Rocky coastlines are generally characterised by cliffs fronted by intertidal shore platforms and occur along 20% of the coastline of England and Wales. These shore platforms tend to be gently-sloping and they invariably represent hydrodynamically very rough surfaces. Cliffs and shore platforms are linked dynamically because the platform characteristics directly control the transformation processes of waves propagating across it, and thus the impact on the cliff and cliff erosion. For rocky shores this transformation process is virtually unstudied. The general aim of this project is to increase both understanding and modelling capability of wave transformation processes across rocky shore platforms. The research will not only benefit the coastal engineering community and contribute to better coastal management and planning, but will also benefit other coastal scientists, including geologists, geomorphologists and ecologists. Our overarching hypothesis is that the transformation of the wave spectrum across shore platforms is primarily controlled by the elevation, gradient and width of the platform, and the roughness of its surface. We consider that it is feasible to model this wave transformation process, and thus energy delivery to the base of the cliff, using existing numerical wave models after appropriate parameterisation of the bed friction of the platform surface. We further propose that the bed friction of the platform surface can be parameterised based on the characteristics of the shore platform, namely its gradient and roughness (micro-topography). Our intention is to conduct comprehensive and detailed field measurements of wave transformation across 6 different shore platforms under a range of wave/tide conditions and derive universally valid principles from our observations that better describe and enable the prediction of wave transformation processes across rocky shore platforms. Each of these 8-day experiments will involve deployment of a range of instruments, including pressure sensors to measure waves and water levels, acoustic current meters to record nearshore currents, digital video cameras for monitoring wave breaker patterns and wave runup, a laser scanner for measuring swash dynamics and a terrestrial LiDAR system for making high-resolution measurements of the shore platform topography. The field data will be used to quantify wave energy dissipation by bed friction and wave breaking, and the dissipation rates will be used to back-calculate wave friction factors using linear wave theory. In turn, the obtained wave friction factors will be correlated to the roughness of the shore platform surface related to the overall morphology and micro-topography. The improved wave friction parameterisation will be implemented in the open-source XBeach numerical model and the model will be used for each of the 6 sites to evaluate the effect of changing sea level to the wave energy delivery to the cliff base to explore the potential effect of rising sea level on coastal cliff recession. This project involves a multi-disciplinary research team from the Universities of Plymouth, Bangor and Auckland, and Deltares (Netherlands). The project will benefit from the complementary expertise of two oceanographers, two coastal engineers, two physical geographers and one geologist, all with proven track records in research areas that have a direct bearing on the current project: field experimentation, nearshore and surf zone dynamics, rocky coast processes and numerical modelling. The hosting institution also has an experimental infrastructure for studying shallow water oceanographic processes for fieldwork that is second to none in the UK, and is ideally suited to support the proposed research project. The combined strength in research infrastructure and researchers, as well as the relevance of the research topic, makes this a low-risk high-impact project.

Microscopic particles suspended in seawater are important because they attenuate sunlight and transport materials, including pollutants, on their surfaces. The particles also play a role in the carbon cycle and climate change by transporting carbon from the land and the atmosphere to the floor of the deep ocean. Each of these processes is influenced by the size of the particles: small particles are better at scattering light than large ones, and large particles sink faster. To model the behaviour and impact of these particles we therefore need to know more about their size and the way this varies geographically and with time. In this proposal we aim to develop a new way of measuring the size of marine particles by using satellite data. This will have the advantage that particle size could be mapped virtually instantaneously over large areas - the whole of the Irish Sea, for example - and changes with time could be observed. There are limitations: only the size of particles near the sea surface could be determined, and only under cloud-free skies; even so this would be a big step forward. The principle of the technique is that the scattering of light by a given concentration of particles increases as the particles become smaller. Simultaneous measurements of concentration and scattering (both of which can be achieved with currently available satellite imagery) can therefore be used to derive an estimate of mean particle size. To implement this method, we need to make measurements at sea to develop a relationship between scattering per unit concentration and particle size. Scattering will be measured using conventional optical instruments, and a new holographic camera will be used to measure particle size. The camera can form sharp focused images of particles of size from 20 microns up to 7mm. By using two of these cameras at right angles, three-dimensional images of the particles can be formed and the shape of the particles as well as the size can be recorded. Particles smaller than 20 microns will be measured using commercially available instruments (LISST 100B) which can measure particles down to 1 micron (about twice the wavelength of light) but don't have the imaging capability of the camera. These measurements will allow us to establish the relationship needed for the remote sensing of mean particle size from space, and to see if and how the relationship depends on particle shape and density. It is known that the size of the particles suspended in the sea depends on the prevailing level of turbulence. To a certain extent, turbulence brings particles together and they stick to form particle groups called flocs. Greater levels of turbulence, however, tend to disrupt the flocs. We would like to test these ideas by measuring turbulence at the same time as particle size. Turbulence will be measured with acoustic Doppler instruments (ADCP and ADV) and with a turbulence shear probe (FLY). It will be possible to measure turbulence in exactly the same volume of water as the holographic camera is imaging, thus producing a unique data set. We would like to make these measurements at two fixed sites, on frames lying on the sea bed, in contrasting environments - one of medium, the other of high turbulence. In addition we would like to make the measurements on a cruise visiting a range of sites of contrasting levels of turbulence. The cruise will also enable us to measure vertical profiles of particle size and turbulence in mixed and stratified water. Finally, there are questions about the contribution of living, swimming particles to turbulence in the sea. It has been suggested that, in regions of low turbulence and high stability, such as the oceanic thermocline, the motion of zooplankton and small fish can make a significant contribution to local turbulent production. This contribution is presently speculative, but our simultaneous images of particles and measurements of turbulence will enable this idea to be tested.

"There is, a wide recognition across Europe of the need for education transformation, and the transformative potential of ICT integration. At the same time, it is widely perceived that there has been a lack of real systemic change in the integration of ICT in teaching and learning practices. These are some key recommendations ""It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning"". It is not about ICT, but about transformation."" We should move from accessibility to innovative learning through the support of ICT""These are the lessons learned:-Leadership and institutional change for a renewed strategy on learning is needed-We should move towards a new learning paradigm through learner-centred approaches-Digital competences must be seen as core life and employment skills-Professional development of teachers is the key element -the teacher as learner at the centreOffering specific training teachers is one of the key factors to ensure that an education of quality is generally available and effective. It has repeatedly been stated that teachers have a critical role to play in the development of an education of high quality. ""Teacher's competences are seen as critical success factor""The Project consortium designed Professional Development Modules and a manual for good practice examples and guidelines on implementation that contributes to the professional development of teachers and to implement the 21st century skills in the classroomThe Entels project courses brings into teaching practice the use the e-portfolio, 1:1 , Ipads/tablets, testing tools for mobile learning in classroom, multimedia learning objects, geo-linked learning trails, learner generated materials, entrepreneurial education and the use of participatory approaches and ICT-based methodologies.The aim of the project is to bring together practitioners and policy makers from across Europe to determine how to develop effective teacher training (including initial teacher training), the key question is ""how best-to equip teachers with the skills, knowledge and attitudes they need to foster the teaching of 21st century skills to young people"". In that context, participants will have the opportunity to discuss, explore the practicalities with practitioners and develop good examples and guideline on implementation in order to Equip teachers with the specific skills and knowledge.The project results are that teachers participating in the courses will acquire the competences to design Innovative Learning Environments, new and creative ways of implementing the curriculum and basic conditions for the sustainable use of ICT in education. Teachers will be able to analyze and develop innovative pedagogy and assessment approaches and methods to support these diverse individual learning pathways in order to help learners to acquire new skills for new jobs. They have learnt to evaluate their students' key competences and 21st century skills, they are able to use diverse assessment tools: quality standards, e-assessment and e-portfolios. A detailed workplan was set to reach the desired objectives.The collaboration among qualified European partners will make possible implement teachers CPD and disseminate good practices examples and guidelines on experimentation across Europe. The project fits in with the priorities of the Strategy 2020.the Entels courses were piloted and are ready to be delivered now and in the future. A copyright agreement is under way among partners to carry on with the delivery of these 4 module courses ( ICT- Toolkit; Entrepreneurship, Learner -centred approach and Assessment modules) through the CESGA platform, to be delivered in their own context and country and with the possibility of international course collaboration."

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