waive the medical insurance, take 16 credit hours (as is the norm for RPI), the yearly cost is: $20,156. 

The Provost's Office provides students up to $500 for travel needed to present a poster or paper at a conference. There are other opportunities to be granted money with the purpose of travel for conferences or training opportunities. 

Other than this information, I could not find who else would fund this academy. I can assume that Tulane takes on part of the burden as well as governmental agencies in their partner countries. 

The main point of this article is that there is a crisis in Canada regarding mental health and suicide. Specifically within the Inuit population, a group of Aboriginal People in northern Canada. This issue has been ongoing for many decades, and despite the calls for emergency and the recognition of a crisis, little work has been done to help and prevent further suicide attempts.