Pedagogy and Engagement in At-Risk World Heritage Initiatives

AbstractAlexandria is one of the Mediterranean UNESCO World Heritage sites at risk from coastal flooding and erosion due to sea-level rise. The city’s position on the Mediterranean coast means it is especially vulnerable to rising sea levels. Alexandria is one of UNESCO sites in Egypt at risk from flooding. All the archaeological sites in the northern coast of Egypt are also said to be at risk from coastal erosion. The flood risk in Alexandria is expected to reach a tipping point by 2050. This research presents the numerical analysis of geotechnical and structural damage mechanism of Catacombs of Kom El-Shoqafa and El-Shatbi Necropolis; the sites have the lowest topography in Alexandria induced by the sea level rise and heavy rain due to the Climate Change, based on Finite Element PLAXIS Code. The purpose of the study was to investigate the behavior fully-saturated soft rock/ hard soil subjected to ground water intrusions. The main objective of this study is to very accurately record and analyze geotechnical problems and induced structural failure mechanisms that have been observed and accounted for in field, experimental and Numerical studies. The land area is also vulnerable to coastal flooding. It is widely expected that the numerical analysis of such geotechnical problems will contribute to the preservation of cultural heritage. The present research presents an attempt and experimental study to design a PLAXIS 2D FE model to simulate hard soil/hard rock problems, distortion and stress analysis of the complex structure of the catacombs. Plastic modeling or Mohr—Coulomb model was used in advanced soils during various stages of numerical analysis. Results are recorded and discussed regarding stress and volumetric behavior of soil/rocks. Groundwater infiltration into pores or fissures of rock and soil has a great influence on the engineering mechanical properties of rocks and soils.

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Mediterranean UNESCO World Heritage at risk from coastal flooding and erosion due to sea-level rise

Nature Communications ◽

10.1038/s41467-018-06645-9 ◽

2018 ◽

Vol 9 (1) ◽

Cited By ~ 45

Author(s):

Lena Reimann ◽

Athanasios T. Vafeidis ◽

Sally Brown ◽

Jochen Hinkel ◽

Richard S. J. Tol

Keyword(s):

At Risk ◽

Sea Level Rise ◽

Sea Level ◽

World Heritage ◽

Coastal Flooding ◽

Unesco World Heritage

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Geotechnical Modelling of The Climate Change Impact on World Heritage Properties in Alexandria, Egypt

10.21203/rs.3.rs-442514/v1 ◽

2021 ◽

Author(s):

Sayed Hemeda

Keyword(s):

Climate Change ◽

At Risk ◽

Numerical Analysis ◽

Sea Level ◽

World Heritage ◽

Coastal Flooding ◽

Northern Coast ◽

Hard Soil ◽

The Mediterranean ◽

Geotechnical Problems

Abstract Alexandria is one of the Mediterranean UNESCO World Heritage sites at risk from coastal flooding and erosion due to sea-level rise.The city’s position on the Mediterranean coast means it is especially vulnerable to rising sea levels. Alexandria is one of UNESCO sites in Egypt at risk from flooding. All the archaeological sites in the northern coast of Egypt are also said to be at risk from coastal erosion. The flood risk in Alexandria is expected to reach a tipping point by 2050.This research presents the numerical analysis of geotechnical and structural damage mechanism of Catacombs of Kom El-Shoqafa and El-Shatbi Necropolis, the sites have the lowest topography in Alexandria induced by the sea level rise and heavy rain due to the Climate Change, based on Finite Element PLAXIS Code. The purpose of the study was to investigate the behavior fully-saturated soft rock/ hard soil subjected to ground water intrusions. The main objective of this study is to very accurately record and analyze geotechnical problems and induced structural failure mechanisms that have been observed and accounted for in field, experimental and Numerical studies. The land area is also vulnerable to coastal flooding. It is widely expected that the numerical analysis of such geotechnical problems will contribute to the preservation of cultural heritage. The present research presents an attempt and experimental study to design a PLAXIS 2D FE model to simulate hard soil/hard rock problems, distortion and stress analysis of the complex structure of the catacombs. Plastic modeling or Mohr - Coulomb model was used in advanced soils during various stages of numerical analysis. Results are recorded and discussed regarding stress and volumetric behavior of soil / rocks. Groundwater infiltration into pores or fissures of rock and soil has a great influence on the engineering mechanical properties of rocks and soils.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00029 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1283-1300

Author(s):

Xigrid T. Soto ◽

Andres Crucet-Choi ◽

Howard Goldstein

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Emergent Literacy ◽

Language Learners ◽

Literacy Instruction ◽

Dual Language ◽

Literacy Skills ◽

Dual Language Learners ◽

Probe Design ◽

Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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