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EIJ Fall 2022: Group 15 Combo Disaster Case Study (Del Dios Academy of Arts and Sciences, 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

EIJ Fall 2022: Group 19 Slow 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 16 Slow Disaster Case Study (Jefferson Elementary, Fresno 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 15 Fast 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

EIJ Fall 2022: Group 22 Slow Disaster Case Study (Slover Mountain High, San Bernardino 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 6 Slow Disaster Case Study (Huntington Park Senior High School, Los Angeles 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?

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Annotation of

Hurricane Irene 8 Dead 2 Million Without Power

In response to

How are hazards / risks distributed among different groups?

In this case, the hazard is distributed differently in the sense of geography because areas near the Eastern shore have had much greater damage rather than ones far away from the Eastern shore.

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Annotation of

Newark Leads the Way in Planning for Climate Change

In response to

What initiatives (research, activism, education, etc.) are illustrative of this organization’s work?

The organization called Resilience Action Plan (RAP) team is a newly formed organization so they did not get a chance to do something yet from looking in the article.

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Annotation of

Citizen Science in Newark, New Jersey

In response to

How are agencies/companies helping to minimize this hazard.

In this article, the researchers from the Environmental Protection Agency (EPA) came up with a portable air sensor that can measure the levels of the particulate matter and nitrogen oxide in order to get data from the areas that are directly being affected by air pollution.