Two years after the earthquake Signs of a volcano nearing eruption Animals and birds moving out from an area An increase in gas emissions — When a volcano is close to erupting it starts to release gases such as sulphur. The higher the content of these gases, the closer it is to erupting.
Updates since initial posting: I had set off rather earlier than I needed to ensure that I was on time for an NQT event that I was running, and as I checked my mail and Twitter feeds, news started to come in of an earthquake and tsunami The rest of the day was spent running the conference, and by the time I got home at 7pm that night, there was a clear sense that this was going to be very bad news for Japan and the rest of the world It became obvious that a lot of colleagues were hard at work over the weekend preparing a range of resources.
My colleague Anne Greaves at the GA had produced a really useful page of materials at short notice on the Friday in my absence. Below is the text of the update that I will send to Anne for addition to the GA website tomorrow Monday but it is here for early access, and also for possible comment This is a draft, and is my personal response to the events in Japan Update for GA website resources The weekend of the 12th and 13th of March has been dominated by regular updates from the region of Japan that was most badly affected by the earthquake of the 11th which has been upgraded to a magnitude 9 and the ensuing tsunami and aftershocks.
The force of the earthquake has shifted the east coast of Japan by 2. News footage has shown the astonishing scale of the devastation, and the power of water in a highly urbanised area.
Entire towns such as Minami Sanriku seem to have virtually disappeared, and tens of thousands of people are missing at the time of writing, in the massive debris fields that the tsunami left behind.
Videos showing the swaying skyscrapers of Tokyo also provide a reminder of the efforts that have been made to protect buildings from potential earthquakes. This, combined with regular drills will have had an effect on overall casualty numbers, although some of the videos show a remarkable nonchalance as people stood and washed boats being washed under bridges that they were stood on.
Food rationing is taking place, and water supplies are cut in many parts of northern Japan. Screening centres have been set up as over people have been evacuated from the area around the reactors.
A rolling programme of 3 hour blackouts is planned for the next few days. Oil refineries have been affected, and many petrol stations have closed, with long queues at others.
Students are likely to come with questions, and anxieties, and teachers will need to tackle those sensitively. These are likely to form the basis for the response: Try to ensure that at least one computer with internet access is available for research.
It may be possible to access the live news stream from NHK news: Alternatively they could be interviewing a survivor, or prepare questions for a rescue worker on their way to the disaster area. Use the Sky News home page or Newseum site http: Possibly a Wordle of the headlines could be constructed, to explore the language of tragedy, and how to work on some of these issues to raise the morale of people in the affected areas.
Alternatively, take a Japanese poetry form: Teachers should perhaps take a lead from students at the start of the lesson, to assess the possible focus for part of the lesson: What do they know?
What would they like to know? What should they know? Is it perhaps too early to be dissecting the disaster? If any colleagues have thoughts on these ideas, or would like to provide further examples that they have planned, we would be very pleased to receive them and share them more widely.
Andy Knill, who teaches in Essex spent most of the weekend compiling a tremendously useful Google Document: Becky Pook from Peacehaven School was quick off the mark with a creative and well-referenced resource which explored not only the physical background to the event but also the emotional response.
It includes some interesting ideas for model making and creative use of images.Geography B Unit B/ Key Geographical Themes (Higher Tier) NOT: LEDC effects e.g. people starve, cholera outbreak.
B/02 Mark Scheme June 5 there must be development of at least one idea to gain 4 marks max. Only credit ideas which relate to the hydrograph, so no credit. 1. leslutinsduphoenix.com WHO REPORT ON GLOBAL SURVEILLANCE OF EPIDEMIC-PRONE INFECTIOUS DISEASES 40 Description of the data Cholera was the first disease 2.
leslutinsduphoenix.com earth where it is hottest. It is solid and consists of Iron and Nickel with temperatures of up to 5, o c.; Outer Core – This is a liquid layer also composed of Iron and Nickel and is extremely hot with temperatures similar to the inner core.
Cholera has spread from the Indian subcontinent where it is endemic to involve nearly the whole world seven times during the past years.
V cholerae serogroup O1, biotype El Tor, has moved from Asia to cause pandemic disease in Africa and South America during the past 35 years. HTF Market Report released a new research document of 45 pages on industry titled as ‘Cholera – Pipeline Review, H1 ’ with detailed analysis, Competitive landscape, forecast and strategies.
In this study, only cholera cases made known to the Disease Control Unit (DCU) through reporting facilities such as community volunteers, community clinics, and hospitals were used. In Ghana it is mandatory for all reporting facilities (i.e. hospitals, clinics, and community volunteers) to report weekly cholera cases to the DCU.
Texas Campaign Strategy Report due on Friday. Topics and tasks: Introduce geography's spatial and ecological contributions to the study of disease. Consider the history of cholera . earth where it is hottest. It is solid and consists of Iron and Nickel with temperatures of up to 5, o c.; Outer Core – This is a liquid layer also composed of Iron and Nickel and is extremely hot with temperatures similar to the inner core. Cholera emerging from Egypt in the summer of and inaugurated the fourth cholera pandemic according to British government officials. 4 In reality, cholera started in India and moved along trade routes from India to Arabia, where 15, pilgrims died during the annual pilgrimage. 5 The number of dead and the severity of the disease put a.