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Information Assurance and computer security are serious worldwide concerns of governments, industry, and academia. Computer security is one of the three new focal areas of the ACM/IEEE's Computer Science Curriculum update in 2008. This ACM/IEEE report describes, as the first of its three recent trends, "the emergence of security as a major area of concern." The importance of Information Assurance and Information Assurance education is not limited to the United States. Other nations, including the United Kingdom, Australia, New Zealand, Canada, and other members from NATO countries and the EU, have inquired as to how they may be able to establish Information Assurance education programs in their own country.The goal of this document is to explore the space of various existing Information Assurance educational standards and guidelines, and how they may serve as a basis for helping to define the field of Information Assurance. It was necessary for this working group to study what has been done for other areas of computing. For example, computer science (CS 2008 and associate-degree CS 2009), information technology (IT 2008), and software engineering (SE 2004), all have available curricular guidelines.In its exploration of existing government, industry, and academic Information Assurance guidelines and standards, as well as in its discovery of what guidance is being provided for other areas of computing, the working group has developed this paper as a foundation, or a starting point, for creating an appropriate set of guidelines for Information Assurance education. In researching the space of existing guidelines and standards, several challenges and opportunities to Information Assurance education were discovered. These are briefly described and discussed, and some next steps suggested.

"Drawing together a team of expert contributors from across the sector to offer contemporary descriptions and critical reflection of practice in higher education, this book uncovers the nature of policy making and interpretation. With practical examples and explanations, it draws on experience within the sector as well as literature and elements from outside of the field, to explore what it means to work in policy and public affairs in higher education. Offering a contemporary representation, this is an indispensable guide for all those who work in Higher Education, particularly those who work in communications, strategy, planning and leadership roles"--

As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training and education beyond high school. The failure to attain postsecondary degrees and workforce certificates is particularly pervasive among low-income and minority populations. An undereducated citizenry leaves the country at a competitive disadvantage, diminishes the middle class, and lowers the standard of living for more and more people. Although the federal government plays an important role in higher education, states bear the primary responsibility for developing their own public higher education systems, including policies for funding and governing higher education and for connecting higher education with public schools. Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states— Georgia, Illinois, Maryland, Texas, and Washington—that have similar challenges as other states, such as the need to increase educational attainment and close persistentgaps in opportunity by race, ethnicity, income, and geography. The study reviewed state higher education performance and policies from the early 1990s through approximately 2010, including policies and statutes related to higher education finance, accountability, structure, and governance. We augmented our review of state policies and data by interviewing political, business, and higher education leaders in each state.

"Second progress report to the California Legislature as required by Education Code section 13344.4" ; Mode of access: Internet.

"Some sources of information": p. 136-138. ; Mode of access: Internet.

This article presents the results of research that aimed to map the scientific production in Music Education in the last twelve years. The reason for this dating lies on the fact that in 2006 a process was started for the insertion of music in schools, through Bill No. 330, culminating in Law No. 11.769/2008, which provides for the obligation of music teaching in basic education. Subsequently, Resolution No. 2 consolidated this obligation. From then on, there was an increase in scientific production in Music Education in Brazil. Thus, this research came from the questions: What subjects have been investigated in Music Education in Brazil in the last twelve years? What methodologies were used in these surveys? What are the theoretical references that underlie these investigations? What is the impact of these research studies on the Brazilian scientific scenario? Based on these questions, this research aimed to investigate the state of the art of musical education in Brazil in the last twelve years. The methodological design of the research was developed from data collection via the Internet, and data analysis was based on the use of content analysis. Among the results, it was observed that the themes of research in Music Education have been diversified, presenting a strong relationship with the political and educational issues involved and which underlie the pedagogical-musical work.

This report concludes the first stage of the integrated project KNOWandPOL ("The role of knowledge in the construction and regulation of health and education policy in Europe: convergences and specificities among nations and sectors"). This project is organized around three complementary orientations. This report deals with Orientation 1, which seeks to give a first and general analysis of the social and cognitive mapping of the sectors under study. Orientation 2 analyses decision-making processes as such, paying special attention to the way information and understanding are deployed and learning takes place at different stages. Orientation 3 is focused on the growing use of regulatory instruments that entail the production and dissemination of information, studying their fabrication and their use by the decision-makers for whom they are intended. This report draws on the research data and analysis presented in 12 country reports. This report attempts to move beyond summary and into an integrative synthesis of the main ideas that have emerged from reading across these reports, in such a way as to provide a forward movement or 'orientation' towards the remaining work of the project. The analytical synthesis is offered through the organization of text using the key elements or features of the knowledge and policy landscape that were developed in the process of working on Orientation 1. Thus the transversal analysis of the reports is grouped under the following main headings: Context, Structure, Actors, Knowledge, and in relation to an emergent and tentative hypothesis, about which we say more below.

Environmental sustainability is one of three pillars of sustainability. However, a significant worldwide deterioration in the environment has been experienced since the Industrial Revolution, but the efforts to protect the environment date back to the 1970s. In this context, many economic and non-economic factors underlying environmental degradation have been investigated until today, but the influence of economic freedom indicators and education on the environment have been relatively less analyzed and the researchers have mainly focused on the influence of economic and institutional variables on the environment. Therefore, this paper investigates the reciprocal interplay among economic freedom indicators, education, and environment in EU member states over the 2000–2018 term by using a causality test with cross-sectional dependency and heterogeneity and taking the research gap into consideration. The causality analysis indicates that market-oriented economic structure and education can be beneficial in combatting environmental degradation.