Summer 2022 Climate Change and Health Internship Colloquium

June 28, 2023

YCCCH's Summer 2022 Climate and Health Internship Colloquium featured panel discussions with 13 Yale students who participated in internships aimed at addressing climate change and public health issues.

Speakers:

Sebastian Duque (Yale College)
Caroline Helsen (Yale School of Public Health)
Alix Rachman (Yale School of Public Health)
Emily Goddard (Yale School of Public Health)
Mitchell Manware (Yale School of Public Health)
Ruihan Qin (Yale School of Public Health)
Noelle Serino (Yale School of Public Health)
Fintan Mooney (Yale School of Public Health)
Adriana Ballinger (Yale College)
Julia Wang (Yale School of Public Health)
Rose Hansen (Yale College)
Matt Di Vitto (Yale School of Public Health)
Maggie Hart (Yale School of Public Health)

September 22, 2022

Information

ID: 10084
To Cite: DCA Citation Guide

Download Transcript

00:00<v ->So welcome.</v>
00:01Thank you for joining us
00:02on this Thursday evening for the Summer 2022
00:06Climate and Health Internship Colloquium,
00:08both to our virtual audience
00:09and to our in person audience.
00:11My name is Mauro.
00:12I'm the program administrator
00:14for the Yale Center on Climate Change and Health,
00:18and I've been working with these students
00:20as they completed their summer internships,
00:22and now we're super-excited to hear them speak
00:24about the work that they did there this summer.
00:27Some very quick rules for this session.
00:33If you're online,
00:34can you please make sure that you're on mute
00:36while our panelists are presenting,
00:38'cuz I'll be running around trying to hit mute
00:41if I see that you're speaking.
00:42(Mauro laughs)
00:43Also, for our online audience,
00:45please feel free
00:46to enter questions into the chat box
00:48and our panelists will answer them
00:50during the question and answer session.
00:53Same for our folks here.
00:54So the way that it'll work out
00:55is we have three panels.
00:57We'll have each of
00:58our students present their information,
01:00and then we reserve about 10 minutes at the end
01:01(person off screen coughs)
01:02of each one of those blocks
01:03of presentations to do Q&A.
01:06We'll do that three times.
01:08And then at the end,
01:09if there's more time for questions,
01:12then we'll also use that time then.
01:17(computer mouse moves)
01:20There we go.
01:22So very quickly,
01:23an introduction to the Yale Center
01:24on Climate Change and Health Internship Program.
01:26This is a program
01:28that we've developed over the years,
01:29where we're connecting students
01:30who are interested in doing work at the nexus
01:33of climate change and public health.
01:35You can find more information
01:36about this on our website.
01:38That's the shortened bit.ly link is bitly,
01:42bit.ly/yccch.
01:47The panels that we're gonna be doing here today,
01:49you can see on the screen, panel 1.
01:51Rights and justice in a climate changed world.
01:54Panel 2,
01:54Collecting and operationalizing
01:55climate and health data.
01:57And then panel 3,
01:58Communicating and awareness-raising
02:00around climate and health issues.
02:02And then the Q&A session
02:03at the end as time allows.
02:06So you didn't come here to listen to me speak,
02:09so we're gonna get started
02:10with our first round of presenters.
02:12So can I get Sebastian,
02:14Caroline, Alix and Emily up here.
02:18You can sit in whatever order you feel like.
02:22And now have each of you
02:23as we present the posters,
02:25you know, just give
02:26a brief introduction to who you are,
02:28the work that you did,
02:30and any next steps
02:31that you have with those projects.
02:33And then, of course, for our online audience,
02:35give me just a second.
02:36You didn't come here to see me.
02:37There you go.
02:39Now you can see everybody on screen.
02:41All right, so we're gonna begin with Sebastian.
02:46If you'd like to begin, certainly,
02:47<v ->Yeah, so my name's Sebastian.</v>
02:51I'm a student in The Yale College, Class of 2024.
02:53I major in environmental studies.
02:55And this summer I got the opportunity
02:57to an internship with Dejusticia,
02:59who's based in Bogota, in Colombia.
03:03My project was titled
03:04Litigation as a strategy
03:05for protecting human rights
03:07in the Global South amidst the climate crisis.
03:10The goal of it was to research and analyze
03:13human rights based climate
03:14litigation in the Global South,
03:16and kind of write a pedagogical research article
03:18about best practices
03:20and most commonly used practices
03:22when writing these litigations.
03:24And so, as you can kind of see I,
03:27I delved very deeply into the Sabin database
03:31on climate change litigation.
03:33And kind of saw, at first,
03:35I have this figure for you,
03:36with like the countries in the Global South
03:38that have cases of human rights based litigation.
03:41As you can see,
03:42there's a really high concentration
03:43in Latin America, some cases in Africa
03:46and also another concentration in South Asia,
03:49and Southeast Asia.
03:52And then, Mauro, would you mind?
03:54<v Mauro>Absolutely, let me,</v>
03:55<v ->The slide with statistics.</v>
03:57<v Mauro>Sure.</v>
03:59<v ->Thank you.</v>
04:00<v Mauro>How's that?</v>
04:01<v ->And then some key statistics</v>
04:02that I kind of developed
04:02through my research was that 44% of cases,
04:06so all climate litigation in Global South,
04:10actually utilizes human rights-based arguments,
04:12which is very different compared to the cases
04:14in the Global North, which for example,
04:16only 5% of the ones in the United States
04:18use human rights, human rights based arguments.
04:22Of those human rights based litigation cases,
04:2566% of them focus on mitigation.
04:27So that's reducing carbon,
04:29greenhouse gas emissions.
04:3287% of 'em are filed by individuals or NGOs,
04:35and then 84% of them are against governments.
04:37So that kinda gives you like a,
04:40an idea of who are the people
04:41who are fighting these actions
04:42and who are that ones
04:43that are being filed against.
04:4680% of the finalized cases actually produce
04:50environmentally aligned decisions.
04:51So I feel like that's a really good turn around
04:54and kind of proves to the importance
04:56of like why we should be figuring out
04:57how to further develop
04:59these human rights-based arguments.
05:01And then 86% of them cited
05:03the right to a healthy environment in particular.
05:06And some of those like key findings
05:10have a lot to do with that statistic,
05:12which is the fact that its biggest connection
05:14to public health is that one of the rights
05:16that is most commonly cited to involve
05:19this right to a healthy environment
05:20is the right to health,
05:22as well as the right to life.
05:24Some other things
05:25that we found that were interesting
05:26is like the geography
05:27of climate litigation in the Global South.
05:30Which is very focused
05:32on high emitting countries as well,
05:34so that's another pattern to look out for.
05:36Some of the things were like
05:38the strength of particular groups.
05:39So a lot of these cases have also been filed
05:41by youth individuals.
05:44And based on arguments
05:47of intergenerational rights.
05:49Some frequently cited texts include
05:52the constitutions of these countries,
05:54regional human rights agreements
05:55or the Paris agreement.
05:57And then, some other principles that are cited
05:59are the precautionary, non-regression,
06:01intergenerational equity, participation.
06:04And then I'll kind of leave us off
06:06with Leghari vs Pakistan,
06:07which was one of the,
06:08kind of like, cases that I delved into
06:10in the project.
06:12Which actually did use
06:14the rights to life and health as a way
06:17to invoke the rights to help the environment.
06:20Thank you.
06:21<v Mauro>Great, thank you much.</v>
06:25So we're gonna move on to our next presenter,
06:28which is Caroline, but before I do that,
06:30I did not realize that placing the chairs there
06:32may blind you during your presentation,
06:33(Caroline laughs)
06:34so you can scoot 'em up if you'd like.
06:36We have plenty of camera space here.
06:39(chairs move)
06:42<v ->Oh, that's better.</v>
06:42(group laughs)
06:43<v Mauro>Is that better?</v>
06:44Okay.
06:45<v ->I know what it's like to be on stage now.</v>
06:47(girl laughs)
06:49Anyway, so hi, everybody.
06:50My name is Caroline Helsen,
06:53I'm a second year Master of Public Health student
06:56in the School of Public Health.
06:58I interned at UNICEF this summer,
07:00in the Maternal Newborn
07:02and Adolescent Health Unit.
07:04It was a remote internship,
07:06so unrelated to climate change,
07:08but we'll talk about that later,
07:09when I can recall that experience.
07:12But yeah, so stuff on the right,
07:13just background on me,
07:14I'll skip that though.
07:15On the left-hand side,
07:16it's a little bit about what I worked on.
07:18So primarily, I can give some background,
07:21my internship was actually on
07:23adolescent mental health very broadly.
07:25So more specifically like school based resources
07:30on mental health for children,
07:32but I was able to
07:34(object shifts)
07:35fit in and try to get in
07:37some more climate specific projects.
07:40And what that ended up being
07:41is the World Health Organization actually,
07:43at the beginning of June,
07:44released a policy brief
07:47about climate and mental health,
07:48and so, that kind of spurred
07:51some excitement within UNICEF.
07:54that this topic was being talked about.
07:56so I was able to explore kind of like
08:00what is, what are other partner organizations
08:02of UNICEF doing in this space?
08:04What does some of the UNICEF leaders
08:07think about climate and health,
08:08what are they already doing?
08:09How can UNICEF, really I guess
08:11the strategy behind my department's approach
08:16to climate and mental health.
08:17How can they you know,
08:18make sure they're not duplicating work
08:21that some of their partners already had
08:23and might already be doing?
08:25So what I did was just put together
08:27a focus group discussion guide,
08:29which I have not been able to actually conduct
08:31the focus groups yet, but perhaps in the fall
08:35there will be an opportunity for that.
08:36And then you know, like I said,
08:37talk to some partner organizations.
08:38So it's just really great to hear
08:40a wide spectrum of what's being done already
08:44and where the gaps might be.
08:45Both in terms of like understanding
08:46of climate and mental health
08:49among climate and mental health advocates, right?
08:52Sometimes they're very separate groups,
08:55(indistinct) and then we ask them.
08:57So it was a great time.
08:59<v Mauro>Great, thank you, Caroline.</v>
09:06Next up, we have Alix.
09:08<v ->Hi, everyone, my name is Alix.</v>
09:10I am a second year MPH student
09:13in the Department
09:14of Environmental Health Sciences
09:15and I'm concentrating
09:16in climate change and health.
09:18Before I begin,
09:19I'd just like to thank
09:20the JFK Scholar Fellowship Committee
09:23and the New England Public Health
09:24Training Center, for both supporting
09:26and funding my work this summer.
09:29So this past summer,
09:31I interned at the Connecticut Department
09:33of Public Health, where I conducted
09:36a policy analysis on current
09:39and proposed legislation
09:43that addresses barriers of weatherization
09:45as well as energy assistance programs
09:47in Connecticut, with a focus on individuals
09:51who have been deemed vulnerable
09:54to climate change.
09:55So that manifested in my deliverables
09:58as a literature review,
09:59which was really important
10:01to understand the history
10:03of weatherization in the U.S.,
10:10the history of weatherization
10:11as well as the current progress
10:15that we haven't seen right now.
10:18And then, I compiled a compendium
10:20of current proposed legislation,
10:23which was really cool.
10:24Because we're seeing
10:26so much new, so many new laws being proposed
10:30within the last couple of months
10:32with the Inflation Reduction Act,
10:34and the infrastructure bill that was just passed
10:37a few months ago.
10:39And then finally, I linked all this information,
10:41and wrote a policy brief, where I gave
10:48concrete and actionable,
10:51actionable recommendations to the department,
10:54so that they could better support
10:57the state's weatherization in (indistinct)
11:01<v Mauro>Great, thank you, Alix.</v>
11:02(papers shift)
11:06<v ->I assume it's me?</v>
11:08<v Mauro>Absolutely, yeah.</v>
11:09<v ->Nice.</v>
11:12(indistinct) notes, I didn't print it out.
11:16You know.
11:18So,
11:19<v Mauro>A timely thing to do.</v>
11:20<v ->Yeah, yeah (indistinct)</v>
11:21(Emily laughs)
11:22(Mauro laughs)
11:23So hi, I'm Emily.
11:24I'm also a second year Master's student
11:26at the School of Public Health.
11:28I'm in the Department
11:29of Social and Behavioral Sciences.
11:30I'm also concentrating
11:32in climate change and health.
11:33And so, I was also compiling for
11:35the Connecticut Department of Public Health
11:37in their Office
11:38of Climate Change and Public Health,
11:40and I focused on food, security, and equity.
11:44And specifically, this was part of the GC3,
11:48so the Governor'ss Council on Climate Change.
11:52I think it was passed in 2019.
11:57And it was (indistinct)
12:01part of like a three year initiative,
12:03the very beginning of it,
12:05to look at how food systems and food equity
12:09are being impacted by climate change.
12:11And so, since this was
12:12the very beginning of the project,
12:14I, my job was basically to figure out
12:16what do we know and compile it
12:20so that it's a resource
12:22for the Department of Public Health.
12:24So that included a literature review,
12:27also more of like a general review.
12:30So different types of knowledge,
12:32not just academic,
12:33but also looking at local organizations
12:35that are doing work,
12:37data sources that might be relevant,
12:40and compiling it all.
12:42And so, that was my main deliverable,
12:43was a compendium of resources to the department,
12:47and then a report about the work related.
12:52Yeah, that's, that's it.
12:53Thank you.
12:54<v Mauro>Great, thank you, Emily.</v>
12:58All right,
12:59thank you for those overviews, each one of you.
13:02So now,
13:02I'm gonna invite questions from the audience,
13:05either in person or online.
13:07And give me just a second,
13:09I'm gonna have to hit stop share here,
13:11so I can see
13:13if anybody online is sending us any chats.
13:19Any questions from the audience?
13:20I have a lot if nobody has any.
13:23(attendees laugh)
13:27Yeah, go ahead, Rose.
13:29<v Rose>Sebastian,</v>
13:30so when you were using the relations
13:32to (indistinct).
13:35Right since, (indistinct)
13:40(indistinct) basic way, from a (indistinct)
13:43countries outside of the one such (indistinct)
13:48Like that.
13:49Let's imagine it forward, (indistinct)
13:50(microphone interference plays)
13:55<v ->Can you restate that a little bit?</v>
13:57<v Rose>Yeah,</v>
13:58like how did, or are the (indistinct)
14:00you'd liked to study in the country rather than,
14:01(indistinct) other countries,
14:01(indistinct) just your attitude in general.
14:06Yeah, that's good?
14:07<v ->Yeah, I think one of</v>
14:09the things that I saw is that,
14:11<v Mauro>Sebastian,</v>
14:12would you mind repeating the question
14:13a little bit louder?
14:14<v ->Oh, yeah.</v>
14:15<v Mauro>Yeah.</v>
14:16<v ->So the question is kind of like,</v>
14:18from what I saw of like what motivated,
14:21(indistinct) my understanding.
14:23What I saw that motivated like the occurrence
14:24of these litigations in these countries.
14:26Like, is there anything to like expand
14:30to other countries based on that?
14:33And I think like from my research,
14:35what I could see is that a lot of the reason
14:38why I was like so focused in these countries,
14:40is because,
14:40they're particularly in Latin America,
14:42there's a lot of explicit protection
14:44of the right to a healthy environment
14:46within the constitutions of the countries.
14:49As well as in regional agreements,
14:51like, the one that I mentioned explicitly
14:52was the protocol of San Salvador,
14:55which like also explicitly mentions
14:57the right to a healthy environment.
14:59But I think some of the most innovative cases
15:03have been the one that,
15:04have been the ones that have successfully
15:05been able to link explicitly mentioned rights
15:09in the constitution, such as the right to health,
15:11there's the right to life,
15:12to the right to a healthy environment.
15:14And I think that's kind of like what can be used
15:17to expand this sort of like,
15:19human rights based litigation
15:21to other countries that might not necessarily
15:24include the right to a healthy environment
15:26in their constitutions.
15:27And yeah, does that answer your question?
15:29<v Rose>Yeah, it does.</v>
15:32<v Mauro>Thank you.</v>
15:34Anybody?
15:35Yeah, go ahead.
15:36<v Audience Member>So you mentioned,</v>
15:38So you mentioned
15:39that countries like the United States
15:46(indistinct)
15:50and it's (indistinct) strategies.
15:54<v Sebastian>In terms of in the United States?</v>
15:55<v Audience Member>Yeah.</v>
15:56<v Mauro>Can you repeat that as well, Sebastian?</v>
15:58<v Sebastian>Yeah.</v>
15:59<v Mauro>I'll just say</v>
16:00the standing rule for everybody as we do,
16:01(panelist laughs)
16:02we'll just repeat it.
16:02I think they can hear us better on stage.
16:03<v ->Yeah</v>
16:04The question was like
16:05what if, if human rights based arguments
16:09weren't as frequent in the United States,
16:11then why, what were the most frequent arguments?
16:15I think my response to that
16:17I'm not 100% sure,
16:19because I didn't delve too much
16:21into the cases in the United States.
16:23That's another part of it,
16:23is that these countries in the Global South
16:26have a lot less cases,
16:27it's just that a much greater proportion of them
16:30have arguments based on human rights,
16:33whereas like the United States
16:34is maybe tenfold of the cases
16:36of any of these countries.
16:40And I think one of the things that I did see
16:43about the cases in the United States
16:44is that they're very,
16:45they're based a lot more on existing laws,
16:49existing regulations,
16:52while the cases in the Global South,
16:55they're based a lot more on the fact
16:58that maybe regulations
16:59are being not fully achieved.
17:03And so the human rights based arguments are like,
17:05you're violating my right
17:06by not fulfilling your obligation
17:08to like not allow people love, for example.
17:14Whereas in the United States,
17:15it's lot more about trying increase recommendations
17:18and things like that.
17:20So I don't have a full answer to your questions.
17:22<v Audience Member>No, by all means, it's cool.</v>
17:24<v ->Yeah, no problem.</v>
17:25<v Mauro>We have a few minutes left,</v>
17:26and I just wanna flag
17:27that Devin asked
17:28a great question in the chat, and it says,
17:31As developing
17:32public health professionals/researchers,
17:35where do you prioritize climate change and health
17:38in your list of public health interests,
17:39and how does this influence
17:40your career aspirations?
17:42And maybe we'll start
17:43with Emily and go the other way?
17:45Sorry to put you on the spot, Emily.
17:47<v ->Yeah?</v>
17:47<v ->Not really.</v>
17:48(laughs)
17:49<v ->No, that's fine.</v>
17:50Sure, well, yeah,
17:51I would say that
17:52as far as the research that I do,
17:54I primarily focus
17:54on climate change involved research,
17:56that is one of my top research interests,
17:59and it's what I hope to do professionally.
18:02And so I think looking specifically at Yale,
18:05again, I do a lot of work
18:07at the intersections of both that environment,
18:09a lot with collaborations
18:10with the School of the Environment
18:12and the School of Public Health.
18:13And so yeah,
18:14I would hope to continue in that space.
18:19<v ->Yeah,</v>
18:20so I'm from an environmental science background,
18:23so I would also say
18:24that climate change and health
18:25is one of my top interests.
18:28I hope to go into some sort
18:30of environmental management,
18:31where I help companies achieve
18:34their sustainability and environmental goals.
18:38But more specifically,
18:38I'm interested in how climate change
18:41impacts human, wildlife,
18:43and environmental health.
18:46All three groups are very closely intertwined,
18:49and yeah.
18:50Just climate change is so terrible,
18:52it really makes it a huge
18:55and I think it's even more than ever
18:59that we gotta' take action.
19:01<v ->I would add,</v>
19:02well,
19:03my background is not directly related to climate,
19:07it's in health workforce
19:08development and other areas
19:09of workforce development and mental health,
19:13but when I came to Yale,
19:14I felt a pretty strong sense of duty
19:17to be in the climate change
19:18and health concentration.
19:21So I think,
19:21I mean, I think everyone should
19:22be in the concentration
19:23if they don't already have, you know,
19:25a lot of knowledge in that area.
19:28But in terms of my career specifically,
19:30whether or not I like have
19:32a very direct climate and health job,
19:34I know that no matter what area
19:35of public health I go into,
19:37climate change will impact that area in some way,
19:40so I absolutely consider it a priority
19:43and am, you know, interested and looking forward
19:49to the ways in which all
19:50public health professionals
19:51can integrate responding
19:53to climate change into their jobs.
19:57<v ->I mean, I'm an undergraduate,</v>
19:59and as I mentioned,
20:00I'm majoring in environmental studies,
20:02and so I think it is also like
20:03the bulk of my interests,
20:05in terms of its connections to public health,
20:08those connections are the bulk of my interests.
20:11I think in terms of how it influences
20:14my career aspirations,
20:15I think it reaffirms my passion
20:17for like environmental justice in particular,
20:19because I think like,
20:21I mean, any changes in the environment
20:24burden our most disadvantaged communities
20:27and they're only gonna exacerbate
20:28any existing health equity gaps, and so,
20:33I don't know, that's kinda like,
20:35what motivates me, I guess.
20:38<v Mauro>Great, thank you.</v>
20:40Any last minute questions?
20:41Devin, thank you for that great question online.
20:46If no questions,
20:47then we'll transition to our next panel,
20:49but just one final round
20:50of talk, panel number one.
20:54In panel number two, we have Mitchell,
20:57Ruihan, Noel, Finn and Adriana.
21:02And we do need another chair, so excuse me.
21:05(indistinct) a little bit.
21:14(camera disturbance happens)
21:26(people laugh and chat)
21:36Wonderful. We all here?
21:39Great.
21:46(silence)
21:50All right.
21:53We're gonna start with Mitchell.
21:55<v ->Everyone.</v>
21:56My name is Mitchell
21:57and I'm a second student in the sociable
21:58with behavioral sciences department
22:00concentrating in climate
22:01change and health.
22:02This summer I worked at
22:04the California Department of Public Health,
22:05specifically in
22:06their climate change and health equity section
22:10and I worked
22:10on two main projects with the section.
22:12The first one is,
22:13you can see on the screen here
22:14is a interactive online
22:18dashboard for wildfire smoke pool
22:20exposure in the state of California.
22:22And this kind of captured
22:24visually and quantitatively the
22:27number of people
22:28and the duration of time for which people
22:30in California were exposed
22:31to wildfire smoke pools.
22:33And it gives policymakers
22:35a tool to understand where
22:37exposures are most often and most severe.
22:40And the second project
22:41that I worked on was updating the
22:44climate change and health equity sections,
22:47climate change
22:48and health vulnerability indicators which are
22:50variety of health indicators
22:52that contribute to climate vulnerability.
22:54And the two that I worked on
22:55were violent crime rate and the
22:58prevalence of air conditioning
22:59in the state of California.
23:00And as you can see from the screen here,
23:02most of my work was in data and coding.
23:06So it was very applicable
23:08using the biostatistics course and
23:11the foundation of course from the first year.
23:15And I'm happy to answer any questions.
23:16about the data side or the outpatient side.
23:22<v Mauro>Great, thank you Mitchell.</v>
23:30It would help if I put the next slide up,
23:32(person laughs)
23:32There we go.
23:34<v ->Hey everyone, my name's (indistinct)</v>
23:36my second year masters (indistinct)
23:36in Biostatistics.
23:38And this summer I worked (indistinct)
23:40internship (indistinct)
23:45We all know that (indistinct)
23:48that over the past decade and
23:50really, dramatically accelerating especially.
23:54So in this study my job was mainly
23:57the statistical analysis and for our
24:00study, our study population, it's all the,
24:05and what I did was to first
24:07(indistinct)
24:09demographic telehealth versus visits,
24:13(indistinct)
24:16also identify the demographic predictives,
24:21for (indistinct)
24:25also (indistinct)
24:27identify patient populations
24:28(indistinct) telehealth during the
24:31pandemic.
24:32So for (indistinct),
24:33we found that telehealth not only have not much impact on
24:38the original (indistinct)
24:42but can also help to promote the development of
24:46telehealth expansion (indistinct)
24:49And for patients we identify that patients the age of 55 who
24:56are black African Americans who are,
24:59(indistinct)
25:05so that's it (indistinct)
25:05our discovery thank you so much.
25:10<v Mauro>Thank you very much.</v>
25:16<v ->Hi everyone, my name is Noelle,</v>
25:17I'm a second year
25:18at Yale School of Public Health and
25:19Department of Social Behavioral Sciences
25:21and in the US health justice concentration.
25:23So I spent the summer working
25:24with the Yale Center on
25:26Climate Change and Health, specifically
25:27with Dr. Laura Bozi
25:28who's the director of Yale Center on Climate
25:30Change and Health.
25:31And I worked on one of
25:32the action items associated with
25:33the (indistinct) grant.
25:34So it's a CDC grant called
25:36the Building Resilience Against
25:38Climate Effects.
25:38And it was provided to CDPH and YCCCH.
25:41So one of the tasks and
25:43the main deliverable that I worked
25:44on this summer was coming up
25:46with a template municipal
25:47extreme heat and air quality response plan.
25:50So essentially this was
25:51a very long document that being sort
25:53of a hundred pages
25:54that details four municipality that's
25:56chosen for this grant,
25:58what kinds of components
25:59they should be expected or should
26:01consider including when
26:01they create their own plan that's
26:03focusing on extreme heat
26:05and a particular focus on (indistinct) ozone.
26:07So the biggest components
26:09of this plan really focused on
26:11general stakeholder roles, responsibilities,
26:12so at all levels of
26:13the government and for the particular
26:15focus on the community
26:17and municipal levels detailing what
26:19some of these activation phases and activities are
26:21pre seasonally,
26:22seasonally and during periods
26:24of heightened temperatures or
26:27ground ozone conditions.
26:28And perhaps the biggest piece
26:30was talking about climate change resilience.
26:32So this plan kind of differed
26:34from others in that not only
26:35did it combine address extreme heat
26:37and ground level ozone
26:39but also looked at how
26:40you can build resilience in the short
26:42and long term at the community level.
26:44So this resource will be
26:45ultimately shared with whichever
26:47useful local health departments
26:49are chosen for the grant and
26:50they'll be able to use this resource
26:51to really help fill in
26:53the details and without,
26:54what they want their response
26:55to climate change to level out.
26:59<v Mauro>Okay.</v>
27:04Okay.
27:05<v ->Hi everyone, my name's Finn.</v>
27:06I'm a second year mph,
27:08Environmental Mental Health Science Department
27:10and this summer I was able
27:12to work with Connecticut Department
27:14of Public Health
27:15with generous funding from solid scholarship.
27:18And so as you see in the above image,
27:21I modeled risk for any vulnerabilities
27:25to climate change for infrastructure in Connecticut.
27:28Really the first goal,
27:29the first thing that was given to me
27:31was to look at public water systems
27:34in the states.
27:35So these are places with,
27:39you know,
27:40have water dispensed
27:41at their location for 25
27:42or more people are needed.
27:44This could be like a dunkin' donuts
27:47or like maybe hospital.
27:49And so I looked at these poly water systems,
27:52I found out which ones
27:53had incident violations in the last
27:55year, could be like chemical spills,
27:57eco contamination
27:58and also like intake (indistinct)
28:01These were diagnosed as being vulnerable home,
28:04public water system, vulnerable infrastructure.
28:07So I looked at the cluster
28:08of these public water systems,
28:10associate that with
28:12the mass critical facilities around,
28:13so hospitals, nursing homes, schools,
28:16so that we could find areas
28:18in the state where they was like
28:19a lot of vulnerable public water system
28:22for the last 10 years.
28:23And then really the final part
28:25of this project been this,
28:26this model.
28:27So I kinda put this in context
28:28of climate change and I'm
28:30made an overlay model on on the js,
28:33so I linked it as the public water system
28:37infrastructure layer.
28:38So rather having issues and violations.
28:41So that was, that was our 20%.
28:43Then I also added in
28:46social vulnerability to the models,
28:48that being a factor
28:49of making people more vulnerable to
28:51having more infrastructure issues.
28:53That was 40%, approximately 40%.
28:56And then lastly I added in
28:57these climate change factors such
28:58as soil drainage, water storage,
29:01drought issues that commonly
29:03could affect water structure,
29:06also key vulnerability and lastly flood risk.
29:09So I believe all together
29:10in the model and as you see in above
29:13in the red areas
29:14of where areas that were seen as being
29:16vulnerable to climate change affecting our water
29:19infrastructure.
29:20And generally the biggest confusion that came
29:22out was used in midsize cities,
29:25particularly Danbury, (indistinct),
29:26and Waterbury were areas that,
29:28you know, they had high social mobility,
29:30they had a lot
29:32of interesting infrastructure issues in the last
29:3410 years maybe also.
29:37These climate factors are listed.
29:39The biggest real challenge
29:41of this whole project is trying
29:42to understand how social vulnerability,
29:46climate change,
29:47and infrastructure issues all come together
29:49and compound each other
29:51to make people more vulnerable
29:52to climate change effects.
29:54Yeah.
29:56(microphone moves)
29:57(indistinct)
30:01<v ->Hi name is Adriana.</v>
30:04I'm a third year
30:04Indian college majoring in environmental studies.
30:10This is my second year working on the
30:14project's (indistinct).
30:17It's a joint project.
30:24It's between, between YCCCH and Circa.
30:28And the main role and product
30:29of the project was to create a
30:33an extreme (indistinct) computers
30:36So,
30:38so that means that
30:40I was putting together set up different
30:42resources and recommendations
30:46that municipal leaders throughout Connecticut
30:48event tailored to their local contexts.
30:52The key deliverables
30:54that came outta' this toolkit are a
30:55useful policy
30:56and planning option overview table which
31:00provides examples of best practices
31:02that already implement by throughout
31:04(indistinct)
31:08throughout the country
31:09so that school leaders can have an
31:11idea of what
31:14potential policy implement here
31:15in Connecticut and have a guide
31:18for how do that based on these already existing
31:24policies elsewhere.
31:26And then also a center investment practice guide,
31:31public communications packet.
31:33This was something they found useful.
31:37(indistinct)
31:41useful response planners
31:43throughout Connecticut and they
31:48express that they would like
31:49to improve their communication
31:51to presidents.
31:52So in communications packet
31:56I made sure to include
31:59communications templates
32:01that leaders can download and edit
32:04according to,
32:07according to the local projects.
32:11And and also an equity guide
32:14and extreme key resources
32:17for people who may vulnerable to
32:19extreme heat.
32:20And.
32:22What's the (indistinct)
32:26(indistinct)
32:31(indistinct)
32:34really rewarding (indistinct)
32:43<v Mauro>Great, thank you Adriana.</v>
32:46All right, so just as a reminder, these are our,
32:48our speakers and where they were interning.
32:52If you'll excuse me,
32:53I'm gonna pull up this
32:57so if anybody has a question.
32:59Yes, go ahead.
32:59<v Audience Member>Hi,</v>
33:01thank you for sharing that.
33:02I'm curious in everybody's case
33:04if there were particular
33:05courses or skills that you had
33:08or took that helped you in
33:10your placement
33:11and if you had that preexisting two coursework
33:14where coursework was the primary way you
33:16developed those skills.
33:18<v Mauro>Just very quickly</v>
33:19for the online audience,
33:20the question was
33:21were there skills or courses beforehand
33:25that were useful
33:26in the placement for each one of our panelists?
33:29So I'll just turn it over if anybody has an answer.
33:35<v ->I would say absolutely.</v>
33:36I know some of the, the concepts
33:39of R and biostats one and two were directly
33:42applicable to my internship
33:44because as I shown on the screen
33:46most of my code and that did also apply in terms.
33:52(indistinct)
33:58<v ->I used (indistinct)</v>
34:05I did lower Python
34:06in my program doing the JS models and the
34:10maps and dashboards
34:12for the Department of Health and that
34:14was like all skills I learned from her.
34:18And also exposure science with Dr. (indistinct)
34:23great course.
34:24Really open your eyes
34:25a bit more to the way climate can affect
34:28people's health.
34:30<v ->I would add to that in terms of</v>
34:32or sort climate changing
34:33little health with Dr. Dubrow,
34:35I really enjoyed that class.
34:36It was really helpful.
34:37I think it orienting myself
34:38on more granular nuance level
34:40for the different facts
34:41of climate change on population
34:43health,
34:44on the actual occurrence
34:45of weather related disaster,
34:46things like that.
34:48I also think some of
34:49the research I did before with Dr.
34:50Sarah Lowe was really helpful.
34:52I've been able to work
34:53with her with the trauma (indistinct)
34:55here by speech and on the risk project which is
34:57resilience survivors of Katrina.
34:59So I think kind of having
35:01that research based exposure
35:03broadly like what impacts
35:04of climate change are and seeing
35:05what it's looking like
35:06as the study unfolds and then having
35:08that super helpful.
35:15<v ->Yeah.</v>
35:16(indistinct)
35:19I would say that (indistinct)
35:23in science (indistinct)
35:25that department (indistinct)
35:26(indistinct)
35:30in (indistinct)
35:31I learned how to (indistinct)
35:35(indistinct)
35:39obviously (indistinct)
35:43Because I, I (indistinct)
35:47I think (indistinct)
35:52<v ->Of course that was useful.</v>
35:54To me (indistinct)
35:59project was Professor Thomas JS class college.
36:06The final project map,
36:10(indistinct)
36:14realize all the different (indistinct)
36:19that made somebody (indistinct)
36:25<v Audience Member>Thank you.</v>
36:26(mic adjusts)
36:27<v Mauro>Other questions</v>
36:28either from in person or online?
36:32Go ahead.
36:33<v Audience Member>Yes.</v>
36:35Nice presentations.
36:36What was the relationship between
36:38Noel's project and Adriana's project?
36:41There seemed to be some similarities.
36:43<v ->I think in the initial stages</v>
36:44we did have some overlap.
36:46We had some meetings together
36:47where we talked about
36:48opportunities to overlap the project.
36:51I wanted just chat about it too
36:52but I think we were hoping for
36:54a little bit more like crossover
36:55with the projects later on
36:57down the line.
36:58I think once the useful
36:59extreme heat air quality response
37:01template was shared
37:03that the toolkit can be kind of another
37:05supplement that would also
37:05be provided to recipients of the BRACE grant, but.
37:09<v ->I agree what you said,</v>
37:10yeah there's also a section in toolkit
37:14specifically on response plans
37:19for these leaders so having
37:22that put in there is nice.
37:23(indistinct)
37:27So I think (indistinct)
37:31<v Audience Member>Thanks.</v>
37:35<v Mauro>Other questions?</v>
37:38<v Audience Member>I'll ask a very general one</v>
37:40just since it was a lot of data
37:43collection data analysis for,
37:45for any of our panelists,
37:47were there any gaps
37:49that you identified as missing that
37:51would've been useful
37:54to inform your project or your
37:56organization's work
37:58or future iterations of the work?
38:01So I guess what I'm,
38:01what was missing that would've been useful to,
38:03to you all if if anything at all?
38:09<v ->I don't mind starting to us off with that.</v>
38:11'Cause I was thinking about this
38:12the other day.
38:14When I was looking at creating
38:15this template plan, I was,
38:17a big part of it was looking
38:18at the data on ozone levels in
38:20extreme heat in Connecticut.
38:21And what I found kinda in Connecticut
38:23and across the board was that
38:24there was a lot more nuanced data on extreme heat
38:27than I was finding for air quality.
38:28So there were a lot
38:30of maps and resources on like social
38:31vulnerability index
38:33and different like key vulnerability
38:34maps for Connecticut.
38:35But in terms of ground level ozone,
38:36I felt like I wasn't finding as much data.
38:39So that was one of the obstacles
38:39I think I identified early on was that
38:42there really weren't any plans that did extreme
38:44heat and like ground level ozone or air quality together.
38:47So finding that data
38:48that was accessible and stratifying it
38:51by like high risk groups
38:52and vulnerable populations I think
38:53was something that was difficult.
38:54I, I would enjoy having that extra information
38:56but that's just
38:57something to keep an eye out with research.
39:01<v ->I think for me it really</v>
39:03came down to in my final model
39:06rating the different variables.
39:09So I had 20% being infrastructure issues,
39:1240% being climate factors
39:16and 40% being social vulnerability.
39:17And that was really chosen
39:20in discussion with my preceptors
39:22and also looking
39:23at some positive literature
39:26but it really does come
39:27down to you know, how like,
39:30it is really hard to know how much
39:32really you should rate these variables.
39:34I think that would be
39:35a lot of researching to kinda
39:37understanding you know,
39:38what is the most impactful thing
39:40on people's infrastructure.
39:42Is it these climate factors that are emerging,
39:44we wanna see their impact changes as day goes by.
39:47Is it (indistinct)
39:50or is it the fact impact issues there beforehand?
39:54Like the biggest thing
39:56like understanding how these (indistinct)
39:59and I definitely think maybe
40:02a more qualitative assessment
40:03of that could have helped us
40:05understand a better way to through it.
40:08But again,
40:10it always just comes off movies that just kinda,
40:12decisions but.
40:17<v ->Communication side,</v>
40:20(indistinct)
40:25like how state and regional officials
40:30talked about extreme heat
40:33to the president and so I
40:37(indistinct)
40:40was released by
40:41the governor's office
40:45and (indistinct)
40:51one press release extreme heat,
40:56more extreme heat events
40:58and so I have more time on this budget.
41:01I think it important to realize that
41:05that we should step further (indistinct)
41:09what might help
41:12level address that communications (indistinct)
41:17(indistinct)
41:24(indistinct)
41:30<v ->One really specific thing</v>
41:32that I found.
41:34Both in my project
41:35and in my own research is the lack of
41:37data on air conditioning.
41:40There isn't a national data set that shows like the
41:43prevalence of air conditioning
41:45and like real granular and like usable levels.
41:48So for the California Department
41:50of Public Health internship
41:52I had to actually reach out
41:54to the Department of Energy,
41:55get the list of different energy suppliers,
41:58the amount of electric,
42:00electricity used on air conditioning
42:01from the different energy supplier regions
42:04and then kind of use that to apply to the
42:05counties which is very like
42:07non-specific and labor intensive.
42:11Which is surprising given like,
42:13all the information you know
42:13about climate change
42:14and air conditioning being one
42:15of the strongest adaptation measures
42:19for extreme heat that there
42:20isn't still is not data set
42:22available for distribution around the U.S.
42:23Good question.
42:28<v ->For me,</v>
42:30these (indistinct)
42:32directly from the staff house department
42:33of (indistinct),
42:34so it is kind of (indistinct)
42:37and structured data but we still have,
42:40we wanna first,
42:41wanna analyze the patient diagnosis
42:43and also (indistinct)
42:45(indistinct)
42:47(indistinct) in reality.
42:50So that would be much better
42:51if we have (indistinct)
42:53So we are still (indistinct)
43:02So, (indistinct)
43:05(mic adjusts)
43:06<v Mauro>Great, thank you for those answers.</v>
43:09If there are no further questions,
43:10maybe we'll give one more round of applause
43:17and then we will switch over to panel three.
43:21Julia Rose.
43:33(silence)
43:42(mic adjusts)
43:44(group laughs)
43:46(group chats)
43:51There we go.
43:52And I will note
43:53that Maggie could not make it tonight but we
43:56do have our other three speakers
43:59so great job panel two.
44:02One of our online audiences
44:03wanted to pass that along.
44:05We'll start with Julia.
44:08<v ->Hi everyone, I'm Julia,</v>
44:08I'm (indistinct)
44:10student from YCCCH,
44:12my department is Environmental Health Sciences
44:14and I've been interning with
44:15the (indistinct)
44:17(indistinct)
44:19Department of Public Health
44:20and working on this product which is part of the
44:24first grant that I'll mention,
44:25stand for building resilience
44:27against (indistinct).
44:29So my product is to develop
44:30an educational program for
44:33teachers, school nurses, administrators
44:36and others who develop social vulnerable
44:38(indistinct)
44:40to reduce events of exposure (indistinct)
44:43So basically it's like designing a (indistinct)
44:46and to get this virtual,
44:51yeah here are some sample slides,
44:52just do it and to create this curriculum.
44:56So first I have to do
44:57a lot of literature review and to send
45:00the house (indistinct) of spring heat
45:03and all the events and there are
45:07like heat advisory specials
45:08in Connecticut and also like
45:11coaching extreme heat.
45:13And then we also did
45:14a lot of stakeholders engagement.
45:16We not only did interviews with local teachers
45:19and school staff
45:20to know their experience of extreme heat,
45:22we also had meetings
45:24with public health officials from
45:25New York State and Arizona.
45:28Because they are precursors
45:29to this race brand and
45:30they have a lot more experience
45:31being with extreme heat in their own states.
45:34Of course Connecticut
45:34is not in the same like situation as Arizona
45:38in eastern heat.
45:39But we did learn a lot from them.
45:41We also communicated to NOLA
45:42and like the CT coaching association
45:48and get their advice.
45:50So the final product is,
45:54is these like educational curriculum slides.
45:57I actually did three versions.
45:58Each of them have approximately 50 slides
46:01and there's a version for administrators,
46:03a version for school teachers and nurses,
46:05and then a version for coaches.
46:08So the conduct mainly involves like,
46:12raising awareness about
46:14the importance of string key
46:16under climate change it,
46:17it might not be a problem
46:18in the past but climate change is
46:20gonna be becoming more
46:21and more of a important problem in
46:23Connecticut.
46:24And then there's also knowledge
46:27on the symptoms of key illnesses
46:29and how to treat them for teachers and then also
46:32like coaching guide guidelines
46:34in extreme temperatures
46:35or school like assigning coaches,
46:38and oh what else?
46:40So this curriculum hopefully
46:44will be piloted soon in one of the schools
46:46and then we'll receive feedback evaluation
46:49and then we can revise curriculum
46:50and then like teach it in more schools
46:54and within our program.
46:57Thank you.
46:58<v Mauro>Thank you.</v>
47:01All right let's start with with Rose.
47:05<v ->Yeah, I'm Rose.</v>
47:06I interned this summer
47:07with the Minnesota Department of Health, or MDH.
47:10And my internship launched a survey
47:13that ended in 2021 about healthcare providers
47:16and how comfortable they felt having
47:18such discussions in the clinic
47:21and they found that there was
47:22a high percentage of people
47:23or a couple prior in Minnesota
47:25who want them to talk about (indistinct)
47:27for their patients but they didn't have the time
47:29or the skillset or the knowledge to do so.
47:31So for my project
47:32I have been (indistinct)
47:34a review to develop a methodology
47:36to have climate change, et cetera, quick and
47:40informative naturally to a clinical dialogue.
47:43So the methodology that I (indistinct),
47:45starts on an on ramp that connects to a
47:48personal health factor
47:49for the patient so that something like
47:51asthma symptoms
47:52and then the health provider will review that
47:54conversation that connects
47:56that personal health factor to
47:58environmental climate change, the cause.
48:00So if we're talking about asthma talk about how
48:02warmer seasons or warmer temperatures,
48:05longer pollen seasons,
48:06which intensify asthma then off ramp to kinda
48:09move from time dialogue back to whatever else.
48:14Talk about that, to that patient.
48:17And so kinda tune in on all this information
48:19and you're putting into a video,
48:21you're, towards whoever the health provider is
48:23that goes into the methodology
48:24of this conversation strategy.
48:26And then also models
48:27two different dialogues
48:28with two kind of actors playing patients.
48:31As you can see here,
48:32the Minneapolis event, that,
48:35well there were a few actors on set
48:37getting ready to film all the discussions.
48:40And that kind of structure
48:41was based off of research that we did about
48:43continued learning courses
48:45with the doctors and nurses
48:46so they would kinda be receive these in
48:47format that was familiar to them.
48:49I also got together
48:51an infographic a little bit conversation
48:54strategies and best practices
48:56to make sure conversations are really
48:57seamless and personalized.
48:58(indistinct)
49:02And then I was able to collaborate with former,
49:04our other intern
49:05that put together a social media package
49:07with an assigned focused
49:08on patients instead of providers with
49:11six different kind of posts
49:13that go through the science
49:14behind climate change
49:15and the impact on our health.
49:17But the idea we have,
49:18patients getting this climate change dialogue
49:19(indistinct)
49:21but then also kinda encountering it
49:22in their daily life through MBA (indistinct)
49:28And yeah,
49:29I had a lot of fun working on this internship.
49:31It was,
49:32being in the east coast my whole life
49:32was really interesting.
49:34Been for (indistinct) Minnesota
49:35and experience a little bit of
49:36the culture of the place
49:37and understand how geographic differences,
49:38like (indistinct),
49:41so in Massachusetts,
49:42we might talk about fishery health
49:44or sea level rise,
49:45we talk about direct climate impacts
49:47but in Minnesota,
49:48we talk about things like
49:49the changed to ice fishing,
49:51and the ecological impacts
49:52on lakes throughout the region.
49:53So yeah, (indistinct)
49:54I look for forward to (indistinct)
49:58(mic adjusts)
50:03<v Mauro>Matt.</v>
50:05<v ->Hi y'all, I'm Matt.</v>
50:06I'm a second year M PhD
50:09in the environmental health science department.
50:12I also spent my summer working
50:15at MPH working with Christian Rob,
50:18(indistinct)
50:19he's a (indistinct) expert epidemiologist.
50:24So lot of my work also
50:25kind of started off the survey on nurses
50:28and doctors on their opinions
50:33and on climate change and
50:35how it impacts their work in the clinic.
50:38While I was also interested
50:39in thinking about barriers to conversation,
50:42the main part of the materials
50:43that I created were about the
50:46fact that nurses and doctors
50:48were actually witnessing the
50:50impacts of climate change
50:52in their own communities that they
50:54sort of ended up overseeing
50:55certain health outcomes more
50:57than they had.
50:59And so my main manner for doing that,
51:03I had a press, press release
51:07and also created this,
51:09it's essentially the kind of,
51:10same that Rose mentioned too,
51:12sort of get the message up out there that this
51:16is something that doctors and nurses
51:17(indistinct)
51:18something that they're seeing now
51:20and it's a conversation that you can bring up.
51:23And so what was really important with the,
51:25with the social media series
51:27that that we worked on was
51:29identifying some topics
51:31just in broad like areas,
51:32of how it would change your health,
51:34impacts to health diseases,
51:38extreme heat, air, air quality, etc.
51:41So this sort of giving people
51:42the realization of this
51:44conversation that they can have
51:45with their doctor and that
51:47they can experience outcomes as result of it.
51:51Another big part
51:52of my work was updating NTH's
51:55air quality website
52:00and so I was kind of doing
52:01a lot of fact checking and
52:04restructuring of the page.
52:06I'd say two of the biggest things
52:08that I did was I highlighted
52:11some past research that had been called to light.
52:15Which focused on
52:20(indistinct) like minority groups
52:22as population of high exposure to air pollution,
52:27so there's sort of
52:28that language in the segment
52:30of the website that talks
52:31about high risk groups.
52:33I also connect with
52:34the Minnesota Pollution Control Agency
52:39to sort of create a pathway
52:40for readers to access data
52:44forecasts of air, air quality,
52:46(indistinct)
52:48they can do to help themselves from exposure.
52:50And also create (indistinct)
52:53that way that's less air pollution,
52:56air polluting.
52:57(laughs)
52:59Yeah so for my thesis
53:00I'm hoping to dig into this data some
53:03more that the,
53:04that survey provided
53:05and extended to environmental health
53:09screenings and conversation
53:12that we had in the group, outside of (indistinct)
53:23<v Mauro>Great, thank you Matt.</v>
53:25Now as I mentioned earlier,
53:26Maggie cannot join us
53:28this evening but through the magic of video
53:32editing when this goes on the website,
53:35her presentation will appear right about here.
53:39<v ->Hi, my name is Maggie Hart.</v>
53:41I am a second year MPH student
53:43at the Yale School of Public
53:44Health in the Social
53:45and the Behavioral Sciences department and
53:47the climate change and health concentration.
53:49This past summer I worked with
53:51the Connecticut Department of
53:52Public Health in the Office
53:53of Climate Change and Health and
53:54the Private Well Program.
53:56So I worked to explore
53:57nationwide drought communication
53:59strategies and initiatives
54:00for private well owners.
54:02This began with a literature review looking at
54:04organizational
54:05and statewide climate adaptation
54:07and mitigation strategies
54:08across the United States and then kind of,
54:11determining what was going on
54:13around the US I also
54:14reached out to USGS
54:16drought specialists for different
54:18regions and then climate office managers
54:21for each state and share with 'em a survey.
54:24And so the survey questionnaire
54:27was looking at investigating
54:28how other states declare their drought status,
54:31communicate when drought
54:32has onset and then launch
54:33environmental health initiatives
54:36after the drought has happened.
54:38And from this I created immediate
54:41short term and long term
54:42measures for the private well program
54:44as well as the drinking water branch to enact.
54:48I also had a side project
54:49so the environmental health and
54:52drinking water branch zoom backgrounds
54:54are really great to use
54:56when you're in a meeting with other people,
54:58especially not from the department
55:00or from other parts within the state.
55:03But they are not very visually accessible.
55:05So I just drafted a couple
55:06of different zoom backgrounds
55:08that had more contrast
55:10to help become more visually accept,
55:12accessible and yeah feel free.
55:15I prior to Yale,
55:16I did a bunch of stuff and after Yale
55:17I'm hoping to do a policy analysis
55:19and implementation in water, energy and health.
55:22So definitely reach out.
55:27<v Mauro>So now we'll open up</v>
55:30the questions for our panelists here
55:37again, either are, yeah go ahead.
55:40<v Audience Member>So since you're all</v>
55:41at departments of health or public health,
55:44whatever name they went with, is there any,
55:47are there any tips or advice
55:48you'd have to share with people
55:50who are interested either internship
55:52or career within a Department of Health?
55:58<v ->I think something</v>
55:59that I would start with is that the
56:02timeline was a lot different
56:04than I expected for projects.
56:07Because,
56:08so I were working within environmental
56:10health part specifically,
56:12but for example together it has
56:13(indistinct)
56:16like communication every step that way.
56:20And then there were
56:22other subsequent people that moved here before,
56:24to final actual filming,
56:29I thought was the longest actually,
56:31it exceeded by a lot more time groundwork.
56:34But I feel like my biggest feeling is that even
56:38(indistinct)
56:40(indistinct)
56:46So yeah, (indistinct)
56:50things that responded to resources,
56:51analyze the impact of their work
56:54and they've also partnered
56:55with like the university nursing department
56:56for softworks there.
56:59(indistinct)
57:02Their their rural community has a health
57:06(indistinct)
57:09it will take a lot longer,
57:10harder to establish
57:11had they not been institutionalized
57:15in public health.
57:19<v ->Going off of that,</v>
57:20my impression is that
57:21since it's like such a huge agency,
57:24(indistinct) everyone is,
57:27there's a lot of working with people
57:29and there's like a lot of like teamwork
57:31that happens and I think having experience
57:33like working on projects
57:34with other people is really useful.
57:37And I also kind of
57:38just work for having this kind of like
57:40interpersonal communication skills
57:42but also recognizing that
57:46like inside organization,
57:47(indistinct)
57:50(indistinct)
57:55organization resources that you (indistinct)
57:57you can learn from.
57:58I think that's really like
58:00the power (indistinct)
58:05<v ->I would,</v>
58:06the least I can (indistinct)
58:07about having friends online,
58:09like the people who (indistinct)
58:12different from your typical academia.
58:14There's not like very solid deadlines,
58:17if you suck at this, it's a sign like you are,
58:19like any very solid time stamps to do.
58:22Anything I feel like.
58:24Because there's so many agencies and so many
58:26communication involved
58:27in the process I, across all the departments
58:30so it takes a lot of time to get through all
58:32these communications.
58:34And then it takes time to get the data
58:35you want and it might not be the ideal data,
58:39you have to pin it
58:40and do all the analysis for like further
58:43communication and outreaches
58:45to other stakeholders.
58:46So it's like a very different
58:48kind of feeling working
58:50in a state (indistinct)
58:53I, so just have
58:54an expectation of that.
58:56And yeah.
58:59<v ->And it's also interesting</v>
58:59what you could say especially from a
59:01department health standpoint
59:02where there are a lot of like
59:04ways that I would've sort put a phrase,
59:08kind of responses to climate change
59:10on a personal level.
59:12However I have a recommendation
59:13that could be made if you're (indistinct)
59:15if you do not want to go there
59:16and say you should take XYZ action
59:19to (indistinct)
59:21It's important to (indistinct)
59:24you can find a false positive.
59:25Or (indistinct) you couldn't say that.
59:27You can just talk about
59:28it's very concerning for personal health.
59:35<v Mauro>Yeah, go ahead.</v>
59:36<v Audience Member>Thank you all for sharing.</v>
59:38I have a question.
59:39You might have answered it already.
59:41(indistinct)
59:46Have you experienced going with the community,
59:50in terms of community (indistinct)
59:52and then if there were any sort of (indistinct)
59:54(indistinct)
59:56more engagement (indistinct)
59:59engaging?
01:00:00How that (indistinct)
01:00:03(indistinct) while being,
01:00:04(indistinct)
01:00:10<v ->So I actually didn't have</v>
01:00:13the opportunity to directly engage
01:00:16with community members
01:00:19but like the main point of social contact was
01:00:20the social media,
01:00:23so I think understanding
01:00:24your audience is super helpful,
01:00:27which was, was lucky for us
01:00:29is that the communication staff
01:00:32had sense of who audience was
01:00:33through the social media platforms.
01:00:38So they're gonna be able
01:00:40to curate certain algorithms
01:00:43So it's a really positive,
01:00:44but I totally agree with you that having
01:00:46that kinda platform for
01:00:47that exchange is super important.
01:00:55<v ->I think,</v>
01:00:56I haven't (indistinct) standpoint.
01:01:00I think I a lot more of like getting to know
01:01:05community of Minnesota
01:01:08and you know the later it was cause I
01:01:09learned how to like,
01:01:11structure messages out with right people
01:01:13just based on like geographic expressions
01:01:14(indistinct)
01:01:16But the community
01:01:17that I did get to interact with actually
01:01:19helped their provider
01:01:21and that's not what I really expected
01:01:22and that got a lot of value from it
01:01:24'cause the two kinda primary assumption
01:01:26matter experts for the project outside public health.
01:01:29One was a doctor and one was a nurse.
01:01:31So meeting with them Zoom and when I got,
01:01:35(indistinct)
01:01:37generous summer environmental fellow in Minnesota
01:01:42adjusting to the way they
01:01:43do their work was really important
01:01:47and something that to learn how to do.
01:01:51Because the way that
01:01:52a doctor, nurse kind of, seem to be approach
01:01:56climate health discussions
01:01:57or health realities would
01:01:59definitely kinda go on to be different.
01:02:01So your question like
01:02:02how to know those communities,
01:02:04I think just like going in
01:02:05trying to like go in and learning
01:02:08from them,
01:02:09they wanted address the problem
01:02:10and then like work their
01:02:13trajectory instead of coming and saying,
01:02:15this is how we gonna talk about what we did.
01:02:21They say my actions off of that, that community,
01:02:24how they did their work
01:02:26was really, really (indistinct).
01:02:30<v ->For me, I actually do community engagement</v>
01:02:33work whereas I really
01:02:34wanna learn is like individual schools,
01:02:37they have like their own piece,
01:02:39like guide or like,
01:02:42what's it called?
01:02:43Like maybe like thresholds
01:02:46for canceling visas or canceling
01:02:48school involve such as, such degrees.
01:02:52But then because it's summer
01:02:56and so it is kind of really
01:02:57hard to reach any of the school personnel.
01:03:00We try to contact teachers
01:03:01but then school nurses and like
01:03:07the administrators are very hard
01:03:08to reach out to certainly
01:03:09during summer.
01:03:10So I really hope that I,
01:03:11I actually think it would be
01:03:12a very great topic for a research study.
01:03:15Where I do like qualitative research and just
01:03:17interview a lot of school personnel
01:03:21from different counties in Connecticut.
01:03:23But we didn't have the time or
01:03:25the resources to do that during summer.
01:03:27And so we only did
01:03:28a few interviews like very very few,
01:03:32but we got like,
01:03:33like a small picture
01:03:35of what they're experiencing.
01:03:37And I really hope that I get
01:03:39the opportunity to do more.
01:03:43<v Audience Member>Thank you.</v>
01:03:45<v Mauro>Any questions</v>
01:03:46from our audience online or in person?
01:03:51<v ->I have one for panelists</v>
01:03:54because Rose what you mentioned
01:03:56about tailoring the message, you know specific,
01:03:58you know they,
01:04:00Minnesotans cared more about ice fishing,
01:04:02you know,
01:04:03(Rose laughs)
01:04:04(audience member laughs)
01:04:05If anybody is from the Midwest
01:04:06or has been to Midwest you,
01:04:07you understand how important that is out there.
01:04:10So for all of our panelists,
01:04:11were there any messages
01:04:12that you all developed or that you
01:04:15were trying to get through
01:04:16to audiences that you just found
01:04:21particularly engaging?
01:04:22So maybe it was a,
01:04:23an exact message or maybe it was like a theme.
01:04:28Like what what stuck with
01:04:29the people that you all were
01:04:32engaging with?
01:04:35I guess from like
01:04:36a personal example like you know
01:04:38nobody likes ticks, right?
01:04:39So if you said something out
01:04:40about ticks I was like yeah
01:04:41they're terrible.
01:04:42(Rose laughs)
01:04:43So were there any messages
01:04:43like that in your projects that
01:04:45you found really resonated with folks?
01:04:57<v ->I think,</v>
01:04:58well first of all
01:04:59I think I'll say that would be one place
01:05:02would live my internship to go to spend more time
01:05:05get that feedback from, from the people
01:05:09(indistinct) for.
01:05:12So I don't,
01:05:13the answer for sure but conceptually the way that
01:05:15I approached them
01:05:17was like going zeroing in on the personal.
01:05:20So when I was writing
01:05:21the model dialogue for the videos,
01:05:24I had two kind theoretical patients,
01:05:27one who's kind like,
01:05:28was ready to kinda talk about strategies
01:05:31for behavior health and the other patient,
01:05:33other model dialogue
01:05:35has not really kinda with science even.
01:05:40So visualizing those two different types of,
01:05:44of people and we know
01:05:45there are more than those two,
01:05:47those like, kind of archetypes
01:05:49of kinship that might (indistinct)
01:05:52really helped me think
01:05:53about how you structure
01:05:54a conversation to those different
01:05:56kind of people
01:05:57who wants know more and wants create more
01:06:00and one who's more closed in.
01:06:01And so for me I thought about
01:06:04how we might get somebody who isn't
01:06:06really following
01:06:07the science or that way to get them to action.
01:06:13Get them to see how it might impact their health
01:06:16without words
01:06:17like climate change or without directly saying,
01:06:21directly (indistinct)
01:06:23not told.
01:06:24So for kind of the hesitation
01:06:27that character was a construction worker
01:06:29and working in the city so that doctor and
01:06:32dialogue talked about how when it's a hot day on
01:06:35the construction site,
01:06:36you know that can be danger
01:06:37for you or your coworkers 'cause
01:06:39of the amount of (indistinct) like space.
01:06:44And so I guess just to,
01:06:45to answer your question,
01:06:46I would say thinking through,
01:06:48not in the theoretical,
01:06:49just like how would people react
01:06:50to climate change but
01:06:52on the level like how would this person
01:06:53who has this life experience stop?
01:06:57(indistinct)
01:07:01<v ->It's sort of like a general sense for a lot of,</v>
01:07:06for our social media kind of content that we,
01:07:08we worked on,
01:07:10we knew that we had
01:07:11a lot of the audience for MDH's Facebook,
01:07:17Instagram are of like younger age.
01:07:22And so again, yes, (indistinct)
01:07:26(indistinct) which is pretty much
01:07:29is false and played out.
01:07:32But like send, centering the help of
01:07:35their children and through,
01:07:38I went through the language
01:07:40(indistinct) that were on the,
01:07:43(indistinct)
01:07:43that we created,
01:07:44as you imagine it was
01:07:46a bit helpful in sort of
01:07:47captivating the audience.
01:07:50But again I would have loved
01:07:53to have seen the reactions
01:07:55and I still hope to so I, I will be wiser.
01:07:58(Rose laughs)
01:07:59<v Audience Member>Thank you.</v>
01:08:00<v ->Yeah so, since we</v>
01:08:01haven't added it in the course,
01:08:03so I am really not sure
01:08:04of what people are gonna resonate
01:08:06with our slides.
01:08:08But I do want that people
01:08:09make use of the resources we put
01:08:11in the slides.
01:08:12We have included resource links
01:08:14on where people can come in for building shade on
01:08:17in your school playground
01:08:18and there is also like since the Covid,
01:08:21there are still Covid funds
01:08:23that can include the renovation
01:08:24and maybe install like
01:08:25a bus systems in your school.
01:08:27So I really hope that people
01:08:28can pick visa up and do
01:08:31something for their schools
01:08:32if they didn't have air conditioning
01:08:37and I really hope that
01:08:38they can make use of these resources.
01:08:43<v Mauro>Great.</v>
01:08:44Thank you for your answers.
01:08:45I think that ties well,
01:08:46we had a question in the chat.
01:08:49Is there a way to like share
01:08:50all the information and I think
01:08:51that's the ultimate goal
01:08:53of whatever it is that you're doing,
01:08:56you're gonna make it either public or share it.
01:08:59I will say for the people
01:09:00who registered for this talk,
01:09:02our students put together
01:09:03a folder of deliverables
01:09:05and things that we can share out.
01:09:07So look forward to that email
01:09:08from me that will have all
01:09:10the things that they wanted
01:09:13to share out and organizations
01:09:14wanted to use those, wonderful.
01:09:17Any other questions from our audience?
01:09:20Yeah, go ahead.
01:09:22<v Audience Member>I'm going off</v>
01:09:23your response to (indistinct)
01:09:27Do you get a sense of how
01:09:29the community that worked with
01:09:31(indistinct)
01:09:34like respondent
01:09:35to including communication
01:09:38into patient healthcare, were they all for it?
01:09:42Did you encounter any resistance?
01:09:45<v ->Yeah.</v>
01:09:46And that's for anyone?
01:09:47(indistinct)
01:09:54What was about like how,
01:09:55how healthcare providers themselves responded to
01:09:59(indistinct)
01:10:01<v Audience Member>Yes.</v>
01:10:03(indistinct)
01:10:09<v Audience Member>(indistinct)</v>
01:10:13(panelists mumble)
01:10:15(panelists laugh)
01:10:17<v ->Yeah,</v>
01:10:18that's a great question
01:10:19and that was something I was a
01:10:21little unwary of until then.
01:10:24Because I had experience communicating
01:10:25in classroom topics.
01:10:26On the lectern in front of students.
01:10:28So it felt a little kinda weird
01:10:30to be trying to think or,
01:10:31it was interesting question
01:10:33how you educate people who are so well
01:10:35educated about their pockets
01:10:36of focus and so in the,
01:10:39in the survey that MD's put out,
01:10:42we found about like 76%
01:10:45of the respondents said that yes
01:10:46it's happening,
01:10:48moving around like near 16 you know,
01:10:52they said that climate belongs in the clinic,
01:10:54but a number of those
01:10:56who felt capable of doing that would
01:10:59be smaller.
01:11:00And so like that would started
01:11:01going in to know that there
01:11:01was other measured amount
01:11:03of people who, who wanted this,
01:11:05this information wanted that, that education.
01:11:10So that was like kinda
01:11:11step one was having that confirmation,
01:11:14knowing that there was demand
01:11:15for this education out there,
01:11:17resources out there.
01:11:18But as far as like
01:11:20the specific reactions of health
01:11:21providers, in the survey it allowed,
01:11:24there was like a spot
01:11:26where areas where the healthcare providers
01:11:28could like put in what they were meeting.
01:11:32And so there are people,
01:11:33many responses saying need
01:11:35education, we need resources,
01:11:36we need like guided dialogue,
01:11:38how, how do these dialogue.
01:11:40So knowing that going in was helpful,
01:11:44but there were interactions I had
01:11:47they were not the formal way
01:11:49but I remember I went, I had check in,
01:11:50check out my,
01:11:52my own personal physical summer
01:11:54and I just kinda threw the
01:11:55question out to my doctor, what are,
01:11:56what are your thoughts
01:11:58about having this kind of conversation
01:12:00in the clinic?
01:12:01And she was kinda resisting
01:12:04the idea of like actually
01:12:06opening dialogue like formally with a patient.
01:12:08But she did mention she worked
01:12:10in a clinic that was in a,
01:12:11in an urban location and location
01:12:14and she mentioned the fact
01:12:15there was significantly higher rates of asthma,
01:12:18she recalls talked about
01:12:20in that urban clinic versus
01:12:20in the suburban clinic.
01:12:22So I think,
01:12:23while not every clinicians seem like
01:12:27(Rose snaps fingers)
01:12:28ready to like go there
01:12:28to the location tomorrow.
01:12:29I think there is kind of this,
01:12:31an awakening within,
01:12:34that start happening.
01:12:36And if they start among colleagues
01:12:39and then then motivations,
01:12:40that would be great.
01:12:42But that's not 100%
01:12:44will be able to follow up on is,
01:12:46are we communicating with people
01:12:48who actually we can reach, create this dialogue
01:12:51Thank you for your question.
01:12:52<v Audience Member>(indistinct)</v>
01:12:56<v ->I (indistinct)</v>
01:12:57So I also (indistinct)
01:12:59a lot of the evidences (indistinct)
01:13:03<v Mauro>(indistinct)</v>
01:13:05<v ->(indistinct) that,</v>
01:13:07we're not, going to say
01:13:09that we're not going to achieve that in health
01:13:11is such a huge issue on.
01:13:12That is like, here we are.
01:13:14So definitely like,
01:13:15I mean there's definitely
01:13:16overwhelming majority like I think
01:13:19so that they believed
01:13:20in climate change and that it was like
01:13:23a health issue.
01:13:25Yeah, that like 25,
01:13:26which was more than I thought but,
01:13:29but the people who we working with
01:13:30were still pretty
01:13:32excited about that number.
01:13:34(laughs)
01:13:36But yes, so we guys were on a team of like
01:13:38(indistinct)
01:13:41similar but like less projects than we did.
01:13:45So of them was with
01:13:47a bunch of doctors and nurses
01:13:51about,
01:13:52about this topic
01:13:53and a lot saying that primary care settings
01:13:57were like the best ways
01:13:59to like have those conversations.
01:14:00Because also there's a point where unfortunately
01:14:02(indistinct)
01:14:06it can be personal
01:14:07and it can help to have like an ongoing
01:14:10relationship and also
01:14:12saying where you have more time
01:14:13to have those conversations.
01:14:17Whereas in like the ED,
01:14:18you don't really have that time, I imagine.
01:14:20So yeah, it's just (indistinct).
01:14:25<v Mauro>Great, thank you for that question.</v>
01:14:27Any last ones?
01:14:31No.
01:14:32Okay.
01:14:33So time for round of applause for panel.
01:14:34(Mauro laughs)
01:14:39All right.
01:14:41To our online audience and to our audience here,
01:14:44I just wanna say thank you for joining us.
01:14:47I really appreciate you making time
01:14:48on your Thursday night
01:14:51to come in here from our students
01:14:54and the work that they did.
01:14:56Lemme' see if I can switch
01:14:57this camera so our online folks
01:14:58can see us.
01:14:59Hey, there we go.
01:15:00If you have any questions,
01:15:02feel free to reach out.
01:15:03That's the general email address
01:15:04for the center and we can
01:15:05put you in contact
01:15:07if you have any specific questions
01:15:09for students.
01:15:10And also feel free to visit our website.
01:15:12There it is, bit.ly/yccch.
01:15:15So once again, thank you all for being here.
01:15:17Thank you for all the hard work that you did.