Landscape pattern is generated by a variety of processes, including disturbances. In turn, the heterogeneity of the landscape may enhance or retard the spread of disturbance. The complex relationship between landscape pattern and disturbance is the subject of this book. It is designed to present an illustrative analysis of the topic, presenting the perspectives of several different disciplines. The book includes conceptual considerations, empirical studies, and management examples. Important features include: hypotheses about the spread of disturbance and the effects of scale changes in landscape studies; the multidisciplinary approach; and the explicit focus on the landscape level. The intended audience comprises graduate students, academics, and professionals interested in landscape ecology. The reader will receive a state-of-the-art treatment of a current topic in landscape ecology.

Lake Mendota has often been called "the most studied lake in the world. " Beginning in the "classic" period of limnology in the late 19th century and continuing through the present time, this lake has been the subject of a wide variety of studies. Although many of these studies have been published in accessible journals, a significant number have appeared in local monographs and reports, ephemeral documents, or poorly distributed journals. To date, there has been no attempt at a synthetic treatment ofthe vast amount of work that has been published. One intent of the present book is to present a com prehensive compilation of the major early studies on Lake Mendota and to examine how they impinge on important present-day biological questions. In addition, this book presents a summary of field and laboratory work carried out in my own laboratory over a period of about 6 years and shows where correlations with earlier work exist. The book should be ofinterest to limnologists desiring a ready reference to data and published papers on this important lake, to biogeochemists, ocean ographers, and low-temperature geochemists interested in lakes as model sys tems for global processes, and to lake managers interested in understanding short-term and long-term changes in lake systems. Although the major thrust ofthe present book is ecologicaland environmental, sufficient background has been presented on other aspects ofLake Mendota's limnology so that the book should also be useful to nonbiologists.

The twelfth-century French poet Chrétien de Troyes is a major figure in European literature. His courtly romances fathered the Arthurian tradition and influenced countless other poets in England as well as on the continent. Yet because of the difficulty of capturing his swift-moving style in translation, English-speaking audiences are largely unfamiliar with the pleasures of reading his poems. Now, for the first time, an experienced translator of medieval verse who is himself a poet provides a translation of Chrétien’s major poem, Yvain, in verse that fully and satisfyingly captures the movement, the sense, and the spirit of the Old French original. Yvain is a courtly romance with a moral tenor; it is ironic and sometimes bawdy; the poetry is crisp and vivid. In addition, the psychological and the socio-historical perceptions of the poem are of profound literary and historical importance, for it evokes the emotions and the values of a flourishing, vibrant medieval past.

Enabling the City is a collaborative book that focuses on how interdisciplinary and transdisciplinary processes of knowledge production may contribute to urban transformation at a local level in the 21st century, striking a balance between enthusiastic support for such transformational potential and a cautious note regarding the persistent challenges to the ethos as well as the practice of inter and transdisciplinarity. The rich stories reflect different research and local practice cultures, exploring issues such as ageing, community, health and dementia, public space, energy, mobility cultures, heritage, housing, re-use, and renewal, as well as more universal questions about urban sustainability and climate change, and perhaps most importantly, education. Against this backdrop, aspirations for the 21st century are related to the international, national, and local agendas expressed in the Sustainable Development Goals (SDGs) and in the New Urban Agenda (NUA), raising fundamental questions of how to enable development. We highlight aspects of transformative learning and ways of knowing, critical to any collaborative and participatory process.