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Ib Geography Hazards And Disasters Case Study

Disaster Responses

Reconstructing Haiti - 2012
Objective: To apply the disaster responses that we have learnt about to case study locations and understand the temporal and spatial implications.

Understanding Short, Medium and Long Term Responses (3 R's)

1. Rescue (Short term - hours and days)
2. Rehabilitation (Medium term - days to weeks)
3. Reconstruction (Long term - weeks to years)

IST students, ask for help sheet before starting Task 1 below.  

Task 1 - Download and complete this case study document to record the temporal and spatial details of the responses to each of your case study hazards. There are some help videos at the bottom of this page. You should also check back to the relevant sections of www.geographypods and your folder where your case studies are set out.

The 3R's related to your case studies 

Factors Affecting Adjustments 

and Responses

Objective: Examine the factors that affected the choice of adjustment before and responses to actual hazard events or disasters.

Starter: Turn to page 230 on the IB Geography Course Companion and read over the 7 bullet points at the bottom of the page, making notes on each. 

Below you will find six presentations that cover five of your case studies. Make comprehensive notes on the content on the presentations underneath the title (copy the objective above and enter your hazard name and location). You have space to do this under the 'What Happened' section of your case study sheets - last page. **This is the last thing to fill in on this sheet**

Task 1 - Earthquakes & Droughts. Make notes on the factors that affected the choice of adjustment before and responses to your hazard types from the presentation below. 

Task 2 - Tropical Storms. Katrina people should make notes on their presentation. However, there is no presentation for Haiyan so I have included one from Cyclone Nargis (Burma) to help you to follow the structure and add your own details from what happened in the Philippines to your notes. 

Task 3 - Now you should have the hang of this so you can do your own note taking task for AZF, Toulouse. 
Case studies and examples must be used where appropriate to illustrate content.

A case study is a detailed, located example for discussion or a discursive approach. Ideally, case studies selected should be recent; that is, they should have occurred within the student’s lifetime and should not be historical. The use of historical case studies could lead to students losing marks. For example, using the destruction of Pompeii as an example of volcanic destruction is not recommended. If the case studies used are very old it is likely that they will not offer as much scope for answers as more recent ones. This is because current research and reporting generally produce far more data than previous records.

If case studies are required in a response, this will be stated in the question and students are advised, above all, to match the case study to the demands of the question. However, wherever possible, students are  encouraged to develop their extended responses using case studies.When examples are used, students should not just provide one word responses but should offer some development.

The recommended teaching approach throughout the course is to focus on the concepts and to use case studies and examples to demonstrate these concepts. Advice on the number of case studies to be used is given, where appropriate, in the sections of the guide devoted to the core theme, the optional themes and the HL extension.

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