Month: January 2015 (page 1 of 2)

InS 8: Globalization Product Placement

We have been discussing how companies adapt their products to better fit different markets, considering local culture, tastes and laws.

Project 1

  • Choose one cultural item that you know well and are interested in. This could be a dance, a style of music, a sport, a food item, a piece of clothing etc. The cultural item can come from any country, but it should probably be one that you are familiar with.
  • Choose one country you would want to promote the item to. It should be a country with a different culture, background, climate, etc.
  •  Write a one-paragraph background. How did the the thing originate initially? How is it sold today? How is it practiced/worn/performed/etc in the country of origin?
  • Adapt the product for the new country. Consider ways that you have to adapt it for the new culture.
  • Create a one page ad/poster or 30 second commercial for the adapted product

TSC

When you have decided your product, fill in this document: 8B 8C

IB 11: The Spread of Disease

IB Expectations: Explain how the geographic concepts of diffusion by relocation and by expansion apply to the spread of diseases. Examine the application of the concept of barriers in attempts to limit the spread of diseases. Describe the factors that have enabled reduction in incidence of a disease.

 

What is Ebola?

 See more detailed explanation here 

How has it spread? See also: Here

Barriers to Ebola:

June 2014: MSF: Outbreak is out of control

December 2014: MSF says international community is not doing enough not 

Washington Post: What is needed?

Activity: As a group, we will create a mini case study on the spread and control of Ebola:

  • What is Ebola? How is it transmitted? What are the symptoms? What are the causes?
  • Explain the geographic concepts of diffusion by relocation and expansion of the recent Ebola outbreak. Where did it start, where did it spread and how did it spread? Use the vocabulary learned last class.
  • Barriers: What are the geographic barriers to Ebola? What human barriers have been put in place thus far for the Ebola outbreak? Classify them?
  • Describe the factors that have enabled reduction in incidence of Ebola in a specific region

Summative Assessment

InS 10: Energy Project

Statement of Inquiry:

In order to create a more sustainable community, we must be innovators.”

 

For this project, you will be working as one single group. All of you.

The goal is to find a way for YIS households to be more energy efficient. To do so, you will work as a group to research, organize, plan and pitch an alternative energy initiative in YIS homes.

You have absolute freedom as to the type of energy, the presentation and the methodology to reach your goal. The only requirement is that you actually reach-out to the greater community and initiate conversation and/or change.

You will be graded on a TSC that you will create later-on, based on the task requirements specific to your personal role in the project.

You will keep a research log of your work throughout the project. Here is the link.

Due date: 4 weeks from now.

IB11: Intro to disease

Vocabulary review:

  • Hale: Health Adjusted Life Expectancy: Number of years in full health that a newborn can expect ct to live (minus disease and injury)
  • DALY: Disability-Adjusted Life Year (DALY) is a measure of overall disease burden, expressed as the number of years lost due to ill-health, disability or early death. (days/100 000 pop)
  • Incidence (epidemiology): number of confirmed cases annually
  • Prevalence: number of cases per 10 000 pop

Exercise:

1. Complete this Google doc

2. Rank all of these diseases on the epidemiological transition model from 1>5

3. Can you classify diseases in terms of socio-economic prevalence?

Homework: Read Codrington p. 443 to 449

IB HL unit 3: Economic Interactions and Flows

Examine the importance of loans, debt repayment, development aid, remittances, foreign direct investment and repatriation of profits in the transfer of capital between the developed core areas and the peripheries.

What are the risks and benefits of the world’s economies becomes increasingly integrated?

The role of TNCs: here  — What is the role of government in regulating TNCs and FDI?

The power of debt How is debt important in transferring money between the core and the periphery?

IB HL: Extension and Density of networks

  • What is the Internet?
  • How does it work?
  • How has it expanded across the world in terms of intensity and scale?

  • The video says that the internet is decentralised, open and totally neutral. Is it?
  • Who controls the internet?
  • What problems can arise from a completely free internet? From a government controlled internet?

Homework:

1: Watch these videos:

History of the internet:

 

How the internet works:

Then,

Read handout: Guinness p. 48 to 55

You will have a paper 3 style in-class essay on Monday

 (Formative…relax!)

IB: Food: Organic Farming

As you watch, consider the environmental, social and economic benefits and drawbacks of Organic Farming.

Question: Would you consider subsistence faring organic? Is it sustainable?

Further reading:

You completed Codrington p. 440 to 443 over the holidays (most of you!!!)

See also: this article

IB HL: Time–space convergence and the reduction in the friction of distance

Port of Rotterdam – Logistics

Ultra Large container vessels (ULCV) with a capacity over 10,000 TEU

  First one was in 2009

  There are currently 163 ships on the world’s seas

  120 more are on order, including Maersk’s fleet of 20 Triple Es.

Benefits:

  • Reduce cost
  • Bigger boats should be more fuel efficient
  • Less crowding in ports

Drawbacks:

  • Require new modern high speed crane systems
  • May be too big for some canals and ports, making them useless on some routeways
  • Some do not pass through main canals: Suez – Panama – Strait of Malacca
  • Larger ships are more vulnerable to decline in world trade (high break-even point)

The Tripple E”

InS 10: Energy Efficient homes presentation

We have discussed issues of sustainable development, focusing on the idea that we have unlimited wants and limited supply of goods. The next logical discussion is what alternate energy sources exist and how viable they are as a means of gathering energy.

First, here is the video I spoke to you about last class.

Then, we will begin working on our first summative assessment of this unit.

The due date is Thursday, January 22nd.

 

IB11: Food: Addressing Imbalances

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 Codrington p425 to 432, as well as three of the following articles (one from each section) and evaluate their content:

Section 1: Fair Trade

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: Aid

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: Market Access

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

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