Because all elements of this course are delivered online it is likely you will find it easier to follow the course plan through the Canvas Site This Google Doc version of our syllabus contains the same information To assist with organization and legibility it is organized in Chapters This is a lot of information You do not need to memorize all of this You will receive reminders nudges and explanations and have many opportunities to ask questions 1
Created by Melissa Harris Perry harrismv wfu edu 2020
August
Students will understand roles played by federal state and local governments private industry and media in racialized disasters
Students will develop and deepen knowledge of disaster mitigation planning and policy strategies with a specific focus on the effects of these policies in racialized communities
Students will understand the ways and reasons race and class are associated with differential vulnerabilities and levels of community resilience
Professor Melissa Harris Perry Maya Angelou Presidential Chair Department of Politics and International Affairs
What is disaster Are disasters simply tragic but natural occurrences with devastating but equal consequences for all individuals and communities within an affected area Is it useful to think of disaster as the unequal distribution of risk vulnerability and resources existing long before a storm gathers on the horizon These are some of the questions we will explore in this course This semester we will study aspects of several contemporary American disasters Hurricane Katrina 2005 Hurricane Maria 201 and the COVID 1 Pandemic 2020 In addition we will consider several historical and comparative cases Through these cases we will explore social political economic and racial dynamics operating prior to during and following major disasters with the goal of understanding how race and racialized policy choices impact vulnerability and resilience
POL 210 B Disaster Race and American Politics Fall 2020
Students will understand how race affects short and long term recovery and rebuilding Students will gain analytic skills to apply to future disaster circumstances
Students will create actionable strategic plans for future disaster circumstances
Students will gain competency with professional and scholarly analysis speaking and writing
LEARNING OBJECTIVES
TABLE OF CONTENTS ABOUT YOUR PROFESSOR Bio Contact Office Hours CLASS MEETINGS SCHEDULE Sections Times Pro Tips Wellness CLASS POLICIES Expectations Code of Conduct Tools Books ASSESSMENTS Assignments Rubrics Grade Scale MODULES MODULE 1 Getting Started MODULE 2 What is Disaster MODULE 3 Pick Your Own Disaster MODULE 4 Writing and Reflection I MODULE 5 Hurricane Katrina 2005 MODULE 6 Hurricane Maria 201 MODULE 7 Writing and Reflection II MODULE 8 COVID 1 2020 MODULE 9 Final Project MODULE 10 Beyond the Classroom Experiences 2 Created by Melissa Harris Perry harrismv wfu edu August 2020
ABOUT YOUR PROFESSOR MELISSA HARRIS PERRY Maya Angelou Presidential Chair Department of Politics and International Affairs Women Gender and Sexuality Studies Founder and President Anna Julia Cooper Center She Her Hers harrismv wfu edu mharrisperry mharrisperry MelissaHarrisPerry com VIRTUAL OFFICE HOURS Weekly Thursdays 1 00 PM ET 3 00 PM ET To join Prof MHP for office hours 1 Make an appointment by 00AM on Thursdays using YOU CAN BOOK ME 2 Join using the Zoom link which will be sent to you by the reminder system 3 If these hours do not fit your schedule send an email to Prof MHP requesting a different day or time EMAIL POLICY Professor Harris Perry typically responds to all necessary and appropriate emails directly related to course matters within 3 business days Professor Harris Perry does not respond to unsolicited student emails from Friday at 3 00 PM until Monday at 1 2 00PM unless specifically designated Please be aware that Professor Harris Perry will provide regular updates to the syllabus and various course materials on CANVAS MORE ABOUT PROF MHP Watch the video here Office Hours Playlist I ll Be There Mariah Carey PRO TIPS ABOUT PROF MHP How to address me Professor Harris Perry Professor MHP Prof MHP Prof are all acceptable Melissa is not I get a lot of email A lot If you don t get an immediate response do not take it personally I am probably just doing all the things and will respond as soon as I can Teaching and learning online is weird and new and stressful If you get stuck about small or big issues please ask for help I love adore write about Beyonce Feel free to illustrate any communications with appropriate Beyonce GIFS For example this is how I feel about our semester beginning 3 Created by Melissa Harris Perry harrismv wfu edu August 2020
harrismv wfu edu August 2020
All elements of this class will be entirely This course use section This class is unusually large for a Wake Forest POL course 30 35 To preserve ability to have meaningful discussion and build an engaged community we will have three 3 Zoom section each week
different
CLASS MEETING SCHEDULE CLASS MEETINGS
meetings
a combination of asynchronous readings videos assignments and discussion along with a weekly ZOOM discussion
Students need to attend just ONE 1 session each week Professor Harris Perry will be present in every section every week
Each synchronous discussion section will last just one 1 hour and cover similar material All Zoom meetings will be recorded with consent and posted to the Canvas site each week
online
There are several ALL CLASS synchronous Zoom meetings scheduled throughout the semester When we have an ALL CLASS meeting the sections will not meet that week Please refer to the Syllabus and Canvas site for these dates We will host several guest speakers throughout the semester Speakers may be scheduled at times that do not coincide with any of the sections SECTION A Weekly Tuesday 3 00 4 00 PM ET SECTION B Weekly Wednesday 3 00 4 00 PM ET SECTION C Weekly Wednesday 5 00 6 00 PM ET ALL CLASS MEETING Intermittent Wednesdays 3 00 4 00 PM ET GUEST SPEAKERS See Module 10 See Module 10 4 Created by Melissa
Typically students should attend their designated Zoom section at the same time each week but if circumstances make it impossible to attend the designated session students should try to attend a different session If it is impossible to attend any synchronous sessions students will have access to the Zoom recordings to review asynchronously Harris Perry
will
our
PRO TIPS FOR ATTENDING CLASS MEETINGS Do your best to attend your designated section If you can t make your section discussion live do your best to watch the discussion even with great readings and videos there is always a lot to learn from each other When possible please use your camera while on Zoom This will help us to build community This is not a requirement Please use your MUTE function when not speaking It will improve overall sound quality for everyone When possible use reaction functions to react to other members of the class and to raise your hand The chat function will be available in each section So use it to ask questions and contribute even if you don t have a chance to talk during the Zoom See Zoom Guidelines linked to Canvas site Health and Wellbeing We are living and learning in the midst of a global pandemic No assignment meeting discussion or any other aspect of this class is more important than our individual and collective physical mental and emotional health
PRO TIPS for HEALTH and WELL BEING Drink more water than you think you need When possible take a nap Feel free to stand up or move around during class Just turn off the camera if it will be distracting to others Do you need a bit more support The Counseling Center is a great place to start On campus Complete daily wellness screenings on SNEEZSAFE 5 Created by Melissa Harris Perry harrismv wfu edu August 2020
Please be familiar with and follow the guidelines established by Wake Forest University outlined in Our Way Forward Please prioritize your health and the health of others If any assignments meetings or expectations of class are likely to negatively impact your health please opt out and discuss alternatives with Prof MHP This will be a semester of high expectations and substantial flexibility Prof MHP will seek to create a fair and equitable learning environment As a member of this class you have a right to learn and to engage in a meaningful way If technology software hardware meeting times or any other aspects of this course present meaningful barriers to your ability to learn and engage please discuss these concerns with Professor Harris Perry We will find a solution
CLASS POLICIES Late Assignment Policy
Typically students are expected to attend one synchronous session each week Missing more than Four 4 unexcused synchronous sessions during the semester will result in 1 3 letter grade reduction from the final grade of the course However students can be excused from synchronous sessions for a variety of valid concerns including health concerns WiFi or computer access issues familial or personal responsibilities and challenges associated with this unprecedented time Academic Integrity Plagiarism is a serious violation of ethical conduct and academic integrity Plagiarism need not be intentional All cases of plagiarism the theft of words ideas sources and conclusions whether from written audio oral or digital materials is unacceptable At the same time learning and completing assignments online can make it difficult to discern precisely how to ensure your use of sources information images and ideas is appropriate Please see the Canvas site for a primer about Academic Integrity and proper citation practices online And if you are stuck or confused ask COVID 19 Conduct Due to COVID 1 our campus is operating with new Code of Conduct rules and a Student Compact for COVID 1 prevention Please be aware of these and protect yourself and others 6 Created by Melissa Harris Perry harrismv wfu edu August 2020
All students have TWO Free Passes to be used on any assignments except the final group project This means any TWO 2 assignment can be turned in up to 4 hours late with no questions asked and no negative consequences for the grade After the two 2 Free Passes are used any assignment submitted late will be subject to the late assignment policy Assignments submitted late will lose 1 3 letter grade for any late submission within the first 4 hours Each additional 24 hours results in another 1 3 letter grade reduction Exceptions to this policy will only be made for emergencies or health challenges that are documented by a physician university administrator or other reasonable source If any student or student s family members becomes ill during the semester the late assignment policy will be adjusted appropriately to accommodate all concerns Attendance Policies
Students with disabilities requiring accommodations should contact Professor Harris Perry no later than September 3 2020 to ensure appropriate accommodations are available Be certain to also connect with the Office of Disability Services at Wake Forest
Wake Forest offers trained peer tutors and effective writing and assignment assistance through The Writing Center Wake Forest University This is a great resource if you need assistance with course assignments Created by Melissa Harris Perry harrismv wfu edu August 2020
Expectations for Classroom Conduct
7
We acknowledge that racism sexism heterosexism classism ableism and other forms of interpersonal and institutionalized forms of inequality exist in society This does not mean we all agree on the causes consequences or solutions for these forms of inequality It does mean we agree to do our best to better understand them refrain from repeating misinformation and refrain from personal attack No student is expected to have all the answers Mistakes and questions are welcomed in the spirit of cooperative learning We will work to create an atmosphere where We keep an open mind and listen Everyone is valued and respected Everyone can work and learn Everyone engages in the thoughtful presentation of ideas shares the floor and can critically assess each other s ideas No individual is ridiculed or demeaned for sharing personal experiences and ideas Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed No individual is expected to be a representative spokesperson for a given group of people given there is intra group diversity of skills beliefs attitudes and behaviors
Tutoring and Writing Assistance
Learning and teaching virtually during a global pandemic is difficult We will proceed with empathy for one another kindness towards ourselves and enthusiasm for our collective journey We will each do our very best to be present and prepared in our synchronous and asynchronous learning environments
Disability and Accommodations
CLASS COMPUTING TOOLS for CLASS Canvas Canvas is the official learning management system of Wake Forest University Canvas Videos by WFU Zoom Zoom is a simple and powerful video conferencing solution compatible with all major platforms We will use Zoom independent of Canvas Zoom Tutorials ITG Help pages on Zoom Shared Google Drive We will use a shared drive Google Drive to store search and access files as a class Using Shared Drives Hypothesis Hypothesis is a conversation layer over the entire web that works everywhere for collaborative annotation We will use Hypothesis in Canvas REQUIRED BOOKS AND ARTICLES Most assigned readings are available through links on our Canvas site You will only need to have the following texts You are welcome to have these texts in hard copy or in a digital kindle ebook form Please see Module 3 to choose which of these two texts you will purchase Eric Klinenberg Heat Wave: Social Autopsy of a Disaster OR Philip Fradkin The Great Earthquake and Firestorms of 1906: How San Francisco Nearly Destroyed Itself 8 Created by Melissa Harris Perry harrismv wfu edu August 2020
ASSESSMENTS Students earn points for various asynchronous and synchronous assignments and activities throughout the semester Points translate into the following grading scale NOTE Prof MHP reserves the right to make changes to point allocations and scale with reasonable notice A 2 0 C 205 21 A 265 2 C 1 0 204 B 250 264 C 1 5 1 B 235 24 D 160 1 4 B 220 234 F 15 and below COURSE ENGAGEMENT All students are expected to be actively engaged in the course ACTIVITY POINTS PER ASSIGNMENT MAX POINTS POSSIBLE Attendance and Participation in Synchronous Class Sessions 0 did not attend 1 attended 2 substantive participation 30 Annotating Assigned Readings using Hypothesis 0 did not annotate 1 annotated 2 substantive contributions 30 Weekly Response to Discussion Board Prompts Students are expected to post SEVEN times during the semester Each entry can be posted as video audio or text Audio and video should not exceed 4 minutes Text should not exceed 50 words Students are encouraged to respond to engage with other student posts as well 0 did not post 1 responded to prompt 2 good post little or no response to other students 3 good post engaged with other student posts 4 high quality substantive response to prompt little or no response to other students 5 high quality substantive response to prompt and engage with other student posts 35 TOTAL POSSIBLE COURSE ENGAGEMENT POINTS 95 9 Created by Melissa Harris Perry harrismv wfu edu August 2020
Individual Assignments All students will produce ONE 1 policy brief and ONE 1 Public Service Announcement The policy brief is expected to be 2 3 single spaced pages in length The Public Service Announcement will be video or audio and should not exceed 2 minutes in length See Canvas for full description and due dates ACTIVITY POINTS PER ASSIGNMENT MAX POINTS POSSIBLE Policy Brief See description on Canvas for full explanation of expectations for policy brief 50 Public Service Announcement See description on Canvas for full explanation of expectations for PSA 50 TOTAL POLICY BRIEF POINTS POSSIBLE 100 FINAL GROUP PROJECT DISASTER PREPAREDNESS HANDBOOK All students will work collaboratively in groups of 5 to create a disaster preparedness handbook See Canvas for full description and rubric for each element and due dates of the final project ACTIVITY POINTS PER ASSIGNMENT MAX POINTS POSSIBLE Project Proposal Brief description of project content and design plans and group members roles 10 Project Outline Outline of project including sources and design 25 Project Presentation Group presentation of final project to class 10 Final Project Submission Final handbook 50 Peer Evaluation Assessment of contributions of each group member to the final project 10 TOTAL FINAL PROJECT POINTS POSSIBLE 105 10 Created by Melissa Harris Perry harrismv wfu edu August 2020
BEYOND THE CLASSROOM EXPERIENCES BTCE Professor Harris Perry will make a variety of virtual asynchronous and synchronous experiences available for students to engage issues and ideas raised throughout the course Students will submit brief reflections video audio or written in response to these experiences See Canvas for BTCE Reflection Rubric Students are welcome to engage in more than 30 points worth of activities but can only earn up to 50 points in total for BTCE activities dn reflections ACTIVITY POINTS PER ACTIVITY MAX POINTS POSSIBLE Guest Speakers 10 for attendance and reflection 30 BTCE Webinars Digital Events 5 for attendance and reflection 20 Various as made available 5 for attendance and reflection 20 TOTAL TOTAL BTCE POINTS POSSIBLE 30 11 Created by Melissa Harris Perry harrismv wfu edu August 2020
COURSE MODULES GETTING STARTED Playlist Black Eyed Peas Let s Get it Started MODULE DATES Wednesday August 26 MODULE 1 QUESTIONS Who are we What are we doing How are we doing it Read Watch Before Synchronous Session Watch Professor Harris Perry s Introduction Video Login to the Canvas site and look around to familiarize yourself with the upcoming content expectations and tools Post any questions to the Getting Started Q&A discussion thread Synchronous Sessions Zoom Link ALL CLASS Wednesday August 26 3 00 4 00 PM Assignments 1 Complete GETTING STARTED student survey 2 Use GETTING STARTED Class Introductions Discussion Board on Canvas to Introduce yourself by video no more than 3 minutes You may choose to make an audio recording or submit a brief 2 paragraph written introduction if you are unable or unwilling to make an introduction video PRO TIPS FOR GETTING STARTED If you have not used Canvas before please consider taking a Canvas for Students self guided training before we begin Download and install Zoom using your WFU email This will ensure you are allowed into WFU courses and Zoom meetings If you have never used Hypothesis before take some time to become familiar with it Student Quick Start Guide for Hypothesis 12 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 2 DEFINING DISASTERS Playlist REM It s the End of the World MODULE 2 DATES 2 1 September 1 2 2 2 September MODULE 2 QUESTIONS What is disaster How do scholars practitioners and activists approach disaster differently How does our understanding of disaster planning change with different definitions of disaster 2.1 RISK MANAGEMENT AND RESPONSE SEPTEMBER 1 2 Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 2 1 Read and Digitally Annotate in Hypothesis National Research Council 200 Successful Response Starts with a Map: Improving Geospatial Support for Disaster Management Washington DC The National Academies Press Read David A McEntire 2004 The Status of Emergency Management Theory Issues Barriers and Recommendations for Improved Scholarship Read by skimming The 201 Governors Guide to Homeland Security Watch FEMA Ready Gov PSA Plan for disaster during Covid 30 Watch Disaster Assistance Myths FEMA on Floods 2020 1 42 Watch FEMA Things to Know Before a Disaster 1 50 2.1 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Sept 1 Wednesday Sept 2 Wednesday Sept 2 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET 13 Created by Melissa Harris Perry harrismv wfu edu August 2020
2.1 Assignments Respond to prompt on Module 2 1 Discussion board 2.1 PROMPT In one of the articles you read for today David McEntire writes emergency management may imply that we have total control in our ability to deal with the adverse occurrences we call disasters pp 5 Based on your the assigned readings and videos for today 1 do you agree or disagree with how McEntire characterizes the approach to emergency management 2 Indicate at least one strength and one weakness of our national approach to emergency management based as expressed in the readings videos for this week 2.2 DISASTER AS SOCIAL CONSTRUCT SOCIAL PROBLEM SEPTEMBER 8 9 Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 2 2 Watch Naomi Klein Disaster Capitalism minutes Read Chapter 5 What is a Disaster In Knowles Scott Gabriel The Disaster Experts: Mastering Risk in Modern America University of Pennsylvania Press, 2011 pp 10 14 Read and Digitally Annotate in Hypothesis 1 Introduction pp 1 20 and 2 Conclusion 1 1 of Remes Jacob Disaster Citizenship: Survivors, Solidarity, and Power in the Progressive Era University of Illinois Press 2016 Read Greater Impact How Disasters Affect People of Low Socioeconomic Status Substance Abuse and Mental Health Services Division Disaster Technical Assistance Center Supplemental Research Bulletin July 201 Read Watch Please Send Help Hurricane Harvey Victims Turn to Twitter and Facebook Time com August 201 1 page 2 min Video WATCH If You Have a Mobility Disability Earthquake Safety minutes 2.2 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C 14 Created by Melissa Harris Perry harrismv wfu edu August 2020
Tuesday Sept Wednesday Sept Wednesday Sept 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET USE PASSCODE USE PASSCODE USE PASSCODE 2.2 Assignments Respond to prompt on Module 2 2 Discussion board 2.2 Prompt This week we began to explore the idea of natural disasters as social problems For this discussion I want you to think about our contemporary media especially televised news media relative to this idea of disaster as social problem Typically televised media coverage focuses on the immediate impact of disasters and then fades quickly In what ways could television news media help change the way the public views disaster? What motivation incentives might help shift how television news media covers disaster? Use one or two concrete examples in your post Remember this is brief and is just a starting point for ideas and discussion 15 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 3 PICK YOUR OWN DISASTER Playlist Carole King I Feel The Earth Move Martha and the Vandellas Heat Wave MODULE 3 DATES 2 1 September 15 16 2 2 September 23 24 MODULE 3 QUESTIONS What can we learn from 20th century American society and politics from studying 20th century American disasters What questions should we surface when thinking of how race and class affect the experience of disaster 3.1 Pick Your Own Disaster Part I SEPTEMBER 15 16 For the next two weeks you will become an expert on one 20th Century disaster affecting a major U S city You will choose either the 1 1 06 San Francisco Earthquake or 2 1 5 Chicago Heat Wave Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 3 1 Option 1 is to study the 1 06 Earthquake If you choose this option please read Read Philip Fradkin The Great Earthquake and Firestorms of 1 06 How San Francisco Nearly Destroyed Itself SECTIONS I Before and II During pp 3 1 0 Option 2 is to study the 1 5 Chicago Heat Wave If you choose this option please read Read Eric Klinenberg Heat Wave: Social Autopsy of a Disaster Chapters 1 3 pp 1 164 MODULE 3.1 Synchronous Sessions Zoom Links SECTION A SECTION B SECTION C Tuesday Sept 15 Wednesday Sept 16 Wednesday Sept 16 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET 16 Created by Melissa Harris Perry harrismv wfu edu August 2020
3.1 Assignments Respond to prompt on Module 3 1 Discussion board 3 1 Prompt This week you picked your own disaster and read about either the 1 06 San Francisco Earthquake or the 1 5 Chicago Heat Wave Use this discussion board to help the other students in our class understand your case study Create a brief post that does three things 1 Offers a brief summary of the disaster what where when etc 2 Explain 2 reasons why you think this event has been included for our class to study 3 Shares one surprising fact or surprising perspective you have learned thus far in your reading 3.2 Pick Your Own Disaster Part II SEPTEMBER 23 23 Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 3 2 1906 Earthquake Read Philip Fradkin The Great Earthquake and Firestorms of 1 06 How San Francisco Nearly Destroyed Itself Section III After pp 15 341 Listen San Francisco 1 06 The Great Quake and Fires Stuff You Missed in History Class Podcast 1995 Heat Wave Read Eric Klienenberg Heat Wave: Social Autopsy of a Disaster Chapters 4 5 Conclusion Epilogue pp 165 242 Read and listen to embedded audio Chicago Heat Wave An Oral History Mike Thomas for Chicago Magazine. June 2015 3.2 Synchronous Sessions Zoom Links SECTION A SECTION B SECTION C Tuesday Sept 22 Wednesday Sept 23 Wednesday Sept 23 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET 17 Created by Melissa Harris Perry harrismv wfu edu August 2020
3.2 Assignment Respond to prompt on Module 3 2 Discussion board Prompt 3 2 Now that you have spent two weeks reading and discussing your case study disaster use this discussion board to indicate the top 2 3 takeaways What are 2 or 3 main ideas theories data conclusions or connections you consider to be crucial takeaways from your disaster 18 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 4 Writing and Reflection Playlist Kendrick Lamar Alright MODULE 4 DATES September 30 MODULE 4 QUESTIONS What have we learned What is still confusing What else do we need to know Read Watch Before Synchronous Session Watch Prof MHP Mini Lecture 4 No new reading material for this week We will have an optional ALL CLASS reflection session to ensure comprehension and engagement with material MODULE 4 Synchronous Sessions Zoom Link ALL CLASS Wednesday Sept 30 3 00 4 00 PM Project Proposal 10 points Please see Canvas for complete description and rubric. Your project proposal is a brief clear guide to your anticipated group project Think of this as a broad sketch that will become more clear and narrowed as your group works on the project It is fine if some elements of the project change as you move forward after all you can t be certain in the beginning of all you will discover and conclude as you read research and write The proposal needs to have the following elements 1. Group Members 3 to 5 Name Email address Special knowledge or technicals skills you expect will be valuable to the group for example experience making podcasts being a strong public speaker prior experience with the topic area etc 2. Anticipated Project Title What do you plan to title your project It is fine if this changes 19 Created by Melissa Harris Perry harrismv wfu edu August 2020
3. Primary area of investigation For what issue class of disasters potential future events are you preparing your disaster preparedness digital handbook 4. Target Audience You need to prepare this digital handbook for a particular reader audience This can be an individual policy maker or elected official or for an entire organization advocacy group or local government For example you might be crafting this project to discuss readiness for global climate change Great Are you preparing it for the city of Winston Salem For national disability rights advocates For public school superintendents The audience will determine a great deal about how your project proceeds Think about this carefully 5. Google Drive Folder. Create a Folder for your group in our shared Google drive Use it to drop documents shared resources etc 20 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 5 Hurricane Katrina 2005 Playlist Mos Def Dollar Day Katrina Clap Lil Wayne feat Robin Thicke Tie My Hands MODULE 5 DATES October 6 and October 13 and 14 MODULE 5 QUESTIONS What does Hurricane Katrina teach us about race in America What are the racial disasters that exist prior to during and following Hurricane Katrina How does Hurricane Katrina shift the landscape of racial politics in the US How do televised media affect our understanding of the crisis of Hurricane Katrina What does Hurricane Katrina reveal about environmental justice 5.1 No Such Thing As A Natural Disaster Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 5 1 Watch How Black Lives Matter Began with Hurricane Katrina minutes Read From New Orleans to Ferguson a Decade of Asserting Black Lives Matter Melissa Harris Perry and James Perry. The Nation. August 2015 Watch Hurricane Katrina Timeline of A Tragedy 3 31 minutes Ransby Barbara 2006 Katrina Black Women And The Deadly Discourse On Black Poverty In America Du Bois Review: Social Science Research on Race, 3 1 215 222 in Gregory Squires and Chester Hartman Editors There is No Such Thing as a Natural Disaster: Race, Class, and Hurricane Katrina Read and Annotate in Hypothesis Chester Hartman and Gregory D Squires Lessons from Katrina Structural Racism as a Recipe for Disaster Gregory Squires and Chester Hartman Editors There is No Such Thing as a Natural Disaster: Race, Class, and Hurricane Katrina Read and Annotate in Hypothesis Lieberman R 2006 The Storm Didn t Discriminate Katrina and the Politics of Color Blindness Du Bois Review: Social Science Research on Race, 3 1 22 Read and Annotate in Hypothesis Rivera Jason David and DeMond Shondell Miller Continually Neglected Situating Natural Disasters in the African American Experience Journal of Black Studies vol 3 no 4 200 pp 502 522 21 Created by Melissa Harris Perry harrismv wfu edu August 2020
Sharkey P 200 Survival and Death in New Orleans An Empirical Look at the Human Impact of Katrina Journal of Black Studies, 37 4 4 2 501 MODULE 5.1 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Oct 6 Wednesday Oct Wednesday Oct 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET MODULE 5.1 Assignments Respond to prompt for Module 5 1 Discussion board 5 1 Prompt The collection of scholarly essays by editors Gregory Squires and Chester Hartman asserts by its title that There is No Such Thing as a Natural Disaster" Do you agree If you agree what aspects of the Hurricane Katrina disaster contribute to this assessment that disasters are not natural If you disagree what aspects of the Hurricane Katrina disaster contribute to your assessment that disasters are indeed natural occurrences In what ways is it useful or not useful to reframe Hurricane Katrina as a not natural disaster 5.2 Hurricane Katrina Environmental Stories Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 5 2 Read and Watch Re Education of New Orleans Public Schools 10 years After Katrina This special report includes several written pieces with embedded videos Please watch and read as many as possible Each is brief Read and Annotate in Hypothesis Byrnes W Malcolm Climate Justice Hurricane Katrina and African American Environmentalism Journal of African American Studies vol 1 no 3 2014 pp 305 314 JSTOR Read WATERHOUSE C 200 Failed Plans and Planned Failures The Lower Ninth Ward Hurricane Katrina and the Continuing Story of Environmental Injustice In LEVITT J & WHITAKER M Eds Hurricane Katrina: America's Unnatural Disaster pp 156 1 2 LINCOLN LONDON University of Nebraska Press 22 Created by Melissa Harris Perry harrismv wfu edu August 2020
Read and Annotate in Hypothesis Rebroadcasting Katrina Blame Vulnerability and Post 2005 Disaster Commentary 2010 In WAILOO K DOWD J NEILL K & ANGLIN R Eds Katrina's Imprint: Race and Vulnerability in America pp 11 134 Rutgers University Press Read and Annotate in Hypothesis BOYD FRANKLIN N 2010 Racism Trauma and Resilience The Psychological Impact of Katrina In WAILOO K OÊ NEILL K DOWD J & ANGLIN R Eds Katrina's Imprint: Race and Vulnerability in America pp 4 Rutgers University Press Read Johnson G & Rainey S 200 Hurricane Katrina Impact on Three Historically Black Colleges and Universities HBCUs Voices from Displaced Students Race, Gender & Class, 14 1 2 100 11 MODULE 5.2 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Oct 13 Wednesday Oct 14 Wednesday Oct 14 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET MODULE 5.2 Assignments Respond to prompt for Module 5 2 Discussion board 5 2 Prompt This week we learned about several environmental conditions in New Orleans both before and after Hurricane Katrina climate public policy media schools and interpersonal Choose one story or environmental condition and explain how it helps us to better understand Hurricane Katrina Also how does this story of environmental condition help change how we might approach disaster planning in a broader sense 23 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 6 Hurricane Maria 2017 Playlist Santana Maria Maria Lin Manuel Miranda Almost Like Praying MODULE 6 DATES October 20 21 October 2 2 MODULE 6 QUESTIONS What are the lived experiences of Puertro Ricans experiencing and surviving Hurricane Maria What are the core lessons of Hurricane Maria for American politics How does the unique and marginal position of Puerto Rico within the American union affect the experiences of and responses to Hurricane Maria In what ways is Hurricane Maria unprecedented and in what ways is Hurricane Maria typical within the history of American disaster 6.1 What Happened Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 6 1 Watch P e Ric e a hea h c i i i a A e ica di a e (3:47) Watch Puerto Rico after Hurricane Maria We re American too why don t they help 4 Read and Annotate in Hypothesis Mortality in Puerto Rico after Hurricane Maria New England Journal of Medicine 201 3 162 1 0 Read and Annotate in Hypothesis The View from Puerto Rico Hurricane Maria and Its Aftermath Carmen Zorilla MD New England Journal of Medicine. 3 1 November 201 Read Pedro Caban Hurricane Maria s Aftermath Redefining Puerto Rico s Colonial Status Current HIstory February 201 LISTEN Lessons Learned from Hurricane Maria in Puerto Rico Don t Interrupt Me Por Favor podcast García López Gustavo A The Multiple Layers of Environmental Injustice in Contexts of Un natural Disasters The Case of Puerto Rico Post Hurricane Maria Environmental justice 11 3 201 101 10 24 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 6.1 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Oct 20 Wednesday Oct 21 Wednesday Oct 21 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET MODULE 6.1 Assignments Respond to prompt for Module 6 1 Discussion board Prompt 6 1 Immediately following Hurricane Maria President Trump was sharply criticized for being slow to sense the magnitude of the damage in Puerto Rico and unwilling to provide urgently needed help An example is the Sept 30 NY Time article Links to an external site 10 days after the storm made landfall in Puerto Rico Consider Trump s response to Hurricane Maria within the context of what we have learned of presidential responses to other moments of disaster in the 20th and 21st century Are the criticisms fair Given our expanding understanding of disaster are customary presidential visits to disaster areas important or counterproductive If you were advising the president in the context of Hurricane Maria what would you have suggested as a course of action Module 6.2 Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 6 2 Watch Puerto Rico Last Week Tonight with John Oliver April 2016 21 minutes NOTE this is an HBO show and there is some potentially offensive material You certainly may choose to NOT watch this LISTEN After Hurricane Maria Puerto Rico and the United States BackStory Podcast Transcript available here Read and Annotate in Hypothesis Bouncing Forward After Irma and Maria Acknowledging Colonialism Problematizing Resilience and Thinking Climate Justice Alex A Moulton 1University of the West Indies Mona Jamaica University of the West Indies Mona Jamaica and Mario R Machado Clark University Worcester Massachusetts 01610 USA Journal of Extreme Events 201 Read and Annotate in Hypothesis Hilda Lloréns 201 Ruin Nation NACLA Report on the Americas 50 2 154 15 25 Created by Melissa Harris Perry harrismv wfu edu August 2020
Reporting from the New York Times Puerto Rico A Debt Problem That Kept Boiling Over P R c D b C C a A Ca a : I Sc A d P R c F ca C : A N P S a d. MODULE 6.2 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Oct 2 Wednesday Oct 2 Wednesday Oct 2 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET MODULE6.2 Assignments Respond to prompt for Module 6 2 Discussion board 6 2 Prompt Now that you have had an opportunity to learn a bit more about Puerto Rico think about the preconditions for disaster we have discussed How does the unique and marginal position of Puerto Rico within the American union affect the experiences of and responses to Hurricane Maria Be specific and use one or two examples to support your point 26 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 7 Writing and Reflection II Playlist Michael Jackson You are Alone MODULE 7 DATES November 4 MODULE 7 QUESTIONS What have we learned What is still confusing What else do we need to know Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture No new reading material for this week We will have an ALL CLASS reflection session to ensure comprehension and engagement with material We can also discuss Tuesday s election MODULE 7 Synchronous Sessions Zoom Link ALL CLASS Wednesday November 4 3 00 4 00 PM MODULE 7 Assignments Public Service Announcement due FRIDAY November 6 at 9 00 PM Create a Public Service Announcement for the general public explaining how to be prepared for a disaster Your PSA should be 30 60 seconds You can record it as a full scale video or create a VoiceThread Learn more about VoiceThread here 1 Choose your disaster You may choose any of the disasters we have studied in this class including Covid 1 or a different kind of disaster You can be fairly traditional in your definition of disaster prepare for a major fire like those in California for example or very nontraditional how to prepare for sexism in the workplace for example However you MUST make a case that the issue you have chosen is a real disaster with some meaningful likelihood of happening I do not want to see disaster prep for alien invasion unless you have good data about the likelihood of intergalactic visitors 2 Do some research get the most current facts predictions reports etc Some of these statistics and references may be directly referenced in the PSA but others may not You will need to submit a list of at least FOUR 4 sources with links even if not all four sources are directly mentioned in the PSA 3 Choose an audience Your PSA needs to be directed toward the public not policy makers or 27 Created by Melissa Harris Perry harrismv wfu edu August 2020
organization leaders but you can choose a specific segment of the public For example you can record your PSA in Spanish and focus specifically on issues impacting Latinx communities Just provide me with an English translation for any PSAs in other languages You can focus on parents or on persons with disabilities or any other targeted group within the general public Think carefully about the specific needs vulnerabilities strength and concerns of your audience 4 Visual and Tone How will you grab and hold attention Will you use real people or graphics Is the tone serious emotional funny shocking Think carefully about your tone and how to convey your message visually 5 Create a script Keep your script to a few simple statements A 30 second PSA will typically require about 5 to concise assertions Highlight the major and minor points that you want to make Be sure the information presented in the PSA is based on up to date accurate research findings and or data 6 Storyboard your script This does not need to be fancy it is just for you In this case a Storyboard means to simply determine which visual images will appear with what lines of script Produce your PSA VoiceThread is ideal for this assignment but you are welcome to use other formats or even to produce an entire 30 60 second video The format should depend on your skill and comfort Please see Canvas site for rubric for this assignment Outline of Final Project Due Monday November 9 Each group will produce a clear outline of your final project that includes these elements Typically this will mean 1 3 paragraphs under each section The reference section MUST include at least 6 fully cited references Annotations can come with the final submission 1 Introduction Executive Summary 2 Statement of Overall Problem Disaster Concern 3 Relevance Statement Reasons why your audience and others should care 4 Summary and Analysis of Existing Research 5 Interview with at least one stakeholder can be up to 3 stakeholder interviews 6 Original Analysis Insights Clear Recommendations Publicity Relations Strategy and Example Annotated References 10 Names photos brief 1 3 sentence bios of each group members Please see Canvas site for full description and rubric for this assignment 28 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 8 COVID 19 Given the rapidly changing realities of reporting on and scholarship related to COVID 1 This module remains empty as it is still very much under construction in our lived experiences Playlist The 1 1 Influenza Blues iMarkkeyz Feat Cardi B Coronavirus Luke Combis Six Feet Apart MODULE 8 DATES November10 11 November 1 1 MODULE 8 QUESTIONS How is Covid 1 similar to or different from the disasters we have studied thus far How has Covid 1 intersected with the experience of more traditional natural disasters in 2020 for example hurricanes fires etc What have been our personal experiences with this disaster and how do these experiences shape our understanding of American politics How do race class and geography shape vulnerability and recovery in the COVID 1 disaster How should Covid 1 change disaster mitigation and preparation practices 8.1 Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 1 MODULE 8.1 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Nov 10 Wednesday Nov 11 Wednesday Nov 11 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET 8.1 Assignments Respond to prompt for Module 1 Discussion board 8.2 29 Created by Melissa Harris Perry harrismv wfu edu August 2020
Read Watch Before Synchronous Sessions Watch Prof MHP Mini Lecture 2 MODULE 8.2 Synchronous Sessions Zoom Link SECTION A SECTION B SECTION C Tuesday Nov 1 Wednesday Nov 1 Wednesday Nov 1 3 00 4 00 PM ET 3 00 4 00 PM ET 5 00 6 00 PM ET 8.2 Assignments Respond to prompt for Module 2 Discussion board THANKSGIVING BREAK 30 Created by Melissa Harris Perry harrismv wfu edu August 2020
MODULE 9 FINAL PROJECT MODULE 9 DATES DUE DATES October 1 00PM Project Proposal November 6 00 PM Project Outline December 1 10 00PM Project Presentation Asynch December 2 3 Section Times Project Presentation Synch December 11 12 00 Noon Project Final Submission December 11 5 00 PM Peer Evaluation FInal Project General Description Total 105 Points Working together in a small group 3 5 students you will apply what you have learned about disaster mitigation response and recovery to a non traditional contemporary disaster Together your group will produce an actionable Disaster Readiness Plan Project Proposal 10 points Your project proposal is a brief clear guide to your anticipated group project Think of this as a broad sketch that will become more clear and narrowed as your group works on the project It is fine if some elements of the project change as you move forward after all you can t be certain in the beginning of all you will discover and conclude as you read research and write The proposal needs to have the following elements 1. Group Members 3 to 5 Name Email address Special knowledge or technicals skills you expect will be valuable to the group for example experience making podcasts being a strong public speaker prior experience with the topic area etc 2. Anticipated Project Title What do you plan to title your project It is fine if this changes 3. Primary area of investigation For what issue class of disasters potential future events are you preparing your disaster preparedness digital handbook 4. Target Audience You need to prepare this digital handbook for a particular reader audience This can be an individual policy maker or elected official or for an entire organization advocacy group or local government For example you might be crafting this project to discuss readiness for global climate change Great Are you preparing it for the city of Winston Salem For national disability rights advocates For public school superintendents The audience will determine a great deal about how your project proceeds Think about this carefully 5. Google Drive Folder. Create a Folder for your group in our shared Google drive Use it to drop documents shared resources etc 31 Created by Melissa Harris Perry harrismv wfu edu August 2020
points
After submitting your final project each group member will receive a brief survey This survey will give students the opportunity to rate the contributions of each individual in the group toward the final project Unanimous agreement that one individual did not fully participate will have a significant negative impact on the grade received by that individual Unanimous agreement that one individual consistently when above and beyond to ensure success of the group will be rewarded in final grading Teamwork makes the Dream Work The goal is to have your group feeling like by Melissa Harris Perry harrismv wfu edu
will be
noon Please
you
projects
Your group will present your final project to the entire class The presentation is in two An asynchronous presentation posted to CANVAS This can be a video VoiceThread PowerPoint audio recording or any other form of presentation that can be posted to and accessed from Canvas This should be NO LONGER than 5 A synchronous presentation to your Section On December 2 and 3 groups will present during the Zoom session to their section This is an opportunity for Q A and NOTE Your final projects should be quite advanced but not absolutely complete when present to the class Ideally class feedback incorporated into the final product that December 11th Groups will submit final via Canvas by December 11 at 12 00 see Canvas Evaluation 10
Project Outline 25 points Your group needs to produce a clear outline of your final project that includes these elements Typically this will mean 1 3 paragraphs under each section The reference section MUST include at least 6 fully cited references Annotations can come with the final submission 1 Introduction Executive Summary 2 Statement of Overall Problem Disaster Concern 3 Relevance Statement Reasons why your audience and others should care 4 Summary and Analysis of Existing Research 5 Interview with at least one stakeholder can be up to 3 stakeholder interviews 6 Original Analysis Insights Clear Recommendations Publicity Relations Strategy and Example Annotated References 10 Names photos brief 1 3 sentence bios of each group members Project Presentation 10 points
parts 1
for further description of the project and possible topics Peer
is submitted
for suggestions PLEASE
minutes. 2
Final Submission 50 points
this 32 Created
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What other kinds of disasters are there for us to consider How do journalists and scholars approach these cases and issues
General BTCE Reflection Guidelines
MODULE
2 Connect the event experience to the assigned readings of the course What broad themes and specific examples from the assigned readings are relevant and tied to this BTCE Use clear citations Link the lessons arguments themes claims of the authors in our course to the BTCE Did your experience reinforce or contradict the claims made in the assigned texts How would you adjudicate contradictions Why are these connections valuable For some of the BTCEs there may not be a clear assigned reading for which to connect the BTCE In that case link the experience to the notion of disaster What are the understandings of disaster that emerged in this BTCE How do they challenge or reinforce the themes and definitions of disaster we have been building in the class
How can we learn more and engage more deeply the cases and issues we have studied in class How can we apply what we have learned in contexts that extend beyond the classroom
Morel BTCE opportunities will be added regularly to Canvas The Syllabus will not be updated
August
For each experience write an essay of about 500 00 words Each BTCE should be organized into three main parts You need not be rigid in your response use these prompts as a guide However the best responses will explicitly address the three main themes of summary connection to course readings and reflection on personal learning outcomes
MODULE 10 Beyond the Classroom Experiences BTCEs MODULE 10 DATES
Events and opportunities throughout the semester Please consult Canvas
3 Reflect on your own learning outcomes Do you believe something different than you believed before the BTCE Are you more certain of your existing beliefs Are you surprised distressed or excited by some aspect of the experience What lasting lessons will you likely carry with you Was the experience valuable How might you connect it to other learning experiences you have had Created by Melissa Harris Perry harrismv wfu edu 2020
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All BTCE reflections are due by December 4 However completing reflections earlier is greatly encouraged and appreciated
frequently 10 Questions
1 Brief summary description of the event What was the event or experience in which you took part When and where did it happen Who or what entity hosted the event Give a description that is meaningful and gives the reader of your brief essay a clear sense of the event experience
BTCE Assignment Watch and Reflect T b e he Wa e Complete a BTCE Reflection Trailer linked here Full Film Here 1 3 Minutes https tubitv com movies 462 5 trouble the water utm source google feed&tracking google fee d BTCE Assignment Listen and Reflect F d e P dca Listen to any TWO 2 Episodes of Floodlines podcast by The Atlantic Complete a BTCE Reflection Each episode is about 30 minutes You may listen to MORE than two but only two are required for the BTCE Write only one reflection The reflection should comment on all the episodes to which you listened BTCE Assignment Watch and Reflect P e R c H e he Da Complete a BTCE Reflection Trailer linked here Full Film Here 4 Minutes https www youtube com watch v KR s H najw&list LLOmsQQgZWQw BhEMo bRASw&index 1 BTCE Assignment Watch and Reflect M g P ace Complete a BTCE Reflection Information about Film here http movinginplacefilm com Full film here contact Prof MHP for passkey information when you are ready to watch https vimeo com ondemand movinginplace BTCE: US En ironmen al Leadership Be ond 2020 Monda , No ember 9 h, a 7:30 p.m T , S , S 34 Created by Melissa Harris Perry harrismv wfu edu August 2020
? T , F S EPA A , G M C L T , Monda e ening, No ember 9 h, a 7:30 p.m T Q&A T : T P F : S E L B 2020 G M C EPA A 2013 2017. D , EPA C P P , , , " " , PFOA PFOS, EPA . B A , M . M C EPA' , C S B P N R D C L T EPA A 1985 1989 D , EPA C S , R C R A , C A M T S 1987 M P S T D O L , B A , M T EPA' S , F E M A . F A . E . T F ' G S S P , L C P , C E , E S . BTCE SPEAKER ORGANIZED by OUR CLASS Dr. Jonathan Metzl Race Gender and Social Justice in Healthcare Thursday September 24 6 00 PM Jonathan Metzl is the Frederick B Rentschler II Professor of Sociology and Psychiatry and the director of the Department of Medicine Health and Society at Vanderbilt University in Nashville Tennessee He received his MD from the University of Missouri MA in humanities poetics and psychiatric internship residency from Stanford University and PhD in American culture from University of 35 Created by Melissa Harris Perry harrismv wfu edu August 2020
Friday October 10 5 00 PM
Killing
BTCE SPEAKER ORGANIZED by OUR CLASS Dr. Monica McLemore Justice Public Health and the Implications of 2020
Michigan Winner of the 2020 Robert F Kennedy Human Rights Book Award the 2020 APA Benjamin Rush Award for Scholarship and a 200 Guggenheim fellowship Dr Metzl has written extensively for medical psychiatric and popular publications about some of the most urgent hot button issues facing America and the world His books include The Protest Psychosis Prozac on the Couch Against Health: How Health Became the New Morality and Dying of Whiteness: How the Politics of Racial Resentment is America s Heartland
BTCE SPEAKERs ORGANIZED by OUR CLASS James Perry and Stan Meiburg Revisiting Hurricane Katrina Disaster Race Recovery
BTCE SPEAKERs Co Sponsored by OUR CLASS Professor Gabriel R. Sanchez s Impact of Covid 19 Pandemic on Latinos in the U.S. October 27th at 5pm Gabe Sanchez is a Professor of Political Science at the University of New Mexico the Director of the UNM Center for Social Policy Director of Graduate Studies for the Political Science Department and a founding member of the UNM Native American Budget and Policy Institute Sanchez is also a Principal at Latino Decisions the nation s leading survey firm focused on the Latino 36 Created by Melissa Harris Perry harrismv wfu edu August 2020
Thursday October 29 7 30 PM ET At the University of California San Francisco Monica McLemore is a tenured associate professor in the Family Health Care Nursing Department an affiliated scientist with Advancing New Standards in Reproductive Health and a member of the Bixby Center for Global Reproductive Health She retired from clinical practice as a public health and staff nurse after a 2 year clinical nursing career Her program of research is grounded in reproductive justice Her work is grounded in the hypothesis that if we center the most marginalized people care improves for everyone
electorate A leading expert on Latino and New Mexico politics he regularly provides political commentary to several state national and international media outlets including the New York Times CNN Los Angeles Times and the Economist Professor Sanchez has also directed many research projects and polls for Latino Decisions across the southwest and has presented his research for the Congressional Hispanic Caucus Institute the League of United Latin American Citizens the American Federation of Labor and Congress of Industrial Organizations the Democratic Congressional Campaign Committee and often serves as an expert policy advisor to the New Mexico State Legislature Created by Melissa Harris Perry
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Additional Resources and Links Below you will find links to texts digital resources and videos addressing the issues we have discussed in this class with more detail different perspectives and additional data Please feel free to keep these resources for future reference and use This list will be updated frequently and relevant readings will be added to the end of each module on Canvas Playlist Gimme Some More Busta Rhymes Henry M McKiven Jr The Political Construction of a Natural Disaster The Yellow Fever Epidemic of 1 53 The Journal of American History 4 3 Dec 200 34 42 Charles Rosenberg The CholeraYears The United States in 1 32 1 4 and 1 66 University of Chicago Press 1 2 James Scott Seeing Like a State How Certain Schemes to Improve the Human Condition Have Failed Yale Press 1 38 Created by Melissa Harris Perry harrismv wfu edu August 2020
Security and Privacy Issues Below you will find resources addressing security and privacy concerns associated with several of the applications and extensions we are using in this course Playlist Somebody s Watching Me Rockwell How to Use Google s Privacy Settings. https www consumerreports org privacy how to use google privacy settings Google s privacy and security settings can take a little explanation to understand and use effectively Here s a guide to the most important ones Google s New Privacy Features Put the Responsibility on Users https www wired com story googles new privacy features put the responsibility on users 201 WIRED article on Google and privacy Approachable and clear Security Issues with Chrome Extensions https www inc com jason aten google chrome security problem allows spying on millions of users html Chrome extensions have siphoned off user web history and login credentials That information was then sent to hackers through a variety of websites Online Meeting Essentials https pdc wfu edu events 35 4 WFU training addressing security features in Zoom including multiple ways to enable and disable features from Zoom meetings including waiting room chat annotations setting up co hosts removing people and reporting incidents Zoom Security Nightmares https www forbes com sites kateoflahertyuk 2020 06 05 zooms security nightmare just got worse but he res the reality e3 602d2131 Spring 2020 Forbes piece on Zoom Is it Safe to Use Zoom https nymag com intelligencer 2020 04 the zoom app has a lot of security problems html Spring 2020 NYMag piece on Zoom security issues 39 Created by Melissa Harris Perry harrismv wfu edu August 2020