SBS Seminar: “Disclosure Processes Among People in Recovery from Substance Use Disorders”

March 17, 2021

Information

Valerie Earnshaw, Ph.D
Associate Professor, University of Delaware,
CEHD Faculty Scholar in the Department of Human Development and Family Sciences
March 16, 2021

ID6295

To CiteDCA Citation Guide

00:04- Hello everybody welcome,
00:05we're gonna give it just a second for everyone to get set up
00:08and then we will get started here today.
00:18Right, it looks like most are connected to the audio,
00:20so I welcome you all thank you for joining us,
00:23my name is Becca Melnick.
00:26I'm the associate director of admissions,
00:27here at the Yale School of Public Health.
00:28I recognize many names, I've seen you all
00:31on events earlier this week,
00:32and I've conversed with a lot of you throughout the process
00:35so, thank you for joining us today,
00:37this session for our Executive MPH Virtual Open House,
00:41is focused on the Environmental Health Sciences Track,
00:44as hopefully many of you have seen,
00:46we've had other events throughout this week,
00:48a general program overview,
00:51sessions for other tracks specifically,
00:54and we'll be having other events for financial aid careers,
00:57and the intensives leader in the week.
00:59So with that, I will turn it over to Yong Zhou,
01:03who's the track coordinator,
01:05to talk a little bit more about our EHS Track.
01:07And we'll just say that,
01:08we want this to be interactive and helpful for you,
01:10so please feel free to ask questions that you have as we go.
01:12- Thank you, Becca and everyone joining us today,
01:27so this is a brief overview
01:30about Environmental Health Sciences Track.
01:32That's the first from page.
01:33So just a little bit about myself,
01:35My name, Yong Zhou, I've PhD in Molecular Biology,
01:39currently I'm Associate Professor of Epidemiology,
01:42in the Department of Environmental Health Sciences,
01:46So my research area is in the field of
01:50molecular cancer epidemiology.
01:54Basically dealing with biomarker,
01:55or social weights, environmental exposures
01:59and the disease progression disease, CLPD outage,
02:02so from molecular perspective,
02:04and Almeida based the perspective.
02:05This is my research area.
02:07And research disease focused on cancer,
02:10so this is my email, and cellular phone number,
02:14we have another slide,
02:16talking about my my role in this program,
02:25this is my contacting for
02:27so you want me to fail sciences that become one
02:30of the dominant themes of the 21st century
02:31this century because of the growing global population
02:36and our limited resources and the strain ecosystem
02:41monetary challenges require aware
02:44train workforce and possessed the scientific skills.
02:48And then I think the tours to come from the emerging stress.
02:51So we need to learn something, but again
02:53that's the purpose of the cost we design to
02:55to fit the requirement off of these challenges
03:02because through important the national Institute
03:05of environmental health sciences, and yet
03:10as one of the major Institute
03:11NIH and also world health organization WHO
03:15have launched collaborating center
03:18to investigate many environmental health science,
03:23concerns, for example
03:26on our children's environmental health science
03:27that could be impacted
03:30by environmental exposures and the Columbia changes and the
03:32and the human health and the indoor air pollutions
03:36including other productions from the water
03:38or the pollution is also so that's the important
03:43off the mountain fail sciences, probably.
03:45That's the one for the reason you, you take the front
03:48of the house to check, but this is the three calls us.
03:52We put together.
03:54It's very unique accurately for 12 calls.
03:58So we combine to our professors
04:02their expertise to enhance the content
04:07and health of these calls us, we them with the first one
04:09we first caused you to support your assessment.
04:12So we all exposed to different chemical, biological,
04:18physiological, environmental agents doing our daily life.
04:23But these calls were provided tours
04:25to assess environmental stressor
04:28in conquer the indoor or outdoor
04:30and occupational environment.
04:32And there's review masters for evaluating the quantitative
04:36of the exposure data for you.
04:39Then pull the air pollution, the water contamination.
04:42So what's the best way to assess them
04:45and how to collect the quality data for research purpose.
04:49I think these are the first the costs
04:52that's given the concept is that a lot
04:56of diseases associated with you can support you
05:00but this is the pure epidemiological approach.
05:02We've tried to find association
05:05between exposure and the disease or other Phil's outcomes
05:07making a connection
05:10by the water tours available for exposure assessment
05:15but still then we can say the how to apply the
05:19latest epidemiological and toxicological research
05:21to their own work and the project.
05:23So after this course, that's the initial part.
05:27So we have two professors teaching.
05:31These costs, professor Nico diesel.
05:34She is a pro, especially the professor I would department.
05:37So her expertise is in the field
05:40of risk assessment and the methodology methodology.
05:43And also we have professor crystal plate.
05:47Her expertise is in the chemical and environmental engineer
05:53and she developed aware wearable Ben Reese
05:58the ban to collect the environmental exposures
06:03then analyze this.
06:04I mean the deaf people could carry this again
06:06individualize the exposure data.
06:08So they provide both of them were providing expertise
06:13for the methodology and the four data connecting real data
06:19to environmental exposures.
06:23That's the first, first cost we put together.
06:26But if we consider the association
06:30between exposure and the disease
06:33so what's in the middle, that's the black box.
06:35So the second the cost will help us to
06:39break this black box to see what specific hazard
06:41or exposure agents in this black box that could
06:45help us explain the observed association
06:53between exposure and entities.
06:56So I learned the foundation for understanding our role
07:00of toxic cottage in public health protection was a focus
07:04on 21st century techniques
07:08and the challenges that the new technology students learn
07:11for hazard identification, but simply why be introduced
07:15to basic principles of toxicology.
07:18If we can have a dose response mechanisms of toxicity
07:22and the standard of defense instead of a response
07:24but these all in this black box
07:28between exposure and the human diseases
07:31and then they move on to advanced topics
07:34then how we use these tours for study early life
07:38or one a bit at a low level exposure
07:40to mixtures and the system biology approaches
07:43and the green chemistry solutions
07:45and the problem presented by chemicals that are common
07:49in consumer products and the building environment.
07:54So Wells together to offer our professors
07:57the teachers cost professional part.
08:00And that's another thing.
08:04Yes, Hey, here's the final off green chemistry
08:07but probably you all know what's green chemistry.
08:09Lastly, we build our product to use in one little friend
08:12that chemical, then you run with a friend today.
08:14Then now it's just with our environment.
08:17We also have our profile.
08:19I will department here, professor I met his name was Ella.
08:29He's the senior toxicologist.
08:31I mean with expertise in this field
08:34the leading toxicologist in the field.
08:35So both of them will provide the fundamental principles
08:41of the different tours that students can use.
08:44People can use for hazard identification, but these
08:48the second and cost be able to
08:51upon the first one of the exposure and the disease Carnation
08:54and the water towards can use to identify specific hazard
08:59between exposure and the disease.
09:07So the third cost we put together that risk assessment
09:10and the policy, these calls were introduced the
09:15methodology interpretation application
09:17on the communication surrounding the use
09:19of visit assessment in poppy house.
09:22So students were gaining an understanding
09:24of how toxicology information
09:25on hotter than a dose response is incorporated.
09:28We exposing information to predict the house risk
09:31for why the variety of populations and also students
09:35the bathroom visit assessment
09:37for real world exposure issues.
09:42So after we know about specific exposures
09:45and the know about some detailed chemical
09:48a hazard or Asian that could then could expose you and
09:54and the human population and the disease outcome.
09:58So the next job we should do is that what's
10:00the policy we should put together
10:04for policy decision making, but again, risk management
10:09also the policy maker to make decisions.
10:13So this work gave us some idea
10:16about what information we should have put together
10:18to present to the policy maker
10:20and the involved with the English risk of management and
10:25and the policy and public health policy.
10:27So we have professor Gary Ginsburg.
10:31So he's also the director of the center
10:34for environment health in New York state department
10:39of health, who he has tons of experience
10:41with policy environmental policy, and also how
10:44to interpret the data collected the farm research
10:47from different research.
10:50But most of the time we have to conduct a multiple
10:54research project to confirm exposure
10:56and the disease relationship, the what information they
11:00what are important for the fullest policy makers.
11:03So these are these sweet calls us give a different
11:07perspective of how we approach environmental related
11:10to the issue.
11:14Okay I think firstly, these days.
11:23Okay in addition to these three courses
11:27but students can also get access to all our faculty members.
11:32I know that they also go to site visit.
11:35You can have in-person meeting.
11:38We saw were a faculty member, but you can always check
11:42out our website to identify the faculty with research issues
11:48or with resource areas that fit your interests, you fit.
11:52We are, you you're very welcome to contact them.
11:55The research expertise of our EHS faculty.
11:57It covers a number of few if we can, some off of them.
12:00And we are then at the end
12:02we already talked about that's the resource area
12:06of the course instructor framework.
12:08But in addition to those
12:10we have climate and energy impact on sales
12:13where people working on climate change and human health.
12:18We also have faculty member
12:20we expertise in developmental orange of human diseases.
12:23So for early life exposures are so important
12:25that as a risk predictor for later life diseases
12:29and the green chemistry, we already talk about understanding
12:35and overcoming environmental health disparities.
12:38We have also people work on novel approaches
12:43to assessing environmental exposures and early biomarker
12:47of effect the systematic system biology approaches.
12:50That's why they use among seven welfare.
12:54So we're all following faculty groups.
12:57And also we use this tours to apply these tours
13:00in the major human diseases
13:03including cancer, heart disease
13:06and also these days than the Corona virus COVID-19.
13:15Okay, so during the pandemic, we have a lot of experience
13:18with online teaching, but also online research
13:22but you're well, very welcome to contact our faculty member
13:25to see whether you want to participate in their
13:28or know more about the research, a specific topic
13:32or get involved in their research.
13:36Probably we can, we can develop something for you too.
13:37This would be working with it, gained some experience
13:40involved in a real research setting.
13:46So as a track quality, neither.
13:48So my though is to help support attract development
13:52and review, get feedback.
13:54Pharma student investigator, Rob, as a bridge
13:56between a student and teaching faculty and we've
14:02cost evaluation, supporting instructors to improve
14:05with their counselors or the cover something you really need
14:08in also, I can provide a student academic
14:12and career mentoring for them.
14:15If you want to know more about the specific research
14:21topic can help you to connect to a wildfire faculty member.
14:25And it's upon identification of capstone project
14:30before the research all fails Easters or
14:36for any project you are interested, I think we can help to
14:44to make the connections.
14:47So that very brief being sure that I'm sharing
14:48about you mom know how science says
14:50about the three courses we'll put together
14:52About other results.
14:55Tonight is also our whole department is open to all for you
15:00and about my role as the coordinator.
15:04Thank you.
15:04And any questions
15:31- Are there?
15:32No, no questions at all.
15:33This is, you know, for you all, any questions you have
15:35about the courses, the track, the kind of combination
15:39of courses with other tracks, anything that'll be helpful.
15:41And thank you, Reynolds are freezing the chat
15:44feel free to use the chat or raise hand
15:46or just to kind of turn your camera or your mic on
15:50- This, off the slides so we could see each other.
15:56- So the question is
15:58are there tours provided to labs where work is performed?
16:02Not, I mean, from an emissions perspective, not really.
16:09We have a campus tour that will be posted online
16:12within the next probably two weeks.
16:15That does show a little bit
16:17of the inside of some of our labs, but there are hundreds
16:20of faculty research projects and labs on campus.
16:24It's hard to kind of capture them all in one sort of tour.
16:28And unfortunately at this point, campus is not open
16:31to external visitors, so we can't have kind of live tours
16:34but I don't know if there's kind of another
16:37anything else you can think of that would be helpful
16:39for kind of tours of labs where work is performed.
16:42- Well, I know this, our professor Paul,
16:44another test is here.
16:45I think Paul, do you have anything to add
16:49- Or a pleasing?
16:51Some of my apologies
16:52I had a little trouble linking onto the zoom link.
16:56My, but I, I just wanted to say one thing specifically
17:00about the, the tours that as, as we transition
17:06to increasingly opening up our, our labs, I'd be more
17:11than happy to engage people and, and coming through our
17:16our labs and, and trying to even do it virtually if you
17:21if you wish to contact me directly
17:25or through or through yarn or, or, or admissions.
17:31So I'm always happy to do whatever we can to
17:34give you a glimpse into the, the
17:37the real world, real world of, of our laboratories.
17:43There's something that I just wanted to add.
17:45If I, if I may professor Zhou, I just wanted to say
17:53I thought that the description of the
17:54of the program was, was really wonderful.
17:57And the only thing I'd add
17:59to it was that the way that this program was, was built
18:03the way that it thought through was thought
18:08through was to identify the essence of what a
18:12a student would want to know would need to
18:15know the essentials of exposure, hazard risk
18:19those things that are yeah, the, the, the distillation
18:25of those key principles, those key fundamentals
18:29so that they can be applied.
18:31And then as we said, opening
18:33up those other opportunities to interact
18:35with the wide range of faculties and resources at Yale.
18:38So that's what it is.
18:41It's, it's the essence
18:43of what you would want to know on this topic.
18:55- Okay. Thank you for that kind of continue to
18:57or additional information
19:00about the track that's really helpful
19:02and I'm glad you could join us as well
19:04so that students can meet as many faculty members
19:07and program team members as possible.
19:09Are there any other questions at this point?
19:13- Hi.
19:17- Hi.
19:18- Can you see me?
19:22Thank you so much for this wonderful presentation.
19:26I have a question about the first course in the track
19:32and I wanted to see if it's built
19:35on the elementary introductory epidemiology course.
19:44- I think there'll be some overlap
19:46some better concept of stay the same, right?
19:49I mean, I think epi designed a pre-approach
19:52EPU protocols where the similar
19:55but the work to focused on your mental perspective.
19:59So how we use these tours for this assessment
20:02is going to be lying different epi design.
20:06I think that they do the overlap, but again
20:09the focus will be a little different.
20:15- Thank you so much.
20:34- Do you have any, I can.
20:35So there's another question to chat, Dr.
20:36can you speak more about your work on green chemistry?
20:41- Sure. I'm always happy to, I, you know, I talk so much
20:45about green chemistry that people are usually
20:47asking not to talk so much on green chemistry.
20:50So I'm always happy to accept that invitation.
20:53So for those of you who don't know what green chemistry is
20:58it basically takes this concept of the substances that make
21:03up our society and our economy, everything that we see touch
21:06and feel pretty much as a chemical.
21:08So when we think about, Oh, a chemical is something special
21:14or specific and produced by the chemical industry.
21:16Now we're surrounded by chemicals and we know
21:20that chemicals have given us a tremendous amount
21:23of function, but we also know
21:26that they've brought about a tremendous amount
21:30of hazard and risk and a negative consequences.
21:32And so what green chemistry is all about
21:34in its essence is how do you maintain all of the function
21:39all of the performance, all
21:41of the near technological miracles that chemicals
21:45and chemistry has given us
21:47while eliminating those adverse consequences.
21:50So carcinogens and neurotoxins
21:52endocrine disruption, environmental pollutants.
21:57And so it's all about the design
21:59of the next generation products and processes.
22:02And so we have a center for green chemistry
22:05green engineering here touches on a wide range
22:08of different applications of green chemistry
22:10and everything from energy to consumer products, cosmetics
22:16building materials, and architecture, and on and on.
22:20So as I, as you can tell, I could go on for a, well
22:25at least a whole semester about this, if, if you'd let me
22:28but I probably ought to stop there.
22:43- Any other questions
22:49- You know, as much as I said, I was going to stop
22:51I'm going to add one or two more sentences.
22:54So I get to co-teach the, the course on hazard.
22:58And we think about hazard perhaps too often
23:03as just the way things are.
23:05It's just the nature of things, but we dive into hazard
23:08not just understanding that things are hazardous
23:12but why they are hazardous the underlying physical
23:15chemical properties of what makes us substance hazardous
23:19what makes it allowed to get into our body.
23:22It would be in the adjusted cross
23:24membranes caused those kinds of problems.
23:27And we want to get that deep level understanding
23:29so we can design new things to be different.
23:33So that's why understanding hazard is so rather
23:36than just simply protecting ourselves with masks
23:40and respirators and personal protective gear and, and
23:43and saying always use in a well area.
23:46Instead, we can design things
23:49so that they are intrinsically less hazardous.
23:52And so that's, that's the perspective that we bring to
23:55to that course and throughout the program.
23:58- I think that your work is a great example
24:00of really the interdisciplinary perspectives you get
24:06across the program here.
24:09I think, you know, that the EHS track and your work
24:12in green chemistry really highlights how
24:16the different schools and programs at Yale crossover a lot.
24:20And you're able to kind of bring
24:22in expertise from different areas across university and
24:25and how that isn't, you know, really, I guess, evident
24:29in our on-campus program, but still a great opportunity
24:33within the executive MPH online, that you're still able
24:35as a student in the program to engage
24:38with experts and scholars in these really, you know
24:44interdisciplinary areas of public health work.
24:47So we're glad that you are a part of the track
24:49and I'm part of the program and really highlighting that
24:53that true benefit of our MPH and the executive program.
24:56- Yeah, go ahead.
24:58Go ahead.
24:59- I was just going to say, thanks for bringing that up
25:02because that interdisciplinarity is key
25:03because the way that the school
25:07of public health, you know, coordinates, collaborates
25:10and builds with whether it be the school of engineering
25:13the school of architecture, the school of environment
25:15especially there's so many interconnections
25:18in order to bring about all
25:20of those positive consequences for public health.
25:23And that's what this, this program really emphasizes.
25:29- Yeah. Just add to Paul's point that the, the hardest
25:34identification involve some basic mechanistic studies
25:37but you can look at it, exposure assessment.
25:41They only give us association
25:43but we do not know whether these are causal association
25:47or just association with all the causal effect.
25:52So the sec that's a, but again
25:55we shouldn't need a good technology.
25:58You mean high quality data to conclude those
25:59but the second the cost, how do the identification
26:02like the doctor and ask the surgeons that we
26:04some biological mechanistic study
26:07we can pinpoint what chemicals to Pacific chemical evolved
26:12in these exposure disease association
26:14then concreter some call.
26:16So you fact, now we can bring this information
26:20to policy maker, for example
26:23one good example, the freedom there
26:26some contamination in the water, a certain area.
26:29Then we find some seeing this.
26:30Then just some policy maker can ask all the people
26:34leaving that area.
26:36They have to get some filter to clean up their water.
26:38So I think that's the sway different perspective
26:42put together can help us better address
26:45any environmental related issues with all this.
26:49So this hallway we design
26:52I think the reason I put these three cultures together
26:57- That's a great way to, to put it in.
26:58I would just add to that, that the philosophy of the
27:02of the program of the school
27:05of all of the professors that you'll interact
27:08with is that yes, we seek to
27:12to deeply understand these problems deeply, rigorously
27:15scientifically understand these problems, but
27:17the only reason to deeply understand a problem is to inform
27:22and empower it solution.
27:25And so how we take that deep level understanding
27:28and that's what we're teaching you is the essence
27:32of how to understand those problems
27:33in order to inform and empower public health solution.
27:36So I think that that's, that's really key
27:39and that's the real power of how this program was designed.
27:48- Well, I'm not seeing any other questions
27:52so I wanna thank everyone for joining us today.
27:55Thank you to our faculty members and program team for being
27:58on with us to talk a little bit more about the program.
28:00As I mentioned
28:02we have other open house events throughout the week.
28:05Definitely join us.
28:07Hi. Do you have a question to them?
28:12Go ahead.
28:13Hi, I'm Tom Hayden, really excited.
28:16Just, I get excited hearing you talk
28:18about environmental health science.
28:20So it's, it's a good thing.
28:22I'm curious.
28:23I, so I'm struggling with, I, I really was focused
28:26on environmental health, sciences and informatics, and
28:29but then there are so many other classes too, and I
28:34I'm having a hard time
28:36with trying to figure out how to work, you know
28:40to get the most out of the experience as well as, and I'm
28:43I'm curious for the different
28:45in the environmental health sciences track
28:47are you able to take diff
28:50I know that some, like with informatics, it's kind of you
28:54each one builds upon the previous one.
28:57And so it'd be weird to jump.
29:00You can't jump into necessarily the third course
29:04because you didn't get the prior to
29:07or it might not be as easy to follow along
29:11with the third course as if you weren't in the previous.
29:13And so I'm curious with the EHS pro track
29:14is it possible to actually, you know, if I did the first
29:17and maybe the third or the second and the third
29:19or if I did, you know, or is it that they each, you know
29:21you need to take each one relate to get two, to do each one.
29:25I mean, if I wanted to do the third class
29:27do I need to take the previous two?
29:33- But again, my quick response is
29:34that these are three separate courses.
29:38The only independent is not just build upon another one.
29:42For example, all the tours, talk
29:45about the one us not to rely on the knowledge, but again
29:48the reason we talk about the
29:51why we putting all this together, we have scientific link
29:53the address, the question from different angle
29:56but the artists start with independent.
29:59The so you can take from one of us or the one
30:01cause we used to get management and policy
30:04but then you kept some question.
30:07You mind the, how we get this data.
30:10But again, that answer by first of course, right
30:13how we do this first design.
30:15But if we want to know
30:17about what is the specific chemical compound
30:19what tools people use to ping pong specific aging
30:22in these exposure is this association
30:25but that's the second cause of what a cover.
30:27So I think you can take, take this in different orders
30:34in random order, but based on your schedule, but again
30:37the underlying knowledge underlying link between this.
30:42But again, that's the hallway.
30:44They adjust the crushing from different perspective
30:48but again, you can take the sort of the one first to match.
30:51They're all second, I'm gonna take the second one.
30:52I don't think it doesn't any, any requirement.
30:55You have to take these
30:55in this order, but Paul, you, you, you
30:57you have any, any other suggestions?
30:59- Well, let me just say there there is
31:01and it's actually to be determined
31:04for environmental health sciences.
31:05There will be a specific order of the courses
31:09but I think your question Tom has to do with the
31:12the knowledge and skills that one would need
31:16as a prerequisite to take a course.
31:19So in the case of VHS
31:21I think it's fair to say as professors
31:23you said that, you know, you can take the third course
31:27in the sequence and benefit fully
31:29without taking the first two for this track.
31:32If you're interested in epidemiology, I would say, you know
31:35if you're going to be taking the third course
31:39in that sequence, advanced analytic methods and epi
31:41if you didn't have a very, very strong foundation
31:44in epidemiology and basic analytic methods
31:46it would be a very challenging experience for you.
31:49So the question of what you need as a prerequisite
31:53you know, as has been said, EHS, wouldn't be one of those
31:57in terms of physically, when you would take a course
32:01there will be a predefined sequencing
32:03of when you will be taking the courses.
32:06Now, one of the interesting things that I need to think
32:08about is that say you're interested
32:11in another course not to take it for credit or even audited
32:14but just to sort of sort of peek in and view some
32:17of the lectures just as sort of a one-off experience.
32:20You know, I think that's a good question
32:23that you didn't ask, but that one that I need to answer.
32:25So I will actually think
32:28about that and consult with my colleagues
32:30because I think there would be a benefit to sort of
32:33you know, having a key that you can unlock
32:36and you just watch a random video
32:38for your own interest in edification, not necessarily for
32:41credit or for the program sequencing.
32:45- Thank you.
32:46That sounds great.
32:47That's the question that I wish I asked that was, yeah
32:49thank you.
32:57- I don't necessarily have a question.
33:00I just wanted to say a few things
33:02things I wanted to thank you for this presentation.
33:04I was coming in, definitely
33:05with applying with settled on epidemiology track
33:10and I was having a hard time being overwhelmed
33:13with all these amazing options
33:15within the other three tracks.
33:23And I think now visiting these sort
33:26of informational sessions gave me a lot of clarity
33:29on the sup on how I want to supplement my education
33:32and my chosen track and epidemiology.
33:36And when it comes to new environmental health
33:40and the effects of environmental pollution pollutants
33:43on human health is rings very close to me
33:47because I was born slightly a few years
33:50before Chernobyl explosion in
33:56on the border of Ukraine and Belarus.
33:59I grew up in poster novel environment and it was, I mean
34:03everything was awful lives were governed
34:06by the often mass of the Chernobyl catastrophe.
34:10My family had resources to move away temporarily
34:14but we still had to come back
34:15because not all my family could move away.
34:18So, and I could, I kept coming
34:20back year after year and seeing sort of the damages.
34:25And even though it's almost been 40 years
34:29I think many substances have different half-life.
34:32So the scary part is
34:35that even 50 years there will be another
34:38some other element will be radioactive.
34:41And many of my friends, even
34:45though they Mo many of them moved away
34:48a relocated thyroid cancer followed down
34:52some got diagnosed here, you know
34:54years and years, decades after exposure.
34:57And I think it will be a huge loss
35:00for me not to take a class, you know
35:03in this track and to get a better understanding
35:11on the molecular level potentially.
35:14And, and yeah, I guess, to work with
35:24with all of you or to, to, to, to work with all of you.
35:29And I learned from you and
35:33and learn from your expertise in this field.
35:39- Well, if I could just say
35:41thank you so much for sharing that
35:42because one of the things that I just mentioned is
35:45that in classes that I, that I teach
35:50I also teach undergraduates
35:52the teaching about Chernobyl teaching, about Bhopal teaching
35:57about these things to them is it is a history lesson
36:01and that they have gotten so many
36:03of the lessons that we need to know, and we need to build
36:07into what we do that it's really important to use these
36:14these events, to understand
36:15you know, hazard risk, environmental exposures.
36:19I, I happen to have done a time
36:21in the government with president Obama and was in charge
36:24of the response to focus Shima the focus Shima meltdown.
36:27And so these things are very much high in our
36:33in our consciousness when we discuss these
36:36important environmental health issues.
36:45So thank you.
36:47- Thank you.
36:49It's amazing how it, I mean, how it
36:51how it is a history lesson, but it's, it's
36:54it's still a reality for the populations
37:00even though it's just not on our minds anymore.
37:05Yeah. I mean, I think the initially early
37:09in early years we had radiation safety class where
37:13we had to put gas masks on.
37:17And, but even then sort of for a really free really
37:23really young students as we were really young students
37:26it was already a laughing matter, you know
37:29because we were all laughing about, you know
37:32just basically how we
37:36how we look funny in this gas masks, right.
37:38More than what is protecting us from.
37:46- And, and let's, let's be, let's be honest about it
37:50the young generation of environmentalist.
37:52So, so, so concerned about how we respond to climate change
37:55that there'll be happy to say, well
37:57nuclear is the solution, and let's just go full into nuclear
37:59and just say, let's be thoughtful about these things.
38:03So having to provide that product context and
38:08and letting people know those, those important issues
38:11I'm so glad that you raised
38:14that because it's important to be thoughtful.
38:18- And I think, I mean
38:20in terms of Chernobyl is definitely could have been
38:23we could have learned a lot more
38:25than we are learning from it now.
38:28If the government was transparent, because
38:30I think the reason why people were forced to forget as soon
38:36as possible by not providing by
38:40by hiding the records, medical records, wow.
38:43Hundreds of thousands of medical records disappearing.
38:47And so that not, not so that the, that couldn't be being
38:53between a clear link between the environmental exposure
38:59and certain cancers, for instance
39:02or a certain birth defects.
39:04Definitely. I mean, even, I think it took a few days to
39:08even tell people we were playing outside.
39:11It rained in many places
39:15depending on where winds got went, and then the, they
39:20it was not the catastrophe wasn't announced for a few days.
39:35- Any other last questions, comments, topics of discussion.
39:44All right, thank you again to everyone.
39:46So much.
39:47We hope to connect with you
39:49in the coming weeks as always, we're here to help.
39:54So don't hesitate at all to reach
39:56out if you have questions, comments, concerns
39:57really anything you want to talk
39:58about in regards to the program.
40:01We are always here.
40:03I know almost all of you already, I've communicated
40:05with you have my contact information, but our office
40:07of admissions general contact is a great place to go
40:10and we can help direct you anywhere as needed.
40:14So thank you all again so much for your time
40:15and we hope you have a great rest of the afternoon.
40:16- Thank everyone
40:18- Thank you.