Do you know your 'World heritage' from your 'Earth Summits'? Agenda 21 from Antarctic Treaty? Could you answer the question 'Does international cooperation & governmental action secure the future of global ecosystems'?
1. Identify (learn) key events from the timeline of environmental events. Read up (from textbook) on Earth Summits & develop (only Rio summit in text -not Johannesburg). How effective have they been? Mindmap (use Freemind. Have a good Easter! Mrs J.
Environmental Timeline
Showing posts with label Year 13. Show all posts
Showing posts with label Year 13. Show all posts
Wednesday, 1 April 2009
Friday, 16 January 2009
Tuesday, 9 December 2008
Wilderness exam
past questions:
Jan 20031. To what extent are international solutions needed to protect wilderness regions?2. “Sustainable usage is essential to conserve the environmental quality of wilderness regions.” Discuss
June 20041. ‘International legislation and agreements have only been successful as a strategy for managing wilderness environments in Antarctica.’ Discuss2. How may wilderness regions best be protected to conserve their environmental quality?
Jan 20031. To what extent are international solutions needed to protect wilderness regions?2. “Sustainable usage is essential to conserve the environmental quality of wilderness regions.” Discuss
June 20041. ‘International legislation and agreements have only been successful as a strategy for managing wilderness environments in Antarctica.’ Discuss2. How may wilderness regions best be protected to conserve their environmental quality?
Monday, 8 December 2008
Pre-release for units 5 (Wilderness) & 6 (Synoptic)
They are here & the are fine!
Unit 5 = Wilderness & sustainability. That ='s
Should wilderness regions be protected and conserved? What are the ways in which such strategies might be attempted?
· Exploring the meaning and implications of different policies aimed at reducing pressure.
· Evaluating effectiveness of strategies to protect e.g. Antarctica.
· Investigating alternative strategies to protect wilderness areas, the role of governments in establishing national and international laws e.g. National Park strategies in Australia, USA. Evaluating the effectiveness of these strategies.
Unit 6 is all about the Galapagos islands under threat. To find electronic copies of the material go to here and here. I suggest you copy one complete version of the material & then start to cut and paste the individual material onto separate sheets.
Unit 5 = Wilderness & sustainability. That ='s
Should wilderness regions be protected and conserved? What are the ways in which such strategies might be attempted?
· Exploring the meaning and implications of different policies aimed at reducing pressure.
· Evaluating effectiveness of strategies to protect e.g. Antarctica.
· Investigating alternative strategies to protect wilderness areas, the role of governments in establishing national and international laws e.g. National Park strategies in Australia, USA. Evaluating the effectiveness of these strategies.
Unit 6 is all about the Galapagos islands under threat. To find electronic copies of the material go to here and here. I suggest you copy one complete version of the material & then start to cut and paste the individual material onto separate sheets.
Tuesday, 2 December 2008
Mrs J not in 2nd December
Year 13:
Hopefully Mr W will have collected your c/w yesterday. If not, please find him to give it to him! Ensure both Antarctica & small scale case study are complete. Apply the potential threats & values framework to your small scale case study. Compare it to the one you did of Antarctica. What additional examples do you need to illustrate all threats? All values? Complete additional research to fill these gaps. See you on Friday.
Year 12:
Complete the work on the Leeds census. Bring it to tommorow's lesson. Make notes (from textbook) on factors affecting population GROWTH. Read this post from earlier in the Geography Room.
Hopefully Mr W will have collected your c/w yesterday. If not, please find him to give it to him! Ensure both Antarctica & small scale case study are complete. Apply the potential threats & values framework to your small scale case study. Compare it to the one you did of Antarctica. What additional examples do you need to illustrate all threats? All values? Complete additional research to fill these gaps. See you on Friday.
Year 12:
Complete the work on the Leeds census. Bring it to tommorow's lesson. Make notes (from textbook) on factors affecting population GROWTH. Read this post from earlier in the Geography Room.
Thursday, 26 June 2008
Writing a fantastic report for 'Researching Global Futures'
These are the Report titles for the January 2009 and June 2009 examination series Unit 5B (6475/02)
Development and disparity
1. Development in the 21st century means more than economic growth. Discuss.
2. To what extent is an unfair world trading system the root cause of the widening development gap between very rich and very poor countries?
3.Aid which supports grassroots development is usually the best way to improve the quality of life for deprived groups. Evaluate this statement using examples from contrasting locations.
4. To what extent is the North-South divide (the Brandt line) still relevant when analysing disparities at a global scale?
Feeding the world’s people
5. With reference to either the Green Revolution or the Gene Revolution, discuss the view that the economic benefits outweigh the environmental costs.
6. Evaluate the effectiveness of the work of one NGO in improving food security for the poorest people of the world.
7. Famine is increasingly caused by human factors. Discuss.
8. To what extent can either organic farming or further exploitation of the oceans play an increasing role in feeding the world’s people?
Health and welfare
9. Evaluate the reasons for the global variations in either life expectancy or infant mortality.
10. Discuss the view that the spread of the AIDS pandemic continues to outpace the progress made in combating the disease.
11. Whilst the development and spread of some diseases has strong links to the physical environment, other diseases are more influenced by human factors. Evaluate this statement with reference to two contrasting diseases.
12. With reference to a large urban area analyse the factors which lead to spatial variations either in the provision of open space or the incidence of crime.
The geography of sport and leisure
13.The designation of national parks inevitably leads to conflicts between people and the environment. Discuss.
14. Using a range of examples, explain how stadium expansion and relocation has created both positive and negative externalities.
15. To what extent can major sporting events such as the Olympics Games be environmentally, socio-culturally and economically sustainable?
16. With reference to either two contrasting sport or two contrasting leisure activities, evaluate the factors responsible for their global pattern of participation.
Look here at the EDEXCEL website for further essential information about the nature of effective report writing. There is a reading list & a powerpoint of recommended websites included. The supplement to the examiners report is essential reading!
Development and disparity
1. Development in the 21st century means more than economic growth. Discuss.
2. To what extent is an unfair world trading system the root cause of the widening development gap between very rich and very poor countries?
3.Aid which supports grassroots development is usually the best way to improve the quality of life for deprived groups. Evaluate this statement using examples from contrasting locations.
4. To what extent is the North-South divide (the Brandt line) still relevant when analysing disparities at a global scale?
Feeding the world’s people
5. With reference to either the Green Revolution or the Gene Revolution, discuss the view that the economic benefits outweigh the environmental costs.
6. Evaluate the effectiveness of the work of one NGO in improving food security for the poorest people of the world.
7. Famine is increasingly caused by human factors. Discuss.
8. To what extent can either organic farming or further exploitation of the oceans play an increasing role in feeding the world’s people?
Health and welfare
9. Evaluate the reasons for the global variations in either life expectancy or infant mortality.
10. Discuss the view that the spread of the AIDS pandemic continues to outpace the progress made in combating the disease.
11. Whilst the development and spread of some diseases has strong links to the physical environment, other diseases are more influenced by human factors. Evaluate this statement with reference to two contrasting diseases.
12. With reference to a large urban area analyse the factors which lead to spatial variations either in the provision of open space or the incidence of crime.
The geography of sport and leisure
13.The designation of national parks inevitably leads to conflicts between people and the environment. Discuss.
14. Using a range of examples, explain how stadium expansion and relocation has created both positive and negative externalities.
15. To what extent can major sporting events such as the Olympics Games be environmentally, socio-culturally and economically sustainable?
16. With reference to either two contrasting sport or two contrasting leisure activities, evaluate the factors responsible for their global pattern of participation.
Look here at the EDEXCEL website for further essential information about the nature of effective report writing. There is a reading list & a powerpoint of recommended websites included. The supplement to the examiners report is essential reading!
Monday, 14 April 2008
Afghanistan case study
Go to Rich Allways site for a fantastic walkthrough of material to create a case-study of Forced Migration.
Sunday, 13 April 2008
Friday, 11 April 2008
Friday, 7 March 2008
Population Change
This are the resources for the 'population structure in Yorkshire' task. Do this by Monday please!Make sure the 'Now we are six' work has been completed.
This is the powerpoint 'An overview of population growth', used in todays lesson.
This is the outline of this section of the specification (Sorry I forgot to include it earlier).
Read this doc on Scribd: population growth overview
This is the powerpoint 'An overview of population growth', used in todays lesson.
Read this doc on Scribd: teaching frame-Population
This is the outline of this section of the specification (Sorry I forgot to include it earlier).
Monday, 3 March 2008
Change to China's population policy?
China are considering changing their One Child Policy according to an article in the Guardian on Thursday.
Friday, 29 February 2008
Friday, 22 February 2008
Environmental Management
United Nations Environment Programme
WWF Forest Conservation Projects
With reference to named environmental pressure group(s), evaluate their impact on conservation work within specific areas (13 marks)
WWF Forest Conservation Projects
With reference to named environmental pressure group(s), evaluate their impact on conservation work within specific areas (13 marks)
Tuesday, 5 February 2008
Monday, 21 January 2008
Year 13: Do you know......?
What is the significance of wilderness areas?
Can you outline & give reasons for the importance of wilderness areas?
Can you use an example of wilderness areas with great scenic appeal?
Do you know about the ecological importance of some wilderness areas?
Can you describe & account for the importance of at least one small scale wilderness region?
Do you know why and how wilderness areas are been destroyed?
Can you back this up with data?
Can you give specific facts and figures for the rate of destruction of one particular wilderness region?
Can you explain to what extent do these areas present features that are worth protecting and why?
Can you explain why some wilderness regions are fragile?
Can you explain the term 'fragility of wilderness regions'?
Do you know if some wilderness regions are less fragile than others?
Can you back this up with examples?
Can you relate this to small scale and specific examples?
Do you know whose value systems might promote their protection or destruction?
Can you identify indigenous lifestyles in wilderness areas, assessing their value?
Which specific indigenous people can you refer to in detail?
Can you outline & give reasons for the importance of wilderness areas?
Can you use an example of wilderness areas with great scenic appeal?
Do you know about the ecological importance of some wilderness areas?
Can you describe & account for the importance of at least one small scale wilderness region?
Do you know why and how wilderness areas are been destroyed?
Can you back this up with data?
Can you give specific facts and figures for the rate of destruction of one particular wilderness region?
Can you explain to what extent do these areas present features that are worth protecting and why?
Can you explain why some wilderness regions are fragile?
Can you explain the term 'fragility of wilderness regions'?
Do you know if some wilderness regions are less fragile than others?
Can you back this up with examples?
Can you relate this to small scale and specific examples?
Do you know whose value systems might promote their protection or destruction?
Can you identify indigenous lifestyles in wilderness areas, assessing their value?
Which specific indigenous people can you refer to in detail?
Fragility of Wilderness
Year 13: Your research work (the pledges) is now overdue. Todays lesson in rm 79 as usual.
Monday, 14 January 2008
More on indigenous people.
Indigenous Forest people in Central Africa.
"The hunter–gatherer people of the Central Africa forests (‘pygmy’ peoples) see
themselves, and are seen by their neighbours, as the autochthons or ‘first people’. Where
forests have remained relatively intact, these people have been able to maintain their
distinctive, egalitarian, inclusive and highly autonomous communities and their
‘immediate-return’ livelihood systems based on subsistence hunting and gathering, and
on trading of forest products with neighbouring ‘Bantu’ peoples. In other parts of
Central Africa, these Indigenous communities have been forced to forsake their
traditional culture and economy as their forestlands have been expropriated by logging,
clearance for agriculture and pasture, ‘development’ and infrastructure projects, and the
creation of wildlife conservation areas. Such processes are set to increase throughout the
region, resulting in increased pressure on these communities and a progressive loss of
autonomy and control over their lives." Their lifestyle is therefore 'fragile' & easily disrupted by development projects.
In Peru the Worldwide Fund for Nature has worked with indigenous people to manage their rainforests whilst logging & marketing the timber to Forest Stewardship standards.
If you have time I suggest you read this essay 'Wilderness: A Western Concept Alien to Arctic Cultures'. 'Wilderness' is not a concept that is part of indigenous cultures.
"The hunter–gatherer people of the Central Africa forests (‘pygmy’ peoples) see
themselves, and are seen by their neighbours, as the autochthons or ‘first people’. Where
forests have remained relatively intact, these people have been able to maintain their
distinctive, egalitarian, inclusive and highly autonomous communities and their
‘immediate-return’ livelihood systems based on subsistence hunting and gathering, and
on trading of forest products with neighbouring ‘Bantu’ peoples. In other parts of
Central Africa, these Indigenous communities have been forced to forsake their
traditional culture and economy as their forestlands have been expropriated by logging,
clearance for agriculture and pasture, ‘development’ and infrastructure projects, and the
creation of wildlife conservation areas. Such processes are set to increase throughout the
region, resulting in increased pressure on these communities and a progressive loss of
autonomy and control over their lives." Their lifestyle is therefore 'fragile' & easily disrupted by development projects.
In Peru the Worldwide Fund for Nature has worked with indigenous people to manage their rainforests whilst logging & marketing the timber to Forest Stewardship standards.
If you have time I suggest you read this essay 'Wilderness: A Western Concept Alien to Arctic Cultures'. 'Wilderness' is not a concept that is part of indigenous cultures.
Friday, 11 January 2008
My pledge! Indigenous People in Wilderness Areas
WILDERNESS AND INDIGENOUS CULTURAL LANDSCAPES IN AUSTRALIA is one interesting link to follow.It includes both values & management.
The value of wilderness areas in general -useful summery can be found here.
There is a potentially facinating case study looking at the Secwepemc First nation people in south east British Colombia, Canada & their conflict with the developers of new ski resorts. It can be found in some detail on this website, however I will summarise it & post the outline on the blog. 
Logging, pulp paper mills, transport development & the broad issues of First nation peoples land rights are also illustrated through this case study.
Clayoquot Sound: Nuu-chah-nulth First Nations
In March 1994, the British Columbia government signed an agreement with the First Nations in Clayoquot Sound, the Nuu-chah-nulth people. The agreement fosters new economic opportunities for First Nations in forestry, tourism, and other businesses. It also establishes a joint management board to oversee land use and resource management decisions. Through this board, the First Nations have a direct voice in the management of resources within their traditional territories.
The board is reviewing strategic and operational forestry plans which set out the standards and conditions for timber harvesting in the area. It is empowered to review and recommend modifications to any specific harvesting or road-building application.
In April 1995, the Nuu-chah-nulth and the governments of Canada and British Columbia began public negotiation towards a comprehensive treaty settlement.
In addition, the governments of British Columbia and Canada, and a society representing a partnership of First Nations and other groups with an interest in forests signed an agreement in 1994 to establish a 4,000 square kilometre (1,500 square mile) model forest which encompasses Clayoquot Sound. 
So what research are YOU going to undertake & post? Pledges posted today please!
Thursday, 10 January 2008
Fragile Wilderness: Attention Year 13!
Generalisation that this is based upon:
Wilderness environments contain landforms & ecosystems of outstanding global importance, and sometimes unique indigenous lifestyles. Such features may be fragile & be venerable to exploitation and, possibly irreparable damage.
The key questions are:
What is the significance of wilderness areas?
To what extent do these areas present features that are worth protecting?
The boards guidance to students in compiling a research file is:
Identify current rates of destruction of wilderness areas e.g. Indonesian forests, to what extent might these represent features worth protecting & why? Whose value systems might promote their protection or destruction?
Identify physical significance and ecological value of some wilderness areas e.g. glaciated landscapes, Antarctic ice caps, hot deserts and ecology.
Identify indigenous lifestyles in wilderness areas, assessing their value.
Its time to get serious about this! You have SOME stuff on all of this, however it now needs to be developed in more depth, developing a sense of research in readiness for your exam.This is where, if you look back a year, the value of students being able to post to the blog & share some of their research, really shows.On Friday can we agree to contribute a specific research area to the blog? I pledge a case study of indigenous people! By next Friday at the VERY latest! Please publish your pledge on the blog by the end of Friday 11th Jan!
Wilderness environments contain landforms & ecosystems of outstanding global importance, and sometimes unique indigenous lifestyles. Such features may be fragile & be venerable to exploitation and, possibly irreparable damage.
The key questions are:
What is the significance of wilderness areas?
To what extent do these areas present features that are worth protecting?
The boards guidance to students in compiling a research file is:
Identify current rates of destruction of wilderness areas e.g. Indonesian forests, to what extent might these represent features worth protecting & why? Whose value systems might promote their protection or destruction?
Identify physical significance and ecological value of some wilderness areas e.g. glaciated landscapes, Antarctic ice caps, hot deserts and ecology.
Identify indigenous lifestyles in wilderness areas, assessing their value.
Its time to get serious about this! You have SOME stuff on all of this, however it now needs to be developed in more depth, developing a sense of research in readiness for your exam.This is where, if you look back a year, the value of students being able to post to the blog & share some of their research, really shows.On Friday can we agree to contribute a specific research area to the blog? I pledge a case study of indigenous people! By next Friday at the VERY latest! Please publish your pledge on the blog by the end of Friday 11th Jan!
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