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The aim of this document is to provide an exhaustive evaluation report on the outcome of the training activities which were organised in the framework of the fifth work package of the LEARN project. The goal of the six training sessions on carbon footprinting organised between September 2018 and February 2019 – three workshops (Face to Face meetings) and three webinars – was to learn from the feedback of the participants on the content and format of the courses provided in order to adjust and improve their content accordingly. The training material was updated in D5.3.2 – carried-out in parallel with D5.4 – in order to take into account some of the feedback of the participants in the training sessions. Another goal of these activities was to learn from the participants on how they were planning to use their newly acquired knowledge after the training sessions. This evaluation report is mainly based on the feedback gathered from the participants in the training sessions through paper or online questionnaires developed in cooperation between ZLC, IRU and UNTRR. These were distributed or made available to the attendees after each training workshop or webinar. Results were collected and analysed for each training session. These results were partly used to fine-tune the training material and educational curriculum developed in D5.3.2 as well as to draw conclusions regarding the development of future training activities on carbon emission accounting, reporting, assurance and reduction for all stakeholders of the supply chain.

LEARN Deliverable D5.1 identified logistics industry GHG knowledge gaps and educational needs via a survey and supporting market research. This information helped in designing a preliminary training curriculum and defining the most suitable delivery formats and features to develop a GHG emission education programmes. Before producing all the materials for the contents described in the first WP5 deliverable D5.1, it was highly recommended to deliver parts of the curriculum and assess if it fits audience expectations. Furthermore, an evaluation mechanism gives developers the quality of the preliminary set of materials and guidance on corrective actions and refinements. Moreover, it can help assess support the move towards more innovative learning formats which facilitate massive participation. The purpose of this evaluation report is to describe the process followed to deliver different courses, the assessment procedure and the validation findings. Specifically, the evaluation of three courses has helped to refine the first version of the curriculum. All of the courses had the same GHG emissions general contents (carbon footprint concept, overarching GHG emissions concepts, the GLEC Framework, how to use results and information exchange interfaces): the first one was a Workshop in Spain, the second course was an on streaming webinar in English, and the last one was a webinar to Romanian hauliers. The Spanish course included additional sessions such a practical case and group discussion while both webinars focused on the lecture. The audience of the first two courses was very diverse (LSPs, academic, students, commerce) and relatively new to the subject, whereas the third-course attendees' profile (road transport hauliers in Romania) had greater background knowledge and quite explicit expectations.

Within the EU co-funded project LEARN (Logistics Emissions Accounting and Reduction Network) Deliverable 5.1 aims to analyse and give an overview on the current status of training and education needs of industry with focus on measuring, reporting and verifying carbon emissions due to logistics and transport activities. Furthermore, a comprehensive set of courses will be designed to address the identified gaps of current training on GHG emissions calculation to cover the specific needs of the logistics sector and deepen the knowledge of road transport managers on this matter. The preliminary draft contents of the first training module will complete this deliverable

Deliverable D5.1 identified logistics industry GHG knowledge gaps and educational needs with a survey and a market research analysis. This information helped in designing the preliminary curriculum and defining the most suitable delivery formats and features to develop GHG emission education programmes. Deliverable D5.2 reports the validation findings related to the curriculum developed based on D5.1 after delivering three courses: the Spanish workshop and the English and the Romanian Webinars. This current deliverable updates the entire course designed in D5.1 according to the D5.2 validation findings and considering the suggestions and recommendations from the LEARN Project experts. It shows and explains the main differences between D5.1 and this particular curriculum. Furthermore, this document gives further details which may be used as guidelines to support trainers in developing specific training materials and as a reference to understand the scope and syllabus to those interested in participating to courses on carbon emission accounting. This deliverable contains a table of content with the units and the units’ lessons of each one of the three modules. Then, every lesson is described in detail with the different learning objectives, learning steps, scope notes and guidelines for the authors. They also contain references and other resources to create further training materials or find more specific data.

International audience; Not Available

Electric currents flowing through near-Earth space (R ≤12RE) can support a highly distorted magnetic field topology, changing particle drift paths and therefore having a nonlinear feedback on the currents themselves. A number of current systems exist in the magnetosphere, most commonly defined as (1) the dayside magnetopause Chapman-Ferraro currents, (2) the Birkeland field-aligned currents with highlatitude "region 1" and lower-latitude "region 2" currents connected to the partial ring current, (3) the magnetotail currents, and (4) the symmetric ring current. In the near-Earth nightside region, however, several of these current systems flow in close proximity to each other. Moreover, the existence of other temporal current systems, such as the substorm current wedge or "banana" current, has been reported. It is very difficult to identify a local measurement as belonging to a specific system. Such identification is important, however, because how the current closes and how these loops change in space and time governs the magnetic topology of the magnetosphere and therefore controls the physical processes of geospace. Furthermore, many methods exist for identifying the regions of near-Earth space carrying each type of current. This study presents a robust collection of these definitions of current systems in geospace, particularly in the near- Earth nightside magnetosphere, as viewed from a variety of observational and computational analysis techniques. The influence of definitional choice on the resulting interpretation of physical processes governing geospace dynamics is presented and discussed. © Author(s) 2015.

Ionospheric density often exhibits significant variations, which affect the propagation of radio signals that pass through or are reflected by the ionosphere. One example of these effects is the loss of phase lock and range errors in Global Navigation Satellite Systems (GNSS) signals. Because our modern society increasingly relies on ground-toground and ground-to-space communications and navigation, understanding the sources of the ionospheric density variation and monitoring its dynamics during space weather events have great importance. Storm-enhanced density (SED) is one of the most prominent ionospheric density structures that can have significant space weather impact. In this presentation, we present multi-instrument observations and modeling results of the SED events, focusing on the formation processes. Formation and the subsequent evolution of the SED and the mid-latitude trough are revealed by global GPS vertical total electron content (VTEC) maps. High time resolution Poker Flat Advanced Modular Incoherent Scatter Radar (PFISR) observations are used to reveal the ionospheric characteristics within the SED when available. In addition, field-aligned current data from Active Magnetosphere and Planetary Electrodynamics Response Experiment (AMPERE) and large-scale convection flow pattern measured by the Super Dual Auroral Radar Network (SuperDARN) will also be used to provide large-scale context. Based on these observations, we will discuss the role of energetic particle precipitation, enhanced thermospheric wind, and enhanced convection flows, including subauroral polarization streams (SAPS), in creating the SED. In the modeling part, we use the Global Ionosphere Thermosphere Model (GITM) to study the SED formation. Various high-latitude drivers, such as the potential patterns from the Weimer model, outputs from the Assimilative Mapping of Ionospheric Electrodynamics (AMIE) and the Hot Electron Ion Drift Integrator Model (HEIDI) are used to drive GITM. Effects of different drivers as well as different physical processes on creating SEDs are assessed.