Analyze

Given the vastness of Formosa Plastics' influence, there are many ways to tell its story to the world. As environmental justice activists and researchers, how do we describe a company and its negative impact when there is so much to say? Limited by time, word count, and the audience's attention span, we must decide what goes unsaid. As a result, we could write countless answers to the same question, "What is Formosa Plastics?"

In this published academic case study, I introduce Formosa Plastics through a local lens--specifically, through the eyes of a grandmother-turned-activist in the small town of Welcome, Louisiana. Her family's history with social justice activism, as well as the area's connection to centuries of slavery, make the environmental racism of Formosa Plastics' Sunshine Project especially salient. Although Formosa Plastics is a global force, telling its story on the microscale is an equally important perspective. After all, in Sharon Lavigne's eyes, her small town is her world. How many of these little worlds have Formosa Plastics destroyed as they wreak havoc across international borders?

This news article focuses on the 140 "foreign schools" that the German state runs in different countries. However, only 30% of the schools' funding comes from the German government, while the rest is raised through fees paid by parents. The article reports that due to school closures, funding has dwindled rapidly and according to self-evaluations, 64% of schools face bankruptcy unless the German state offers emergency support. The article reports that back in November, the German government decided to foster the schools as a means of cultural and educational foreign politics.  A web conference to discuss the issue is planned for next week.

Our project could keep tabs on how foreign schools as spaces of transnationalism become reshaped during COVID-19.

I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.

What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring. 

Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.

In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what  assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.

In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.

Backchannels Addition to this question:

A SLOW CONVERSATION ON COVID-19 BY MASCHA GUGGANIG AND NINA KLIMBURG-WITJES. 

04 May, 2020

See:  https://www.4sonline.org/blog/post/a_slow_conversation_on_covid_

After reading the essays attached to this question, I was left overwhelmed. I had to walk away before finishing them as it was just way too much...  Returning to any sense of a  “normal” state of affairs is undesirable. And, to remain in the present, I would convey that there is a greater need for mentorship and encouragement of independent thinking/doing.

There are further challenges more specifically related to appropriate ways of guiding and enabling kinaesthetic learning. Those teaching practical subjects usually taught out of a studio will face tactile challenges and many more.

In relation to the online educational spaces, it's really hard to read the micro-expressions of either solidarity or dissent in online interactions. It’s more than just exploring the literacy of online asynchronous online pedagogy, it’s about understanding the limitations of the tools, be that Zoom or Skype or another tool like Slack, Micro, Trello, etc. 

A quote of NRC spokesman Neil Sheehan which is, "Quite frankly, we don't have any nuclear-plant complexes where you have so many reactors packed so closely together" capture the message of the article. It shows there are no nuclear emergency plans for Indian Point Disaster. In the 10 miles radius or even 50 miles radius, there should be prepared an emergency plans and educated the resisdents about the nuclear disaster. 

Another quote "I;m not against the planning. It's where is the funding going to come from to make it happen?" of Steven Peterson, who is director of emergency management for Ulster County, N.Y.. It reveals within the 50 miles radius area provide nuclear emergency plant need federal support and guidance. Government and organisations should offer resisdents a specific emergency plants, such as evacuation and power plants. 

Joseph De Avila applied lots of quotations to show different views about the planning for Indian Point Disaster, and also applied a image of the area might be influenced by Indian Point Disaster and the emergency plants should cover. Different views of different people and represnt different counties or organisation to show the present situation of the emergency plants for Indian Point Disaster. Joseph also applied the research of different quotations to show all the education and emergency planning should support by federal government. 

The article shows there are no specific nuclear emergency plants or Indian Point Disaster. The arounding environment is densely populated and no material educational to resisdent. The situtation are illustrated by image and quotations of many different representors. The main point is as the title shows, to urges expanded emergency planning for Indian Point disaster. The important thing is federal government need to support and guide the state and organisations. 

Indian Point Energy Centre is a new power plants station in Buchanan. As well as the communities around it are without any emergency respond plants to nuclear disaster. NRC is  Nuclear Regulatory Commission, which is an organisation for the safety of nuclear power production and civilians uses for nuclear materials. In addtion, there are some representors of different communities. For example, Ben Smilowitz who is executive director of the Disaster Accountability Project, and Dutchess County’s commissioner of emergency response,Dana Smith. Some actors' words are quotated to show the main point of the article and support the author research.