Use your geographical skills, case study understanding and theory knowledge to answer them.
Open either the Higher or Foundation June 2012 Paper Below and scroll to page 14-16.
This FOA requires applications to propose multi-site studies involving two or more performance sites (e.g., addiction clinics, FQHCs, juvenile justice systems). The goal of this FOA is to encourage conceptual and practical insights from efforts to examine implementation at a large scale. This R34 FOA is intended to facilitate the development of implementation interventions through pilot projects. Pilot data is not required. However, the selection of sites for this mechanism should attend to the practical and conceptual issues that will be crucial in scaling up the pilot project. Applicants are expected to select the most rigorous study design appropriate for their research question and proposed settings. Study design selection should be well-justified on the basis of appropriateness, relevance, rigor, and reproducibility. Projects should aim to test implementation approaches that can reasonably be expected to generalize to sites beyond the system involved, and applicants should consider the potential for scale-up beyond the project.
When I was completing my A-Levels I started this blog as a record of my Geography notes. I covered both the physical and human components of the syllabus.
I've been contacted by students and teachers alike who have told me that it has been a useful resource. It's for this reason that I've maintained it ever since. The A-Level syllabus is ever changing so please do not use this site as the sole resource for your work.
To obtain a high IB Level in Geography, a candidate will be expected to learn and understand numerous case studies which relate to the syllabus. In addition to learning these case studies and where they can be applied, the skills of analysis and evaluation must never be understated. A student cannot go beyond a Level 5 if they merely regurgitate information from the case studies. Click on the links below to access a variety of case studies that to illustrate and apply geographical issues to the real world. In addition, use the spreadsheet in the left column to learn where these case studies can be applied.
Could potential disaster diplomacy outcomes, and their ultimate success or failure, be influenced by the culture, race, ethnicity, or religion of the parties (e.g. countries or political groups) involved? Would successful disaster diplomacy be more likely when the parties are from similar groups, due to empathy? Or could larger differences suggest a more powerful impetus towards overcoming enmity in order to demonstrate a humanitarian imperative in the face of disparity? One aspect of this issue which could be explored are case studies where racism, sexism, and other biases were evident in the disaster assistance proffered to survivors.
Suitable for the middle and high school level, the activity can be used by students collaborating across schools to gain a broader perspective or even participating in a special Civil Rights videoconference with the Museum of Television & Radio.
Social studies teachers can select from among these topics: Behavioral/Social Studies, Civics, Economics, Geography, History, and Multi-Interdisciplinary for links to lesson plans and activities.
The site includes historical narratives, an image gallery, a geography section, an American literature book list for middle school, high school, and college-level students and teacher resources with lesson plans and activities.
There are seven lessons with three more under constructiton which are appropriate for middle and high school students and address constitutional principles and contemporary issues involving the First Amendment.
This site contains 20 lesson plans written or adapted by Sheri Sohm and Mari Domanski and suitable for social studies teachers at various grade levels.
A case study illustrating some of the problems of sustainable management of a hazardous environment and an evaluation of attempted or possible solutions.
By (25 July 2008)
On 23 July 2008,Category 2 Hurricane Dolly made landfall in Texas near the Mexicanborder. Severe flooding resulted across the region and one person waselectrocuted in the border town of Matamoros, Mexico after stepping ona submerged power line while wading through flood waster. Includingsome questions from Ben Wisner, this case study would be an excellentopportunity not only to examine differences in all disaster-relatedactivities across a border, but also the extent (or lack thereof) ofcooperation across a border which one state, the USA, is trying to sealeven further. Did authorities on each side of the border communicateregarding the hurricane? Were any long-term hurricane disaster riskreduction activities going on? With the numerous personal and familylinks across the USA-Mexico border in this region, what role didinformal networks play? Did response authorities on one side of theborder assist on the other side? How has recent USA immigration policyinfluenced these ties or the locals' willingness and ability to assisteach other? Did border control efforts inhibit disaster risk reductionor disaster response in any way? Given the overwhelming response tosupporting research after , it is a shame that similar attention is not accorded to this situation which would provide significant insights into cross-border disaster risk reduction and disaster diplomacy at multiple levels.
Thomas Myhrvold-Hanssen has written a piece entitled (83 kb in RTF). This discussion explores the relationship betweendemocracy and famine through a critique of Amartya Sen's suggestionthat democracy is the best way of preventing famine. The Bihar faminein India from 1966 to 1967 is used as the main case study, but thefamine in from 1986 to 1989 is also examined. This paper provides insights intothe relationship between government--particularly democracies--anddisaster and indicates possibilities for the interaction notnecessarily achieving what we would expect or hope.