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Additional file 2: Table S1. Comparison of total emissions (in Tg) and per-hectare emissions (in t ha−1) among wildfires in Australia. Comparison of total emissions (in Tg) and per-hectare emissions (in t ha−1) among wildfires in Australia. Burnt area estimates (BA; in ha) for each fire event are indicated in brackets. CO2-equivalent (CO2-e) emissions are totals from CO2, methane and nitrous oxide emissions. The estimate for the Forcett–Dunalley fire (this study) has also been compared with estimates from the FullCAM model that is used in Australia for national GHG accounting.

Additional file 1: Figure S1. Spatiotemporal progression of combustion. Spatiotemporal progression of combustion during the early days of the fire, from classification of infrared linescan imagery obtained from a Victoria DELWP aircraft. The 4 January displayed dynamic fire behaviour of all the days during the fire. The original 20-cm resolution imagery has been resampled after classification to fit the 50-m resolution of the analysis.

The Professional Development Seminar (PDS), an adjunct to the freshman Orientation to Education class at the University of Wisconsin-Oshkosh, was a conscious attempt to develop a more positive feeling of self-worth in students enrolled in their first professional development education course. PDS provides a small group, student-oriented, discussion approach to learning where content and formal discipline is minimized so that communication and interaction among students and with an instructor in a non-threatening atmosphere is maximized. A pre- and post-test was given to participants to determine change in self-concept. Although the lack of a control group placed limitations on the study, significant gains in dimensions were associated with growth in mental health during the PDS college freshman semester. (A 4-item bibliography is included.) (MJM)

This project, supported by federal, state, and local funds for 3 years, was designed to reduce the attrition of underachieving students; to develop positive attitudes toward self, others, school, and society; to increase enthusiasm and interest for teaching as a profession; and to develop interest and understanding for teaching the disadvantaged. One of the key components was the Personal Development Seminar, designed to help students understand themselves and the university and to increase their potential for success. Approximately 900 freshmen participate in the seminars each semester, with 35-40 professors. In earlier research with about 40 students experiencing academic difficulty, the pilot groups greatly improved their academic records. When matched with three other groups not in the project, they earned twice as many A's and B's and half as many D's and F's as their counterparts during a one-semester period, and their attitudes seemed to become increasingly positive. Utilizing experience gained from the project, the School of Education is experimenting with the seminar for each of the 1800 freshmen enrolled in the Orientation to Public Education course. A university academic success committee has been established, a 2-week, three-credit workshop is held in August for incoming probationary students, and a student cooperative learning center has been established by some of the original project students. (Author/MBM)

Appendix A is a sample spread of the Experimental Teachers Education Program Proposal for the summer sessions, sophomore year, junior year, and senior year. Appendix B is a structured curriculum for a teacher education course entitled "Social Science Semester," including anthropology, economics, sociology, history, geography, education, and political science, with the following sub-topics: 1) nature and diversity of culture; 2) nature and diversity within American Culture; 3) minority groups; 4) individual and society; 5) poverty; 6) perspectives on change. Appendix C is a structured curriculum for a preservice course entitled "Elementary Music Practicum," designed to identify behavioral objectives in terms of the learner's musical abilities to hear, sing, play, read, create, and verbalize, and to identify the types of musical experiences to be used to achieve each behavioral objective, by singing, playing, listening, moving, creating, and reading. Appendix D is an elementary teacher lecture and studio practicum in art, including suggestions for the development of a visual resource center, a current library listing of all art education books, a current inventory of all materials related to art which are available through the University's Educational Materials Center, a local communities resource directory, and a curriculum design and guide. (See also SP 004 109, SP 004 110 and SP 004 112). (MBM)

This is the first part of a four-part report on the second year of a project designed to help students with scholastic difficulties become successful in college, and either competent teachers or effective paraprofessional school personnel. The project was originally intended to extend over an 8- to 10-year period, but because of budget cuts it became necessary to plan instead to assimilate the components into the main stream of the university's teacher education program. The project provided 1) different emphases in academic concentration and individualized, imaginative teaching of the course sections in which the students were enrolled; 2) academic standards which were realistic in terms of the student at the time they were applied, with appropriate assistance in remediation when needed; 3) more concern for such essentials of teaching success as ability to communicate, appropriate attitudes, real concern for the individual and individual differences, imagination, and creativeness; 4) a strong professional orientation toward teaching the academically disadvantaged. The pilot activities included personal development seminars, group counseling, learning center activities, and paraprofessional work experience. Results showed that project pilot students achieved consistently higher grades than matched groups of non-project students. Curriculum details are included in volumes 2 and 3. (See also SP 004 109, SP 004 111 and SP 004 112.) (MBM)

This is a summary of the second and third years' work on the research project on training teachers for the culturally disadvantaged, reported fully in SP 004 110, SP 004 111, and SP 004 112. The project was based on the hypotheses that students with academic difficulties could be made more academically successful, their grade-point averages could be significantly raised, their attitudes toward higher education, professors, study, and teaching the disadvantaged would become more positive, and that faculty members could be encouraged to modify existing courses and develop innovative approaches. Approximately 50 students, volunteers from a large group of probationary or "dropped" students, were involved during the 1968-1969 academic year, and approximately 100 during the 1969 summer session. Data on three control groups was also collected. The results of the second year's research are set out in detail. The process of assimilating project components into the main teacher education program was begun during the third year, so that the effect of the program on larger numbers of teacher education and non-teacher education students can be evaluated. It is recommended that other schools of the University and other institutions of higher education should be encouraged to continue experiments with the project components, and that related or replicative research activities in the areas with which the project has been concerned should be supported locally, at state level, and through Federally sponsored programs. (MBM)

The initial phase (1967-1968) of a longitudinal study designed to provide more teachers of the disadvantaged by (1) recruiting education students who have withdrawn from college for academic reasons but have greater scholastic potential than they have demonstrated and (2) modifying teacher education programs to train these individuals as teachers of the culturally disadvantaged was completed. A questionnaire was used to gather background information about 255 freshmen and sophomores in the teacher education program at Wisconsin State University, Oshkosh, identified as being on academic probation or having been dismissed for academic reasons; 12 volunteers from this group were selected for a summer session pilot study. Through a University-Wide Representative Council, curriculum revisions based on identified student weaknesses in general education, professional education, and specialization were developed and incorporated into a program including a personal development seminar, individualized activities at a special learning center, and paid work experience. It was found that students developed more positive attitudes and were effective as paraprofessionals after short-term training sessions. In addition, the group's cumulative grade point average increased. (Appended are form letters, the questionnaire, a list of subcommittee responsibilities and sample reports, a sample program, and application and information forms.) (SG)

We aim to understand how did cool temperate rainforest respond to changes in climate and fire activity over the past 18 kcal yrs, interrogating the role that flammable plant species (such as Eucalyptus) have in the long-term dynamics of rainforest vegetation. We used high-resolution pollen and charcoal analysis, radiometric dating (lead and carbon), modern pollen-vegetation relationships, detrended correspondence analysis, rarefaction (palynological richness), rate of change and granger causality to understand the patterns and drivers of change in cool temperate rainforest from the sediments of Lake Vera, southwest Tasmania through time. We record clear changes in key rainforest taxa in response to climatic change throughout the record. The spread of rainforest through the lake catchment in the early and mid-Holocene effectively negated disturbance from fire despite a region-wide peak in fire activity. An anomalously dry period in the late-Holocene resulted in a local fire that facilitated the establishment of Eucalyptus within the local catchment. Granger causality tests reveal a significant lead of Eucalyptus over fire activity in the Holocene, indicating that fires were enhanced by this pyrogenic taxon following establishment.