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.
Website with an excellent (and brief) explanation of fair use to copyrighted materials, along with a useful fair-use checklist that can be used to assist in fair-use analysis.
This policy guide explains the basics of American copyright law as it concerns universities, scholars, and scholarly publishers.
Detailed research into historical cases was done to produce the claims and arguements presented in this article. No new investigation was conducted to obtain support for the arguement, and the historical cases were used to draw ties with the ongoing investigations taking place at the World Trade Center site.
The programs are targeted at students and health professionals, educating them in the Center’s mission and providing them with training and education opportunities.
“ Living with long-term stress related to loss of family, community, jobs, and social security as well as the continuous struggle for a decent life in unsettled life circumstances, they manifest what we are calling ‘chronic disaster syndrome.’”
“One of the recurring themes that we heard from those who were still displaced in trailers or temporary living situations (e.g., with relatives), but more so from those who had returned and were, in a few cases, back in their homes, was that, even if the neighborhoods were being rebuilt, people had lost so much that nothing would never be the same.”
“But the failure of an effective recovery in New Orleans has created yet another kind of “disaster”—the ongoing disaster. New Orleans offers an example of the perpetuation of a “state of emergency” that was initiated by Katrina but has been sustained by ongoing politicoeconomic machinery—a machinery that ultimately needs to “have a disaster” to justify its existence.”
“Studies of traumatic event experience have shown that most people who experience an event do not develop psychopathology”
"Persons who live in a community where a disaster has occured may differ in their degree of exposure in the event. They may be affected directly, being present at the disaster site, or indirectly, having loved ones present at the disaster site or seeing images of the disaster in the media."
“The key functions of pre-disaster preparation efforts are to prevent or minimize exposure to potentially traumatic disaster-related events and reduce likelihood of additional post-disaster stressors, which are both associated with post-disaster mental disorders. Local governments and communities can reduce the likelihood and severity of disaster exposure”
A GoogleDoc link to a bibliogrpahy about PFAS in Santa Ana and community-led responses