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The Earth's temperature has been rising. To limit catastrophic outcomes, the international scientific community has set a challenging goal of no more than two degrees Celsius (3.6 degrees Fahrenheit) average temperature rise. Economists agree we will save trillions of dollars by acting early. But how do we act successfully? And what's the backup plan if we fall short?Setting politics aside, Two Degrees reviews the current science and explains how we can set practical steps to reduce the extent of warming and to adapt to the inevitable changes, all while improving the bottom line, beautifying o

About 36 million adults in the United States have accrued some college credits but have not yet earned a degree. Degrees When Due, an initiative out of the Institute for Higher Education Policy, a nonprofit nonpartisan research and advocacy organization, seeks to empower colleges and universities by offering administrators tools to help degree reclamation efforts.

Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university-level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial-level degree accreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined. The author suggests a number of implications of the current degree accreditation process in Canada, including the emergence of a new kind of tiering of Canadian undergraduate degrees where different degree accreditation processes have led to different degrees with different meaning and value to the student. In order to protect both the student consumer and the currency of the Canadian undergraduate degree, the author recommends the development of national standards to define both a university-level institution and the quality of the degree it delivers. ; Dans un passé récent, tout le monde connaissait la provenance et la valeur des diplômes universitaires canadiens: les universités délivraient ces diplômes, l'utilisation du terme «université» était régie par la législation de chacune des dix provinces et des trois territoires, et c'est en attribuant à un établissement le statut de «Membre institutionnel» que l'Association des universités et collèges du Canada le reconnaissait officiellement en tant qu'institution universitaire. Or, depuis la fin des années 1970 environ, on a assisté à une demande croissante de diplômes universitaires, demande qui a eu pour conséquence la création de diplômes provinciaux à l'extérieur du système traditionnel des universités. La prolifération de ces nouveaux diplômes a progressivement creusé le fossé entre, d'un côté, les processus d'accréditation provinciale et, de l'autre, les exigences universitaires, telles que définies parles critères d'admission à l'AUCC. Cet article passe en revue les changements auxquels le Canada a dû faire face, dans les 15 dernières années environ, dans les domaines de création et d'accréditation de diplômes. Il examine les politiques provinciales actuelles sur l'instauration de nouveaux diplômes, ainsi que les décisions récemment prises à ce sujet. L'auteur traite ensuite des diverses implications des processus actuels d'accréditation de diplômes au Canada et entre autres de l'émergence d'une nouvelle série de diplômes de premier cycle - ayant chacun leur propre méthode d'accréditation-, dans laquelle les étudiants ont grand mal à se retrouver car ces diplômes n'ont ni la même signification ni la même valeur. Afin de poursuivre la mise en place de nouveaux diplômes canadiens de premier cycle et de clarifier la situation pour la clientèle étudiante, l'auteur recommande l'élaboration d'exigences nationales définissant, à la fois, ce qu'est une institution universitaire et la qualité des diplômes qu'elle pourra délivrer.

I focus on the possibility of sentience in zebrafish larvae. The evidence here prompts two intuitive reactions that are difficult to reconcile: the reaction that larvae, if sentient, should be protected in some way, and the reaction that larvae, if capable of nociception, should be used as replacements for adults. Both reactions are reasonable, but they can be reconciled only by constructing a framework for assigning degrees of protection in proportion to degrees of sentience.

In past generations, college was thought to be a site for higher learning in America. Yet April Yee's ethnographic research finds that few undergraduates are enrolling for the pursuit of knowledge anymore; instead, students are going to college simply because they believe they must have a degree to have a future in our society.

Draws on the notion of human connectivity to strangers, expounded by the notion of "six degrees of separation," to explore common experiences that bind all women of the world together, focusing on gender-based violence. Personal proximity to the rape of an undergraduate woman on the campus where the author was a professor brought home the realities of violence in women's everyday lives, prompting her to become part of a grassroots movement that established a university rape crisis center. Similar eye-opening experiences regarding the depth of the problem at the global level were gleaned following participation at an international women's studies conference. An in-depth case study of the acquaintance rape of another college student & how it led to the author's becoming an advocate for rape victims is also reported. The necessity of raising public consciousness about the global dimensions & commonalties for all women of the problem of violence against their sex is emphasized. K. Hyatt Stewart

United States military veterans are far more likely than non-veterans to hold non-degree credentials, including certificates and certifications. Therefore, veterans are particularly harmed by the current lack of recognition, transparency, transferability and stackability of non degree credentials. In addition, the veteran population is especially likely to have education and training experiences outside traditional education institutions. ; Lumina Foundation ; Strada Education Network ; Gallup

Council for Higher Education Accreditation, Annual Conference and International Seminar, Washington, D.C. – January 26-29, 2009, Combating Degree Mills, Stamenka Uvalić-Trumbić (UNESCO), John Daniel (Commonwealth of Learning - COL), (CHEA and UNESCO have been working together on an advisory statement on international practices to discourage and eliminate degree mills. What has been done and what are likely future actions? // The integrity of the global higher education system is threatened by the multiplication of bogus operations known as degree mills. They respond to the booming demand for advanced qualifications, particularly in the developing world, by offering spurious credentials. The internationalisation of higher education and the steady extension of the Internet both facilitate their operations and also make it easier for them to cover their tracks when authorities move against them. // The internationalisation of quality assurance has accompanied these trends and is gaining new momentum. Some manifestations of this are: the OECD's program on Assessing Higher Education Learning Outcomes (AHELO); the burgeoning business of international university rankings (e.g. the UK's Times Higher; Shanghai Jiaotong University); and the Bologna process with its European Standards and Guidelines. // Intergovernmental organisations with mandates in education, such as UNESCO and COL, are working in various ways to protect the integrity of international higher education and to promote capacity-building for quality assurance. // In that respect, UNESCO has created the Global Forum for Quality Assurance and the Recognition of Qualifications in Higher Education in order to give all stakeholders the opportunity to discuss emerging issues. UNESCO and the OECD have developed Guidelines for Quality Assurance in Cross-Border Higher Education, which are now being used by many countries in developing their own legislation and/or policies. To guide students through new HE spaces, UNESCO has launched an Internet portal that will bring together lists, provided by national governments, of the higher education institutions that are officially recognised in their territories. This is now being expanded to include more countries. We encourage all governments to provide such 'white lists' so that students and others concerned about the authenticity of institutions and credentials can check their status. Developing suggestions for effective practices to discourage degree mills is a continuation of this work and so UNESCO and COL partnered with CHEA to internationalise the debate. // Combating degree mills requires a multi-pronged attack. First, countries must want to protect the integrity of their higher education systems. This requires good communication within governments so that the education authorities are aware of all companies that register in order to conduct an educational business on their territories and can make judgements about their legitimacy. Second, quality assurance agencies must tackle the difficult challenge of bringing cross-border eLearning within their ambit. Third, all bodies granting financial aid to students, or defraying tuition fees, should ensure they are not inadvertently supporting degree mills. Fourth, employers, higher education admissions officers, immigration officials, etc. must check credentials presented to them. As with other forms of crime, the certainty of discovery is the strongest deterrent. Fifth, the media, including the Internet, should be used more aggressively to make the public aware of bogus educational institutions. Finally, it would be helpful to have an international network for information and alerts about degree mill activity, since spurious operators are internationally mobile and can quickly re-appear in a new jurisdiction when another closes them down.

Social work academic institutions and social work agencies in Northern Ireland, in common with counterparts in England, Wales and Scotland, have been working hard to meet the challenges of developing and delivering the academic and practice learning components of the new Degree in Social work. This article highlights a number of developments which have occurred in Northern Ireland. Using findings from recent local research and the authors' own knowledge and insights, some of the broader implications of these developments are discussed and their capacity for learning and transferability is identified.

AbstractHuman freedom is in tension with nomological determinism and with statistical determinism. The goal of this paper is to answer both challenges. Four contributions are made to the free-will debate. First, we propose a classification of scientific theories based on how much freedom they allow. We take into account that indeterminism comes in different degrees and that both the laws and the auxiliary conditions can place constraints. A scientific worldview pulls towards one end of this classification, while libertarianism pulls towards the other end of the spectrum. Second, inspired by Hoefer, we argue that an interval of auxiliary conditions corresponds to a region in phase space, and to a bundle of possible block universes. We thus make room for a form of non-nomological indeterminism. Third, we combine crucial elements from the works of Hoefer and List; we attempt to give a libertarian reading of this combination. On our proposal, throughout spacetime, there is a certain amount of freedom (equivalent to setting the initial, intermediate, or final conditions) that can be interpreted as the result of agential choices. Fourth, we focus on the principle of alternative possibilities throughout and propose three ways of strengthening it.