I am mainly part of the research collective called “COVID-19 Places: Turkey.” I focus on the COVID-19 disaster governance and scientific cultures. So far, we have worked through google docs. By September, we plan to hold regular meetings, and add more to the PECE essay. This group welcomes new members.
I also have many questions at local, national, and transnational levels. Nevertheless, in the short-term (Fall 2020), I want to focus on the following research topics/areas:
The transnational governance of COVID-19
The ways science-society relations (and/or scientific cultures) shape and are shaped by the governance of COVID-19 in specific places (from community to institution to city to nation-state scale).
Tactics that can be developed through transnational collaboration so as to respond to the various problems deepening and/or emerging in the midst of this disaster, e.g., the problems we (may) encounter as educators, and so on.
I imagine all these as collaborative studies.
On July 3, Selim Badur has interpreted this report (Açık Radyo - Korona Günleri programme) by drawing attention to "two interesting points":
1. The highest incidences were seen in persons aged 80 years and older but the second cluster includes persons aged 25 to 49 years (49.4%).
2. In the world, it is said that men are infected more than women. In Turkey, female cases aged 15 to 24 are more than male cases.
shortly attaching this news article on "coronavirus lockdown protests" to this reading. should be an obvious one to all.
Re: the discussion on "our" concepts of freedom
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Adding a popular quote - from Kafka's "A Report to an Academy"
I fear that perhaps you do not quite understand what I mean by "way out." I use the expression in its fullest and most popular sense—I deliberately do not use the word "freedom." I do not mean the spacious feeling of freedom on all sides. As an ape, perhaps, I knew that, and I have met men who yearn for it. But for my part I desired such freedom neither then nor now. In passing: may I say that all too often men are betrayed by the word freedom. And as freedom is counted among the most sublime feelings, so the corresponding disillusionment can be also sublime. In variety theaters I have often watched, before my turn came on, a couple of acrobats performing on trapezes high in the roof. They swung themselves, they rocked to and fro, they sprang into the air, they floated into each other's arms, one hung by the hair from the teeth of the other. "And that too is human freedom," I thought, "self-controlled movement." What a mockery of holy Mother Nature! Were the apes to see such a spectacle, no theater walls could stand the shock of their laughter.
No, freedom was not what I wanted. Only a way out; right or left, or in any direction; I made no other demand; even should the way out prove to be an illusion; the demand was a small one, the disappointment could be no bigger. To get out somewhere, to get out! Only not to stay motionless with raised arms, crushed against a wooden wall.
When I read the commentary on COVID-19 and Higher Education, it reminded me an article published in the early days of the transition to online teaching. In this article entitled "The Difference Between Emergency Remote Teaching and Online Learning," the authors emphasize the importance of naming (what we regularly refer as) online teaching as "emergency remote teaching":
"Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option, when in truth nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format."
"Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals. Here, we want to offer an important discussion around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote teaching."
Let's re-read a quote in the commentary by Robert Pose in the light of above notes:
"The sudden brutal switch to online learning is the most obvious consequence for higher education of the pandemic. Everyone now accepts online teaching because everyone regards it as necessary to reduce serious health hazards. But after the pandemic recedes, it is likely economic forces will seek to keep online learning in place, because it is far cheaper than education before the pandemic."
I think we need much more nuanced and careful approach to the possibility of continuing online teaching in the aftermath of COVID-19 without reducing the discussion to the terms of economics. Since many universities have shifted to emergency remote teaching without necesarily having the required experience and infrastructure in online teaching, there appear many concerns beyond economics, at least in my university, e.g., the lack of regular communication between students and educators appear as a concern of the authorities beyond of teachers.
I live in İzmir, Turkey, and am assistant professor in the Division of Urbanization and Environmental Problems at the Department of Political Science and Public Administration at İzmir Katip Çelebi University. I am also part of an STS Research Network in Turkey – IstanbuLab. I can be reached at duygukasdogan@gmail.com
I have been involved in the Transnational STS Working Group. I am interested in fostering transnational organizational capacities in response to disasters.
I am especially interested in the following questions:
The film takes more of an observer stance than an active role. The corrective action I imagine being effective is better preparedness on the local national and international level to be able to better respond not only to the direct impact of the disease but also the secondary social impacts to the community such as food, water, enforcing emergency orders, and travel restrictions.
1) I followed up on the old safety features of the World Trade Center. Sprinklers were the only feature that stood out from a fire safety video by the New York and New Jersey Port Authority for the World Trade Center (made 1996). https://www.youtube.com/watch?v=aBM9-y8gfHo. However the fire was much too large for them to put out, and may have even made it worse because water, when in contact with molten aluminum explodes.
2) Next I looked into why and how the World Trade Center (WTC) collapse happened. The WTC did not have concrete core or outer. Most high-rise buildings have one or the other as concrete is not subject to fire. The WTC steel trusses and columns were fireproofed with spray foam which fell off the building on impact with the airplane. The crash through the building resulted in flammable debris getting pushed to the far walls and corners, the most vulnerable location, and fatally weakening the WTC’s steel core. NIST report never stated that the fire melted the steel beams, steel melts at 2750 degrees F, but looses half its strength at 1100 F. Parts of the WTC fires reached 1800 F on that day. With the weakening, the trusses began to sag, bowing inward causing all of the weight to rest on the perimeter columns which could not bear the load and eventually snapped. After the first floor fell, the “pan-caking” effect resulted in each floor collapsing the one beneath it.
3) Lastly I looked at the new disaster prevention features of One World Trade Center. The key features which the Twin Towers were lacking are: a concrete core with stairwells located in center, larger than required staircases, and a separate first responder stairwell. Many experts believe if the WTC had a concrete core, they would not have fallen.