Parkside School: Humanities Faculty Home Learning Tasks

Subject: Geography

Week Beginning: 22nd June

Message from your teachers A huge thanks to everyone who has been attempting the remote learning tasks. It has been great to here from so many of you who have been eager to ensure you complete all of the tasks. All of the geography work covers the schemes of learning that would be covered in school over this term. For those students who are interested in learning about the wider world of geography then we have included some links to some key geographic sites.

Year 7 – Africa Identifying First of all, give 5 things you know/think about Africa. This could include ideas about the people in Africa, the plants/animals found there, countries in Africa, or the climate of Africa. Through the topic, you can look back at what you knew at the start, and see if you are still correct/if you can add extra detail. Research Next is a map of Africa. Using the resource sheet, add the labels onto the graph including different countries, regions and oceans. This will help your understanding when completing the case study at the end of the project.

Atlantic Ocean

Deserts

Rainforests

Mountain ranges Reading Below is a website with some information about the history of Africa. Read the article and pick out 5 events you think have been the most important in shaping how we see Africa today. Create a timeline showing each of the events in Africa’s history. Describe the event and explain how it affected Africa.

https://kids.kiddle.co/Africa#History

Interpreting

In the grid below are some facts about Africa. For each, you should identify whether these factors are social (affect people), economic (To do with money) or environmental (Involving plants/animals/land). You could do this using different symbols or colours. For each, explain how this factor fits into this category, some may fit into more than 1 category!

Year 8 Fieldwork/ Geographical skills

At school, you would now be working on your fieldwork

studies. We have attached a skills booklet for you to complete in the next two weeks.

Year 9 Tectonic Hazards

Investigate Having looked at an earthquake in the LIC of Haiti, you are now going to be looking at a hazard in a HIC. The next block of work will focus on an earthquake in San Francisco.

You can use the following websites to help you

https://www.bbc.co.uk/bitesize/guides/z3jbdmn/revision/1

https://www.teachitgeography.co.uk/ks4all/map-

skills/tags/3995

Using the maps provided, answer the following questions in detail: 1. Where is San Francisco? 2. What type of country is it in? How do we know? Research Using the following link to complete the table about the San Francisco earthquake. Use the resource sheet provided.

https://www.youtube.com/watch?v=p4LFu91Xrw0 Task: Complete the worksheet naming both primary and secondary affects. Answer the key question in detail.

1) Why did so few people die in the earthquake

compared to Haiti? 2) Why is the time of day so important for when an

earthquake hits?

Explain Using named examples, explain how the effects of an

earthquake in a HIC compare to an LIC. (6 marks)

For 6 marks you need… Explain the effects of each impact in detail – What,

why, how much? You need to link to named examples of earthquakes

in a rich (HIC) and poor (LIC) country. To compare you need to say was different and what

was the same. Explain means you need to say why and how they

were different/similar

Year 10 Urban Challenges - the impact of urban sprawl on the

rural–urban fringe, and the growth of commuter settlements.

Investigate – Using the images on the resource sheet 1) Describe the differences between the new homes in the photos. Why are they different? 2) Explain the types of people each of the new types of houses are aimed at. Which do you think Bristol will make more of and why? 3) Analyse the impact of each type of housing on Bristol.

Ordinance survey map (resource attached)

4) What is situated at grid reference 625/796?

Year 12 Wildfires Use the following video on the. Alberta Wildfires to make notes on causes and consequences.

https://www.youtube.com/watch?v=rWljjU2qF1k Further reading - Alberta wildfires – A week of hell – How Fort Mcmurray burned Wildfires – A quasi natural hazard? Fire as a hazard – Cause effect Response – Australia 2009 Complete the knowledge organiser which has been emailed out to you – Alberta “ The beast “

5) Using evidence from the map, suggest the advantages of building a new housing development at Harry Stoke? Research Housing developments on both brownfield and greenfield sites. Using the two PowerPoint slides below complete the following table giving both advantages and disadvantages of both types of site. Explain – Exam question Explain the advantages and disadvantages of building on Brownfield and Greenfield sites (6marks ) An advantage of building on Brownfield sites is……This is because…….This will lead to….. However a disadvantage is………This is because…….This will lead to……. Then repeat for Greenfield sites……. Overall I think that………. Use figures and examples to support your answer

Fact file Impacts (organise into order of significance from figure 3 and

4):

Social, economic, environmental, political

Describe the spread of the fire:

Describe the favourable conditions for the spread of the fire

(including positive feedback):

Responses to the fire

Year 7 - Introduction to Africa

1. Identifying

The next topic we are going to be looking at in Geography is Africa, so first we need to identify what we do know, what we don't know, and most importantly, what we didn't realise we don't know! Everyone will have different ideas of what Africa means to them. Some of you may know alot about Africa, and a few of you may have even been lucky enough to visit, or have relatives or friends who live there. First of all, give 5 things you know/think about Africa. This could include ideas about the people in Africa, the plants/animals found there, countries in Africa, or the climate of Africa. Through the topic, you can look back at what you knew at the start, and see if you are still correct/if you can add extra detail.

If you are stuck, have a read at the following website: https://www.britannica.com/place/Africa 2. Next is a map of Africa. Try to copy the shape of the Map as accurately as you can onto an A4 piece of paper, or if you have a computer, you could use the map below to label (Copy and paste onto word). Ensure you have space around the edge as you are going to add labels! On your map label the following features: Give your map a title! Atlantic Ocean Pacific Ocean Mountains Rivers Deserts Rainforests

2. Reading

Below is a website with some information about the history of Africa. Read the article and

pick out 5 events you think have been the most important in shaping how we see Africa

today. Create a timeline showing each of the events in Africa’s history. Describe the event

and explain how it affected Africa.

You could split the impacts into positives and negatives. Explain why the changes were

significant.

Aspire: Consider how the events affecting Africa had different impacts on other countries

around the world. Which other countries were involved, and how were they affected?

https://kids.kiddle.co/Africa#History

3. Interpreting

First: In the grid below are some facts about Africa. For each, you should identify whether

these factors are social (affect people), economic (To do with money) or environmental

(Involving plants/animals/land). You could do this using different symbols or colours. For

each, explain how this factor fits into this category, some may fit into more than 1 category!

Next: Now we have decided the factors have social, economic or environmental impacts, we should

consider how important these factors are to Africa. Pick 1 factor for each category, and explain why

these factors are important. Importance could be something good or bad about this for the country.

Questions you could consider to decide how they are helpful/problematic could be – How does this

affect the area – positively or negatively? Why is it good/bad? Why is this impact important? How

can the benefit be used/problem made worse?

There are 54 countries in

Africa, with a population of

more than 1 billion –

making up 15% of the

world’s population.

Algeria is the largest

country by size, within the

top 10 worldwide,

however Nigeria boasts the

largest population, despite

being a 3rd of the size!

The Nile river is the 2nd

longest river in the world.

The Nile travels

northwards through 11

countries before meeting

the sea at the river’s

mouth in Egypt.

Africa is often referred to

as the “cradle of

humankind” as it was the

first area to see a “human”

species – between 5 and

10 million years ago!

The largest lake; Lake

Victoria which borders 3

countries is the 2nd largest

freshwater lake in the

world.

The Sahara is the largest

hot desert in the world.

The highest mountain is Mt

Kilimanjaro in Tanzania.

Christianity and Islam are

the most common religions

in Africa.

There are more than 3000

indigenous groups in Africa,

each with their own

language and cultures.

There are over 2000

different languages

spoken, with widespread

English and Arabic.

African slaves were traded

first by Arab traders until

the 15th century, until

French and British

colonisation in the 19th and

2Oth centuries.

The main source of

employment in Africa is in

the primary sector – This

includes jobs in farming,

mining and fishing.

More than half of Africa is

grassland Savannah, with

desert to the north, and

rainforests in central Africa.

The Cape Floral region in

South Africa is home to the

most plant biodiversity

(Most different species).

Africa has some of the

world’s largest stores of

natural resources;

including gems, precious

metals and fossil fuels.

Africa experiences 8

different climatic regions –

each with different

temperatures and

precipitation levels.

Year 8 Skills booklet

Part 1 - Cartographic Skills

Atlas maps

Latitude and longitude

Lines of latitude and longitude are used to locate places accurately on the Earth's surface (click the

hyperlinks for more information).

Lines of latitude

Task 1: Fill in the gaps using the key words in the box below.

These imaginary lines run parallel to the equator, from e___ to w____. They divide the world into

the n___________ and s___________ hemisphere. They are parallel but they are not the same

length and get s_______ as they move away from the equator, reaching 90° at the poles.

Task 2: List three important lines of latitude.

1) 2) 3)

Lines of longitude

Smaller West East Northern Southern

Latitude and longitude are measured in degrees (°). Each

degree is subdivided into 60 minutes (‘). So the location

of Kirkby-in-Ashfield is expressed as:

53° 5' 0" N / 1° 16' 0" W

Task 3: Fill in the gaps.

Lines of longitude run from the top of the Earth to the bottom – n_____ to s______. They are not

parallel as lines of latitude are – they meet at a point at the north and south poles and are called

meridians.

Using atlas maps

Atlas maps show a range of information, such as:

Countries and regions. Settlements and political borders.

Physical features, such as relief.

Thematic maps, such as climate and biomes.

Global issues, such as global warming.

Exam Question 1: Study Figure 1, a map showing the location of ten of the world’s top ten megacities.

1. On Figure 1, add the names of the two megacities to the correct boxes.

Use the information in the table below.

2. Which one of the following is the correct latitude and longitude for Jakarta? Shade one circle only.

A 21 °N 52 °E

B 30 °S 157 °E

C 6 °S 106 °E

D 33 °N 75 °E

Identify patterns or distributions on maps

When asked to describe patterns or distributions on maps, think about PEA!

Pattern

Example

Anomaly

1. Pattern - Give an overview. Is the pattern even or uneven?

Consider the spread.

2. Examples - State where things are that support your pattern are – be specific.

3. Anomalies - Are there any oddities or gaps? These are anomalies and you need to

identify where they are.

Megacity Latitude Longitude

Lagos 6 °N 3 °E

São Paulo 24 °S 46 °W

This is a very

important skill. Use

this acronym to help

you write a quality

description.

Exam Question 2: Describe the distribution of tropical rainforests.

Steps to success – Include the following: Continents with tropical rainforests, Continents without

tropical rainforests, lines of latitude, examples.

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Ordnance Survey Maps

Maps are produced at different scales. The scale of the map is how much smaller the map is than the

area it represents.

Grid references

Task 4: Fill in the gaps using the key words in the box below.

Ordnance Survey maps are covered in a series of blue gridlines. These gridlines can be used to

pinpoint locations through a unique number known as a grid r_________.

A f____-figure grid reference is a handy way of identifying any s________ on a map. Four figure

references are useful if you’re trying to describe the p_________ of a large feature such as a forest

or settlement.

Grid references are easy, as long as you remember that you always go along the corridor before you

go up the stairs. Remember to always use the bottom left corner of the square.

Task 5: Write down the four figure grid references for the following:

1. Picnic site

_________________

2. Church with a tower

_________

3. Youth hostel

______________

4. Campsite

_________________

5. Castle ___________________

6. Car Park _________________

No need to

add brackets,

commas or

dashes.

Square references Position Four

Year 9 Resources

San Francisco Earthquake

Year 10 resources

Advantages Disadvantages

Greenfield

Brownfield

Parkside School: Humanities Faculty Home Learning Tasks

Subject: Geography

Week Beginning: 29th June

Message from your teachers A huge thanks to everyone who has been attempting the remote learning tasks. It has been great to here from so many of you who have been eager to ensure you complete all of the tasks. All of the geography work covers the schemes of learning that would be covered in school over this term. For those students who are interested in learning about the wider world of geography then we have included some links to some key geographic sites.

Year 7 – Africa Identifying –

1. Using the map below, describe the trend of wealth within Africa – Where is the most/least? How much?

Ensure you use compass directions, numbers, and the correct scale!

2. Explain why the trends you have identified could create problems.

Aspire: How do you think some of the problems you have identified could be solved? What are the limitations and why

Reading – Read the following extract from an article looking at problems with education in some of the poorest regions in Africa. Remember to use your reading strategies – Read the first paragraph – What do you predict the conditions will be like? What problems would be created? Why do you think this? Answer the following questions:

1. Identify 5 problems the article suggests are limiting pupils’ access to education.

2. Suggest how the problems with education could link to limited wealth (money).

3. What changes have occurred that should have improved education? How do these work?

4. Why have the changes described not been a success?

Interpreting – You are going to imagine you are a student in

Africa living in one of the poorest regions. You are going to

write a letter to the government asking for help for your

village school. You must convince the government to spend

money on the school for you and the other children in your

village. Money is tight so you will have to be convincing!

Consider the following within your letter:

The improvements you are proposing

How these improvements would help

Why improving access to education is important

How will your improvements be sustainable – Is it

possible to refund the money in the future? How

could educated youngsters have wider benefits?

Year 8 Fieldwork/skills

Fieldwork/ Geographical skills

At school, you would now be working on your fieldwork studies. We have attached a skills booklet for you to

complete in the next two weeks.

You can use the following websites to help you

https://www.bbc.co.uk/bitesize/guides/z3jbdmn/revision/1

https://www.teachitgeography.co.uk/ks4all/map-skills/tags/3995

Year 9 Tectonic hazards – Peoples location to risk

Investigate Using the video, investigate why people live near hazards and the risk that they pose https://www.youtube.com/watch?v=pBZXQ6941Zs Why do people live in areas that experience hazards? Can you categorise these reasons into social, economic, environmental? Research Hazard perception and economic and cultural determinants People tend to respond to a hazard in ways that are consistent with their perception of the risk. There are three general approaches to hazard perception: Fatalism: An optimistic or accepting approach, where people may believe that hazards are part of life or ‘acts of God’. Domination: this perspective suggests that hazards are predictable and that they can be better understood by scientific research Adaption: this perspective takes the view that hazards are influenced by natural and human events and so we can change our lives to reduce the impacts. Activity Complete the table using the information sheets that explain some of the main social, economic and environmental reasons why people live in areas of tectonic hazards Explain Identify social and economic reasons why people will live near a tectonic hazard. Give examples of places around the world where you think this might happen ( 6 marks )

Year 10 Bristol –An example of a regeneration project

Investigate Bristol is regenerating its Temple Quarter. Using the images below try and answer the following questions. What does this map and photo show us about this area?

Year 12 Nature and role of transnational corporations

What are TNCs: TNCs are companies that operate in at least two counties with a HQ based in one country but business operations in others. TNCs take different forms and are based in different economic sectors. They no longer only originate from developed regions; emerging economics also have TNCs.

How does this link to regeneration? Why would regeneration be important for this area? Research h Use the resource sheet and video link to help you complete the table. Complete your tables showing why and how Bristol’s Temple Quarter has been regenerated.

Challenge: To what extent do you think Temple Quarter has

overcome the challenges we have considered for Bristol? - Does it solve all of the problems?

- Is it cost effective? - Is it sustainable? (Remember it’s a Brownfield site?) - Will it benefit everyone? How? Why? (Location?)

https://www.youtube.com/watch?v=PRfs6H4H0_8

Explain The regeneration of the temple Quarter of Bristol is a success.’ Explain whether you agree or disagree Discuss questions require you to give in depth reasons to agree and disagree with a statement. 1 paragraph on why you agree 1 paragraph on why you disagree Small conclusion – Overall opinion. I agree because…..An example of this is……This meant that….. However I also disagree because…..An example of this is…..This meant that….. In conclusion I feel that……This is un/sustainable because…..

TNCs operate in many countries because:

They escape trade tariffs

To find the lowest cost for production

To reach foreign markets

To exploit resources

They are globally integrated enterprises because:

They locate different functions of the business

anywhere – based on getting the right cost, skill and

environment.

Integrate production and deliver value worldwide –

state borders mean less and less to corporate

practice

Activity.

Using the resources below, complete the questions and

notes on Apple as a case study. Further reading has been

emailed out to you.

Week 2 – Year 7 Africa – Inequality and education

It is a common misconception that Africa is poor as a continent. There are countries within Africa,

such as the Democratic Republic of Congo, or DRC which is ranked within the 5 poorest countries of

the world; however this is contrasted with countries such as Libya, which in comparison are very

wealthy. Inequality within Africa is a huge problem, and has been a catalyst for several conflicts,

including civil war.

In today’s lesson we are going to be focusing on how wealth has affected access to education in

some of the different regions in Africa. This session we will be looking at access to education in some

of the poorer regions.

Identifying – 1. Using the map below, describe the trend of wealth within Africa – Where is the most/least? How much? Ensure you use compass directions, numbers, and the correct scale! 2. Explain why the trends you have identified could create problems. Aspire: How do you think some of the problems you have identified could be solved? What are the limitations and why?

Reading – Read the following extract from an article looking at problems with education in some of

the poorest regions in Africa.

Remember to use your reading strategies – Read the first paragraph – What do you predict the

conditions will be like? What problems would be created? Why do you think this?

Answer the following questions: 1. Identify 5 problems the article suggests are limiting pupils access to education. 2. Suggest how the problems with education could link to limited wealth (money). 3. What changes have occurred that should have improved education? How do these work? 4. Why have the changes described not been a success?

"I come from a township in the Eastern Cape called Dimbaza. I remember being crammed into a classroom, about a hundred students in one room. There are still some schools that are overcrowded. Learners have to fight over furniture or access to a desk, and they don't concentrate, especially where kids have to use bricks as a chair.

"We have about 400 schools that are made of mud; lack of electricity in about 3,000 schools; lack of water in about 2,000 schools; lack of connectivity; and also inappropriate structures, schools that are falling apart. Those conditions pose a danger to the lives of children. A young learner from Limpopo died because he fell into a pit latrine."

South Africa spends a bigger share of its GDP on education than any other country in Africa. That has got more children into schools, but the quality of education is often poor:

"The apartheid system was geared towards making black people inferior. Education was one way of disempowering an entire black nation, not allowing black people to enter into certain areas of the economy, starting from Bantu education in 1953."

The Bantu system segregated black and white children, and aimed to prevent black children from being educated to aspire to positions they could not then hold. Those children are now parents and teachers themselves:

"The South African curriculum says that parents should be involved in their children's education. Kids are given exercises to work out at home, but parents are not in a position to help.

"The average teacher is 40 years old, and the majority were taught under Bantu education. A regional study identified teachers who are not themselves able to do maths exercises for Grade 6.

"It starts with political will, because we know what the challenges are, but in order to change the problems that we face, we don't only need to accept that we have a problem, but rather have political will.

"Promises are being made [by the government], but young people in this country are angry. They are angry because they are not getting jobs. I think it's because of the disconnection between the political elite and those who are facing the real challenges on the ground."

Interpreting – You are going to imagine you are a student in Africa living in one of the poorest

regions. You are going to write a letter to the government asking for help for your village school. You

must convince the government to spend money on the school for you and the other children in your

village. Money is tight so you will have to be convincing!

Consider the following within your letter:

The improvements you are proposing

How these improvements would help

Why improving access to education is important

How will your improvements be sustainable – Is it possible to refund the money in the

future? How could educated youngsters have wider benefits?

Year 8 Geographical skills

Grid references continued

A four-figure reference on an Ordnance Survey map equals an area on the ground of one square

kilometre. One kilometre is quite a large area. To be more accurate we need to use a six-figure grid

reference. This pinpoints a place exactly to within 100 metres.

Task 6: Write down the six figure grid references for the following:

1. Picnic site __________________

2. Church with a tower __________

3. Youth hostel _______________

4. Campsite __________________

5. Castle ____________________

6. Car Park __________________

Symbols

When drawing a map, it is important to include as much information as possible. However, adding a

lot of detail can make a map confusing, so symbols (images, abbreviations and letters) are used to

represent the main items.

There is no need to learn the meaning of every symbol, as a map extract will always be

accompanied by a key. However, it is important to at least learn some of the basic symbols so that

map reading becomes easier.

Green bits mean woodland (various types).

Blue areas are either water, tourist information or motorways.

Roads are colour coded. Blue= motorways, red= ‘A’ roads, orange/ brown = ‘B’ roads,

yellow= local roads and white=tracks.

Contours are thin brown lines that join areas of equal height at 10 metre intervals e.g. 10m,

20 m and 30 m above sea level.

To help with height black dots with figures next to them are written on maps.

Task 7: Draw the correct symbol in the box. If you don’t know the symbol use the internet to help.

Remember colour is important. Use the key below

Church with tower Cemetery

Quarry

Main Road

Marsh

Rivers

Motorway

Coniferous Wood Windmill

Footpath

Camp Site Mixed Woodland

Parking

Radio/ TV Mast Non-coniferous woodland

Information Centre Post Office

Public convenience

Scale

The scale of a map allows a reader to calculate the size, height and dimensions of the features

shown on the map, as well as distance between different points.

The scale on a map is the ratio between real life distances and how many times it has been shrunk to

fit it on the map.

The maps in your exam will have a scale of 1:50 000 (where 1cm = 50,000cm on the ground or 500m

or 0.5 km) or a scale of 1:25 000 (where 1cm = 25,000cm on the ground, or 250m or 0.25km).

Straight line distances

Straight line distances between locations can be

calculated as follows:

Simply place your ruler over both points and

measure the distance in-between in cm.

Convert into kilometres using the scale line.

Or by multiply your answer by 0.5 (1:50 000 map)

or by 0.25 (1: 25 000 map).

Practice question:

If the distance between a church and a campsite is 16cm,

what would the real-life distance be on a:

a) 1:50 000 scale map _________

b) 1:25 000 scale map _________

Remember!

1:25 000 map 1 km = 4 cm on the map.

1:50 000 map 1 km = 2 cm on the map.

Compass direction (you may need to use the internet to find these!)

Task 8: Draw and label a 4-point compass.

Task 9: Draw and label an 8-point compass.

Task 10: Draw and label a 16-point compass

Contours, spot heights and gradients

Relief is a term geographers use to describe the shape and height of the land. OS maps use two systems to illustrate relief, spot heights and contour lines. Task 11: Fill in the gap to label each picture correctly.

Contour lines A contour is a line drawn on a map that joins points of equal height above sea level in 10 metre intervals. Therefore, every point on a 50 metre contour line is 50 metres above sea level. Contours on OS maps are coloured light brown. The diagram below shows the link between the shape of a hill and the contours representing it on a map. Task 12: Complete the sentences to describe contour lines.

Lines that are close together show a _______ slope.

Lines that are far apart show slopes that are _________.

C__________ lines S_____ heights G___________

Spot heights

Are usually indicated by black dots with a height above sea level written alongside.

Task 13: Match the contour lines to the corresponding topography.

Year 9 resources

If you’re watching newsreel footage of an eruption, and don’t live near a volcano yourself, you may

find yourself wondering, “Why would anyone choose to live there?”

There is an assumption that living on volcanoes is wildly dangerous, and that people live there

because they don’t have a choice. But while it certainly comes with risks, there are many reasons

folks choose to live on volcanoes, from cultural to economic. The simplest reason is one most of us

can relate to. “Many were born there, and have always lived there,” Boris Behncke, a volcanologist

at Italy’s National Institute of Geophysics and Volcanology, told Earther. “It’s home.”

The stereotypical image many of us have of volcanoes—incessantly lava-spewing, ash-belching,

bomb-throwing, death-dealing mountains—simply doesn’t hold up to scientific scrutiny. “There are

no more than a handful active at any one time, but that’s not what cartoons and movies have led us

to believe,” Karen Holmberg.

Given the infrequency of extravagant eruptions—for most active volcanoes, the timescales of such

events range from decades to centuries—it can be “perfectly rational” to live on them. Dane DuPont

likens living in Kilauea volcano’s rift zone to gambling: “You can roll the dice with a one-in-50-year

event, or you can live on the coast in Florida and get pummeled by a hurricane every year. “There’s

so much hype behind lava. It’s this slow-moving, sexy disaster that attracts a bunch of eyes,” But

despite being forced to evacuate during Kilauea’s recent, unprecedented eruption—one in which

320,000 Olympic-sized swimming pools’ worth of lava barreled through the landscape and destroyed

700 homes—he remains sanguine. That eruption, traumatizing to many though it was, ultimately

claimed no lives.

Jenni Barclay, a volcanologist at the University of East Anglia, told Earther that the question of why

people live near volcanoes could just as easily be posed to city dwellers, who face more crime and

often, worse pollution. In both cases, residents are likely to respond that the benefits outweigh the

risks. “People live near volcanoes not just ‘by accident’ but because of the resources near those

volcanoes that were historically important for transit, trade, and farming,” Take Sicily’s Mount Etna.

Despite being one of Europe’s most active and hazardous volcanoes, a million people live on its

slopes. Some of them, like Marco de Grazia, run wineries. “It is easy to make a big wine, but very

difficult to make a fine wine,” he told Earther. “Well, much like Burgundy, Etna extends to the

respectful winemaker the privilege of producing outstandingly fine wines.” Lava flows and

the potential future flank collapse at Etna don’t seem to concern him: Such infrequent risks are “part

of the package” he said.

Like in Hawaii, tourism plays a big role for Etna. As Donovan pointed out, that industry is doing

well enough that every time an eruption destroys the cable car to the summit, it’s simply rebuilt,

with the wreckage of the old one left in place for passers-by to see on the way up. Tourism is also

big business at Kawah Ijen volcano, in East Java, Indonesia. The volcano is famous for the blue flames

that emerge from its sulfur-burning lava. Locals have traditionally mined the volcano’s sulfur

deposits at a huge detriment to their health, but in recent years, the region has been turned into a

national park, full of tourists going to see the incandescent flames. “The miners have become guides

and porters. For a fee, they’ll still briefly put their heavy sulfur-loaded baskets on their shoulders,

just long enough for you to snap a picture,” he explained. “I can’t blame them; it’s a much healthier

lifestyle than sulfur-mining, and pays much better too.” For some communities in Indonesia, there’s

a strong cultural connection with volcanoes. The Tenggerese people, for instance, leave offerings to

mountain gods at the crater’s edge of a volcano named Bromo during their annual Yadnya Kasada

ceremony. For those who live near Kilauea, there’s often a spiritual element at play, too: the volcano

goddess Pele, said to dwell within Kilauea’s crater, is deeply revered by many. And while it may be

hard for outsiders to understand, that reverence can play an important role in how residents feel

about eruptions. Remember that car that was swallowed by lava during Kilauea’s most recent

fireworks? According to Holmberg, the owner accepted the loss quite readily. “That’s such a

uniquely Hawai‘ian perspective,” she said.

Of course, there are many people who live on volcanoes less out of reverence for them and

more out of necessity. Bruce Houghton, a professor of volcanology at the University of Hawai‘i at

Manoa, told Earther that the land in the Puna district on Kilauea’s slopes is very cheap because it’s at

a higher risk of being affected by an eruption. “It is often the only affordable option,” he said. Others

have been forced to live near volcanoes with tragic consequences.

Financials aside, there are some who might move away from hazardous volcanoes were it not

for the social blowback. “People have extended family, friends, jobs, and a sense of attachment to

their communities there, so leaving is not always a simple solution,” DeYoung of the University of

Georgia said. Laure Fallou, a seismological sociologist at the European-Mediterranean Seismological

Center, agreed. Hazardous eruptions don’t push most people into thinking about leaving, she said.

Instead, they wonder how they will cope with such events, and what the government will do to help.

To millions of people all over the planet, active volcanoes are simply where they live, and

abandoning their home in the face of tragedy is only one half of the equation. Where we live and

grow up shapes us into the adults we become, and volcanoes are powerful agents in this regard.

Leaving them behind isn’t easy.

What problems did Temple Quarter have? Social? Environmental? Economic?

What was the solution? What was done to improve/regenerate the area?

Advantages? What was good about the improvements?

Disadvantages? What didn’t work? What challenges were there? What is not perfect?

How sustainable do you think this is as a solution long term? Why?

Brunel’s Engine Shed

This is an example of the re-use of a listed historic

Regeneration – Temple Quarter

Why did the Temple Quarter need regeneration?

The temple Quarter was very run down. It gave a bad

impression to visitors, as it was the first part of the

city seen by anyone driving from the south. It is also

the area that many visitors see when they first arrive

at Temple Meads, the city’s main railway station.

Regeneration in the Temple Quarter

The area included the remains of the ironworks and

Brunel’s original railway tracks and several listed

buildings. The surviving cobbled streets are

historically important and give character to the area.

The former gasworks is now a car showroom with the

former industrial yards used as car parks. A wood

company now operates from a former warehouse.

How has the area been regenerated?

The target is to create 4000 new jobs by

2020 and 17000 by 2037. There will be

either new or refurbished buildings,

creating offices, homes, shops and the

redeveloped railway station. In addition to

the general regeneration of the area, there

is a focus on several key projects.

Bristol Arena

The team behind London’s Millennium Dome and

Olympic Stadium designed the new Bristol

Arena, which was due to open in 2018.

The new arena followed an investment of £12

million by the council, however was later scrapped

for development of a shopping and office

complex; offering higher paid jobs and more long

term benefits for the city.

building.

The new £1.7 million Innovation Centre is being developed in Isambard Kingdom Brunel’s historic

engine shed at Temple meads station.

The new centre is home to high-tech, creative and low-carbon sector companies. This will add to

Bristol’s importance as a major UK high-tech centre. The centre includes:

18 micro-electronic companies, media and digital production companies.

A further 44 companies who use the facilities.

A company developing the next generation of Wi-Fi.

The use of superfast broadband as part of the Bristol Gigabit project.

How successful has the Temple Quarter regeneration been?

Successful urban regeneration must improve an area economically, environmentally and socially.

Regeneration of brownfield sites is an expensive option so there must be evidence of ‘value for money’.

Bristol’s Temple Quarter covers 70 hectares and is one of the largest urban regeneration projects

in the UK.

What are TNCs:

TNCs are companies that operate in at least two counties with a HQ based in one country but

business operations in others. TNCs take different forms and are based in different economic

sectors. They no longer only originate from developed regions;

emerging economics also have TNCs.

TNCs operate in many countries because:

They escape trade tariffs

To find the lowest cost for production

To reach foreign markets

To exploit resources

They are globally integrated enterprises because:

They locate different functions of the business anywhere – based on getting the right cost,

skill and environment.

Integrate production and deliver value worldwide – state borders mean less and less to

corporate practice.

What are TNCs?

Why do they operate in other countries?

Why are TNCs called a ‘globally integrated enterprise’?

What are the characteristics of TNCs?

Maximising global economies of scale by organising production to reduce costs Sourcing raw materials or components at the lowest cost Controlling key supplies Control of processing at each stage of production Branding of products/services so they are easily recognisable Outsourcing of production

Explain the characteristics of TNCs.

Spatial Organisation:

TNCs have become increasingly flexible in the global location of their assets.

Traditionally the company HQs are based in a major city in the home country. Most TNCs have

subsidiary HQs in each continent, or countries where their main operations re based.

In order to maintain their position competitively TNCs engage in research and development (R&D)

activities. These tend to be based in the country of origin and will often locate near to centre of

higher education, to take advantage of a graduate labour market.

Explain how TNCs have become more flexible.

Explain why TNCs locate near a graduate labour market.

Production: Primary Sector – Based near unexploited primary resources. This tends to be in developing economies as reserves in more developed countries have largely been depleted. However, a combination of rising world prices and new technologies can make access to new reserves of raw material viable. E.g. fracking has now revitalised oil and gas in N. America). Secondary Sector – Located in manufacturing regions of developing countries e.g. in Asia. They attract TNCs because: labour cost is low, investment in education, work ethic, government incentives (tax breaks, enterprise zones, less restrictive environmental laws). Services based – TNCs in the tertiary sector are more footloose and will locate operation either where there are relatively low labour costs balanced with good education or in proximity to their markets. Language is also important. E.g. India for UK call centres. Explain reasons for the location of the primary sector.

Explain reasons for the location of the secondary sector.

Explain reasons for the location of the service sector.

Linkages, trading and marketing patterns:

One of the features of TNCs is the ability to expand and gain more control of their industry and

markets. They do this by integrating different parts of the business through investments, takeovers,

and mergers.

There are two types of integration:

Vertical integration: Supply chain is owned entirely by that TNC from the raw material to the finished product. This gives the TNC control over its supplies, stocks and reduces costs because of economies of scale. E.g. BP Horizontal integration Company diversifies its operations by expansion, merger, or takeover to give a broader capability at the same stage of production. This can be either complementary or competitive to its existing business. E.g. Kraft food takeover of Cadbury. Explain the concept of vertical integration.

Explain the concept of horizontal integration.

Benefits and costs of TNCs:

For the host country For the TNC For country of origin (TNC base)

Benefits?

Problems?

Case Study: Apple

Introduction

Spatial organisation

Production

Impacts – Ireland

Impacts – Tax Practices

Impacts - China

Impacts - Environment

Conclusion