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Chalk exposures in coastal cliff faces extend from Yorkshire to Devon in England and from Boulonnais to Normandy in France. The failure of chalk cliffs is a long-recognised hazard along parts of these coastlines; however, variation in the chalk's lithology, stratigraphy and physical properties coupled with changing topographic relief, means that the nature of the hazard is variable. This paper is concerned with cliff failures that may lead to chalk flow resulting in catastrophic flow slide or sturzstrom-like behaviour. The paper discusses the nature of chalk flows and how they relate to other types of flow-like sturzstroms. Recently published and unpublished work is used to unify simple mechanical index properties between the French and English coastal chalks. Some well-documented studies are then re-examined, using these results and in the light of new findings on sturzstroms to show how runout is controlled by chalk porosity. Finally, a series of physical model tests are described in which some of the controls on runout of the chalk are examined. [ABSTRACT FROM AUTHOR]

Presently, there are a growing number of students in the primary schools in northwest England who are living in broken communities, exacerbated by the most recent global recession. Through social justice theory, this paper examines the influence of head teachers as they look to balance administrative and pedagogical experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on head teachers, teachers, and parents from two primary schools in the northwest of England. Specifically, this study investigates the influence of the headteachers while identifying a social justice pedagogical epistemology and strategies being used by teachers and schools who work with students from communities typically identified as living in low socio-economic areas. Foundational to this research is the belief that headteachers, families and teachers need to make concerted, intentional efforts to engage in and acquire appropriate knowledge for building effective, communicative relationship in order to benefit student achievement. A social justice perspective therefore should provide an unequivocal commitment to acting in just ways related to concepts of fairness and equity. [ABSTRACT FROM AUTHOR]

In 2009, the Royal Botanic Gardens, Kew (UK) launched its Breathing Planet Programme. This 10 year programme seeks to re-align Kew's work to develop plant-based solutions to the challenges of climate change. Further to the development of the Programme, Kew has undertaken a review of its science projects with relevance to mitigating the impacts of climate change on plant diversity and people. The review has allowed Kew to better understand its current strengths and weaknesses in this area in order to plan for the future. The findings of the review could be relevant for science programmes in other botanic gardens. Botanic gardens play a fundamental role in the conservation of biodiversity to mitigate climate change impacts. Knowledge and data on plant systematics, distribution and physiology is vital for modelling and monitoring the impacts of climate change, to help to identify plant species and habitats most at risk of losing their wild diversity. Kew's Millennium Seed Bank Project will safeguard 25% of plant species by 2020, while in situ projects are improving the conservation of threatened habitats. One challenge is to make such activities relevant and useful to other scientists, conservation groups and policy makers working to address climate change. However, botanic gardens must also develop working practices and projects that specifically address the challenges of climate change. Kew and a global network of partners are doing this in a variety of ways, and examples will be presented in this paper. [ABSTRACT FROM AUTHOR]