Drought is a common hydrometeorological phenomenon and a pervasive global hazard. As our climate changes, it is likely that drought events will become more intense and frequent. Effective drought monitoring is therefore critical, both to the research community in developing an understanding of drought, and to those responsible for drought management and mitigation. Over the past 50 years remote sensing has shifted the field away from reliance on traditional site-based measurements and enabled observations and estimates of key drought-related variables over larger spatial and temporal scales than was previously possible. This has proven especially important in data poor regions with limited in-situ monitoring stations. Available remotely sensed data products now represent almost all aspects of drought propagation and have contributed to our understanding of the phenomena. In this review we chart the rise of remote sensing for drought monitoring, examining key milestones and technologies for assessing meteorological, agricultural and hydrological drought events. We reflect on challenges the research community has faced to date, such as limitations associated with data record length and spatial, temporal and spectral resolution. This review then looks ahead to the future in terms of new technologies, such as the ESA Sentinel satellites, analytical platforms and approaches, such as Google EarthEngine, and the utility of existing data in new drought monitoring applications. We look forward to the continuation of 50 years of progress to provide effective, innovative and efficient drought monitoring solutions utilising remote sensing technology.

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The North Atlantic Oscillation (NAO) has been long studied as the primary teleconnection affecting the British and European climate. However, previous studies have focused on extremes or have been spatially and temporally limited. In recent years, our ability to predict the NAO has improved. Also, new research is emerging, suggesting that the NAO is a key driver of hydrological extremes. These factors mean that there is a renewed value in enhancing our understanding of how the NAO influences general rainfall patterns. In this study, we spatially analyse correlations between NAO indices and monthly rainfall data and the Standardised Precipitation Index. We also map mean monthly rainfall differences under NAO-positive and -negative conditions. Based on our results, we identify three main observations: (I) there is sensitivity in the rainfall patterns to the chosen NAO index; (II) there is a clear winter north/west and south/east divide in rainfall patterns; and (III) the NAO does have an effect on summer rainfall patterns, although the spatiality of these patterns is less distinctive than in winter. As far as we are aware, this is the first national scale, monthly NAO-rainfall analysis undertaken for a long period.

Using an abstract condition of Riesz basis generation of discrete operators in the Hilbert spaces, we show, in this paper, that a sequence of generalized eigenfunctions of an Euler-Bernoulli beam equation with a tip mass under boundary linear feedback control forms a Riesz basis for the state Hilbert space. In the meanwhile, an asymptotic expression of eigenvalues and the exponential stability are readily obtained. The main results of [SIAM J. Control Optim., 36 (1998), pp. 1962-1986 are concluded as a special case, and the additional conditions imposed there are removed.

Despite emotion being recognised as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognise and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarise the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.