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publication of data in open science

Slides 37-55 outline FPG's current carbon capture system in Kaoshiung and its future plans for CCS systems in Mailiao, including an experimental system of biodegradable carbon capture. These initiatives, largely through Formosa Smart Energy Corp. also attempt to use AI models to regulate carbon capture for optimal production. 

See slides 40-42 for new initiatives on carbon capture. They list plans to build deep water carbon capture pits, being sited in Yunlin as of 9.2022.

The carbon capture system they have in place at Nanya seems to have reduced the amount of naptha necessary to manufacture butyl ether, a chemical used in solvents and pesticides, through reinjection of that carbon dioxide into source feedstocks (Enhanced Oil Recovery).

“國際碳捕捉技術發展

依據全球碳捕捉與封存研究所(Global CCS Institute, CCSI)最新發布之「2022年全球碳捕捉與

封存發展現況報告(The Global Status Of CCS 2022)」，⾄2022年全球共有30個⼤型CCS綜合

專案已經營運，其中有22個採⾏強制採油技術(Enhanced oil recovery, EOR)，利⽤⼆氧化碳灌

注⾄快枯竭的油氣⽥，獲取更多殘存油氣，以增加效益，其餘8個專案封存於陸地或海洋深層

鹽⽔層，顯示現階段應⽤仍以EOR技術為主，除可減少碳排外，更可增加獲利。

自動翻譯

 Capture Technology Development

According to the "2022 Global Carbon Capture and Storage Storage Development Status Report“ (The Global Status Of CCS 2022), by 2022 there will be 30 large CCS comprehensive

The projects are already in operation, and 22 of them adopt enhanced oil recovery (EOR), using carbon dioxide irrigation. Inject into the depleted oil and gas to obtain more residual oil and gas to increase efficiency, and the remaining 8 projects are sealed in land or deep ocean

The salt water layer shows that the current application is still dominated by EOR technology, which can not only reduce carbon emissions, but also increase profits.” (Slide 38)

Heavy reliance on technosolutions to reach emission reduction and climate goals. Shift from oil as fuel to oil as material. Cooperation between industry, academic, and technical research organizations to research new carbon capture systems. Longevity of the petrochemical industry within climate politics is a high priority for FPG, but also the efficiency of petrochemical inputs. Climate change action is being pursued, but more so in capture of carbon emitted and repurposed within chemical reactions, as opposed to omitted through reductions in production

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.