Coarse clastic shorelines are characterized by large material between 2-2000mm and a steep shore-face. They may be barriers that enclose lagoons and migrate inland, or confined beaches between headlands. Slope morphology determines reflective or dissipative behavior. Edge waves form swash cusps that control sediment movement and sorting, and can cause barrier breaching. Sediment transport is dominated by bedload. Beaches become organized as clasts sort by size and shape.
A2 Geography Revision for Coastal Environments, subchapter 8.2 Coastal Landforms of Cliffed and Constructive Coasts. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
A2 Geography Revision for Coastal Environments, subchapter 8.2 Coastal Landforms of Cliffed and Constructive Coasts. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
TURBIDITES: MODE OF FORMATION OF TURBIDITES AND ITS ECONOMIC IMPORTANCEJames Opemipo OLOMO
Turbidites are deposits resulting from turbidity currents. They are gravity driven sediments derived mostly from the continents and are deposited on the ocean floor when the transporting medium loses its energy. These turbidite deposits are sealed most times by shales to form a stratigraphic trap. If the factors required for hydrocarbon accumulation in a petroleum play system are prevalent, then the turbidite will most likely serve as a good reservoir to house hydrocarbon. Our modern day economy requires enormous amount of energy to meet the energy demand and hydrocarbon unarguably is a non-renewable resource. Perhaps its worth mentioning that the decrease in reserves. And it has been established that turbiditic deposits help to host important economic resources such as hydrocarbon, when the right conditions are emplaced. Hence, the need to understand their formation for exploration success.
Post -script: This presentation is a short review of the topic
A2 Geography Revision for Coastal Environments, subchapter 8.1 Waves Marine and Subaerial Processes. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
Basin margins and its formation mechanism.Usama Shah
This great work done by M. Wajid Manzoor, student of PU Lahore, will help you to understand basics of Basin Margins, its formation mechanism, and most important thing that is Sedimentary Basins of Pakistan.
TURBIDITES: MODE OF FORMATION OF TURBIDITES AND ITS ECONOMIC IMPORTANCEJames Opemipo OLOMO
Turbidites are deposits resulting from turbidity currents. They are gravity driven sediments derived mostly from the continents and are deposited on the ocean floor when the transporting medium loses its energy. These turbidite deposits are sealed most times by shales to form a stratigraphic trap. If the factors required for hydrocarbon accumulation in a petroleum play system are prevalent, then the turbidite will most likely serve as a good reservoir to house hydrocarbon. Our modern day economy requires enormous amount of energy to meet the energy demand and hydrocarbon unarguably is a non-renewable resource. Perhaps its worth mentioning that the decrease in reserves. And it has been established that turbiditic deposits help to host important economic resources such as hydrocarbon, when the right conditions are emplaced. Hence, the need to understand their formation for exploration success.
Post -script: This presentation is a short review of the topic
A2 Geography Revision for Coastal Environments, subchapter 8.1 Waves Marine and Subaerial Processes. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
Basin margins and its formation mechanism.Usama Shah
This great work done by M. Wajid Manzoor, student of PU Lahore, will help you to understand basics of Basin Margins, its formation mechanism, and most important thing that is Sedimentary Basins of Pakistan.
presentation was provided by Prof W.U Chandrasekara
Department of Zoology and Environmental Management
For Coastal and Marine resource management course
Sedimentary basins are the depressions in the earth's crust where loose particles accumulate and finally lithified to form sedimentary rocks. Basins are particularly attractive to geoscientists from time immemorial due to the wealth hidden here in the form of oil, gas, coal etc. In this document you will find the types of basins, basin-fill types, methods of basin analysis and so on.
The factors that have led to the Holderness coast suffering from erosion and the potential costs of this eroding coastline. Perfect for AS Level Geography.
A tsunami in South Wales? The 1607 flood in the Bristol Channel and Severn Es...Prof Simon Haslett
The flood of 1607 was the worst natural disaster ever recorded in the British Isles. The flood affected most of the South Wales coast from Carmarthenshire in the west to Monmouthshire in the east. On the other side of the Bristol Channel and Severn Estuary, parts of Southwest England were also severely affected stretching from North Devon, through to Somerset and Gloucestershire, which together with South Wales amounts to 570 km of coastline. The coastal population was devastated with at least 2000 fatalities according to one of the contemporary sources. In some parts of the coast the population never recovered from the social and economic disaster. But what caused the flood? This seminar looks at historical documentary and geographical fieldwork evidence collected by Professor Simon Haslett and co-workers in proposing that the 1607 flood may have been due to a tsunami.
Getting Published! Exploring strategies, myths and barriers of academic publi...Prof Simon Haslett
Publications are an important aspect of the work of an academic; remaining the principal vehicle through which research is reported, opinions aired, reviews undertaken, and knowledge transferred, and writing is also a useful learning exercise. For many, it also underpins teaching and curricula, means greater success in research grant applications, and a good publication track record is still seen by many institutions as a key recruitment and promotion criteria. Yet traditionally how to get your work published has not been taught, but learnt through trial and error, mainly from rejection by journal editors. This seminar is aimed at inexperienced academic authors and explores and discusses the issues surrounding the strategy and publication of academic work, and addresses some of the myths and barriers that might discourage would-be authors after the research and writing process is complete.
Projection of Wales as an internationally engaged/forward-looking nation.Prof Simon Haslett
Presented at the 'Universities as Global Communities' event at Bangor University on Thursday 13th February 2020. The event was jointly organised by the Learned Society of Wales and Universities Wales, and is part of the 'Wales and the World' series.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
A presentation by Professor Simon Haslett (University of Wales) at the International University of Malaya-Wales (IUMW) on Wednesday 19th February 2014.
Workshop presentation by Professor Simon Haslett at the University of Wales: Trinity Saint David Research, Innovation, Enterprise & Commercialisation Staff Development Day at the Townhill Campus, Swansea, on Monday 16th December 2013.
Keynote presentation by Professor Simon Haslett at the University of Wales: Trinity Saint David Research, Innovation, Enterprise & Commercialisation Staff Development Day at the Townhill Campus, Swansea, on Monday 16th December 2013.
Exploring Links between Research and Teaching in Higher EducationProf Simon Haslett
A presentation by Professor Simon Haslett, Associate Pro Vice-Chancellor of the University of Wales. The presentation is part of the HEA Research Seminar/Webinar Series, 11th June 2013, at The Higher Education Academy, York. This seminar examines the ways in which research and teaching may be linked in academic practice in Higher Education. It seeks to unravel the various linkages through scholarship, research (both subject-based and pedagogic) and curriculum. The presentation draws upon the presenters’ recent experience as a leader in learning and teaching in Wales, including the activity and contribution of the Research-Teaching Nexus Action Set, and the current challenges to forging and maintaining research-teaching links in Higher Education. He also provides examples of research-teaching links from his own professional practice.
This presentation will help you to think holistically about publishing your research and scholarship. It particularly focuses on targeting publication in academic journals and on the processes for dealing with publication. It is useful for all early stage researchers, whether research students or academic/research staff at the beginning of their career or more experienced staff seeking to develop a publication profile.
Presented at Swansea Metropolitan, University of Wales: Trinity St David on Wednesday 6th March 2013 by Professor Simon Haslett, Associate Pro Vice-Chancellor at the University of Wales.
Presentation by Professor Simon Haslett to the Geographical Association at King's College, Taunton, on Tuesday 15th November 2012.
A presentation based on research featured in 'Killer Wave of 1607' as broadcast by BBC2 Timewatch. The flood of that year in the Bristol Channel and Severn Estuary was the worst ever recorded in the British Isles. The area affected stretched from North Devon, through Somerset and Gloucestershire, and along the South Wales coast from Monmouthshire to Carmarthenshire, some 570 km of coast! The coastal population was devastated with at least 2000 fatalities according to one of the contemporary sources. In some parts of the coast the population never recovered from the social and economic disaster. Simon and his co-worker have used documentary and fieldwork evidence to propose a new interpretation of its cause as a tsunami. The BBC produced a follow-up Timewatch programme entitled 'Britain’s Forgotten Floods' that followed Simon around the British coastline examining further evidence for tsunami impact.
Presentation by Professor Simon Haslett at the University of the Third Age Mendip Hills Study Day at Draycott, Somerset, on 1st March 2012.
Simon Haslett is Professor of Physical Geography and Associate Pro Vice-Chancellor at the University of Wales.
The talk is based on extracts from S. K. Haslett (2010) Somerset Landscapes: Geology and Landforms. Blackbarn Books. Available from:
https://sites.google.com/site/blackbarnbooks/publications/somerset-landscapes-geology-and-landforms
The 2011 Annual Kelliwic Lecture presented by Professor Simon Haslett at Callington Town Hall, Cornwall, on Sunday 29th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Lecture by Professor Simon Haslett at the University of Wales Student Research Conference, Cardiff, on Friday 13th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
Presentation by Professor Simon Haslett at the University of Wales, Newport, Centre for Excellence in Learning and Teaching (CELT) Writing Retreat Workshop at Gregynog Hall, Wales, on Wedmesday 11th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales. He is also Visiting Professor of Pedagogic Research at the University of Wales, Newport.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Morphodynamics and sedimentology of coarse clastic shorelines
1. General morphology and sedimentology of coarse clastic shorelines Professor Simon K. Haslett Centre for Excellence in Learning and Teaching Simon.haslett@newport.ac.uk 10th June 2010
5. on tectonic coasts where high-gradient streams deliver bedload to the shore (b); or
6. in wave-dominated areas subject to rock cliff erosion (c).(a) Glacial till providing a rich source of coarse sediment for gravel beach development along the southern shores of Galway Bay, Ireland. (b) Gravel beaches along the Queensland coast, Australia which are supplied with coarse sediment by high-gradient streams flowing off the uplifting coastal mountains. (c) Gravel barrier at Porlock, Somerset (UK) supplied by the updrift wave erosion of cliffs.
7.
8.
9.
10. Morphology and process 3 A consequence of wave reflection is the development of edge waves, which on coarse clastic shorelines are developed by: waves reflected off the shoreline and trapped by refraction (see Carter, 1988, pp. 71-74); and waves resonating between headlands, usually associated with pocket and fringing beaches. On the shoreline, the main manifestation of edge waves is the appearance of swash cusps, and the spacing of the cusps is related to edge wavelengths.
11. Morphology and process 4 Cusp morphology may exert a strong control over sediment movement and sorting. Furthermore, cusp development may dictate the pattern and position of barrier breaches and overwashing events during storms. (a) a gravel barrier overwash fan at Ru Vein in the Baied’Audierne, Brittany. (b) a breach in the gravel barrier at Porlock, Somerset (UK) formed by severe storms on 28 October 1996.
12. Sedimentology 1 Permeability of the shore is important in sediment transport. If clasts are large enough, it may be that all swash sinks into the beach and returns to the sea. This minimises or eliminates backwash, so that net coarse sediment transport is landward. However, with large pore spaces, sediment decoupling may occur whereby fine sediment can be washed back through the beach to re-emerge seaward, usually at a break of slope in concave-up beaches. Here, sand may be stored in the form of a sand terrace, and this may be added to by material introduced by longshore drift.
13. Sedimentology 2 Sediment transport is concentrated within a narrow zone between breakers and the beach face and is dominated by bedload transport. Transport can involve either the movement of individual clasts or clast populations. Individual clasts on a flat shore are likely to move landward rapidly. Attachment of algal fronds may aid this movement due to increasing clast buoyancy.
14. Sedimentology 3 Individual clasts tend to aggregate and, as accumulations of coarse particles develop, group-imposed transport controls are introduced e.g. position, contact stresses. These controls influence sediment sorting, and there is a transition between an initial unsorted population to sorted sub-populations in terms of spatial distribution and size/shape characteristics.
15. Sedimentology 4 The net result is that coarse clastic shorelines tend to become organised, in that they develop distinct cross-shore and along-shore facies which act to limit further transport. For example, more spherical clasts accumulate in the lower foreshore, while disc-shaped clasts tend to accumulate at or near the beach crest. Varying facies of gravel beaches in Brittany, France highlighting zonation of different grain sizes.
16. Sedimentology 5 Sorting such as this reflects wave energy, with the discs (and blades) being sorted from the more spherical clasts during high energy storms, and deposited at the landward limit of storm wave activity. Sorting amongst the spherical clasts, into spheres and rollers, takes place in lower wave energy conditions in the lower foreshore zone. Backwash preferentially transports the more mobile spherical clasts back down the beach face.
17. Summary Coarse clastic shorelines are characterised by the dominance of large-size material and a steep shore-face. Different settings. May be classed as barriers or beaches. The slope of the shoreline is crucial to its morphodynamic status – reflective or dissipative. Edge waves can manifest themselves as swash cusps, comprising an upstanding horn and a depressed embayment. Cusps may exert a strong control over sediment movement and sorting and may dictate the pattern and position of barrier breaches and overwashing. Permeability of the shore is important in sediment transport. Dominated by bedload transport. Coarse clastic shorelines tend to become sorted, in terms of clast size and shape.
18. References Carter, R.W.G. 1988. Coastal Environments: An Introduction to the Physical, Ecological and Cultural Systems of Coastlines. Academic Press, 617pp. Carter, R.W.G. and Orford, J.D. 1993. The morphodynamics of coarse clastic beaches and barriers: a short- and long-term perspective. Journal of Coastal Research, 15(Special issue): 158-179. Haslett, S.K. 2008. Coastal Systems (2nd ed.). Routledge, 240pp.
19. This resource was created by the University of Wales, Newport and released as an open educational resource through the 'C-change in GEES' project exploring the open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences. The C-change in GEES project was funded by HEFCE as part of the JISC/HE Academy UKOER programme and coordinated by the GEES Subject Centre. This resource is licensed under the terms of the Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license (http://creativecommons.org/licenses/by-nc-sa/2.0/uk/). All images courtesy of Professor Simon Haslett. However the resource, where specified below, contains other 3rd party materials under their own licenses. The licenses and attributions are outlined below: The name of the University of Wales, Newport and its logos are unregistered trade marks of the University. The University reserves all rights to these items beyond their inclusion in these CC resources. The JISC logo, the C-change logo and the logo of the Higher Education Academy Subject Centre for the Geography, Earth and Environmental Sciences are licensed under the terms of the Creative Commons Attribution -non-commercial-No Derivative Works 2.0 UK England & Wales license. All reproductions must comply with the terms of that license.