Month: November 2014 (page 1 of 2)

IB 11- Health – Prevention vs Treatment

What is HIV/AIDS?

  • What risk factors of HIV and AIDS are identified ?
  • Would you consider yourself to be at risk from HIV and AIDS ?
  • What social factors do think could increase the risk for people to contact HIV and AIDS?

HIV/AIDS prevention in Thailand:

As you watch the video, consider the geographic factors that influence policy‑makers in Thailand on prevention as opposed to treatment of HIV and AIDS.

As a group, fill in this table based on the video.

Homework:

  • Complete all questions from this blog post
  • Complete this form
  • If you have some free time, watch Fed Up or Food Inc or any documentary related to food and/or disease.

Due: Thursday December 4th

IB 11 – HL – The Geography of Food and Health

The world has enough for everyone’s need but not enough for everyone’s greed”

-Mahatma Gandhi

IB Expectation: Describe the variations in health as reflected by changes in life expectancy at national and global scales since 1950. Explain the patterns and trends in terms of differences in income and lifestyle.

 Life Expectancy at Birth:


via chartsbin.com

Daily Calorie Intake per capita


via chartsbin.com

GDP Per Capita by Country of Year 2011


via chartsbin.com

 Changes in income and life expectancy over time:

Discussions:

What is the relationship between health and life expectancy? Do longer lives necessarily mean healthier lives?

Which of the indicators we have discussed today would be the best indicator f health?

 

Exercise: On an A4 paper, using gapminder, chartsbin or a similar source, create an annotated graph depicting the changes in life expectancy from 1950 to 2012 in a variety of countries in terms of income and lifestyle. (mix of MEDC, LEDC, NIC and OPEC countries)

 

IB – Addressing Imbalances: Food Aid, Free Trade or Fair Trade?

We have discussed the benefits and drawbacks of food aid. In the Core unit 2, Disparities in Wealth ad Development, we discussed the benefits and drawbacks of trade and market access.

How are food aid, free trade and increased market effective in reducing food shortages and food insecurity?

  • Fill in this table listing the benefits and drawbacks of each.

Period 2: Instead of food aid, many economists and NGOs have pointed to trade as the best way to alleviate poverty and hunger in LEDCs. The problem is that trade is not always regulated and does not always benefit all parties involved equally.

Each of you will read three of the following articles (one from each section) and evaluate their content:

Section 1:

What is Fair Trade?

Child Labor in Fair Trade

Climate Change and Fair Trade

Worker’s Rights and Fair Trade

Access to Finance and Fair Trade

Current Issues in Fair Trade

Fair Trade is good for business

Section 2:

Is trade, not aid, the answer for Africa?

Tough times as a cocoa trader

Fair Trade Bananas

Aid isn’t the answer: Africa must be allowed to trade its way out of Poverty

OXFAM’s Rigged Rules of Global Trade

Section 3:

Famine in Ethiopia Wars, Drought and Flawed Food Aid

A revolution Marches on Its Stomach

Subsidies, Food Security and Eating Right

The Indignity of Industrial Tomatoes

We will have a Socratic Seminar at the beginning of next class. on the issue of  fair trade vs aid and market access in alleviating food shortage

IB11 – Reducing Disparity

In groups, you will discuss how one of the following can reduce disparities in a given country or region :
  • —Trade and market access
  • —Debt relief
  • —Aid
  • —Remittances
—Then, using various case studies, evaluate the effectiveness of strategies designed to reduce disparities.
  • Clearly describe the various organizations and players attempting to reduce disparity (NGO, UN organizations, IMF, WTO, World Bank, etc)
  • Give specific details of the various strategies
  • Have case studies describing the positive and negative ways each strategy can reduce disparity.
  • Clearly define the type of disparity the strategy is reducing (or not)
  • Use proper vocabulary
  • Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
  • Evaluate: Make an appraisal by weighing up the strengths and limitations.

You will present your findings to the rest of the class on Friday, along with a one page factsheet.

Useful resources:
  • IB Study guide p.28-31
  • Codrington
Trade and market access


Micro loans (Kiva)

Debt Relief
Aid
Addicted to Aid, part 1

Remittances

The dark side of remittance economies

 

Due Date: TBD

IB12: Case study: Famine

IB outcome: Examine the variety of causes responsible for a recent famine.

20130518_gdc846

The World Food Program requires 3 factors to be evident before a famine is declared:
1. At least 20 percent of the population has fewer than 2,100 calories of food a day;
2. Prevalence acute malnutrition must exceed 30 percent of children; and
3. The death rate must exceed two deaths per 10,000 people, or four child deaths per 10,000 people per day.

Temporary Hunger: A short term need for food, triggered by physiological responses caused by food deprivation.

Starvation/Chronic Hunger: A state of extreme hunger which results from a shortage of appropriate food for a prolonged period of time.

Introduction to Famine in Ethiopia:

As you watch the video, take notes of the variety of causes of Famine in Ethiopia. Divide your answers in S.P.E.E.D. sections:

The famine of 2003 in Ethiopia was the worst famine since the mid-1980s. About one fifth of the population was left without food and tens of thousands of people died as a result of starvation and malnutrition.

In groups, complete a detailed case study for each of the following sub topics on Ethiopia’s Famine in the year 2000s:

  • Remember to focus all your answers on the impact of these factors on food security and famine

Sources:

Social

  • Consider:
    • Ethiopia’s varied ethnic groups
    • Ethiopia’s various religion
    • Health – Sanitation, access to freshwater,
    • Education
    • Access to healthcare
    • Traditional agricultural systems and land repartition

Political

  • Consider: 
    • Role of Government
    • Selling and leasing of land to Chinese, Saudi and Indian TNCs (see above)
    • Ethiopia’s Debt, Debt 2
    • The role of the IMF
    • Government subsidies and the impact of IMF
    • Government denies there is a famine and lack of cooperation with NGOs
    • Benefits of Aid
    • Technology and infrastructure

Economic

Environment

  • Consider:
    • Remember our Hazards unit on drought (causes, speed of onset, duration etc)
    • Ethiopia’s geographic location, physical features and climate
    • Recent drought
    • Recent crop failure
    • Soil degradation due to agriculture
    • Reduction in biodiversity due to agribusiness
    • % of arable land

Demographic

You will have today’s class and Wednesday’s first period to research. You will present your findings on Wednesday.

On Friday, you will have a summative, in-class essay on Famine in Ethiopia.

InS 10: How to write a good qualitative research question.

Today, you will write your research question for your Syria scrapbook.

Remember:

A research question is statement that provides the major objective or intent or roadmap to the study.

1. Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions?

2. Is the question easily and fully researchable?

3. What type of information do I need to answer the research question?

4. Is the scope of this information reasonable? (e.g., can I really research 30 on-line writing programs developed over a span of 10 years?)

5. Given the type and scope of the information that I need, is my question too broad, too narrow, or o.k.?

6. What sources will have the type of information that I need to answer the research question (journals, books, internet resources, government documents, people)?

7. Can I access these sources?

——————-

For further guidance, search “good qualitative research question” and look at university websites on the topic.

InS 8: Gapminder project, part 1: Brainstorming

Comparing levels of development

We have been discussing different ways we measure a country’s development. You will now be asked to use those statistics to compare and contrast two countries’ level of development and the changes that happen over time.

Task 1:

-Choose 2 countries on Gapminder to research: (download app here)

-Look up the following indicators for both countries:

  • Birth rate
  • Population growth
  • Infant Mortality Rate
  • GDP per capita
  • Human Development Index (HDI)
  • Fertility rate
  • Life expectancy
  • Literacy Rate
  • (This reading should help or Gapminder defines the as well

Blogpost

Write a blog post explaining the main differences you have noticed when looking at the indicators above. Can you explain why your two countries have such differences? Are the indicators interrelated? Why so?

Hyperlink your post on this doc: 8A, 8B, 8C

Wen you are done, find a partner and carefully read each-other’s blogposts. Then, comment on their blogs. Give an overall assessment of the reflection by agreeing, disagreeing and asking questions to further the discussion.

Then, we will begin working on the Gapminder Assessment, Assessed on Criteria A and B

IB 12: Food Production and Markets

Outcome: Examine the impacts at a variety of scales of trade barriers, agricultural subsidies, bilateral and multilateral agreements, and transnational corporations (TNCs) on the production and availability of food.

1. Background information:

Fill out this google doc

2. Watch this video and use this article to answer the questions below:

  1. Describe the main lines of NAFTA
  2. What are the benefits of NAFTA for the US? Be specific
  3. What are the benefits of NAFTA for the Mexico? Be Specific
  4. What are the benefits of NAFTA on TNCs? Be Specific
  5. Explain how American subsides hurt Mexican farmers
  6. Explain the benefits of changing Mexico’s economy from agriculture to manufacturing
  7. How will China change the benefits listed in question 5
  8. What has been the impact of NAFTA on Mexican food prices?
  9. Can you guess what the environmental impacts this will have on Mexico?
  10. Can you guess what the political impacts this will have on Mexico?

See also

3. Watch the following video, read this article and answer the questions below

  1. Define: plantation farming, contract farming and commercial farming [3]
  2. Evaluate the impacts of commercial farming in Ethiopia. [6]

Read Cordington p. 440 to 443 and answer questions on p. 443:  1, 2, 3, 4 and question 5 in one page instead of 2, as a 10 point paper 2 essay..

InS 10 – Syrian Conflict Current Events Portfolio

Here is your next summative assessment:

Current Events Portfolio

TSCs

Timeline of due dates

Approve research question.

IB12 – Food: Areas of food sufficiency and deficiency

IB outcome: Explain how changes in agricultural systems, scientific and technological innovations, the expansion of the area under agriculture and the growth of agribusiness have increased the availability of food in some areas, starting with the Green Revolution and continuing since.

1: Take detailed notes of the following videos:

What is the green revolution?

 What are the drawbacks of the green revolution?

 

2. Read this article and answer the following question:

Explain the main lines of the Green Revolution [5]

With specific examples, discuss the benefits of the Green Revolution [5]

With specific examples, discuss the drawbacks of the Green Revolution [5]

3. Read Codrington p. 432 to 437 and answer questions 1, 2, 3, 4.

Due next class.

 

 

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