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:
Often considered a "social disease" HIV/AIDS can be linked to certain social groups and subsequent behaviors within these groups. Taking this a step further, poor prognosis in treatment can be linked to social stratification. In the early 90's in Baltimore, a study was performed that linked race to reception of timely medical intervention. Modifications to the programs, such as removing insurance status as a determining factor for care, drastically reduced racially-biased outcomes. In the Rwandan campaign, Partners in Health instituted proximal care to rural regions-- the areas where care was most significantly lacking. This, in turn, can greatly mitigate the effects of social violence. Moreover, structural interventions (such as changing the accepted and prescribed practices of international bodies) can greatly reduce the effects of disease within a population. This includes such things as when and how drugs are administered, who is receiving medications, and changing conventional practices proven to enhance the spread of disease.
The article primarily argues that, although there are interventions and steps in place, "biosecurity" is not currently a viable or stable entity. The four main areas stated in this article (emerging infectious disease, bioterrorism, cutting-edge life sciences, and food safety) are not formerly understood or controlled enough to make a feasible and honest plan that ensures safety. While steps can be taken and measures used, the dynamic nature of these fields and the human condition prevents us from establishing a truly flawless safety net at this time. One only has to look at the re-emergence of previously extinct diseases such as measles, the prevalence of pertussis, or the assertion of chemotherapy's deadliness to see we do not have a full handle on any of these fields.