This document provides information and instructions related to a field trip for studying coastal landforms and processes. It discusses techniques used in fieldwork investigations at Start Bay and Torbay, including beach profiles, cost-benefit analyses, and questionnaires. Students are reminded to consider limitations and sampling strategies in their work. Suggestions for additional research on coastal erosion and development include using historical maps, newspapers, and census data.
Discovering geological stories in every postcode through online selfguided fi...Leisure Solutions®
Based on Lauren Swann's 'Weekend Geology' website, this presentation illustrates how geotourism can bring to life the geological heritage of the State of Victoria in Australia for the benefit and enjoyment of the travelling public.
G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docxhanneloremccaffery
G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you first to the west coast and then to the east coast to
compare coastal features and processes, including wave action, beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the end of this document.
*This field trip was adapted from http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and “Marineland, FL”.
1. On the blank map here, mark a star near San Diego, California AND in the Marineland, Florida:
2. What ocean borders the California Coast? ___________________________________________________________
3. What ocean borders the northeast Florida Coast? _____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2
G115 Virtual Field Trip #2: Coastal Exploration Page 2
PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T W O A RE A S
Please review the two links below to learn about the physical characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some of the links within, to find all of the characteristics.
• San Diego, California coastal conditions: https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions: https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and ...
Dr Melinda McHenry, Physical Geographer and Learning & Teaching Strategist at The University of Tasmania, has convened this webinar for her 'geo-professional' (geoscientists, geographers, geomorphologists etc) to focus on the development of geotourism through the National Geotourism Strategy (of the Australian Geoscience Council), from the perspective of a presenter with varied experience in a wide range of industry sectors.
.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. Recap on Slapton Fieldtrip –
Crowded Coasts
Remember that you will get a question
on ‘fieldwork and research’ in the exam
Get out your booklets from Devon on
Start Bay and Torbay
18. FIELDWORK Techniques Used –
Start Bay
1. Bi – Polar evaluation
This is when I ………………….
2. Flood likelihood score
This is when I ………………….
3. Cost of Properties
This is when I ………………….
4. Cost of defence
This is when I ………………….
5. Cost Benefit
This is when I ………………….
6. Flood risk score
This is when I ………………….
19. What did you do back in the classroom
1. Draw a beach profile (why?)
2. Calculated the CSA (why?)
20. Generic things to remember
• The examiners love it when you mention;
– Limitations
– Sampling strategies; Random (………………),
Systamatic (……………….) and stratified (……………….)
– Pilot surveys before doing real thing
– Quantitate and qualitative data
– Subjectiveness
21. Research – What could you look at to
investigate coastal erosion?
1. Google Earth Time Slider
22. Research – What could you look at to
investigate coastal erosion?
2. Newspaper research into flood defences e.g.
local library archives OR google news search
23. Research – What could you look at to
investigate coastal erosion?
3. Internet research using Wikipedia – needs to
be cross referenced for accuracy.
24. Research – What could you look at to
investigate coastal erosion?
4. www.old-maps.co.uk
25.
26. Research – What could you look at to
investigate coastal erosion?
5. floodmap.net
27. Research recap
• A lot of similar techniques can be used for
research;
– GE Timeslider
– www.old-maps.co.uk
– www.oldpostcards.co.uk
– www.historypin.co.uk
– Etc.
28. Torquay
Impacts of tourism and the
development of a seaside resort
1a. Why is the coastal zone favoured for development?
1b.Why have some areas developed more than others?
2a. What are the impacts of population and tourism on the
coast?
2b. How are these impacts managed?
29. Fast facts …
• 3.7 m visitors
• 45,000 bed spaces
• Population 134,000 – Torquay 60,000
• Tourism provides 1/3 jobs
• Tourism £442M to local economy each year
• High percentage of Blue Flag beaches
• Large deprived areas
• Popular due to the climate (faces east – sheltered
(English Rivera!) warmer by 1⁰c than Exeter), the
railways and due to the fact that it was promoted for
fresh air / health for the victorians.
31. What did you do once back in the
classroom?
• Google Earth (Geographical Information
Systems) Graph .
• This showed different patterns such as;
– where the tourism impacts were highest, were the
elderly/families etc. were, what the land use’s
were
– Different land use zones, Fleet street main CBD
functions and Victoria Parade showed tourist
functions (e.g. …………………..)
32. FIELDWORK Techniques / Methods
Used – Torbay
1. Pedestrian Count
This was when I ………
2. Land Use survey (Goad maps) to see change
since 1993
This was when I …….
3. Tourism Impacts
This was when I …………..
4. Questionnaires
This was when I ………………
33. Research – What could you look at to
investigate coastal development?
1. Carry out internet research to find old
postcards of the area.
www.oldpicturepostcards.co.uk
34.
35. Research – What could you look at to
investigate coastal development?
2. www.historypin.com
36. Research – What could you look at to
investigate coastal development?
3. www.old-maps.co.uk
37. Research – What could you look at to
investigate coastal development?
4. Visit local history societies public displays in
local towns /
villages.
38. Research – What could you look at to
investigate coastal development?
5. Census Data from local councils.
Population rise or fall.
Deprivation data.
39. Research – What could you look at to
investigate coastal development?
6. Google Earth Time Slider!!!
40.
41. RECAP
• Remember places and what you actually did.
• Learn the names of the different data
collection methods e.g. bi polar survey, beach
profile, questionnaire, land use survey, etc.
• The examiners love it when you mention;
– Subjectiveness
– Limitations
– Pilot surveys before doing real thing
– Quantitate and qualitative data
