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- Member of: Pannabecker, Virginia
- Member of: Center for Negative Carbon Emissions Collection
- Member of: Japanese Americans in Arizona Oral History Collection
The road to a carbon neutral Intermountain West: Arizona Stakeholder Workshop Report, September 2021
Workshop report of general outcomes from stakeholder discussions regarding the planning of the decarbonization of the state of Arizona as part of a regional effort.
This document details a conceptual Framework for the Certification of Carbon Sequestration (FCCS). It is based on a system designed to support negative emissions. It provides the minimum requirements for the development of carbon sequestration standards and certificates of carbon sequestration. It allows the certification of standards so that they in turn produce certification of removed carbon that authenticates durability and verifiability. The framework (i) identifies an organizational structure for the certification system, (ii) clarifies the responsibility of participating entities, (iii) provides certificate designs and usages, (iv) details the requirements to develop measurement protocols, (v) provides mechanisms to support a long-term industry, and (vi) outlines a vision towards durable storage.
We analyze current approaches to carbon accounting for removed carbon sold on carbon markets, focusing on carbon crediting under the framing of a remaining carbon budget, the issue of durability, and approaches to accounting methodologies. We explore the topic of mixing carbon with other problems in developing carbon accounting methodologies and highlight the open policy questions. We conclude with a suggested framework for accounting for carbon removal accounting that simplifies climate action and enables a world with negative carbon emissions.
An exploration of the potential for a digital twin for direct air capture: background, classification, and integration.
A brief describing how certificates of carbon sequestration ought to work, their meaning, and their requirements.
Methods: "a student's education is only as valuable as the information that a student has access to" Matt Cooper (president of the National Association of Graduate and Professional Students, 2012). Evidence-based practice is no longer a new concept in health professions or education, but its integration into allied health higher education curricula and its inclusion by health professionals in everyday, lifelong practice still presents challenges. One challenge is affordable access to research study findings and data, and to resources that index such information. A librarian from a public, research-1 university will draw from experiences and practices at her institution, and from a review of such at similar institutions. She will present methods to promote: use of open access and open educational resources, greater participation in these movements, and curriculum-related applications.
Results: This flipped presentation will include an overview of top overall and health sciences-related open access and open educational resources: how to find them and suggestions for evaluation criteria. It will also include options to promote and use Creative Commons search and licensing for discovering and sharing materials licensed for others to use, reuse, and adapt. Methods for promoting open access and open educational resources in higher educational and other settings will follow, with a final overview of newly expanding options for do-it-yourself and open science initiatives including opportunities for involvement in health research and innovation.
Conclusions: Join us, and bring your laptop, tablet, or mobile device! This presentation will be a "flipped presentation," with a brief (ten-to-fifteen minutes) voice-over PowerPoint presentation sent out ahead of time. The in-person session will offer a hands-on approach with opportunities to delve into using one or more major sources of open access or open educational resources to discover resources to recommend for supporting curricula, professional development, or training. You will also have a chance to collaborate with colleagues and explore ideas for promotional events and materials to build awareness of open access and open education initiatives. Leave with first-hand knowledge of new resources and an action plan for an event to promote these important initiatives within your community.
Methods: Facilitating open access publishing, best practices in literature reviews, scholarly research writing, clinical research data management, preservation, and accessibility: all of these are areas that librarians are working to support in many institutions. In this paper, two librarians from two research-1 universities provide a brief review of relevant literature. They follow with lessons learned and best practices identified during experiences as part of graduate student or faculty learning and working groups. These include: participation in a clinical research evaluation course; being a coauthor during writing, submitting, and revising of a scholarly peer-reviewed article, and negotiating copyright terms with an academic publisher; and participating in a faculty writing group for mutual motivation and constructive commentary on in-process writing projects.
Results: In this observational and participative study, the authors found that by taking advantage of opportunities to join groups in their research communities, they expanded their own skill sets while also expanding their contextual understanding of researcher support needs, including faculty, instructors, researchers, and graduate students. Through physical and online participation in learning, training, and working spaces along with their constituent communities, the authors built strong connections and mutual understanding. By being present (online or in-person) when questions occurred, they increased opportunities to provide in-context support for literature review searching techniques; citation management tools; copyright, journal selection, and publishing questions; and data management planning.
Conclusions: Each profession, discipline, and employment has its learning communities, informal or time-specific subgroups that come about as needed or for required trainings. Learning communities are where those in a given discipline or employment explore tasks in a collaborative setting and learn together, developing new skills and mastery through practice with peer and expert feedback. Such communities might take the form of a course on clinical research, an informal writing group, a seminar series, or even a cross-department event-planning group. By joining such groups, librarians can build on common experiences to form stronger relationships with their communities, gaining two critical benefits: (1) opportunities to provide research and information expertise in context and (2) greater recognition as part of the community and of what librarians do and their areas of expertise.
Carbon Dioxide Removal (CDR) is essential to meet the Paris Agreement’s commitment to stay below a 1.5 degrees Celsius average temperature increase. To provide critical foundational support to the development, deployment, and scaling of CDR, certification of carbon removal is needed. The international community is developing rules for the functioning of carbon markets. To support that process, we explored open questions on four key themes in the development of standards and certification of carbon removal through an international multi-stakeholder consultation process hosted by the Global Carbon Removal Partnership, Arizona State University, and Conservation International. Categories of stakeholders included standard developing organizations, non-governmental organizations, governments, and academics. Discussions covered 1. the treatment of emission reduction, avoidance,and removal in certification, 2. the role of additionality in carbon removal, 3. the choice of certification instrument for carbon removal, and 4. the treatment of durability in certification. They revealed fundamental differences in viewpoints on how certification should work. We highlight areas of further exploration, concluding that providing transparency on assumptions made at the certification level will be crucial to progress and, eventually, the acceptance and success of carbon removal as a climate solution.
Workshop report on socio-economic and technical discussions Direct Air Capture as a technology for the climate transition.
