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IN THIS UNIT YOU LEARNT:. How the internal structure of the Earth affects people living on the surface. To understand how plate movements cause earthquakes and volcanoes. Destructive margin. San Andreas Fault. How people live with the threat of earthquakes and volcanoes.

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To understand how plate movements cause earthquakes and volcanoes
To understand how plate movements living on the surface cause earthquakes and volcanoes

Destructive margin


San andreas fault
San Andreas Fault living on the surface



In this unit you learnt

- living on the surfaceEmergency Services: In MEDCs who have a volcanic or earthquake risk, such as Japan and New Zealand, there are well thought out emergency procedures. Practices in schools and places of work mean that people know what to do it the event of a natural disaster. The Governments and military have special emergency plans to help with the situation.

Often LEDC’s do not have these emergency plans, and so (as seen in TURKEY) far more damage can be done before the emergency services reach the stricken area.


In this unit you learnt

- Building Technology: living on the surface Countries such as Japan and the United States have been at the forefront of developing buildings that have more chance of resisting an earthquake. Most houses in San Francisco are made of wood, to make them more flexible and allow them to move with the quake. Larger skyscrapers are built with flexible foundations, which literally allow them to sway during a quake, rather than being rigid and falling down. Many countries in areas prone to natural hazards have building codes to say where they can and cannot build, and how high the buildings can be. New Zealand is a good example of where this occurs.

LEDCs don’t tend to have the technology available or money to pay for it, and so often their buildings are very susceptible to earthquakes. One example was the Armenian earthquake in 1988, which was 0.1 less on the Richter scale than Kobe, but killed 20,000 more people. Most of the Armenian houses were built of stone and so collapsed instantly.


In this unit you learnt

- living on the surface Scientific Prediction:Scientists work throughout the world, trying to predict earthquakes and volcanoes. So far they have found it very difficult to predict earthquakes, although scientists monitoring the San Andreas Fault in California have planted a huge number of seismographs in the ground to try to detect even the faintest of tremors. Volcanoes generally are easier to predict, although the specific time of the eruption is not so easy to do. Scientists can measure changes within the mountain that helps them to predict that the volcano is going to erupt. This usually allows the Local Authorities sufficient time to evacuate people from the danger area (as seen at both Mt. St. Helens and Mt. Pinatubo). However they still find it very difficult to accurately predict the size of the eruption. MEDCユs do tend to have more investment for this type of research and development than LEDCユs.


In this unit you learnt

- living on the surface-Recovery: MEDCs tend to be able to recover quickly from a natural disaster, due to having the investment and technology needed to return the area to as good as new as soon as possible. Because LEDCs often have to rely on aid from overseas, this quick recovery is often impossible for them.



Four types of aid
Four types of aid: through aid.

  • Emergency relief

  • Voluntary aid

  • Bilateral and multilateral aid


Chapter 2 80 20 in this unit you learnt
Chapter 2 - 80:20 through aid.IN THIS UNIT YOU LEARNT:




World poverty its causes and why it is unevenly spread
World poverty, its causes through aid. and why it is unevenly spread


Causes of poverty
Causes of poverty through aid.


In this unit you learnt
War through aid.


Health disease
Health/disease through aid.


Education
Education through aid.



In this unit you learnt

There are still 100 million children around the world who receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days´ global military spending.


Nature
Nature receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days


In this unit you learnt
Debt receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days


Unfair trade
Unfair trade receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days


Ways of using data to measure and analyse development patterns
ways of using data to receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days measure and analyse development patterns


In this unit you learnt

- Population per doctor: receive no education at all, and 60% of these are girls. It would cost £5 billion to provide primary education to all. This is equivalent of just four days The total population divided by the number of doctors in the country.Example countries: UK = 300; Mozambique = 33,333)



Make poverty history
Make Poverty History support development



Sustainable development
Sustainable development support development

“development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.


What you can do
What you can do support development