Tag Archives: resource management

Discover the World focus group #DiscoverAzores Day 2

So, Day 2 dawned and it was drier!

Apparently the Azores is another area that lays claim to the legend of Atlantis. The archipelago has authority to an area of over 1million square km, however only 2’346 square km is dry land. The 9 Islands are now unified as an autonomous region but geographically form three distinct island groups.

We learned how the Azores has been a pioneer for Portugal in sustainable energy, for example creating the first HEP and geothermal power stations or wave platforms. There is a real drive for renewable sustainable energy and efficient resource use, with a series of companies such as Renault or universities such as MIT using the Azores for research and development into sustainable energy. The region is part of the Green Islands initiative with the government aiming for 60% sustainable energy by 2050, and looking to achieve at lease 50% on current trends. Geothermal energy accounts for 30% and these energy sources are allowing the region to reduce reliance on foreign imports and become more self-sufficient. Additionally, for four consecutive years they have won the a Sustainable Tourism Award. So there is a huge amount of scope to use the Azores as a case study to hinge upon sustainability and resource use. This could tie to many key stages and be interlinked to many curriculum areas.

First stop today was the Centrale Geothermico do Pico – the main geothermal power station in São Miguel island. It accounts for 43% of all of the island’s energy, with 6% from hydro and another 6% from wind energy. Admittedly the island is small and has a limited population, but then this is a good case of resources being well used on a small scale. The energy is purely used to drive turbines for electricity production, not for the creation of hot water or central heating (unlike Iceland) due to the nature of the geothermic fluid and the differing composition of chemicals that would require treating to become safe first.

After this we visited Salta de Cambrico waterfall. This involved a walk from the power station up and down some steep hills past fumeroles through the grass and to an older remote controlled HEP station. The cataract was very pretty through the canyon, but there was quite a challenging walk back out. This involved climbing over the HEP pipelines on rickety metal mesh walkways and scrambling over tumbled landslide debris and trees. All quite exciting for some adults and intrepid geographers, but would be a challenge for many! There are alternative routes out however.

For lunch we stopped at Ribeira Grande town, one of the three largest towns on the island. We strolled around and explored the town for an hour, investigating how you could use the area for a field trip. Suggestions include land use (and perhaps comparing to other areas), redevelopment and gentrification (particularly along the riverside), culture (interesting to see the differing architecture and the personalisation of houses – particularly very ornate plaques depicting the household saint and family that lived there displayed above each doorway), investigating globalisation and tourism. It is a very safe feeling and small town that would be easily navigable by students of many ages in small groups.

For our relaxation and enjoyment we visited Caldeira Velha (Caldeira here meaning <em>cauldron</em> or hot place) gardens and thermal pool. The area felt like something out of Jurassic Park or Costa Rica with dense lush tropical vegetation and steaming waters. A simple tourist centre described the area and local volcanism. Then there is a choice of two small bathing areas. At the top, a cold waterfall and plunge pool and at the bottom a bubbling hot spring leads into a lovely warm iron-rich soaking pool. Be warned though – jewellery does get a yellow coating here!

We drove across the caldera rim and observed Lagoa do Fogo nature reserve and lake, then headed back to Pousada Lagoa and visited the <em>Observatorio Vulcanologico e Geothermico Dos Acores</em> – a small volcanic activity observatory. At present this is being renovated but largely feels like you are rifling through the loft of someone’s belongings! There was a variety of artefacts of different rock types and fossils from around the world, however this is not particularly tourist friendly as yet. But there is great potential. Interestingly, the area forms one of a few places that is located accurately for measuring geological movement and so a Chinese university has placed equipment in the basement in order to track and monitor tectonic shifts over time – and the Azores is currently moving and growing by approximately 2cm per year.

So, another busy day! And we all slept well. I was route marched round the Lagoa town for a hilly coastal 30minute run by a colleague so all good training!

 

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Prince’s Teaching Institute: Day 1 lectures

Prince's Teaching InstituteThe summer school lectures saw a mix of physical and human Geography being shared. These lectures were taught / presented at the academic level. This wasn’t about pedagogy and ‘here’s something to try back in school’. The lecture series was designed to, and aimed at, reinvigorate and re-enthuse teachers by making us think like learners ourselves again. Being back in the feel of undergraduate years maybe. It is then up to teachers to take what they had heard and adapt it to use in schools, but it gave us up-to-date insight into different topics.

Professor Iain Stewart: ’50 shales of grey or Meet the Frackers’

Professor Stewart gave an insightful and charismatic presentation that had us all listening avidly and scribbling / tapping away making notes.The focus was on the physical-social interaction involved with hydraulic fracturing (aka ‘fracking‘) and how this is a socio-phyical issue to be managed. It could make an excellent contemporary Decision Making Exercise (DME) for either KS3 or KS4, linking to resource use and management, conflict, environmental impacts of economic development, etc,. Many layers of potential interest with a view to debates, role plays, DME simulation scenarios, etc,.

Stewart noted that in the UK we now have too high a gas consumption to meet supply, therefore we rely on foreign liquid gas important. The UK being hugely vulnerable in this sense because of its reliance on energy imports. The greatest imports being from Russia, Algeria, Finland. There is therefore a vast political arena to be contended with, with emerging strong politico-economic  ties between provider and consumer nations. Potential for a bit of political geography debate then, considering interdependence.

There is also the issue of water resource use. Huge quantities of water are use in fracking, involving trucks being in water / sand / chemicals to shale areas under fracking and the subsequent congestion and fuel emission issues in these areas. There is an ecological and environmental footprint left afterwards (as with all fossil fuel areas) of abandoned buildings and infrastructure, this being an unsustainable process and non-renewable. There are also knock-on consequences of leaching chemicals from the process into water sources or local soils and potential contamination. Again, something to weigh up in a DME / energy resource management debate or role play?

Finally there is the local social impact. for example, in areas like Man Tor, the local residents are not debating the finer politics and environmental issues such as climate change ; they are debating the impact of fracking on their own local area. The potential boom and bust scenario. In the UK, landowners do not own the rights to what is beneath their feet. You may own the land itself but you do not own what is underneath and have no right to drill, the Queen and government owns these rights. There is a conflict in terms of rights, decision makers, conflicting views of interested parties, etc,. So local residents have no real benefit to drilling going on in their back yard, they are not going to become rich from it. So in order to convince residents to go ahead, companies must be able to offer local communities some kind of beneficial package that makes it worth their while.

This was an incredibly interesting presentation, and this coming from a girl that doesn’t know much about rocks or get excited about soils. But the potential for various learning activities is clear. And with the new KS3 curriculum including resource management….bonus?

Dr Kendra Strauss: ‘Geographies of labour’

Now I admit it, I am not a huge fan of economic geography. And the room was very hot and by this point we had had back-to-back lectures for some time. But Dr Strauss did present some interesting concepts and was very animated by her topic.

Geographies of labour, and how this links to migration and demographics could be useful to consider for KS4 economic development topics. Dr Strauss commented on the fact that more and more people work part-time, in informal, temporary, or agency related employment – as well as changing their employment more often throughout their working life than we used to in the past. She noted that this has an impact on working demographics and geographic divides. That labour patterns vary regionally due to gender, race, ethnicity, age, etc,. As a result the recent recession has had varying severity of impact in different regions. Geographically speaking, London has recovered more quickly from the recession than areas reliant on heavy industry or having a high population of temporary or part-time workers.

There are precarious work positions in terms of jobs not being ‘jobs for life’ and that recessions and financial crises will have differing impacts across society in terms of geographic and demographic divides. For example, areas that have higher reliance on temporary or informal work will be the worst hit areas since these are the jobs that are threatened or removed first. And this kind of flexible work can affect some social groups more than others, those that are already ‘marginalised’ such as lower skilled areas, migrants, women, part-time workers, etc,.

She also commented on the link between labour geography and conflict, for example the Arab Spring turmoil.

Although this topic could be difficult with lower years, perhaps there is scope for some discussion at KS4 (and KS5) level in terms of looking at patterns, disparity, comparing social groups?

Professor Hazel Barrett: HIV/Aids Pandemic in the 21st century

Professor Barrett was querying the claim made by mass media and UNAids that the HIV/Aids pandemic is coming to an end, that ‘the world has turned a corner and begun to reverse the spread of HIV’. She gave us up-to-the-minute statistics and left us to interpret. I won’t go into all the detail, but in essence the claim is that HIV infections and deaths are in decline. Yet currently 30.4 million people gobally are living with HIV, with 2.5million new infections in 2011-2012 and 1.7million deaths. So mathematically speaking, there are more people living with HIV then before. There is still a positive trend.

2/3rds of all HIV/Aids is within sub-Saharan Africa, so this is a spatially very uneven disease. Also, the worst affected age group is 15-24 and particular women within this age bracket. So it is a disease of the young ; having socio-economic impacts in terms of workforce, families, etc,.

HIV reduction was a Millennium Goal, and by 1997 the growth in annual new infections peaked and has since been decreasing by 20%. Deaths from HIV peaked in 2004 (there is a lag time between peak infection and peak deaths due to incubation time for the disease) at 2.1million deaths, and has been in decline since. Therefore fewer people are dying from HIV/Aids – but this decline is not uniform globally. In fact, while the disease is stable or in decline in many areas it is actually on the increase in the Middle East and Northern Africa. Many areas still have an increase in infection rate (e.g. Bangladesh, Morocco, Indonesia, Georgia). So maybe the disease is simply moving geographically and there will be another boom in peak infection again in the future in some other locality.

So how has the decline been caused? Two main reasons. Firstly, eliminating transmission from mother-to-child, and secondly changing behaviours (e.g. sexual health, hygiene, etc,.) Barrett comments on the huge success in terms of reducing transmission to children through use of AntiRetroViral drugs. However, she also comments that she has witnessed some areas where the attempts to challenge and change behaviours has been more problematic. The some people may now think ‘why bother changing my habits, I’ll just get a pill’ – changing attitudes is difficult. Also, she noted there is a confusion at times with people thinking ARVs are a cure while they are not, they merely treat and reduce symptoms. So people are living longer, but are still living with HIV. She is also considered about potential future disease mutation to become ARV resistant since these drugs are now so commonly used.

Barrett concluded that the number of people living with HIV will continue to rise (in her opinion) until behaviours and attitudes change, that there is a risk of future ARV resistance and perhaps we are just postponing another boom, and that the geographic disparities of the prevalence of the disease as well as access to treatment will still continue to grow – especially since 97% of all infections are still found in low & middle income countries.

So it is an interesting topic. One that could be moulded to provide context for data manipulation (in terms of synthesising data, producing or interpreting graphs, plotting and analysing map distributions, etc,.) as well as debate and discussion as to the future and the management of a disease. It would also be an interesting / useful topic to include (in a unit about geographies of disease perhaps) if you were wanting to consider Human Rights, the right to health and who is responsible for this (i.e. disparity of treatment) and looking at socio-economic divides.

Thank you to the presenters, it was an insightful day.

“The study of geography is about more than just memorizing places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.” (President Obama)