The concern that the democratic purposes of higher education, and its foundation as a public good is being undermined, together with the realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, are all giving rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs. The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.

The concern that the democratic purposes of higher education, and its foundation as a public good is being undermined, together with the realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, are all giving rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs. The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.

Take-all is the most important root disease of cereals worldwide and a major disease problem in northern European wheat-growing regions. It is regarded by many as an intractable problem because of the lack of economically-viable chemical controls and resistant cultivars. It remains one of the great challenges of plant pathology and serves as an ideal model for many of the problems of root diseases in general. This book, an initiative of the IACR/ADAS/Universities Cereal Root Pathology Group, is the first since 1981 to provide an up-to-date review of the practical aspects of take-all research. It contains the experience of several contributors with long and active careers in take-all research or the advisory services and includes a comprehensive worldwide bibliography of relevant literature published over the last 15 years. The book concentrates on Europe, particularly the UK and France, and this regional theme is developed through comparisons with approaches used in, for example, North America and Australia. Chapters deal with history, disease and epidemiology, take-all in relation to cereal production systems, strategies for management, the pathogens and related fungi, field techniques and future prospects. This book is essential reading for advanced students and professionals in cereal crop protection research and will be of interest to plant pathologists as well as agricultural advisors.