Search

The first section of the presentation focuses on the use of artificial intelligence to improve manufacturing and reduce carbon emissions (see 2019 report). Formosa's efforts go back to 2017, when the company was one of five business that each invested NT$30million in the creation of Taiwan’s first AI Academy, initiated by scholars at Academia Sinica (see also Lin 2018). According to the Ministry of Foreign Affairs “[t]he academy has drawn faculty from scholarly institutions ranging from Taiwan’s major universities to foreign research institutes, Academia Sinica and the Industrial Technology Research Institute, as well as from the corporate sphere, with AI managers and entrepreneurs coming in to share their real-world AI experience.” Further, they state that by 2020, FPG had trained over 100 workers through courses offered by the academy.

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

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students