The document discusses coastal environments and processes. It begins by defining a coast and describing the different zones and landforms that make up coasts, such as beaches, headlands, and cliffs. It then explains how coasts are dynamic environments that change over time due to various natural processes and forces, including waves, tides, currents, geology, and ecosystems. Specific coastal erosional processes like corrasion, attrition, solution, and hydraulic action are also outlined.
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.
Process of Transport and Generation of Sedimentary StructuresAkshayRaut51
sedimentary structures ,sedimentary rocks ,weathering and erosion ,sediment transport mechanism ,hjulstrom curve ,types of flow of sediments ,reynold number ,froude number ,laminations ,bedding plane ,cross bedding ,herringbone structure ,ripple marks ,graded bedding ,sole marks ,mud cracks ,ball and pillow structures ,stylolites ,concretion ,nodules
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - HAZARDS RESULTING FROM ATMOSPHERIC DISTURBANCES. It contain case studies: Hurricane Katrina 2005, Cloud Seeding in New Zealand 1950-1970.
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.
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.
Process of Transport and Generation of Sedimentary StructuresAkshayRaut51
sedimentary structures ,sedimentary rocks ,weathering and erosion ,sediment transport mechanism ,hjulstrom curve ,types of flow of sediments ,reynold number ,froude number ,laminations ,bedding plane ,cross bedding ,herringbone structure ,ripple marks ,graded bedding ,sole marks ,mud cracks ,ball and pillow structures ,stylolites ,concretion ,nodules
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - HAZARDS RESULTING FROM ATMOSPHERIC DISTURBANCES. It contain case studies: Hurricane Katrina 2005, Cloud Seeding in New Zealand 1950-1970.
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.
A2 CAMBRIDGE GEOGRAPHY: COASTAL ENVIRONMENTS - WAVE, MARINE AND SUB-AERIAL PROCESSES. An overall presentation of the first sub-chapter of Coastal Environments chapter.
1) In what ways is tourism changing?
2) What influences tourism trends? Reasons for the growth of tourism (3Ds)
3) Why is tourism subject to regional fluctuations? (RUDO)
1) Trends in food production
2) Factors affecting intensity of food production
3) Effects of intensification of food production
4) Why food shortages still occur
Types of tourism:
1) Places of Scenic Beauty
2) Places with Good Facilities
3) Places with Rich Culture
4) Places of Conflict
Different groups promoting tourism:
1) Government
2) Media
3) International organisations
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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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.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
7. What is a coast?
— A coast is a zone where the land meets and interacts
with the sea (waves and tides).
— The coast is divided into various zones. The outline of a
coast (coastline) is usually seen at the mean sea level.
Low-‐%de
Low-‐%de
5
8. What is a coast?
— A coast may be made up of landforms
(such as beaches, headlands and cliffs) as
different factors and processes interact
with each other.
Cliffed (Bunda cliff
coastline in Australia)
Sandy beach (Cala Binimel-La in
Menorca, Spain)
Headland (Durdle Door in
Dorset, England)
9. Dynamic nature of coasts
— Coastal environments are
ever-changing.
— Coastal environments
vary from place to place.
Durdle Door (a natural limestone arch
near Lulworth in Dorset, England)
Lulworth Cove (cove, formed as a
result of wave diffraction, in Dorset,
southern England)
Before the collapse in 2002
8 Apostles (in Australia)
After the collapse in 2012
6
10. Factors affecting coasts
— Natural processes
— Waves –
— When wind blow across the sea surface, energy is
transferred to the water.
— The wind energy possessed by the waves will affect
how it approaches and interact with the coast when
it hits the land.
7
11. Factors affecting coasts
— Natural processes
— Waves
— Tides and sea level changes –
— The daily rise and fall in the sea level affects process such
as coastal erosion, sediment transport and deposition.
— During high tides, waves have a higher capacity
to erode and transport more sediments away from
large parts of the coasts.
— They are also able to reach further inland which are
not subjected to wave action at low tides.
7
12. Factors affecting coasts
— Natural processes
— Waves
— Tides and sea level changes
— Currents –
— Driven largely by prevailing winds, ocean
currents currents distribute large amounts of energy
and shapes the coast through processes of coastal
erosion, sediment transport and deposition.
— Currents are flows of water that move horizontally or
vertically in a certain direction.
7
13. This high area can only be reached
and eroded during high tide.
Currents as agents of erosion:
— There are different types of currents.
— Eg.Tidal currents: currents affected by tides.
— The coast experiences a high tide or a low tide every 12 hours.
— They affect the part of the coast that can be reached by the
waves.
High
Tide
Low
Tide
14. Factors affecting coasts
— Natural processes
— Waves
— Tides and sea level changes
— Currents
— Geology –
— Rock composition determines rock hardness and their resistance
to erosion, thus affecting the rate of change along coasts.
— More resistant rocks (eg. granite and basalt) erode slower
than less resistant rocks (eg. limestone and shale) which are
more susceptible wave attack and erosion.
7
15. Factors affecting coasts
— Natural processes
— Waves
— Tides and sea level changes
— Currents
— Geology
— Ecosystem type –
— Coastal ecosystems affect the rate of change of coastal
environments by reducing the impacts of waves on coasts.
— Coral reefs act as natural barriers that slow down the speed and
impacts of waves on the coastline.
— Mangroves trap sediments with their aerial roots, reducing
coastal erosion, and even extending the coastline seaward.
8
Bora Bora,
French Polynesia
16. Factors affecting coasts
— Human Activities
— Building port facilities for livelihood and trading purposes.
— Building marinas (dock for boats/yachts) for recreational activities.
— Tourists dumping waste also cause pollution on beach
environments.
Coastal
Modifica-on
(Burt
Palm
Island,
Dubai)
8
20. Sea Waves
How are waves generated?
What factors influence them?
What are the different
types of waves?
21. Waves
— Waves develop when the energy from wind blowing
across seas is transferred to the water surface.
— The direction of wind affects the movement of waves.
— Onshore winds push waves towards the coast,
resulting in waves crashing onto the shore.
— Waves are also agents of erosion:
àWhether waves can erode a coast depends on the
amount of energy they possess.
àThe larger the waves, the more energy they possess,
and hence their eroding ability increases.
9
24. Wave terminology
— Various parts of a wave:
— Crest
— Trough
— Wave length –
horizontal distance from
crest to crest /
trough to trough
9
25. Wave terminology
— Various parts of a wave:
— Crest
— Trough
— Wave length
— Wave height – vertical
distance between crest
and trough
9
26. Wave terminology
— Various parts of a wave:
— Crest
— Trough
— Wave length
— Wave height
— Wave frequency –
number of wave crest
that passes a fixed point
9
27. Factors affecting size of waves
— Wave energy:
— Wind is air moving from a region of high pressure to a
region of low pressure.
— Greater difference in pressures
à greater the wind speed à higher wind energy
à formation of large waves.
— The amount of wave energy is seen from wave steepness
and wave period.
— The higher the wave energy, the steeper the wave and
short the wave period.
10
28. Factors affecting size and wave energy
— Wind speed – the faster the wind blows, the greater the
wind energy possessed by the waves.
— Duration of wind – the longer the wind blows, the
larger the waves become.
— Fetch (the distance over which winds blows across open water to
form waves) – the longer the fetch, the bigger the waves.
10
29. Factors affecting size and wave energy
— Natural events (such as tsunamis)
— Human events (such as sea traffic)
Taken at Ao Nang,
Krabi Province,
Thailand, during the
2004 Indian Ocean
earthquake and
tsunami in Thailand
30. Waves in the open ocean
— Long wave length
— Low wave height
— Water particles in the open ocean move in an orbit,
whose motion decreases with depth.
11
31. Waves close to the coastline
— As waves enter shallow water, they slow down,
grow taller and change shape.
— (1)At a depth of half its wave length, the rounded
waves start to rise as the waves interact with the sea bed.
11
32. Breaking
waves
Waves feel bottom
and steepen
Deep water waves
not affected by bottom
— (2)As we go nearer the coastline, the base of the wave
experiences friction with the shallow sea bed.
— Friction causes the base of the wave to lose energy,
and thus the base slows down.
Waves close to the coastline 11
33. Waves close to the coastline
— (3)The back of wave moves faster than the front
à it keeps pushing it forward
à the wave is forced to rise (steepness increase).
— (4)When the wave becomes too steep, it eventually
collapses
and breaks
onto the
beach.
11
34. Waves close to the coastline
— When waves break, they release energy on the coast,
breaking down rocks along the coastline into smaller
particles.
— àThese particles
are then subjected
to coastal processes
(erosion, deposition,
transport), and are
moved to other
parts of the coast.
12
35. — Nearer the coastline:
àWave height increases – WHY?
àWave length decreases
Waves close to the coastline – Recap
Approaching shallow water, wavelength decreases, wave height
increases
36. — When waves break,
water rushes up the beach.
— This forward movement of
a wave onto the beach is
known as swash.
— à Swash brings materials
(sediments) onto the beach.
Swash and Backwash
Swash
12
37. — As swash moves up the coast,
wave energy is gradually lost
as gravity causes the wave to
be pulled back into the sea.
— This backward movement
of the wave into the sea is
called a backwash.
— à Backwash moves materials
away from the beach.
Swash and Backwash
Backwash
12
39. Types of waves: Constructive Wave J
— Aka swells and spilling breakers.
— Constructive waves are low-energy waves where
the swash is stronger than the backwash.
— Constructive waves break far from the shore.
— Strong swash pushes material up the beach.
— Backwash is weak as the wave has spent most of its
energy overcoming friction with the shallow seabed.
— When the backwash returns to the sea, some
sediments are left on the coast (ie. deposited).
12
40. — Strong swash deposits sediments on the coast
+ weak backwash removes little materials
à builds up coast by deposition of sediments
à commonly forms sandy beaches
— This usually
occurs on a
gently sloping
beach.
Types of waves: Constructive Wave J
12
41. — Aka plunging and surging breakers.
— Destructive waves are large/high-energy waves
where the backwash is stronger than the swash.
— High energy waves are associated with storms.
— The strong backwash transports rocks and beach
material away from the beach efficiently.
— The weak swash deposits lesser material than what is
transported away.
Types of waves: Destructive Wave L
12
42. — Strong backwash erode coasts
+ weak swash deposits little material
à does not build beaches effectively.
— Occurs where there
is usually a steep
slope that causes
the waves to break.
Types of waves: Destructive Wave L
12
43. — Low gradient, low energy
— Small waves, low wave height
— Long wave length
— Wave frequency: 6-8 per min
— Swash > backwash
— Gentle coastal slope
— Deposition
— High gradient, high energy
— Large waves, high wave height
— Short wave length
— Wave frequency: 10-14 per min
— Backwash > swash
— Steep coastal slope
— Erosion
Types of waves: a comparison 13
44. — The process by which waves change direction as they approach the
coast.
Wave refraction
Waves tend to
converge as
they approach
headlands.
• Increased wave height
• Greater erosive energy
• Energy concentrates on
the headland à erosion
13
45. — The process by which waves change direction as they approach the
coast.
Wave refraction
Waves tend to
diverge as
they approach
bays.
• Decreased wave height
• Reduced erosive energy
• Energy spreads out à deposition in bays
13
47. Coastal Processes
These processes operate
at varying degrees,
causing changes to
coastal landforms and
features over time.
Point Udall, St. Croix, USVI - the eastern
most point in U.S. territories
48. Coastal Processes
— (a) Coastal EROSION
à Process which results in removal of materials* from
a coast.
— (b) Sediment DEPOSITION
à Process which results in materials* being added to a
coast.
— (c) Sediment TRANSPORTATION
à Process where materials* are moved along the coast.
*Materials are for example sand and sediments.
15
49. (a) Coastal Erosional Processes: CASH
— Corrasion /Abrasion
— The waves throw rock particles at the coast
when the waves break on the cliff face.
— These rock particles knock and scrape against the
coastal cliffs.
— This breaks of pieces of rocks from the cliff, slowly
eroding it away.
15
50. (a) Coastal Erosional Processes: CASH
— Attrition
— Rocks and pebbles collide with each other
as they are carried by waves.
— They break down into smaller pieces,
becoming smoother, smaller and rounded over
time.
15
51. (a) Coastal Erosional Processes: CASH
— Solution / Corrosion
— Acids contained in sea water will slowly dissolve
minerals in certain types of rocks (eg. limestone
rocks are easily dissolved by carbonic acid).
— When rock minerals undergo solution, they become
weaker and more susceptible to disintegration.
15
52. (a) Coastal Erosional Processes: CASH
— Hydraulic action
— The force of the waves compresses the air found in
cracks in the rocks.
— Overtime, this creates tremendous pressure along the
joints of surrounding rocks.
— The air then expands explosively, forcing out pieces
of rocks, thus breaking them into smaller pieces.
One or more of these erosional process may take place
simultaneously at any one coastal location. 15
53. (b) Sediment Deposition
— Depends on sediment size:
— The laying down of sediments along the coast
occurs when waves are no longer able to carry
the sediments (eg. when wave energy decreases).
— Large and heavy sediments are laid down/
deposited first.
Silt
18
54. (b) Sediment Deposition
— Depends on sediment size:
— What do you think is the sequence of deposition?
— Which will be deposited first and which will be last?
Silt
18
55. (b) Sediment Deposition
— Wave size and energy:
— Small or low-energy waves (caused by weak
winds/short fetch) have a stronger swash than
backwash.
— Stronger swash piles/deposits more material on
the shore than it takes away during the backwash.
— àWhen the backwash returns to the sea, some
sediments are left behind on the coast.
18
56. (b) Sediment Deposition
— Depends on location and type of coast:
— Deposition occurs on gently sloping beaches and sheltered
coasts.
— Deposition predominates as the backwash is weak
because wave has spent energy overcoming friction with
shallow seabed. Watermouth Valley, Ilfraco, UK
(a coastal campsite)
18
57. — Sediments are transported along coasts through two
related processes:
(i) Beach Drift
— Sediments move up
the beach at an angle
as swash (AàB).
— It then moves
perpendicularly
down the beach
(BàC) as backwash.
(c) SedimentTransport – (i) Beach Drift 16
58. (c) SedimentTransport – (ii) Longshore Currents
— Sediments are transported along coasts through two
related processes:
(ii) Longshore Currents
— As waves approach the
coast at an angle, they
generate LS currents in
the nearshore zone,
moving and transporting
materials along the shore.
— These currents flows
parallel to the coast.
16
59. — The processes of (i) beach drift and
(ii) longshore currents work together to produce a
sediment movement called Longshore Drift.
— Longshore Drift is most rapid
when waves approach a
straight coast at
40o – 50o.
(c) SedimentTransport – Longshore Drift 16