Capacity data are reported in watts of alternating current (AC) unless indicated otherwise. The primary data represented and synthesized in the 2015 Renewable Energy Data Book come from the publicly available data sources identified on page 122.
There have been recent steps toward the integration of tertiary education in the EU and Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree and two-year postgraduate degree as a European standard. Course credits are to be common and transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU’s common institutions specific but limited responsibilities with regard to education. They have established and run schemes to promote the mobility of students, teachers, and workers in their education. These schemes, and the integration of tertiary education, are being extended to Central and Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history and definitions of an appropriate research process as well as perspectives on the development of culture and identity. Specific regional challenges await the extension of the process to Southeastern Europe.
The ABA Standards now require formative assessment to be integrated into law school courses, and there is extensive literature, both in legal education and education more generally, about the goals and methods for formative assessment. This Article makes the key insights of that literature accessible and actionable for professors teaching tax courses. This crash course on formative assessment is intended to enable tax professors to integrate formative assessment into their classrooms effectively and efficiently without having to become legal pedagogy scholars in addition to being tax law scholars. The formative assessment techniques discussed herein range from those that require relatively little time and effbrt to those that may be particularly impactful but that require additional time and work. This Article also discusses strategies for reducing the burden of even the work-intensive approaches. Ultimately, by using numerous examples from basic federal income tax, corporate tax, and partnership tax courses, I hope to make it easier for tax professors to figure out which approach (es) to formative * Professor of Law & Eucalyptus Foundation Chair, University of California, Hastings College of the Law. I appreciated the opportunity to present this material at the Teaching Taxation Panel at the ABA Section on Taxation's May 2017 Meeting and at a UC Hastings Teaching Roundtable. I thank all conference/roundtable participants for their input. Thanks also to Diane M. Ring, Kerry A. Ryan, and Laurie Zimet for their feedback.
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