EiJ Hazard: PFAS
FOR ECOGOVLAB/CCEJP CURRICULUM: Use this as a research resource during 11th and 12th Grade Lesson 2 on Hazards.
FOR ECOGOVLAB/CCEJP CURRICULUM: Use this as a research resource during 11th and 12th Grade Lesson 2 on Hazards.
I hope to be involved in projects that aim to gather scientific evidence to inform environmental decision making and advocate for greater equity and justice in environmental governance. Through this work, I hope to learn the skills needed to engage in community based research and leverage community knowledge as expert knowledge. In my department, things are often siloed and issues are only seen through one perspective. I really want to gain more experience in collaborating with a wide array of stakeholders to come up with approaches to mitigate the environmental injustices experienced in under-resourced communities.
This reseach and teaching collective supports researchers and educators working against environmental injustice in diverse settings, in diverse ways. It is open to all, including students who
Sonja argues that no one is prepared for nuclear disasters, and that there should be planning, training, and resources available for these disasters.
The research is mostly done observationally, from Good’s own experiences trying to do other research in Turkey
How is emergency response addressed in the article or report:
It isn’t, but the take-aways of trying to access a patient’s history through the lens of their narrative help to explain the difficulty of getting at the root issue while dealing with a patient
Epidemics following natural disasters do not occur because of chaos or dead bodies, which was thought to be the root cause. The primary cause of illness is actually population displacement, and the disruptions in food supply, sanitation, and availability of healthcare that it causes.
A GoogleDoc link to a bibliogrpahy about PFAS in Santa Ana and community-led responses