Foundation Degree Modules
This WebLog offers a brief introduction to all the Modules taught by Rory MacPhee at Falmuth Marine School. For full information on the Marine Environmental Management Degree see www.cleanseas.blogspot.com
Tuesday, 9 December 2008
Wednesday, 15 October 2008
Kimara - Environmental Education
Chris - Beach Management
Lauren - Fisheries Management
Howard - Superyachts
Your first task is to identify the area within which you wish to work, and draft a proposed title. Then undertake a literature search using this resource.
I am always available to help with your work, but try emailing in the first instance.
Tuesday, 16 September 2008
A. In order to pass this module, you are required to achieve the following learning outcomes:
1. Identify and interpret activities and materials likely to impact on the natural environment
2. Recognise the risks associated with hazardous materials and/or wastes
3. Discuss appropriate responses to a variety of incident case-studies
4. Review counter-pollution strategies
B. I will manage your learning by using this website as our primary learning platform, publishing a study guide, delivering your assessment paperwork for the second session and marking your work in timely fashion.
C. Assessment 1:
You are required to publish a web-log and develop a portfolio of work indicating adherence to the tasks identified in your learning materials which will be delivered to you at the commencement of the lecture series.
Your portfolio should be introduced with an Abstract, and conclude with a Summary and References (60%)
The Abstract is a short 500 word overview of the contents of your portfolio; the Summary is a 1000 word reflection on your understanding of the measures we have currently in place to manage and mitigate environmental damage; the References are a comprehensive list of the sources you have consulted following the Harvard System.
You will be guided to set up and write a web-log which will contain both Abstract and Summary with appropriate hyperlinks to relevant online materials. Aim for at least 12 hyperlinks. (40%)
Note 1: I will be looking for evidence of enthusiastic application to tasks, imaginative architecture, coherence, neatness and breadth of reading.
Note 2: Consider adopting products such as MindMeister to support your work. This might be particularly relevant for the Abstract.
Note: the nature of your portfolio is your decision. The objective is to ensure that your learning actions are recorded so that future review is more accessible. thus you may wish to submit a traditional folder. Or you may wish to use a folder as the basis, but amplified by a website containing links to other on-line tools such as MindMeister.
Asessment 2: Unseen Essay.
The process will be as follows:
On May 15th we will meet together, and I will inform you of the title of the essay you are to write.
You will then have till 1st June to complete the essay.
Terms of reference:
“The process of recovering from an emergency starts almost immediately the incident begins. It is essential that the affected community is returned to normality as soon as possible.” Gordon Hunter, Chair, Essex Resilience Forum
Discuss this statement in 3000 words having particular regard to possible strategies that are designed to protect the natural environment.
http://www.essexcc.gov.uk/microsites/essex_resilience/Documents/Essex%20Recovery%20Strategy.pdf which sets out a basic recovery strategy.
http://www.cabinetoffice.gov.uk/ukresilience/response/recovery_guidance/environmental_issues.aspx Guidance from central government
http://news.bbc.co.uk/1/hi/england/cornwall/8051286.stm Short news item on the fire at Newquay. The keener amongst you might find it useful to travel to Newquay and undertake a site assessment and interview any operatives. (See also http://www.cornwall.gov.uk/default.aspx?page=18789 )
1. Use what knowledge you have to draft a speedy response – 15 minutes
2. Read the allotted chapters from the key source and undertake a speedy literature search – 15 minutes
3. Summarise task 2 in five minutes to the group – 60 minutes
4. Develop a list of key words – eg recovery, regeneration – 10 minutes
5. Write a synopsis of the essay and email to me – 60 minutes guide, but work at your own pace though it must be complete within 2 hours. I will write your initial assessment and email back by close of business. A synopsis is a draft of the areas you wish to cover, ideas, USP's, opening paragraph, ideas and possible quotations.
Points to note:
What is the environment? (Einstein quote)
What is an emergency?
What is normality?
Use case studies, eg Buncefield
Try to bring in COMAH to your analysis
What happens if there is any conflict in priorities?
What is the effect on our health and well being of environmental degradation
Do not make direct quotations without clear referencing, do not paraphrase
The Programme of Learning
Session 1 : April 24
"Disasters and conflicts can impact the environment in ways that threaten human life, health, livelihoods and security. Disaster managers and humanitarian workers must therefore identify and address acute environmental risks quickly and consistently as an integral part of effective emergency response."
John Holmes, Under-Secretary General for Humanitarian Affairs and Emergency Relief Coordinator
We will start by examining environmental disasters with a global perspective. Your first task (LO1) as individuals is to consider what categories of emergency there are, and what are the possible consequences to the environment.
It is worth noting that there are two generic categories of emergency: point disaster, ie a one off event like an earthquake, and diffuse disaster, ie sea level rise. Disasters might be purely ascribed to human intervention, or influenced by human activity, or purely Act of God. The consequences of climate change have been identified here by the Insitute of Mechanical Engineers.
The next task (LO1)is to compile a selective list of global emergency situations since 1960. You should do this as a group, defining in the first instance how you will engage on this as a team. The outcome of this activity must be both a list and a map. Take digital images of the map for your portfolio. The list should be backed up with at least 3 links to online video resources.
Please ensure that you complete this task by the end of the day, emailing me with your work to email@example.com.
This session will be suported by a formal presentation with the title "The Work of the Joint Environment Unit".
Please study the following resources, and, as task write a reflection of at least two.
Environmental Emergencies and the JEU
What are environmental emergencies?
What is the JEU?
Environmental disaster reports
UK Disaster Case Studies
What is Rapid Environmental Assessment?
Natural Hazards Centre
United Nations Environment Programme
Session 2: May 1
Waypoint 1: Contemporary Issues: we will commence proceedings with an analysis of the environmental implications of swine flu. To set the scene we will catch up on the news and then look at two views expressed here: 1 2
How many people might die in a pandemic, and what implications does this have?
What planning mechanisms are in place? The key resource is on UK Resilience.
Waypoint 2: Having extended our understanding of global disaster management from Session 1, (a recap will be necessary for thos of yyou who did not attend the session) we will now study the legislative background to civil protection and emergency response.
Civil Contingencies Act 2004
A single framework for civil protection - floods, pandemics, terrorism...
Integrated emergency management (IEM) comprises six related activities: anticipation, assessment, prevention, preparation, response and recovery. You must learn this by rote.
A good start to this area of study is the short guide published by the Cabinet Office. There are a large number of online summaries of the Act, but try this from the Essex Resilience Forum.
Your task (LO1) to support this session is to use MindMeister to map and analyse the components of the legislation. Please ensure that you enrol for this service and record your log in details.
DVD show: Civil Contingencies Act and How to Survive a Disaster
Waypoint 3: Skills development: MindMeister and WebLog
Waypoint 4: How to survive a disaster - DVD followed by discussion.
Session 3: May 8
Disasters at Sea
We will start the session with a general overview of disaster response, and how we as humans are configured to cope when an event occurs which is out of the ordinary. This will be supported bya DVD from a recent Horizon programe - "How to Survive a Disaster" which is underpinned by this article. Context will be given by a discussion of "risk" and how this is defined in the UK, with particular reference to the National Risk Register.
The National Risk Register is a key document summarising the risk of disaster/catastrophe, and suggesting methods by which consequences can be mitigated. You should carefully and quietly attempt to synthesise the DVD and the Register. Perhaps ask yourself: are we aware of potential risks? are we prepared within ourselves to cope? do we know what to do in the immediate aftermath of a disaster? are our organisational structures sufficiently robust to ensure continuity of operation in teh post disaster phase? are we capable of rationally evaluating preparation and response in the post-disaster phase?
We will then look at two case studies - the Sea Empress Case and the Braer. you will adduce the facts from these cases, identify the environmental consequences and define the response mechanisms currently in place should similar events unfold.
The environmental consequences of the spill are defined here and here. For a series of videos on the environmental consequences of the Braer sinking, see here which is a copy of the DVD seen in class. Another video sequence relating to the sinking of the Erika can be found here and here and here
Notes: The DVD Surviving Disasters raised many points which you need to summarise in your portfolio. One of the issues was the 9/11, so read this portrait of Rick Roscorola. How much do smoke hoods cost? How do we familiarise ourselves with fire?
Session 4: May 15
Unseen Essay - Assessment
Session 5: May 22
We will study the Buncefield incident in detail. You will individually develop a website which will summarise the details of the disaster, the response, the investigation and incorporate the video footage available on the internet (LO's 2 and 3) . See here for a summary from the BBC, and here for the stroy told from the perspective of a local resident.
We will commence the session with a sequence of videos summarising the issues:
During this session you will address the following, putting the evidence into your portfolio's:
- Write a short timeline of the incident - delivery 1030
- Sketch a map showing land within five miles of the indident - 1100
- Summarise the role of the lead agency in dealing with the environmental impact - 1130
- Summarise the current position with regard to prosecutions - 1200
- Quote Section 85 from the Water Resources Act 1991 - 1315
- Define the following acronyms: BTEX PFOS MTBE COMAH - 1345
- What are the implications to public health in the use of PFOS - 1400
- Describe the engineering methods used to detect contamination - 1430
COMAH - read this to give an understanding of this important Regulation
Session 6: May 29
This conference will deliver broad learning relating to the human stories that underpin disaster scenarios in the maritime and coastal environments.
Session 7: June 5
Portfolio Submissions: we will peer review the portfolios during this session, so please have them ready by the day before.
We will focus on the National Recovery Guidance published by the Cabinet Office.
Session 8: June 12
Moderated discussion: "This House believes that environmental protection is of relative insignificance in the immediate post disaster phase." The group will be split into two teams, one proposing the motion, the other disposing.
Tricia Goldsworthy firstname.lastname@example.org 07731458191 PZ
Chris Penrose email@example.com 079740317096
Helen Bedford firstname.lastname@example.org 07949611382
Jess Roberts email@example.com 07850492608
Patrick Dunne firstname.lastname@example.org
Sarah Mimnah email@example.com
Dave McMahon firstname.lastname@example.org
Robert Clarke email@example.com
Thomas Usher firstname.lastname@example.org 07969527079
Emily May Earl email@example.com 07794409339
firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com
Thanks you for your time today.
· Weblog platform established
· Portfolio format decided and purchased
· Dvd FAQ evaluation tool written
· Summary of Civil Contingencies Act started
· Reflection on the environmental impact of swine flu undertaken (blog would be good)
Email me work in progress if you wish for my comments,
Have a good weekend
Boscastle Video and then look at the Executive Summary of the Pitt Report
US Civil Defense Video from the 1950's
There are two key resources published by HMG: Emergency Response and Recovery and Emergency Preparedness, both very large documents. We will attempt during this session to drill down into the content of these documents. The day will start with a formal lecture on Emergency Response and Preparedness, followed by reading and tasks. Task 1: Interpret your study with a mind map, all of which will be coordianted on the whiteboard at the conclusion of the session (LO 3) Task 2: Moderated discussion relating the documents studied to one of the disaster scenarios identified in Session 1 (LO 3)
Wednesday, 3 September 2008
Class Time: Thursday 1530 Room K304
1. Identify the composition, scope and geographical distribution of marine resources
2. Develop an awareness of the industries involved in marine resource exploitation
3. Demonstrate a knowledge of regulatory issues
4. Evaluate the potential of alternative energy sources within the marine environment
Coursework: November 5th 1600: Literature Review for a report titled "The life-cycle, exploitation and use of ostrea edulis". 2000 words with weblog summary containing appropriate links. Have a look at the Biodiversity Plan here. For a wider context within Cornwall, see here
22nd January: In class test focusing on resource exploitation. Briefing papers will be given you on 15th Jan.
Assessment Brief - 20% of your marks
This assessment will be undertaken on January 19th. The procedure is as follows:
· Presentation on 15 January by the lecturer and delivery of briefing documents
· Split into Study Groups of three students and over the next four days discuss the following contention: “Off-shore wind farms are to be condemned as both a navigational hazard and because they will ruin a national treasure – the coast line.” Ted Venn/CPRE Cornwall (http://cprecornwall.org.uk/New-Local-Campaigns/Costly-and-inefficient-White-Elephants.html ) Follow this link as it gives a rational.
· Attend FMS on Monday 19th January at 1500 in anticipation of an assessment at 1530. You will then:
1. Deliver a written list of no less than 5 sources that you have consulted – 10 marks
2. Deliver a hand sketched map of offshore wind farms in the UK – one per group – 10 marks
3. Undertake a 10 minute presentation as a study group addressing the contention either arguing for or against – 40 marks
4. Submit to a short written test – 40 marks
· I will conclude the assessment with a summary of the regulatory issues involved in Offshore Energy
26 March: All day Mini-Conference featuring individual presentations focusing on fisheries management, titled "End of the Line for our Fisheries?" As a group you will identify topics of relevance within the general context, decide on who takes which topic and then research and prepare a presentation either written or spoken using accepted conference techniques. The assessment will be completed by submission of a 500 word review of either Bottomfeeder: How the Fish on our Plates Is Killing the Planet Taras Grescoe Macmillan £12.99, pp304 , or The End of the Line By Charles Clover EBURY, or The Unnatural History of the Sea: The Past and Future of Humanity and Fishing (Gaia Thinking) (Paperback) by Callum Roberts
1400 PM session
Rory MacPhee: Fisheries Management and the Marine Bill
Emma: Press Release, Running Order, Risk Assessment, Marketing banners, website, budget £75, resources, refreshments (Rory to see Poly), programme including abstract of presentions.
Tim and Lisa: Survey of traditional fishing methods and how to reduce their impact
Alex and Angie: Video dissection (Rory to see Craig) - biology of fish
Sam and Oli: Fish Oil - Omega B
Stuart and Will - A day in the life of a fisherman: Arwenack Fish Shop, Chris Bean, David Muirhead, Penberth
Gavin and James: Mariculture and the salmon inudstry
Faith and Ali: Arwenack Fish shop and Kimara, Tesco's from market to retail, food miles, preservation
Joanne: £50 10 mile radius, start Cornish recipe book online - Rory to see the Chain Locker - special prize if you can locate an octopus. Which is tastiest dish.
Laura: Fishing for Litter
Introduction to Module
70% of the globe's surface is covered by water, and more than half the world's population live within 60km of the coast. Fish is an important - some would say essential - part of our diet. Energy is obtained from the marine lithosphere and there is increasing reliance on renewable enerfy sources both offshore and inshore. The question is, can we sustain our lifestyles within a developing demographic? This module will give the student an overall view of our reliance on marine resources, and address the rising tide of concern about the fragility of our natural environment within the context of climate change. The issues raised in this module will be amplified in Ocean Environment A and developed in the second year within Marine Spatial Planning.
Lesson 1: Definitions
Lesson 2: SSSI eco-hike (abandoned due to bus breakdown)
Lesson 3: Organisations: JNCC, CEFAS, CSFC, Natural England, DEFRA, Royal Haskoning, BWEA, Marine Conservation Society, Crown Estate, Cornwall Wildlife Trust, Port Health Authority, Falmouth Harbour Commissioners, Marine Fisheries Agency . After a brief introuction to these organisations (please ensure that you investigate the websites fully) we will discuss the law of the sea. For more illustrations of LOS, see here and here and here for the UK jurisdiction. We will also aim to talk briefly about the assessment strategy for this module. Finally, each member of the group will adopt a fish, and become expers on all aspects of that fish - its history, lifecyle, conservation status and culinary/cultural relevance. See here for a comprehensive list of fish species, and cross reference to Fishonline and the list of species to avoid here. I would prefer if you all chose a fish at risk.
Lecture 4: We will be discussing shellfish and the oyster. Note also the MCS report titled Silent Seas reported here.
Lecture 5: Coursework issues - make sure to use resource offered below. Main topic: The Shipping Industry
Lecture 6: Cruise Ship presentation
Lecture 7: Benthic Exploitation - Cockles. We will focus on the cockle industry as a preparation for a visit on Friday 14th November to the cockle beds at the Helford Passage, marked by the Ferry Boat Inn. basic information from Marlin. For food foraging generally, see and here for the law. General article on the cockle here.
Lecture 8: Guest Lecture
Lectures 9, 10, 11: Renewable Energy
Lecture 14: Fisheries
Video resource: Salmon from Ecologist TV
Student led session develoing broad plan of attack for Mini-Conference (End of the Line for Fisheries?" on March 26.
Ideas for the conference:
We have the use of the Theatre at the Royal Cornwall Polytechnic Society, and the public will be invited to some or all of the sessions, as well as other students at Cornwall College. There will be a computer and digital projection, but no internet access. We need to make it informative as well as fun for all concerned. Note that there are 17 students in the group.
Publicity - website, video capture, press release and technical issues
Secretary - to plan the event and record all minutes of preliminary proceedings, and arrange catering
Stewarding - to work the front of house and develop sponsorship opportunities
Within the general context of fisheries, we could look at the following: life cycles of common fish; fishing communities - eg Penberth; fishing methods; sustainable fishing methods; local fisheries regulations; recreational angling; good fish guides; relevant organisations
Sam Davies CSFC
If you need to buy in any resources, let me know and I will do what I can.
Study of local fishing regulations
Note: Extra session planned for......
Livings from the Sea - Conference
Marine Bill Lecture
Research threads see NERC
Budget 2009: see here
CEFAS memorial lecture and report on oysters
What is the difference between a prawn and a shrimp?
What is the difference between a king and queen scallop?
CEFAS on scallops
SAGB videos on cooking shellfish
Anadromous - migrating from sea to fresh water to spawn
Benthos - bottom of the sea
Biota - plant and animal life
Biotope - Small area with uniform biological conditions
Catadromous - migrating down from fresh water to sea water
Diadromous - migratory fish between fresh and salt water
Endocrine Disruptor -synthetic chemicals that can interfere with hormones and disrupt development
Eutrophication - excessive nutrients
Maerl - calcified seaweed
Llittoral zone - between high and low water
Riparian - River Margin
See an excellent resource from the FAO which is comprehensive - to be read and tested on next week. I would also be grateful if you would study the fishing resource at the Guardian
Surrounding nets (including purse seines) and here and tuna fishing in Phillipines video tuna video
Seine nets (including beach seines and Boat, Scottish/Danish seines)
Trawl nets (including Bottom video video: Beam, Otter and Pair video trawls, and Midwater trawls: Otter and Pair trawls)
Falling gears (including cast nets)
Gillnets turtles sharks and entangling nets (including set and drifting gillnets; trammel nets)
Traps (including pots, stow or bag nets, fixed traps)
Hooks and lines albatross bycatch and utube sea shepherd tuna(including handlines, pole and lines, set or drifting longlines, trolling lines)
Grappling and wounding gears (including harpoons, spears, arrows, etc.)
Institute of Ecology and Environmental Management Becoming a member helps your career
WWF on Fishing
International Law and Fisheries PPT
Cruise Ship Pollution - FOE perspective
Scallops Presentation MCS/Lean Luc
Monbiot on Omega 3 Oil
How to distinguish skates from rays?
Rare fish video from the BBC
Devon Maritime Forum
Anatomy of a starfish
Academic paper comparing small scale fisheries with large scale
Fisheries Statistics 2007
Helford Jetty 1
MMO Snub to Cornwall
A level resource on CFP
Scottish Zone Offshore Operators The Crown Estate Map of Round 1 and 2 Offshore Wind Farm Sites BWEA Offshore BWEA Seminar showing good map of wind potential How does a wind farm work? Good leaflet on how wave and tidal generation works Jobs in the Sector Climate Change Bill FOE YouTube footage Climate Change and Sustainable Energy Act 2006 Resources: FOE Renewable Energy Your Questions Answered FOE Wind power Wind power in the UK/Oxford Institute for Energy Studies/KEAY Good article from the Guardian 10 Myths... Article about the psychological issues that might have to be addressed before legal issues Daily Telegraph critique of Ed Milliband Insight into Government in-fighting Videos EU Commission on Renewables Carbon Sequestration good intro as well to global warming/climate change Using trees for sequestration More on sequestration in the Pacific Renewable Energy from the Oceans (Thermal) New Invention (!) Solar Tower Global warming and renewable energy Solar Energy (50 mins long) Tidal Power - How it works Underwater Sails Marine Current Turbine (Strangford Loch) The great and good discuss global energy Ed Miliband on low carbon issues/EA conference SAS Hayle Home solar Lecture : An introduction to "Maritime Europe":
Lecture : Speedy Presentations and coursework hand-back German Technology http://uk.youtube.com/watch?v=sdY8ADBN6hM Promotional Video http://uk.youtube.com/watch?v=WT335G0liBs In the UK http://uk.youtube.com/watch?v=I9_7Eonc_xY Europe’s Largest Wind Park http://uk.youtube.com/watch?v=I9_7Eonc_xY
•Effect on tourism http://uk.youtube.com/watch?v=kqXsfyp4dzk •UFOhttp://uk.youtube.com/watch?v=iDJpvzoh1Iw •Explosion http://uk.youtube.com/watch?v=7nSB1SdVHqQ •Renewable energy from the ocean http://uk.youtube.com/watch?v=x59MptHscxY •George Monbiot meets Spiers http://www.guardian.co.uk/environment/video/2008/dec/18/monbiot-cpre-wind-coal
1. Develop techniques for successful project management
2. Analyse and manage risk
3. Apply team building skills
4. Formulate strategies for conducting effective contractual negotiations
Introduction to Module
This is a practical introduction to project management skills - accountancy, planning, negotiation, motivation, leadership, press management and contingency planning.
Your assessment for this module will be one test for 40% on 20th January , and one piece of coursework for 60% on 27th April.
Coursework brief (provisional):
The test will summarise the essentials of project management - eg CPA and GANTT, cash-flow forecasting and estimating, so you need to ensure 100% attendance and note taking beyond compare.
The coursework will involve team-work to plan and dr-deliver a project, supported by individual
1. Introduction - Project management skills. Task: the group will be split into six teams. Each team will devise a project management study in 15 minutes based on ways of cooking eggs: boiled, scrambled, fried, baked, omelette, mayonaise. The terms of reference are to plan the process so that the product is delivered exactly two hours from the start time. From this will be developed the essential process for running a project. We will then discus as a group a project to set up a quick and dirty boat building competition - this might be taken forward by one individual as a Research Project. See images here from the USA.
Contemporary projects: London Olympics , Coastal Conflicts Symposium
2. Time and Motion Study, Critical Path Analysis also see here and GANTT charts - application to a range of projects, eg beach management/cleaning.
3. Practical contexts: Bishops Forum briefing before visit on Ocotber 9th. Note: students following the MEM pathway are undertaking an environmental audit at Bishops Forum on 9 and 10 October. So those students following MLM will only visit the BF for an outside lecture at a time to be arranged. During this visit students will be introduced to the development project at the BF.
5. Cash flow issues - see here for a good visual for a calculator, here for something more basic
We are studying cas flow because, whilst a business or project might be profitable on paper, it might still go bust becasue it cannot pay the bills. With relation to the BF visit, when a big project spend is planned, even though it may be grant funded, it has to be abolutely clear when the grant monies are to be paid. In normal circumstances a bank will extend an overdraft if there is a delay in payment of grant monies.
An integral part of cash flow management is debt and credit control - ie debts to you have to be resolved quickly, whilst debts to others should be delayed. There are, however, moral issues to confront here.
A good overall assessment of cash flow is provided here by the HSBC
Simulations: Positive Cash Flow Stable Cash Flow Negative Cash Flow
Cash flow forecasts are often a component of a business plan.
What about effort flow?
6. No lecture, Rory in Bristol
7. Project Management Basics
8. Case study (memorial bench) and the nature of genius
9. Run up to exam, focus on negotiating skills and contracts. You must be clear from the outset that there are two distinct types of contracts for the sale of goods or the supply of services: Business to Consumer (B2C) and Business to Business (B2B). The rules governing the former are more complex than the latter.
With B2B contracts, it is all about negotiation. Although you can rely after the event on the Unfair Contract Terms Act 1977, this is not a business like approach. Contracts (aka conditions of sale) are there to be negotiated, and are effectively a method by which a relationship is risk-assessed. Five key areas need addressing: quantity, price, deliver mode, payment terms and liability for defective product. It is absolutely key to be able to identify the point at which risk or ownership passes.
For negotiating strategy, see here Maybe
For imported goods, the situation is altogether more complex, and governed by INCOTERMS use f
For B2C contracts, refer to the AMDEA resource below.or exam?
Essentials of a Contract
How to negotiate best price
The art of haggling
Advice to Manufacturers from AMDEA
Advice from the Union of Small Businesses
Watchdog Video - Lawyer explaining consumer law
Watchdog Video - Sale of Goods
Watchdog - Supply of Services
Watchdog - other civil laws that apply to the consumer
Watchdog - criminal law
Watchdog - enforcing your rights
Week 12: Test preparation: the test will be formative assessment with four activities. The first activity will test your understanding of the law of contract. The second activity will be to write a review of some video footage showing a seminar on negotiating skills, so you will need to research this area using the above links (heads i win tails you lose?). The third activity will relate to body language, and I will be expecting you to do your own research into this as well as following the likns above. Finally, we shall engage in a group discussion.
Week 13: In Class Test
Week 14 - 22: Project Management Skills with Buzz Banks
Week 23: De Brief
Week 24: The remaining 6 hours of sessions will be run as an extended field trip at a time to be agreed. I will offer you a trip to Penzance to look at the Vega project, a large steel motor yacht being refurbished.
Project Management Tips
NOS for Project Management and here
An example of a project management company
Using Excel for Gantt charts
How to write a business plan
How to find grants
Convergence funding in Cornwall
IT contract law for project managers
Monday, 7 July 2008
- Identify the varied management schemes used on wetlands, inter-tidal zones, territorial waters, contiguous zones, EEZ’s, continental shelves and international waters
- Discuss the need for increased regulatory activity
- Evaluate planning and licensing routes for specified developments
- Analyse the relevance and effectiveness of a variety of zoning criteria
Introduction to Module
This module is taken by students following the Marine Leisure and Marine Environmental Management Programmes.
- How is my marine leisure business affected if it operates in an area that carries conservation status?
- What does "conservation status" mean?
- What conflicts exist in the coastal zone?
- Is increased regulation the answer to conflict resolution?
- How does the planning system work?
- What is the process of developing a management plan for a beach or a conservation area?
28th November 20% - Mapping: You will be asked to construct a map or series of maps using traditional cartographic skills showing a variety of features - international waters, EEZ, continental shelf, contiguous zone, territorial waters, internal waters, baseline, Marine SAC's, SSSI's/AONB/VMCA's/AGSV/CWS/RIGS/RAMSAR in Cornwall. In addition, the map should show:
probable locations of species and habitats identified within the Habitats Regulations that might be located in Falmouth and planning developments proposed adjacent to the Fal/Helford SAC using local press and practical observation.
22ns April 80% - Management Report: You will be instructed to write a managment plan - see below for a full specification
We will focus in on the Habitats Directive, and the impact of this European Law on the local environment. The aim of the Habitats Directive is to contribute towards ensuring bio-diversity by means of the conservation of natural habitats and of wild fauna and flora in the European territory of the Member States. Unlike other pieces of legislation that protect wildlife, the Habitats Directive has two special features:
It covers both land and sea and
It takes into account economic, cultural, social and recreational needs of local communities
Marine SAC's - Special Areas of Conservation may be designated for habitats or species of conservation importance in terrestrial, coastal and marine areas. For marine SAC's see here for qualifying marine habitats, and here for qualifying marine species. An overall map of the Fal/Helford SAC can be found here showing locations of qualifying habitats. If you are interested in under sea images, look here at Mark Webster's photographs.
For an overall specification of the Fal/Helford SAC, see here
From this it will be seen that "sandbanks which are slightly covered" are a nominated habitat. So what does this mean? The answer is here, from which you will see that maerl bed communities are particularly important. This was why there was such concern over scallop dredging, summarised by DEFRA here. In class I will hope to show you a scallop presentation. For video footage of scallop dredging, see here.
According to the SAC Maangement Scheme, "the main aim of CAC's is to provide a stronghold for the habitats and species they contain through appropriate management measures achieved by co-operation between the regulating relevant authorities, landowners, industry and the public who use these areas. They are not intended to be no go areas, particularly as many sites are extensively used for industry and regulation."
The aims of the SAC Management Scheme are to maintain the features of the site - eg sandbanks, whilst enabling its continued and diverse human use, within the following general principles:
- integration of management scheme with existing plans and initiatives
- ensure users are kept informed through the Advisory Group, public consultation and wider provision of information
- undertake monitoring and review of the management scheme
There are 76 Marine SAC's in the UK.
However, we are often left with this question: so what does SAC status actually mean in day to day commercial activity? See here for a letter from the MFA to A and P Appledore regarding proposals for a Marina.
And if there is to be maintenance dredging in the SAC, this is the current guidance
This example of an industry standard document about the requirements for a Coastal Defence Study should be carefully studied.
Conservation Policy: connecting the first four lectures, we will discuss in detail how policy is developing to ensure that the objectives of the Convention on BioDiversity are met. The European perspective is all important. First step, then, the EU Commission DG Environment site. Then have a look at the pages relating to water and the marine strategy. For an overview of EU conservation strategy, study and summarise this report from the JNCC. If the link is broken, Google Update on UK and European Policy Initiatives. We will look at part of Jan's presentation - see slide1
The "bible" is the Blue Book - formally called the Integrated Maritime Policy for the EU. You should be able to anser the following question: why does the EU need a maritime policy?
It is important to maintain this EU wide perspective, so study Seas at Risk. This is a map of EU EEZ's
This week we will check that you are all on track for tomorrow's submission. To help this process along, I will be directing some questions to you. I will also need to de-brief on the previous week's session.
This week is fairly momentous in the story of marine spatial planning, given that the Marine and Coastal Access Bill has been introduced in to the Queens Speech during the State Opening of Parliament.
Kate Humble Video
Local (Plymouth) perspectives video
DEFRA page (note the link on this page to a doc on Marine Licencing, which I have copied for you and distributed last week)
Draft Marine Bill - note this is a huge doc, look at p13 for an Executive Summary
We will now focus on the final assessment for this module, which is worth 80% of your marks.
The context is shoreline/beach management planning. Let us be quite clear at the outset, this means that we will be looking at risk management - in other words, what is the risk of coastal erosion, sea level risk, habitat loss? What controls are in place to protect water quality? What proceures in in place for the health and safety of users?
The core proposition, which I am asking you to investigate and challenge, is that anthropogenically induced climate change is or will put the coastline under stress due to sea level rise and flood risk. At present (early 2009) Cornwall is engaged in a total review of the Shoreline Management Plan.
I will be organising a visit to Mullion Harbour for a meeting with Justin Whitehouse, local warden for the National Trust. Mullion is under severe threat, and a recently commissioned report is generally considered to be a model of coastal analysis
Task 1: Write a 2000 word report with the following title: "A description of the modus operandi of developing a Beach Management Plan or Shore Line Management Plan." 50%
Task 2: Each student will choose one beach or shoreline in Cornwall. Having visited the area, you will compose either a ten minute video essay published on YouTube or equivalent supported by a WebLog. The video essay will identify particular aspects of the beach/shoreline and your suggestions as to how these aspects might be managed, using knowledge gained from Task 1. The WebLog will publish a full SWOT analysis of the beach or shoreline accompanied by no less than 10 images. 30% for the Video Essay and 10% for the WebLog. 40%
Task 3: On the 30th April 2009 you will attend a lecture at the Marine School on the Marine and Coastal Access Bill, and sit a short test at the conclusion to the lecture. 10%
Cornwall Coastal Advisory Group - I recommend that you drill down into this site and use it as a primary source
South West Treasures at Risk - Guardian report
Shifting Shores - National Trust report
Polzeath Management Plan (46 pages)
Isle of Wight - what is an SMP?
Lincolshire Resort Management
Lyme Bay SMP
SMP Presentation with Falmouth Maps
What is the value of sand dunes in Cornwall? and here from CWT
Good Beach Guide
Managing Flood Risk brochure from the EA
Read this book review - a good panoramic view of beach management
Academic paper on beach ridges in Brazil
Coastal Geography from Wiki
Beach Classifications from Plymoouth Uni
Glossary of terms from SCOPAC
Week 15 - Coastal Processes
Lecture 16 - Shoreline Management Plans
SMP's over mainly coastal defence, but also encompass the natural, human and built environments. An SMP is a report assessing risks in order to develop long term management policies that are continuously adptable to change. Regular monitoring is essential.
SMP's are based on sediment cells of which there are 11 in England and Wales. These are subdivided into Areas and Units.
The policy options are to do nothing, hold the existing line, advance the existing line or retreat.
SMP's should be living documents under constant review. The "horizon" is 100 years.
A project called FUTURECOAST led by Halrow engineering aims to provide nationally consistent predictions of coastal evoloutions. See this video. See this Abstract or the full paper for further elucidation.
The South of England is sinking - BBC video
We will re-focus on Shore Line Management Plans this week.
We have established that SMP's are being reviewed for the whole of the UK, deadline 2010. Let's look here for details of the SMP for Cornwall drafted in 1999.
Flooding risks are an important component of shore line management, and this short paper from DEFRA clearly identifies the issues. You will be receiving paper copies during class. For those who wish to dig down deeper, see the publication by DEFRA "A Strategy for Promoting an Integrated Approach to CZM" and "SMP Guidance - March 06". This latter resource is part of a wider DEFRA resource available here. The SMP Guidance documents (Vol 1 and 2) are available in the Library, two copies of each. DEFRA's introduction states that we are left "with a complex and difficult legacy to manage in places, presenting challenges in terms of sustainability, especially in the light of potential future climate change and sea level rise". Government strategy is clearly stated as follows: Coastlines recede or advance with changes in current, wind and tide and it would be unrealistic to expect to maintain the coastline in all places as it is now. The operating authorities responsible must look at the range of options and avoid burdening future generations with the cost of maintaining unsustainable defences. We have to develop responses that are appropriate to the area at risk and wherever possible achieve sustainability through working with, rather than against, coastal processes.
Note that the SMP for Cornwall is encompassed by the SMP for Rame Head to Hartland Point, which is led by Caradon District Council - steering group details here. The GANTT chart to manage the project can be found here. The SMP review for Cornwall is being project managed by CCPL - please drill down into their website.
At the end of the session I will be giving you a copy of a summary report from Halcrow titled "Preparing for the Impacts of Climate Change" which is amplified by a paper written for the Bournemouth Coastal Group. It is important that you read these sources very carefully.
The core contention being made by ICZM professionals is that sea-level rise is central to the debate ove coastal managment. An interesting note is published here regarding the long term climate record.
James Lovelock has recently been interviewed by the BBC, where he states that sea levels are a barometer of climate change. You can listen to the interview again by podcast here.
NOTE: FOR YOUR COURSEWORK I WILL EXPECT REFERENCE TO ALL OF THE SOURCES NOTED IN THIS SECTION (LECTURE 17). IN OTHER WORDS, READ THE SOURCES, ,PARTICULARLY PAGES 8 AND 9 OF smp guidance vol 1
We will focus on Beach Management Plans this week.
How do we evaluate whether a beach is "good" or "bad"? This will be a short exercise using post it notes. We will then view the resource published by the Marine Conservation Society.
These resources will allow you to analyse the beach of your choice. The MCS resource above allows a nation wide search of beaches which meet safety standards, eg Gyllngvase.
Water quality is a key issue, which has been addressed by this paper from MCS, copies of which will be made available during the session. DEFRA hav a very informative page here, portions of which will be given to you in hard copy.
A critique of the Bathing Water Directive can be found on the Marinet website, here
There will be no formal lecture, but you are invited to my lecture on the Marine Bill at the University of Exeter - Tremough Campus - details follow. You are welcome to attend.
"Protecting our seas is our biggest environmental challenge after climate change and the two are closely linked" The Minister of State, Department of Energy and Climate Change & Department for Environment, Food and Rural Affairs (Lord Hunt of Kings Heath)
What is your perception of the Marine Bill? What are its objectives?
What are the threats to the marine environment?
The Marine Bill is a good example of democracy at work - 15000 organisations have been involved in pre-legislative scrutiny, and there has been considerable debate on the print and broadcast media.
The central point is that the MB will give legislative voice to the concept of Eco-System Management. This underpins the Convention on Biodiversity (Rio) and s expressed as 'a strategy for the integrated management of land, water and living resources that promotes conservation and sustainable use in an equitable way.'
We will have a full day out doing site assessments at Mullion and Porthallow Beach. I am hoping to organise transport, but we may have to rely on own cars/carshare. If we do the latter then lunch on me. Steve B has agreed to re-schedule Events Management for a double session another tiime.
CW overview/initial feedback. No further lectures until 21 May when I will be arranging another full day activity.
Links to WWW - Text
DEFRA Integrated Coastal Zone Management
DEFRA Coastal Erosion
South West Observatory
World Ocean Observatory
World Database on Protected Areas
Profile of Cornish Landscape
Designated Zones - Cycleau
Marinet - Pressure Group
Coastal Zone Law
Cornwall Wildlife Trust - response to the Marine Bill
SSSI's in Cornwall
Natural England on SSSI's
Animals protected by WACA
Value of MPA's - PPT by Jean Luc
Human Impacts on our Seas
Renewable Energy Zone
NZ Beach Managment
Links to WWW - Video
Links to WWW - Images
British Marine Federation
Cornwall Marine Network
Mullion Harbour - analysis f coastal defence strategies
Gyllngvase Beach - analysis of management strategy
RIB trip with Rory Goodall/CWT from Penzance