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Abstract
The previously found correlation of average annual temperature and motor vehicle travel among U.S. states suggests amplifying feedback of increased carbon dioxide (CO2) emissions and warming. This study employed a regression model relating average annual temperature to motor vehicle CO2 emissions among the 48 contiguous states, controlling for other factors that affect travel. Increased emissions were associated with higher temperatures during 2000–14. Application of the model to 2015–16 data indicated that 27 million metric tons of CO2 emissions in 2015 and 38 million metric tons in 2016 would have not occurred if the average annual temperatures among U.S. states in those years had remained at 2014 levels. A 2018 proposal by the U.S. government to reduce future vehicle fuel economy standards ignored the potential effect of warming on vehicle travel and contained erroneous analyses of the relation of vehicle weight to fatality risk, vehicle scrappage rate to new vehicle sales, and the relation of new vehicle costs to fuel economy. Huge improvement in fuel economy and reduced CO2 emissions based on required hybrid technology are possible at reasonable cost.

Limited research exists pertaining to field education coordinators' leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.