...Option 1 – Tectonic Activity and Hazards What are tectonic hazards and what causes them? 1. Introduction Tectonic hazards have to be distinguished from tectonic events. Hazards tend to refer to those events or items that pose a threat to humans and their lifestyle. Therefore, a tectonic hazard is one which involves tectonic processes being hazardous to humans. In the first part of my essay I will be explaining exactly what is meant by tectonic processes and will be referring to the relatively new concept of Plate Tectonics which, although being presented as a theory in 1912 by Alfred Wegener, was not actually taken as the standard model until the late 1960’s and even then was being criticized by many learned scholars into the 1980’s. I will then explain what the main types of hazards are in tectonics, namely volcanoes (openings in the earth crust from which material from below the earth’s surface can be ejected) and earthquakes (movement in the earth’s crust that causes shaking of the ground above). However, there are many more hazards that can be associated with these two, namely tsunamis and from volcanoes, pyroclastic flows, lahars and volcanic gases. What causes these hazards should be explained in my explanation of plate tectonics. Throughout my assignment, I will be using many examples of tectonic hazards from around the globe, but will be focusing on certain case studies to try and explain exactly what causes tectonic hazards. I will be using the San Andreas Fault...
Words: 2225 - Pages: 9
...[pic] Information on the exam: Unit 3 – GEOG3 - Contemporary Geographical Issues • 30% of A Level • 2 hour 30 minutes written examination • 3 questions: o 1 from Section A – Physical Geography Structured Questions o 1 from Section B – Human Geography Structured Questions o 1 from Section C – Essay Questions (You must not answer the option answered in either Section A or Section B) [pic] |Plate tectonics and associated hazards |Ecosystems: Change and Challenge | | | | |Plate movement |Nature of ecosystems | |Earth structure, plate tectonics theory: convection |Structure of ecosystems, energy flows, trophic levels, | |currents and sea-floor spreading. Evidence: |food chains and food webs. | |continental drift and palaeomagnetism. | | |Destructive, constructive and conservative plate ...
Words: 2405 - Pages: 10
...[pic] Information on the exam: Unit 3 – GEOG3 - Contemporary Geographical Issues • 30% of A Level • 2 hour 30 minutes written examination • 3 questions: o 1 from Section A – Physical Geography Structured Questions o 1 from Section B – Human Geography Structured Questions o 1 from Section C – Essay Questions (You must not answer the option answered in either Section A or Section B) [pic] |Plate tectonics and associated hazards |Ecosystems: Change and Challenge | | | | |Plate movement |Nature of ecosystems | |Earth structure, plate tectonics theory: convection |Structure of ecosystems, energy flows, trophic levels, | |currents and sea-floor spreading. Evidence: |food chains and food webs. | |continental drift and palaeomagnetism. | | |Destructive, constructive and conservative plate ...
Words: 2405 - Pages: 10
...for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core and essential knowledge contents of geography.” (Geographical Association, 2011, p.2 – cited in Debates in Geography). Having observed lessons in my school for several weeks now, I agree with this emphasis on teaching ‘core’ knowledge contents as I feel as if the emphasis in the classroom is more centred around designing creative activities which attempt to gain ‘buy-in’ from the students...
Words: 9160 - Pages: 37
...This essay will go into detail how through 1348 to roughly 1750 the environment affected humans. Though humans did affect the environment the environment affected humans on a larger scale. In this essay, I will be using Cortes on Tenochtitlan, Leo Africanus, and The Liberation of Constantinople as sources. These sources will be used in order to support the reasoning for the environment affecting humans on a large scale. Before I get into my paper I am going to define the environment that I will be using, that being environment as in the surrounding conditions such as weather and geography. I will start with the quote from Cortes, “This strait is a bow-shot wide, and connects the two lakes; and by this means a trade is carried on between the cities and there settlements on the lakes in canoes without the necessity of traveling by land” (Cortes, 1). As we have read throughout the course so far trade is very important to civilizations. The environment that is previously stated affected humans because it allowed them to make trade between cities and settlements. This is very important because at those times trade is crucial if you are not able to make or grow all the supplies you need,...
Words: 629 - Pages: 3
...These pages were downloaded from Writing Personal Statements Online, available at https://www.e-education.psu.edu/writingpersonalstatementsonline/ Short Personal Statement by a Geology Student Growing up in Canada with a life-long fascination for Canadian geography, I have always been interested in returning to the country. Although my family moved to the US before I entered high school, I have always kept my eyes turned north, especially in recent years as I began to read journal articles about research conducted on John Evans Glacier, located about 80° N latitude. Graduating next semester with a B.S. in computer science and engineering and a minor in geographic information systems, I am interested in attending the University of Alberta for graduate study. Geographic information systems (GIS) is a field especially suited to investigating spatial patterns, modeling diverse scenarios, and overlaying spatial data. This semester, in my advanced GIS course, Spatial Data Structures and Algorithms, I am part of a team developing a temporal database and program for tracing historical trading data. My computer science skills have also been put to use in two summer internship projects, where I acquired proficiency with using LIDAR (light detection and ranging) technology, now favored by NASA in its current 10-year study of Greenland and changes in the ice cap extent. Through my coursework and project experience, I have also accrued skills...
Words: 7121 - Pages: 29
...MAINSTREAMING Disaster Risk Reduction IN SCHOOLS’ CURRICULUA (ANALYTICAL INSTRuMENT FOR POLICY ADVOCACY) By, AmjAd NAzeer Indus ConsortIum (IC) (December 2012, IslamabaD, Pakistan) 0 “Things like DRR need to be there in the textbooks. Aspired to interpret, we ourselves will learn further and teach children better. Children will in turn explain things to their younger brothers and sisters, even to their parents and to those who cannot read or write. The new learning has a capacity to inform, who should do what during, before or after a disaster.” Ali Akbar, A primary school teacher in Chack Tumb Bhel, U.C Khoski, Badin. “Disaster Reduction Begins at School” (United Nations International Strategy for Disaster Reduction, 2006-8) 1 CONTENTS 1. Introduction……………………………………………………………………..……3 2. Growing Frequency of Natural Disasters: A Major Concern……..….…………7 3. Relevant UN Conventions and Other International Commitments….…………7 4. Impact of Natural Disasters on Children and Schools.……………………….....9 5. Education and Psychosocial Impact on Children………………………………10 6. Connecting Education, Safe Schooling and DRR……………………………...10 7. Significance of Mainstreaming DRR in Curriculum and Children’s Potential Role....…………………………………...……………………………………….…12 8. Approaches to Integrate DRR with Sindh and Punjab’s Textbooks….…..…..14 8.1. Infusion or Permeation Approach…………….…………………………………16 8.1.1. Holistic Review of Sindhi, Urdu And English Textbooks….……………..…17 8.1.1.1. Sindhi and Asaan...
Words: 21715 - Pages: 87
...I structure this essay by assessing the IMF via the Liberal, Economic Nationalist, and Marxist frameworks. For backdrop, the IMF was established in July 1944 during the Bretton Woods Summit wherein over 700 delegates from over 40 countries gathered to agree on a new economic order, rules and institutions aimed at promoting worldwide economic development and global free trade. To begin with, the Extreme Liberals would contend that the IMF should not exist at all. This is because the very existence of the IMF represents a form of intervention by the state, or collection of states, that the extreme liberals see as unnecessary. The liberal view is founded on the basic concept “laissez fair” which basically means “hands-off” or “allow to happen”. This doctrine was introduced by Adam Smith in his book, The Wealth of Nations, published in 1776. The basic idea is that commerce or trade should be allowed to occur without intervention by the state. It promotes the idea of primacy of markets and companies over the state and contends that internal trade is a “positive sum game” wherein results will work out positively and harmoniously for all involved. Their view is that the main player in global economics should be private entities and that market forces should apply in all respects. For extreme liberals, maybe the most egregious aspect of the IMF is the idea of moral hazard, whereby individual countries will take unreasonable risks on the belief that if they fail, they will be bailed...
Words: 1507 - Pages: 7
...CURRICULUM OF GEOGRAPHY For 4 years BS & 2 years MS (Revised 2009) | | HIGHER EDUCATION COMMISSION ISLAMABAD CURRICULUM DIVISION, HEC Dr. Syed Sohail H. Naqvi Executive Director Prof. Dr. Altaf Ali G. Shahikh Member (Acad) Miss Ghayyur Fatima Director (Curri) Mr. M. Tahir Ali Shah Deputy Director (Curri) Mr. Shafiullah Deputy Director Composed by Mr. Zulfiqar Ali, HEC Islamabad CONTENTS 1. Introduction………………………………… 6 2. Aims and Objectives……………………… 10 3. Standardized Format for 4-years BS degree programme ………………………. 12 4. Scheme of Studies for BS …………………. 14 5. Details of Courses for BS …………………. 16 6. Elective Group Papers ……………………. 45 7. Scheme of Studies for MS Programme …. 48 8. Details of Courses for MS …………………. 50 9. Optional Courses Model……………………. 56 10. Recommendations …………………………. 61 11. Annexures A,B,C,D & E …………………… 63 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise...
Words: 17448 - Pages: 70
...international business activities. This essay will look at the impact of economic globalisation on China while focusing on China’s ecological environment. To start off, the essay will look at the definitions of globalisation and economy, followed by China’s change from being an agriculturally farming intensive country towards rapid industrialisation. Because of this activity pollution, emissions as well as environmental degradation resulted in serious ecological problems. International bodies such as the Kyoto Protocol, the Intergovernmental Panel on Climate Change (IPCC) and the United Nations Environment Programme, have stressed the importance or reducing pollution and emissions in developing countries in order to maintain sustainability. Cancer villages are becoming a major concern in China and that was enough to make the Chinese political party to take responsibility and change their views on the ecological environment. The question here is can China implement these changes to maintain sustainability for future generations, and if so what methods are they using to achieved this by? According to Morrison (2011), globalisation is the “process by which products, people, companies, money and information are able to move quickly around the world.” (p. 43). The definition of economy is “the system of activity connected with the production, trade, and consumption of goods and services of a region, country, or other (not necessarily geography) area” (The Oxford Dictionary of Economics...
Words: 1840 - Pages: 8
...SLUM REDEVELOPMENT - POST PANSHET FLOODS OF 1961 Sejal Nagori 50. The Panshet dam disaster in 1961 redefined the city’s geography, wiped out the modest Pune settings in peth . Nearly half of Poona City was under six feet of water today as the swollen Mutha River completely washed away the earthen Panshet Dam and made a 100-foot breach in the Khadakvasla Dam. The first wave came in the forenoon when the raging river destroyed the Panshet Dam. Another mass of water cascaded into the city when the Khadakvasla Dam gave way in the afternoon. The failure of the dam occurred because of the breach that developed in Panshet Dam, upstream of the Khadkawasla reservoir. The upstream dam released a tremendous volume of water into the downstream reservoir at a time when the Khadkawasla reservoir was already full, with the gates discharging at near full capacity. This caused overtopping of the dam because inflow was much above the design flood. The entire length of the dam spilling 2.7 m of water. Vibration of the structure was reported, as the incoming flood was battering the dam. Failure occurred within four hours of the visiting flood waters. The gushing flood water rendered homeless hundreds of families in just a few hours, besides damaging popular landmarks of that time like the then newly reconstructed LAKDI PUL (SAMBHAJI BRIDGE) and OMKARESHWAR TEMPLE to name a few,” . The top of the STATUE of RANI LAXMIBAI OF JHANSI on JM Road was visible while rest was completely submerged in flood...
Words: 2795 - Pages: 12
...Broj 2 / Književnost i kultura / Tania Lewis - The Ethical Turn in Commodity Culture: Consumption, Care and the Other Tania Lewis - The Ethical Turn in Commodity Culture: Consumption, Care and the Other In a small courty ard at the Univ ersity of Melbourne, there is an unprepossessing, somewhat makeshift looking outdoor café called KereKere. The coffee on offer is organic, Fair Trade, Rainforest alliance-branded and sustainable: a list of options we'v e increasingly come to ex pect ev en in corporate café chains such as Starbucks. But at this café, customers are also asked to decide how the profits from that sale are distributed ev ery time they buy a coffee. As customers are handed their order, they are also presented with play ing cards that allow them to choose from a list of causes where the café's profits will go. The café thus operates in the spirit of ‘kerekere', a Fijian custom in which a relativ e or neighbour can request something that is needed and it must be willingly giv en with no ex pectation of repay ment. The café's y oung ethically minded owner sees this process as fostering ‘a culture that promotes community wellbeing'. At this café, the traditional economic ex change associated with the purchase of a cup of coffee has been subtly mov ed into other territories through the introduction of questions of gift giv ing, and of responsibility , care and ev en lov e (as we see here, the café's logo is a coffee cup with a series of hearts rising from...
Words: 5419 - Pages: 22
...Bringing together creativity and literacy POSTED IN CREATIVE LITERACY We all know that literacy is the ability to read and write but the definition of creative is a little harder to define: it can be the ability to solve problems or being able to use your imagination. Bringing creativity and literacy together can be a powerful tool in teaching, writes Tonya Meers Creativity is characterised by originality and expressiveness, so it can mean making something or it can be something new and innovative. Sir Ken Robinson has said that “Creativity is about working in a highly focused way on ideas and projects, crafting them into their best forms and making critical judgements along the way.” Bringing creativity and literacy together can be a powerful tool in teaching. It allows children to be active in literacy, from acting out plays through characters that they’ve made themselves or through making props. It allows children to explore their imaginations. Getting involved in a story re-enforces the learning and can also teach practical skills, for example, working with templates or basic sewing. Children are naturally creative, if you stop and listen to them they often are natural storytellers. They love to make things up and will very often have imaginary worlds they will refer to. They also love to get involved in making things, giving them a sense of achievement. If they are engaged they will learn more, so it’s about harnessing their ability to soak up information...
Words: 4092 - Pages: 17
...is the presence of foreign substances (pollutants) in the atmosphere, emitted by industries and motor vehicles that cause damage to living organisms. Air pollution is the leading cause of several diseases. During the past few years, air pollution has emerged as one of the leading causes of death worldwide. Air Pollutants: Air Pollutants refer to the liquids, solids and gases that are not normal constituents of air. Presence of such substances beyond tolerable limits may be hazardous to plant, animal and human life. Air pollutants include oxides of carbon, nitrogen and sulphur, halogenated and non-halogenated hydrocarbons, suspended inorganic particulate matters, inorganic and organic acids, insecticides, bacteria, viruses, etc. Also read: Essay on Environmental Pollution: Causes, Effects and Solution Characteristics: Air pollution characteristics in a particular region are influenced by: * The type and amount of pollutant and their source of emission. * The topographical and meteorological conditions affecting dispersion, concentration and trans-boundary transport of pollutants. * The type of technology and various raw materials used in the manufacturing process and the type and quantum of emissions. * The extent of industrialization and population density. Sources of air pollutants Major sources of air pollution includes both natural sources and man-made source (anthropogenic). A. Natural sources: The natural sources of air pollutants includes volcanic eruptions, forest...
Words: 3530 - Pages: 15
...Employment News 31 May - 6 June 2014 www.employmentnews.gov.in 21 UNION PUBLIC SERVICE COMMISSION EXAMINATION NOTICE NO. 09/2014-CSP (LAST DATE FOR RECEIPT OF APPLICATIONS : 30/06/2014) DATE :31.05.2014 CIVIL SERVICES EXAMINATION, 2014 (Commission’s website-http://upsc.gov.in) F. No. 1/5/2013-E.I(B) : Preliminary Examination of the Civil Services Examination for recruitment to the Services and Posts mentioned below will be held by the Union Public Service Commission on 24th Aug., 2014 in accordance with the Rules published by the Department of Personnel & Training in the Gazette of India Extraordinary dated 31st May, 2014. (i) Indian Administrative Service. (ii) Indian Foreign Service. (iii) Indian Police Service. (iv) Indian P & T Accounts & Finance Service, Group ‘A’. (v) Indian Audit and Accounts Service, Group ‘A’. (vi) Indian Revenue Service (Customs and Central Excise), Group ‘A’. (vii) Indian Defence Accounts Service, Group ‘A’. (viii) Indian Revenue Service (I.T.), Group ‘A’. (ix) Indian Ordnance Factories Service, Group ‘A’ (Assistant Works Manager, Administration). (x) Indian Postal Service, Group ‘A’. (xi) Indian Civil Accounts Service, Group ‘A’. (xii) Indian Railway Traffic Service, Group ‘A’. (xiii) Indian Railway Accounts Service, Group 'A'. (xiv) Indian Railway Personnel Service, Group ‘A’. (xv) Post of Assistant Security Commissioner in Railway Protection Force, Group ‘A’ (xvi) Indian Defence Estates Service, Group...
Words: 47693 - Pages: 191