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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.

The authors are Stephen Collier, PhD and Andrew Lakoff, PhD. Dr, Collier is an associate professor of international affairs at UC Berkeley. He is an anthropologist by training, and focuses his research on a variety of political schools of thought and their applications. Dr, Lakoff is an associate professor of sociology and focuses his research globalization, biomedical innovation and the history of human sciences.

The stakeholders in the film would be the doctors, the local health ministry, and the patients themselves. The doctors were the most focused on, and they were put into a lot of situations in which they were the sole decision makers. However, many times the decisions weren't life or death, but death or comfort. For instance, Davinder was in a situation where a child was inexplicably swelling all over his body. The doctors weren't well equipped for diagnosing his illness, and thus the child was doomed to worsen and die. A nurse informed him that the mother had taken the child and left, to which Davinder remarked that he couldn't blame them. He believed the comfort of the child in somewhere without his care was worth just as much as, if not more than, his care in the hospital. This was quite different than Kiara's opinion that they needed to stay in the hospital. She blamed it on a lack of confidence in medical ability, while he saw it as being human.

Following the time on the mission, the doctors all had to decide what was next. Dr. Brasher left MSF to practice medicine in Paris, while Dr. Gill went to Australia to become a pediatrician, with no plans of returning to MSF. Dr. Lapora was promoted to Emergency Coordinator, and established three more missions in other parts of the world. Dr. Krueger still works with MSF and has been on a number of other missions. All of the doctors continued medicine, but their experiences in Liberia dictated their plans on whether to continue this service.  

The author references this article in a number of his other works. 

THe bibilography is made up mostly of other research articles and studies, suggesting this paper is more technical in nature than discussive. There is little to no opinion given, rather hard facts and statistics.

Users for I've-Been-Violated just put in name, phone number, and email. It also documents location, sound, and video when you activate the service. 

The other two apps require registration with the system, though if you register for one, you aren't able to just use the same login for the other. The registration just asks for email and password. Not sure if it asks for more later, as the app was really glitchy when I tried.

The author is making the point that we are too caught up in the numbers and facts of medicine, and we need to go back to the narrative. The details that come with a patient's history and social actions contribute a great deal to outcome and treatment. The author supports this with several examples of cases he has had or heard of and how they changed his view of a treatment. 

The program is divided into three sub-programs: Radiation Disaster Medicine, Radioactivity Environmental Protection, and Radioactivity Social Recovery. The Radiation Disaster Medicine course is a four year PhD program, for those who already have professional degrees (medicine, pharmacy, dentistry, etc.) and master’s degrees (medical physics). The Radioactivity Environmental Protection course is a five year program for students who have completed a bachelors or masters in a related field. The Radioactivity Social Recovery course is a five year program for students with a bachelors or master’s. The curriculum is broken down into common subjects, specialized subjects, fieldwork, and internships.