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Climate change during the next century is likely to significantly influence forest ecosystems in the western United States, including indirect effects on forest and shrubland fire regimes. Further exacerbation of fire hazards by the warmer, drier summers projected for much of the western U.S. by climate models would compound already elevated fire risks caused by 20th century fire suppression. This has potentially grave consequences for the urban–wildland interface in drier regions, where residential expansion increasingly places people and property in the midst of fire-prone vegetation. Understanding linkages between climate variability and change, therefore, are central to our ability to forecast future risks and adapt land management, allocation of fire management resources, and suburban planning accordingly. To establish these linkages we review previous research and draw inferences from our own retrospective work focused on 20th century climate–fire relationships in the U.S. Pacific Northwest (PNW). We investigated relationships between the two dominant modes of climate variability affecting the PNW, which are Pacific Decadal Oscillation (PDO) and El Niño/Southern Oscillation (ENSO), and historic fire activity at multiple spatial scales. We used historic fire data spanning most of the 20th century for USDA Forest Service Region 6, individual states (Idaho, Oregon, and Washington), and 20 national forests representative of the region's physiographic diversity. Forest fires showed significant correlations with warm/dry phases of PDO at regional and state scales; relationships were variable at the scale of individual national forests. Warm/dry phases of PDO were especially influential in terms of the occurrence of very large fire events throughout the PNW. No direct statistical relationships were found between ENSO and forest fires at regional scales, although relationships may exist at smaller spatial scales. However, both ENSO and PDO were correlated with summer drought, as estimated by the Palmer Drought Severity Index (PDSI), and PDSI was correlated with fire activity at all scales. Even moderate (±0.3°C decadal mean) fluctuations in PNW climate over the 20th century have influenced wildfire activity based on our analysis. Similar trends have been reported for other regions of the western U.S. Thus, forest fire activity has been sensitive to past climate variability, even in the face of altered dynamics due to fire suppression, as in the case of our analysis. It is likely that fire activity will increase in response to future temperature increases, at the same or greater magnitude as experienced during past climate variability. If extreme drought conditions become more prevalent we can expect a greater frequency of large, high-intensity forest fires. Increased vulnerability to forest fires may worsen the current fire management problem in the urban–wildland interface. Adaptation of fire management and restoration planning will be essential to address fire hazards in areas of intermingled exurban development and fire-prone vegetation. We recommend: (1) landscape-level strategic planning of fire restoration and containment projects; (2) better use of climatic forecasts, including PDO and ENSO related predictions; and (3) community-based efforts to limit further residential expansion into fire-prone forested and shrubland areas.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This study provides evidence regarding the performance of bank holding companies (BHC) following a series of deregulatory measures by the United States Congress. To compare performance of commercial banks before and after expanding their operations to nonbank functions, a set of hypotheses addressing BHC risk and return characteristics are proposed. Empirical results are mixed. Total risk dropped after expansion. Market risk, on the other hand, rose substantially in post‐expansion time. When returns are adjusted for risk, a marginal improvement in performance is achieved.

Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert instructors, while current inflight mission operations are supported by a complex series of support teams at Mission Control. However, future exploration space missions will not have real-time communications with ground-based experts at Mission Control. Portable intelligent tutoring systems may help streamline future training, reducing the burden on expert instructors and crew training time, and allowing for inflight support to mitigate negative effects of the loss of real-time communications. In this chapter, we discuss the challenges of long-duration exploration missions, and outline the myriad possibilities in which intelligent tutoring systems will enhance the crew performance and functioning.

Course redesign follows a four-stage process organized around key sets of considerations related to design, interaction, media, and evaluation. In this chapter, we introduce the DIME model of course redesign, a systematic approach to creating and implementing online experiences. We argue that new mental models are needed to move away from simply digitizing the in-class experience for online delivery. Online teaching and learning is unique and requires new approaches. The model puts technology in a supporting role, privileging pedagogy, and human interaction. The principal role of the instructor is explored.

This book is divided into four parts: (1) Institutions and policy, (2) The economics of hazards, (3) Community involvement, and (4) Management and ecology. The first section contains four chapters that cover the issue of wildfire from historical and institutional perspectives. “Forest fire history: learning from disaster” by Roger Kennedy (Chapter 2) addresses the pressures and politics giving rise to the current situation. “Fire Policy in the Urban–Wildland Interface in the United States: What are the Issues and Possible Solutions?” (Chapter 3) by Scott Stephens and Brandon Collins provides a summary of the problems associated with wildfire hazards in UWI communities, discusses fuels-treatment options for local governments and property owners, and analyzes challenges to planning, drawing on experiences from Australia. “Wildfire hazard mitigation as “safe” smart growth” (Chapter 4) by Robert Paterson looks at how smart growth principals are being adapted to fire-safe land use planning and zoning, including a discussion of the role of regional coordination and state-level planning requirements. “Practical and institutional constraints on adopting wide-scale prescribed burning: lessons from the mountains of California” (Chapter 5) by Kurt Menning details the problems of fuel accumulation due to suppression, the potential power of prescribed burning as a management tool, and the social and regulatory obstacles to implementing wide-scale prescribed burning programs.

This Society, originally known as “The National Pure Food Association,” has been reconstituted under the above title. The objects of the Society are to assist as far as possible in checking the widespread evils of food adulteration, for this purpose to bring about a public realisation of the admittedly serious character of food frauds, and, under expert advice, to co‐operate with constituted authority in effecting their repression. The policy of the Society is directed by a representative Council, and, the Society being thus established on an authoritative basis, cannot fail to become a powerful and valuable organisation if adequately and generously supported by the public. The governing body of the Society is constituted as follows:—

In 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.

The collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.

Most of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.

Studies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.

For the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).

In practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.

Literacy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.