We Need to Stop Pretending we can Limit Global Warming to 1.5°C
Title: We Need to Stop Pretending we can Limit Global Warming to 1.5°C Author: James Dyke Date: 6 July 2022
We Need to Stop Pretending we can Limit Global Warming to 1.5°C
Title: We Need to Stop Pretending we can Limit Global Warming to 1.5°C Author: James Dyke Date: 6 July 2022
Carl T. Bergstrom. (2021, March 28). In his latest paper about COVID infection fatality rates, John Ioannidis does not address the critiques from @GidMK, but instead engages in the most egregious gatekeeping that I have ever seen in a scientific paper. Https://t.co/P08sFIovD6 [Tweet]. @CT_Bergstrom. https://twitter.com/CT_Bergstrom/status/1376080062131269634
The key idea is that the equation captures not just the ingredients of the formula, but also the relationship between the different ingredients.
They are an abstraction that will save code and bugs, and introduce strong conventions.
The DSL has a weaker control over the program’s flow — we can’t have conditions unless we add a special step
Using a terminus to indicate a certain outcome - in turn - allows for much stronger interfaces across nested activities and less guessing! For example, in the new endpoint gem, the not_found terminus is then wired to a special “404 track” that handles the case of “model not found”. The beautiful thing here is: there is no guessing by inspecting ctx[:model] or the like - the not_found end has only one meaning!
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resources that will enable schools to offer an ACS-approved bachelor’s degree with zero cost for textbooks
Is this something that would motivate BSU's Chem Dept?
Minnesota State Colleges and Universities must develop a program to offer a Z-degree at three additional colleges by expanding the use of open educational resources, including custom and open textbooks. The system office must provide opportunities for faculty to identify, review, adapt, author, and adopt open educational resources. The system office must develop incentives to academic departments to identify, review, adapt, author, or adopt open educational resources within their academic programs.
Are these three separate charges, or are the second and third considered only as means to the first? The point is, will the system office be able to "provide opportunities" to departments and faculty that are not able to create Z-Degree outcomes?
This appropriation includes $250,000 in fiscal year 2020 and $250,000 in fiscal year 2021 for developing and offering courses to implement the Z-Degree textbook program under Minnesota Statutes, section 136F.305. This is a onetime appropriation.
Since Z-degrees are defined as Associates Degrees with zero textbook cost, it seems likely that 2-year institutions will be the focus of much of this effort. Is there a way for 4-year institutions to apply for some of this appropriation to incentivize OER adoption that will save students $$ but not immediately lead to a new Z-Degree?
Z-Degree Faculty Training
Most of my online students are also taking courses on campus, and they are taking some classes online as a way of balancing complicated college/work/life schedules
six degrees of separation
FB used its data to show 3.5 degrees of separation!
push or pull factors
in-degree and out-degree
Where can I find a list of free and openly licensed OER course(s) developed by VCCS faculty?
List of Tidewater courses
show that the good or the harm, the honour or disgrace, the justice or injustice, is great or small, either absolutely or relatively; and therefore it is plain that we must also have at our command propositions about greatness or smallness and the greater or the lesser -- propositions both universal and particular.
There are degrees of goodness and justice, relativity
entails a consideration of degree
Not all things are Truth and untruth, varying degrees of life, complex