This book presents a flavour of activities focussed on the need for sustainably produced biomass to support European strategic objectives for the developing bioeconomy. The chapters cover five broad topic areas relating to the use of perennial biomass crops in Europe. These are: 'Bioenergy Resources from Perennial Crops in Europe', 'European Regional Examples for the Use of Perennial Crops for Bioenergy', 'Genotypic Selection of Perennial Biomass Crops for Crop Improvement', 'Ecophysiology of Perennial Biomass Crops' and 'Examples of End-Use of Perennial Biomass Crops'. Two major issues relating to the future use of biomass energy are the identification of the most suitable second generation biomass crops and the need to utilise land not under intensive agricultural production, broadly referred to as 'marginal land'. The two main categories of plants that fit these needs are perennial rhizomatous grasses and trees that can be coppiced. The overarching questions that are addressed in the book relate to the suitability of perennial crops for providing feedstocks for a European bioeconomy and the need to exploit environments for biomass crops which do not compete with food crops. Bioenergy is the subject of a wide range of national and European policy measures. New developments covered are, for example, the use of perennial grasses to produce protein for animal feed and concepts to use perennial biomass crops to mitigate carbon emissions through soil carbon sequestration. Several chapters also show how prudent selection of suitable genotypes and breeding are essential to develop high yielding and sustainable second generation biomass crops which are adapted to a wide range of unfavourable conditions like chilling and freezing, drought, flooding and salinity. The final chapters also emphasise the need to be kept an eye out for potential new end-uses of perennial biomass crops that will contribute further to the developing bioeconomy.

This book presents a flavour of activities focussed on the need for sustainably produced biomass to support European strategic objectives for the developing bioeconomy. The chapters cover five broad topic areas relating to the use of perennial biomass crops in Europe. These are: 'Bioenergy Resources from Perennial Crops in Europe', 'European Regional Examples for the Use of Perennial Crops for Bioenergy', 'Genotypic Selection of Perennial Biomass Crops for Crop Improvement', 'Ecophysiology of Perennial Biomass Crops' and 'Examples of End-Use of Perennial Biomass Crops'. Two major issues relating to the future use of biomass energy are the identification of the most suitable second generation biomass crops and the need to utilise land not under intensive agricultural production, broadly referred to as 'marginal land'. The two main categories of plants that fit these needs are perennial rhizomatous grasses and trees that can be coppiced. The overarching questions that are addressed in the book relate to the suitability of perennial crops for providing feedstocks for a European bioeconomy and the need to exploit environments for biomass crops which do not compete with food crops. Bioenergy is the subject of a wide range of national and European policy measures. New developments covered are, for example, the use of perennial grasses to produce protein for animal feed and concepts to use perennial biomass crops to mitigate carbon emissions through soil carbon sequestration. Several chapters also show how prudent selection of suitable genotypes and breeding are essential to develop high yielding and sustainable second generation biomass crops which are adapted to a wide range of unfavourable conditions like chilling and freezing, drought, flooding and salinity. The final chapters also emphasise the need to be kept an eye out for potential new end-uses of perennial biomass crops that will contribute further to the developing bioeconomy.

This book presents the evidence and rationale for breaking up lectures into shorter segments by using pauses to focus attention, reinforce key points, and review learning. It also provides 65 adaptable pause ideas to use at the opening of class, mid-way through, or as closers. Starting with brain science research on attention span and cognitive load, Rice bases her book on two fundamental principles: shorter segments of instruction are better than longer ones, and learners who actively participate in instruction learn better than those who donaEURO (TM)t. Pausing helps teachers apply these principles and create student engagement without requiring major changes in their lesson plans. With careful planning, they can integrate pauses into learning sessions with ease and significantly reinforce student learning. They will also gain feedback on studentsaEURO (TM) comprehension. Rice sets out the characteristics of good pauses, gives advice on how to plan them and how to introduce them to maximum effect. She provides compelling examples and concludes with a repertory of pauses readers can easily modify and apply to any discipline. This book: Makes the case for using pauses Identifies the primary functions of pauses: focusing, refocusing, enhancing retention, or closing off the learning experience Provides research evidence from cognitive science and educational psychology Provides practical guidance for creating quick active learning breaks Distinguishes between starting, middle, and closing pauses Includes descriptions, with suggested applications, of 85 pauses

At least one in four women attending college or university will be sexually assaulted by the time they graduate. Beyond this staggering statistic, recent media coverage of "rape chants" at Saint Mary's University, misogynistic Facebook posts from Dalhousie University's dental school, and high-profile incidents of sexual violence at other Canadian universities point to a widespread culture of rape on university campuses and reveal universities' failure to address sexual violence. As university administrations are called to task for their cover-ups and misguided responses, a national conversation has opened about the need to address this pressing social problem. This book takes up the topic of sexual violence on campus and explores its causes and consequences as well as strategies for its elimination. Drawing together original case studies, empirical research, and theoretical writing from scholars and community and campus activists, this interdisciplinary collection charts the costs of campus sexual violence on students and university communities, the efficacy of existing university sexual assault policies and institutional responses, and historical and contemporary forms of activism associated with campus sexual violence.

This book presents the evidence and rationale for breaking up lectures into shorter segments by using pauses to focus attention, reinforce key points, and review learning. It also provides 65 adaptable pause ideas to use at the opening of class, mid-way through, or as closers. Starting with brain science research on attention span and cognitive load, Rice bases her book on two fundamental principles: shorter segments of instruction are better than longer ones, and learners who actively participate in instruction learn better than those who donaEURO (TM)t. Pausing helps teachers apply these principles and create student engagement without requiring major changes in their lesson plans. With careful planning, they can integrate pauses into learning sessions with ease and significantly reinforce student learning. They will also gain feedback on studentsaEURO (TM) comprehension. Rice sets out the characteristics of good pauses, gives advice on how to plan them and how to introduce them to maximum effect. She provides compelling examples and concludes with a repertory of pauses readers can easily modify and apply to any discipline. This book: Makes the case for using pauses Identifies the primary functions of pauses: focusing, refocusing, enhancing retention, or closing off the learning experience Provides research evidence from cognitive science and educational psychology Provides practical guidance for creating quick active learning breaks Distinguishes between starting, middle, and closing pauses Includes descriptions, with suggested applications, of 85 pauses