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THE TRIUMPHANT "FREE WORLD" INCLUDES THE MILLIONS OF HOMELESS CHILDREN LIVING IN THE CRIME-RIDDEN STREETS OF LATIN AMERICAN CITIES, AFRICANS STARVING ON AN UNPRECEDENTED SCALE, AND THE GROWING NUMBER OF POOR IN THE UNITED STATES ITSELF. COMMUNISM IS NOT THE ONLY FAILURE OF THE 20TH CENTURY. THE GREATER, OVERARCHING FAILURE IS THE FAILURE TO USE THE TREMENDOUS INCREASE IN TECHNOLOGICAL POWER TO BUILD THE BASIS FOR ANY SORT OF HUMANE AND DURABLE CIVILIZATION. THE MULTIPLE FAILURES OF THE 20TH CENTURY REOPEN QUESTIONS ABOUT HUMANITY'S CONSCIOUS CONTROL OF ITS DESTINY SUCH AS HOW UNDERSTANDING CAN BE JOINED TO POWER IN SOCIETY, AND HOW INDIVIDUAL FREEDOM CAN BE RECONCILED WITH SOCIAL PURPOSE. THIS ARTICLE CALLS FOR THE DIVERSIFICATION OF INTERNATIONALISM AND THE ADOPTION OF A CULTURE OF SELF-LIMITATION IN THE RICH NORTH.

Public systems of higher education worldwide are caught between increasing public and private demand for their products, rising per-student costs, and flat or even declining governmental revenues. Thus, the fundamental condition of higher education, especially in the low and middle income countries, is dominated by the radically diverging trajectories of higher education costs and available governmental revenues, underscoring the worldwide search for other-than-governmental revenue sources for higher education. This is the higher educational austerity rationale for cost-sharing-which term reflects both the simple fact that the underlying costs of higher education are shared by governments (or taxpayers), parents, students, and philanthropists, as well as a description of a worldwide policy trend of these costs being increasingly shifted from governments to parents and students. The underlying theory of cost-sharing as well as the description of its worldwide reach were developed from 1986 through 2006 mainly by the works of Johnstone and his Ford Foundation financed International Higher Education Finance and Accessibility Project at the State University of New York at Buffalo. The principal papers from this project are reproduced in this volume. They examine the worldwide shift in the burden of higher education costs from governments and taxpayers to parents and students, and the policies of grants, loans and other governmental interventions designed to maintain higher educational accessibility in the face of this shift.

Cost-Sharing—meaning the shift of a portion of the costs of higher education (including the costs of student living) that may once have been borne predominantly or even exclusively by governments, or taxpayers, to parents and students—has been deeply contested, but found to be financially necessary (and according to many analysts more equitable) in more and more countries, including in Sub-Saharan Africa. Student loans have been part of this process, allowing students the opportunity to invest in their own further educations, placing needed revenue in the hands of students supposedly at less cost to taxpayers than outright grants (presuming loan recovery), and providing colleges and universities (again presuming loan recovery) with revenue that would not be forthcoming from governments. However, African student loan programs have been largely unsuccessful at providing significant net revenue supplementation: that is, after covering the cost of capital as well as the costs of originating, servicing, and collecting plus covering the substantial costs of defaults. This essay analyzes some of these problems and suggests some principles for making student loans work better in Africa. Le partage des coûts – c'est-à-dire le transfert aux parents et étudiants d'une partie du coût de l'enseignement supérieur (y compris le coût de la vie), qui était auparavant pris en charge majoritairement ou même exclusivement par le gouvernement, ou plutôt les contribuables– a été fortement contesté mais est devenu nécessaire (et selon de nombreux analystes est plus équitable) dans un nombre croissant de pays, notamment en Afrique sub-saharienne. Les prêts étudiants font partie intégrante de ce processus, donnant aux étudiants l'opportunité d'investir dans leur propre éducation, en mettant les revenus nécessaires entre les mains des étudiants, en principe à moindre coût pour le contribuable que les bourses (en présumant le remboursement du prêt), et fournissant aux établissements d'enseignement supérieur (toujours en présumant le ...

Cost sharing in higher education is the assumption by parents & students of a portion of the costs of higher education - costs that in many nations, at least until recently, have been borne predominantly or even exclusively by governments or taxpayers. The author presents empirical evidence of, & various theoretical justifications for, increasing cost sharing throughout the world in the forms of tuitions & fees, the diminishing real value of student maintenance grants, & an increasing reliance on private forms of higher education. Resistance to cost sharing, both ideological & strategic, is also analyzed. The author discusses policy alternatives such as grants vs loans & the criteria for an appropriate tuition level, as well as the impact of cost sharing on enrollment behavior. He concludes that increased cost sharing is probably inevitable, less on the basis of the classical neoliberal economic claim for greater equity & efficiency than on the basis of the sheer need for revenue & the increasing priority of alternative claims on public treasuries.

ABSTRACTThis paper considers the development of standards for the discharge of wastewaters from the perspectives of (a) the developed world, (b) the developing world, and (c) the newly industrializing nations. It considers the potential environmental benefits which can be obtained by the imposition of stringent effluent standards, and weighs this against the economic costs of meeting such standards. By means of case studies it considers how inappropriate standards can often arise in other countries of the world and how the imposition of unjustifiably high standards can be demoralizing, costly, and produce no environmental improvements. Finally, it considers how a more pragmatic approach to the setting of standards, especially in the newly industrializing and developing nations, place them in context of applicability, affordability, regulation and enforcement.

Intro -- Universities and Colleges as Economic Drivers: Measuring Higher Education's Role in Economic Development -- Contents -- List of Illustrations -- Foreword -- Acknowledgments -- Chapter 1: Higher Education and Economic Competitiveness -- Chapter 2: The Diversity of University Economic Development Activities and Issues of Impact Measurement -- Chapter 3: Pitfalls of Traditional Measures of Higher Education's Role in Economic Development -- Chapter 4: On the Measurement of University Research Contributions to Economic Growth and Innovation -- Chapter 5: University Industry Government Collaboration for Economic Growth -- Chapter 6: The Convergence of Postsecondary Education and the Labor Market -- Chapter 7: The Essential Role of Community Colleges in Rebuilding the Nation's Communities and Economies -- Chapter 8: International Dimensions of Higher Education's Contributions to Economic Development -- Chapter 9: Unanticipated Consequences of University Intellectual Property Policies -- Chapter 10: The Impact of the 2008 Great Recession on College and University Contributions to State and Regional Economic Growth -- Appendix: Discussion Questions -- Contributors -- Index.

This research focuses on defining and developing a mathematical model to aid decision makers with a strategy for positioning and configuring prepositioned assets. This research places particular emphasis on the strategic, global prepositioning of the afloat prepositioning fleet (APF), the configuration of these ships with respect to precision guided weaponry, the development of a transportation plan in response to modeled contingencies, and a port selection and distribution strategy once the APF ship is tasked to support a contingency.Abstract excerpt © Elsevier

The demand and the costs for higher education have risen steeply in recent years. The most common response worldwide has been some form of cost sharing: shifting per-student costs from governments and taxpayers to parents and students. This timely book provides a comprehensive discussion of the concepts and consequences of cost-sharing in higher education. It offers a comparative approach based on several national case-studies, and proposes alternatives to prevalent approaches.

Observations of young stellar objects (YSOs) in centimeter bands can probe the continuum emission from growing dust grains, ionized winds, and magnetospheric activity that are intimately connected to the evolution of protoplanetary disks and the formation of planets. We carried out sensitive continuum observations toward the Ophiuchus A star-forming region, using the Karl G. Jansky Very Large Array (VLA) at 10 GHz over a field-of-view of 6′ and with a spatial resolution of θmaj ×θmin ∼ 0.′′4 × 0.′′2. We achieved a 5 μJy beam-1 rms noise level at the center of our mosaic field of view. Among the 18 sources we detected, 16 were YSOs (three Class 0, five Class I, six Class II, and two Class III) and two were extragalactic candidates. We find that thermal dust emission generally contributed less than 30% of the emission at 10 GHz. The radio emission is dominated by other types of emission, such as gyro-synchrotron radiation from active magnetospheres, free-free emission from thermal jets, free-free emission from the outflowing photoevaporated disk material, and synchrotron emission from accelerated cosmic-rays in jet or protostellar surface shocks. These different types of emission could not be clearly disentangled. Our non-detections for Class II/III disks suggest that extreme UV-driven photoevaporation is insufficient to explain disk dispersal, assuming that the contribution of UV photoevaporating stellar winds to radio flux does not evolve over time. The sensitivity of our data cannot exclude photoevaporation due to the role of X-ray photons as an efficient mechanism for disk dispersal. Deeper surveys using the Square Kilometre Array (SKA) will have the capacity to provide significant constraints to disk photoevaporation. © A. Coutens et al. ; H2020 Marie SkÅ odowska-Curie Actions, MSCA: 823823 ; Fondo Nacional de Desarrollo Científico, Tecnológico y de Innovación Tecnológica, FONDECYT: 11181068 ; Russian Science Foundation, RSF: 18-12-00351 ; Horizon 2020 Framework Programme, H2020 ; University of Leeds ; Natural Sciences and Engineering Research Council of Canada, NSERC ; CUP C52I13000140001 ; Consejo Nacional de Ciencia y Tecnología, Paraguay, El CONACYT ; Dirección General de Asuntos del Personal Académico, Universidad Nacional Autónoma de México, DGAPA, UNAM: IN112417 ; Comisión Nacional de Investigación Científica y Tecnológica, CONICYT: AFB-170002 ; Deutsche Forschungsgemeinschaft, DFG: SPP 1833, ERC-2013-ADG ; Deutsche Forschungsgemeinschaft, DFG ; Science and Technology Facilities Council, STFC: ST/R000549/1 ; Deutsche Forschungsgemeinschaft, DFG ; National Research Council Canada, NRC ; European Research Council, ERC: PALs 320620 ; Science and Technology Facilities Council, STFC: ST/L004801 ; of Life Science Working Group of the SKA. The authors thank Hsieh Tien-Hao for providing the results of the classification method presented in Hsieh & Lai (2013). The National Radio Astronomy Observatory is a facility of the National Science Foundation operated under cooperative agreement by Associated Universities. A.C. postdoctoral grant is funded by the ERC Starting Grant 3DICE (grant agreement 336474). I.J.-S. acknowledges the financial support received from the STFC through an Ernest Rutherford Fellowship (proposal number ST/L004801). L.L. acknowledges the financial support of DGAPA, UNAM (project IN112417), and CONACyT, México. A.C.T. acknowledges the financial support of the European Research Council (ERC; project PALs 320620). D.J. is supported by the National Research Council Canada and by an NSERC Discovery Grant. L.M.P. acknowledges support from CONICYT project Basal AFB-170002 and from FONDECYT Iniciación project #11181068. A.P. acknowledges the support of the Russian Science Foundation project 18-12-00351. D.S. acknowledges support by the Deutsche Forschungsgemeinschaft through SPP 1833: Building a Habitable Earth (SE 1962/6-1). M.T. has been supported by the DISCSIM project, grant agreement 341137 funded by the European Research Council under ERC-2013-ADG. C.W. acknowledges support from the University of Leeds and the Science and Technology Facilities Council under grant number ST/R000549/1. This work was partly supported by the Italian Ministero dell'Istruzione, Università e Ricerca through the grant Progetti Premiali 2012 – iALMA (CUP C52I13000140001), by the Deutsche Forschungs-gemeinschaft (DFG, German Research Foundation) – Ref no. FOR 2634/1 TE 1024/1-1, and by the DFG cluster of excellence Origin and Structure of the Universe (www.universe-cluster.de). This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 823823. This project has also been supported by the PRIN-INAF 2016 "The Cradle of Life - GENESIS-SKA (General Conditions in Early Planetary Systems for the rise of life with SKA)".

The study of hot corinos in solar-like protostars has been so far mostly limited to the Class 0 phase, hampering our understanding of their origin and evolution. In addition, recent evidence suggests that planet formation starts already during Class I phase, which therefore represents a crucial step in the future planetary system chemical composition. Hence, the study of hot corinos in Class I protostars has become of paramount importance. Here, we report the discovery of a hot corino towards the prototypical Class I protostar L1551 IRS5, obtained within the ALMA (Atacama Large Millimeter/submillimeter Array) Large Program FAUST (Fifty AU STudy of the chemistry in the disc/envelope system of solar-like protostars).We detected several lines from methanol and its isotopologues (13CH3OH and CH2DOH), methyl formate, and ethanol. Lines are bright towards the north component of the IRS5 binary system, and a possible second hot corino may be associated with the south component. The methanol lines' non-LTE analysis constrains the gas temperature (100 K), density (1.5 × 108 cm3), and emitting size (10 au in radius). All CH3OH and 13CH3OH lines are optically thick, preventing a reliable measure of the deuteration. The methyl formate and ethanol relative abundances are compatible with those measured in Class 0 hot corinos. Thus, based on this work, little chemical evolution from Class 0 to I hot corinos occurs. ; With funding from the Spanish government through the "María de Maeztu Unit of Excellence" accreditation (MDM-2017-0737)