This is a revised version of a much valued resource that I created last year. I've added more detail & structure and embedded some great film clips into it. See what you think.
As always, any feedback is really useful.
Thanks, Simon
A sample of the resources I have been busy creating this year. Feel free to use & adapt them. Pay it back with a tweet if you do, please! As always, any feedback is really useful. Thanks Simon
This is a 'remix' of a very popular resource. Designed to have a high impact in the classroom, on a big screen or an iPad, it gives Geographers the 'visual literacy' that the subject needs.
As always, any feedback is really useful.
Thanks
Simon
A Better World is Possible. Global Future Day. Pearson College, Metchosin, Vi...Guy Dauncey
What future is probable? What future is possible? What knowledge and skills do we need to make our finest contribution to the future? Keynote presentation at Pearson College's Global Future Day, Feb 20, 2014.
Triggers to create a concept rayn howayekRayn HOWAYEK
The document outlines 22 different triggers or techniques for creating concepts to communicate a product's unique selling proposition (USP) or key benefit without using words. These include depicting the USP through pictures, combining the product with something else, comparing it to unrelated contexts, repetition, exaggeration, inversion, suggesting alternatives, paradoxes, storytelling, absurd/surreal ideas, literal interpretations, and using metaphors or alternative media. The goal is to find vivid, engaging ways to portray the product's benefit through visuals and new perspectives.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
The cyclone HudHud originated in the North Andaman Sea in the Bay of Bengal and made landfall in Andhra Pradesh and Odisha in India. It had wind speeds as high as 170-180 km/h which uprooted 70% of trees and damaged 70% of power lines in Vishakhapatnam. Over 300 relief camps were opened and the government distributed food rations and aid worth Rs. 1000 crore to help over 300,000 people across 59 villages affected by the cyclone.
1) In October 2014, category 3 tropical cyclone Hudhud made landfall in Andhra Pradesh, India, damaging the city of Visakhapatnam with 200 km/h winds and 3 meter waves.
2) The state and central governments of Andhra Pradesh and Odisha responded effectively due to their experience with floods and cyclones through the National Cyclone Risk Mitigation Project.
3) The Red Cross provided immediate disaster response by assessing damages, evacuating and rescuing over 1,000 families, and clearing debris in the four most affected districts of Andhra Pradesh. They also support cyclone preparedness in Odisha.
Typhoon Haiyan formed in November 2013 and struck the Philippines on November 8th as a category 5 typhoon with peak gust speeds of 379 kph, making it one of the strongest storms on record. It affected Southeast Asia, especially the Philippines, Vietnam, and China. Typhoon Haiyan caused over 6,000 deaths, destroyed over 160,000 buildings and 384,000 acres of land, resulting in an estimated $1.5 billion in damages. It was one of the worst typhoons to impact the Philippines.
A sample of the resources I have been busy creating this year. Feel free to use & adapt them. Pay it back with a tweet if you do, please! As always, any feedback is really useful. Thanks Simon
This is a 'remix' of a very popular resource. Designed to have a high impact in the classroom, on a big screen or an iPad, it gives Geographers the 'visual literacy' that the subject needs.
As always, any feedback is really useful.
Thanks
Simon
A Better World is Possible. Global Future Day. Pearson College, Metchosin, Vi...Guy Dauncey
What future is probable? What future is possible? What knowledge and skills do we need to make our finest contribution to the future? Keynote presentation at Pearson College's Global Future Day, Feb 20, 2014.
Triggers to create a concept rayn howayekRayn HOWAYEK
The document outlines 22 different triggers or techniques for creating concepts to communicate a product's unique selling proposition (USP) or key benefit without using words. These include depicting the USP through pictures, combining the product with something else, comparing it to unrelated contexts, repetition, exaggeration, inversion, suggesting alternatives, paradoxes, storytelling, absurd/surreal ideas, literal interpretations, and using metaphors or alternative media. The goal is to find vivid, engaging ways to portray the product's benefit through visuals and new perspectives.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
The cyclone HudHud originated in the North Andaman Sea in the Bay of Bengal and made landfall in Andhra Pradesh and Odisha in India. It had wind speeds as high as 170-180 km/h which uprooted 70% of trees and damaged 70% of power lines in Vishakhapatnam. Over 300 relief camps were opened and the government distributed food rations and aid worth Rs. 1000 crore to help over 300,000 people across 59 villages affected by the cyclone.
1) In October 2014, category 3 tropical cyclone Hudhud made landfall in Andhra Pradesh, India, damaging the city of Visakhapatnam with 200 km/h winds and 3 meter waves.
2) The state and central governments of Andhra Pradesh and Odisha responded effectively due to their experience with floods and cyclones through the National Cyclone Risk Mitigation Project.
3) The Red Cross provided immediate disaster response by assessing damages, evacuating and rescuing over 1,000 families, and clearing debris in the four most affected districts of Andhra Pradesh. They also support cyclone preparedness in Odisha.
Typhoon Haiyan formed in November 2013 and struck the Philippines on November 8th as a category 5 typhoon with peak gust speeds of 379 kph, making it one of the strongest storms on record. It affected Southeast Asia, especially the Philippines, Vietnam, and China. Typhoon Haiyan caused over 6,000 deaths, destroyed over 160,000 buildings and 384,000 acres of land, resulting in an estimated $1.5 billion in damages. It was one of the worst typhoons to impact the Philippines.
Sec 2 Geography Impacts of Floods (Part 2)Karen Kang-Lim
Floods can have significant social and economic impacts on cities. Socially, floods can cause injuries, spread of diseases, and loss of life from homelessness or disrupted access to clean water. Economically, floods can damage machinery and equipment, preventing factories from operating at full capacity. Transport infrastructure like roads and airports may also be damaged by floodwaters, reducing productivity and employment. Disruption to energy supply is another economic impact, as power outages prevent operation of factories and businesses. Overall, floods decrease economic output and individual incomes through these social and economic effects.
The document summarizes the devastating impact of Super Typhoon Haiyan which struck the Philippines in November 2013. It describes widespread destruction of infrastructure, homes and displacement of residents across several cities and provinces. The death toll is estimated to be over 10,000 with thousands more missing. International aid is pouring in to support emergency relief efforts and address shortages of food, water and medicine. The response aims to deliver emergency shelter, supplies and restore critical services to hundreds of thousands affected by the typhoon.
Typhoon Haiyan was one of the strongest tropical cyclones on record, devastating portions of Southeast Asia in November 2013. It caused catastrophic destruction in the Philippines, where over 6,300 people were killed. Agricultural areas were heavily impacted, with rice fields, coconut trees, and fishing communities affected. The typhoon destroyed thousands of acres used for rice farming and impacted the livelihoods of over 1 million farmers. Key industries like sugarcane and coconut production also suffered severe damage. Typhoon Haiyan weakened as it moved through Vietnam and dissipated over land on November 11, causing billions in damages across multiple countries.
The document is a presentation about typhoons in the Philippines. It provides background on the history of typhoons in the country, including details on recent major typhoons like Yolanda. It also shares safety tips for what to do during a typhoon, such as staying indoors, securing loose objects, listening to weather reports, and preparing food and water supplies in advance. The presentation aims to educate people on typhoon preparedness and safety measures.
1) The Hudhud cyclone that hit Visakhapatnam, India in October 2014 was the most devastating cyclone in the city's history, killing at least 46 people and causing $11 billion in damages.
2) The cyclone struck Visakhapatnam with winds over 115 mph, cutting off power and communication lines for residents. Over 400,000 people were evacuated from vulnerable coastal areas in advance of the storm.
3) While the cyclone was destructive, it also brought some communities closer together and reminded families of the importance of unity in difficult times.
This document discusses Typhoon Haiyan, one of the most devastating storms to hit land. It explores why typhoons occur in certain locations, focusing on the physical landscape and socio-cultural conditions that influenced the level of destruction from Haiyan in the Philippines. Specifically, it examines the locational propensity for typhoons in the Central Philippines due to the physical landscape, as well as the pre-existing marginal socio-cultural conditions that impacted resiliency and recovery. Long-term recovery requires natural hazard planning and cultural change for impacted communities.
A companion piece to my last resource on Haiyan. As always the aim is to use simple means to convey complex geographical issues & put the viewer in the picture rather than just give out information & elicit a rather tame & predictable response. I've embedded some high-order thinking skills in this one. See what you think.
Any feedback, as always would be really, really useful.
Thanks
Simon
I was asked by Geelong College to present on Sustainability. I am not a scientist or climate change expert, so I decided to focus my presentation on the stuff I know best. This is a presentation about learning to make the transition to a more more sustainable lifestyle, business, school community or wahtever. In advance, apologies for the 'clutter' on a few of the slides.
Complexity, Collaboration and UnconferencingGeoff Brown
Geoff Brown discusses focusing on solutions rather than problems to enable change. He advocates using new approaches like "unconferencing" conferences to invite collaborative content and value non-experts. Understanding complexity is also important, as is recognizing that human behavior is complexly influenced by social networks. Solutions should be the focus through approaches like appreciative inquiry and positive psychology.
This document provides instructions for setting up the field for the 2013 FLL robot game. It includes:
1) Details on constructing a practice field table with dimensions of 96" x 48" using plywood, 2x3 boards, and saw horses. The table surface is painted black.
2) Instructions for building mission models using LEGO elements from the field setup kit according to diagrams.
3) Guidelines for arranging the completed mission models on the field mat centered on the table, including details on a "shared" model that spans both sides of back-to-back competition tables.
4) Requirements that the field must be set up within 5 minutes without adult help for tournament judging.
Giz team building retreat conflict managementEwen Le Borgne
The document provides an overview of managing conflict by recognizing it, understanding its causes and consequences, and preventing dysfunctional conflict. It discusses the different levels and observable behaviors of conflict, as well as frameworks for understanding its sources. The document outlines strategies for managing conflict such as identifying and responding to it quickly, choosing an appropriate conflict management option based on importance and relationships, and adopting a cooperative mindset. It emphasizes preventing dysfunctional conflict by role modeling good behavior, building relationships, self-awareness, and thinking win-win.
Read our whitepaper to find out more about our bespoke social media simulations.
Our specialist content team works with you to create a simulated experience that is directly relevant to your brand, based on a realistic situation that your team might face on social media.
E moderation carrot-rehearsing-managing-social-media-crisis-july-2013Emoderation
This document discusses the importance of rehearsing for a social media crisis. It provides three main reasons for rehearsing: 1) It gives your crisis team confidence to handle difficult situations and highlights any gaps in policies or processes; 2) It allows you to experiment with different response strategies and tones of voice in a controlled environment before a real crisis; 3) Practicing crisis responses programs your brain so that your responses become automatic when a real crisis occurs. The document also outlines factors to consider when planning crisis responses, building a crisis team, and communicating during a crisis to manage reputation. It emphasizes controlling your response, not the message, and the importance of transparency.
The document discusses moral values during the COVID-19 pandemic. It lists values like prioritizing, clarity, generosity, affection, and apologizing. It then asks questions about the values mentioned, feelings people are facing, examples of solidarity, and what people have learned. The pandemic has taught people the importance of thinking about others, sharing, and valuing time with family. It provides vocabulary words and sentences for students to practice.
Managing conflict: Recognising it Dealing with it Preventing itILRI
The document discusses managing conflict through recognizing, understanding, and preventing it. It defines conflict and describes observable conflict behaviors. The causes of intrapersonal, interpersonal, and inter-group conflict are examined. Strategies for managing conflict include identifying it quickly, analyzing the causes, and responding promptly. Different conflict management options are outlined. Preventing dysfunctional conflict involves role modeling good behavior, building relationships, self-awareness, thinking win-win, listening to others, and cherishing shared values.
The document discusses a new approach called Relief 2.0 for more effective disaster response. It focuses on empowering local stakeholders and volunteers to address community needs through mobile technologies and social networks. This decentralized approach aims to fill gaps left by traditional top-down relief efforts. Relief 2.0 works by individuals and groups reporting local incidents and needs online. These are then verified and shared until addressed by small, independent response units supported by the social network. The goal is more dignified relief that generates wealth and capacity within the affected communities.
It's A Good Thing More People Don't Care About Global Warming: A Surprising J...Sustainable Brands
B. Lazlo Karafiath presents on the challenges of communicating climate change and activating more of the population. Culture Culture Inc. uses "meme science" to map how ideas spread through cultures. Their analysis found climate change messaging primarily reached archetypes like heroes and explorers, but not the "innocents" that make up the majority. Their next project aims to find symbiotic memes that appeal to values like harmony, survival, and cooperation to motivate more widespread action among middle-income families. The presentation concludes by stating lasting change requires building new models that make existing realities obsolete.
This document discusses decision-making skills and provides tools and examples. It describes decision-making as generating alternatives and ranking them based on impacts. It introduces the APC and CAF tools - APC involves traditional and creative alternatives, while CAF considers factors like purpose, feasibility, impacts. Examples are given of decisions that failed to consider key factors, like a project threatening dolphins or locust swarms resulting from eliminating sparrows. The document encourages learning models and applying them by documenting the process and sharing insights.
This is a series of lessons I designed for teaching the Environment unit of work in the Sociology UOL IFP. Readings refer to OUL Sociology coursebook, the Giddens text and the National Geographic. Videos on Palm Oil can be found easily on Youtube.
Sec 2 Geography Impacts of Floods (Part 2)Karen Kang-Lim
Floods can have significant social and economic impacts on cities. Socially, floods can cause injuries, spread of diseases, and loss of life from homelessness or disrupted access to clean water. Economically, floods can damage machinery and equipment, preventing factories from operating at full capacity. Transport infrastructure like roads and airports may also be damaged by floodwaters, reducing productivity and employment. Disruption to energy supply is another economic impact, as power outages prevent operation of factories and businesses. Overall, floods decrease economic output and individual incomes through these social and economic effects.
The document summarizes the devastating impact of Super Typhoon Haiyan which struck the Philippines in November 2013. It describes widespread destruction of infrastructure, homes and displacement of residents across several cities and provinces. The death toll is estimated to be over 10,000 with thousands more missing. International aid is pouring in to support emergency relief efforts and address shortages of food, water and medicine. The response aims to deliver emergency shelter, supplies and restore critical services to hundreds of thousands affected by the typhoon.
Typhoon Haiyan was one of the strongest tropical cyclones on record, devastating portions of Southeast Asia in November 2013. It caused catastrophic destruction in the Philippines, where over 6,300 people were killed. Agricultural areas were heavily impacted, with rice fields, coconut trees, and fishing communities affected. The typhoon destroyed thousands of acres used for rice farming and impacted the livelihoods of over 1 million farmers. Key industries like sugarcane and coconut production also suffered severe damage. Typhoon Haiyan weakened as it moved through Vietnam and dissipated over land on November 11, causing billions in damages across multiple countries.
The document is a presentation about typhoons in the Philippines. It provides background on the history of typhoons in the country, including details on recent major typhoons like Yolanda. It also shares safety tips for what to do during a typhoon, such as staying indoors, securing loose objects, listening to weather reports, and preparing food and water supplies in advance. The presentation aims to educate people on typhoon preparedness and safety measures.
1) The Hudhud cyclone that hit Visakhapatnam, India in October 2014 was the most devastating cyclone in the city's history, killing at least 46 people and causing $11 billion in damages.
2) The cyclone struck Visakhapatnam with winds over 115 mph, cutting off power and communication lines for residents. Over 400,000 people were evacuated from vulnerable coastal areas in advance of the storm.
3) While the cyclone was destructive, it also brought some communities closer together and reminded families of the importance of unity in difficult times.
This document discusses Typhoon Haiyan, one of the most devastating storms to hit land. It explores why typhoons occur in certain locations, focusing on the physical landscape and socio-cultural conditions that influenced the level of destruction from Haiyan in the Philippines. Specifically, it examines the locational propensity for typhoons in the Central Philippines due to the physical landscape, as well as the pre-existing marginal socio-cultural conditions that impacted resiliency and recovery. Long-term recovery requires natural hazard planning and cultural change for impacted communities.
A companion piece to my last resource on Haiyan. As always the aim is to use simple means to convey complex geographical issues & put the viewer in the picture rather than just give out information & elicit a rather tame & predictable response. I've embedded some high-order thinking skills in this one. See what you think.
Any feedback, as always would be really, really useful.
Thanks
Simon
I was asked by Geelong College to present on Sustainability. I am not a scientist or climate change expert, so I decided to focus my presentation on the stuff I know best. This is a presentation about learning to make the transition to a more more sustainable lifestyle, business, school community or wahtever. In advance, apologies for the 'clutter' on a few of the slides.
Complexity, Collaboration and UnconferencingGeoff Brown
Geoff Brown discusses focusing on solutions rather than problems to enable change. He advocates using new approaches like "unconferencing" conferences to invite collaborative content and value non-experts. Understanding complexity is also important, as is recognizing that human behavior is complexly influenced by social networks. Solutions should be the focus through approaches like appreciative inquiry and positive psychology.
This document provides instructions for setting up the field for the 2013 FLL robot game. It includes:
1) Details on constructing a practice field table with dimensions of 96" x 48" using plywood, 2x3 boards, and saw horses. The table surface is painted black.
2) Instructions for building mission models using LEGO elements from the field setup kit according to diagrams.
3) Guidelines for arranging the completed mission models on the field mat centered on the table, including details on a "shared" model that spans both sides of back-to-back competition tables.
4) Requirements that the field must be set up within 5 minutes without adult help for tournament judging.
Giz team building retreat conflict managementEwen Le Borgne
The document provides an overview of managing conflict by recognizing it, understanding its causes and consequences, and preventing dysfunctional conflict. It discusses the different levels and observable behaviors of conflict, as well as frameworks for understanding its sources. The document outlines strategies for managing conflict such as identifying and responding to it quickly, choosing an appropriate conflict management option based on importance and relationships, and adopting a cooperative mindset. It emphasizes preventing dysfunctional conflict by role modeling good behavior, building relationships, self-awareness, and thinking win-win.
Read our whitepaper to find out more about our bespoke social media simulations.
Our specialist content team works with you to create a simulated experience that is directly relevant to your brand, based on a realistic situation that your team might face on social media.
E moderation carrot-rehearsing-managing-social-media-crisis-july-2013Emoderation
This document discusses the importance of rehearsing for a social media crisis. It provides three main reasons for rehearsing: 1) It gives your crisis team confidence to handle difficult situations and highlights any gaps in policies or processes; 2) It allows you to experiment with different response strategies and tones of voice in a controlled environment before a real crisis; 3) Practicing crisis responses programs your brain so that your responses become automatic when a real crisis occurs. The document also outlines factors to consider when planning crisis responses, building a crisis team, and communicating during a crisis to manage reputation. It emphasizes controlling your response, not the message, and the importance of transparency.
The document discusses moral values during the COVID-19 pandemic. It lists values like prioritizing, clarity, generosity, affection, and apologizing. It then asks questions about the values mentioned, feelings people are facing, examples of solidarity, and what people have learned. The pandemic has taught people the importance of thinking about others, sharing, and valuing time with family. It provides vocabulary words and sentences for students to practice.
Managing conflict: Recognising it Dealing with it Preventing itILRI
The document discusses managing conflict through recognizing, understanding, and preventing it. It defines conflict and describes observable conflict behaviors. The causes of intrapersonal, interpersonal, and inter-group conflict are examined. Strategies for managing conflict include identifying it quickly, analyzing the causes, and responding promptly. Different conflict management options are outlined. Preventing dysfunctional conflict involves role modeling good behavior, building relationships, self-awareness, thinking win-win, listening to others, and cherishing shared values.
The document discusses a new approach called Relief 2.0 for more effective disaster response. It focuses on empowering local stakeholders and volunteers to address community needs through mobile technologies and social networks. This decentralized approach aims to fill gaps left by traditional top-down relief efforts. Relief 2.0 works by individuals and groups reporting local incidents and needs online. These are then verified and shared until addressed by small, independent response units supported by the social network. The goal is more dignified relief that generates wealth and capacity within the affected communities.
It's A Good Thing More People Don't Care About Global Warming: A Surprising J...Sustainable Brands
B. Lazlo Karafiath presents on the challenges of communicating climate change and activating more of the population. Culture Culture Inc. uses "meme science" to map how ideas spread through cultures. Their analysis found climate change messaging primarily reached archetypes like heroes and explorers, but not the "innocents" that make up the majority. Their next project aims to find symbiotic memes that appeal to values like harmony, survival, and cooperation to motivate more widespread action among middle-income families. The presentation concludes by stating lasting change requires building new models that make existing realities obsolete.
This document discusses decision-making skills and provides tools and examples. It describes decision-making as generating alternatives and ranking them based on impacts. It introduces the APC and CAF tools - APC involves traditional and creative alternatives, while CAF considers factors like purpose, feasibility, impacts. Examples are given of decisions that failed to consider key factors, like a project threatening dolphins or locust swarms resulting from eliminating sparrows. The document encourages learning models and applying them by documenting the process and sharing insights.
This is a series of lessons I designed for teaching the Environment unit of work in the Sociology UOL IFP. Readings refer to OUL Sociology coursebook, the Giddens text and the National Geographic. Videos on Palm Oil can be found easily on Youtube.
The document outlines a campaign concept for WWF to inspire the "always on" generation aged 14-24 to care about environmental issues. The campaign is called "It's Not the Same" and uses the idea that in the future, wildlife may only exist as holograms if populations continue declining. The creative ideas show kids interacting happily with animal holograms that have glitches, representing a future where the real animals are extinct. The campaign would include print, digital and interactive elements to emotionally connect the target audience to the issues and motivate behavior change.
The document discusses disaster response and proposes an alternative approach called Relief 2.0. Relief 2.0 focuses on empowering local stakeholders and utilizing social networks and mobile technologies to directly address needs in affected areas. It aims to fill gaps left by traditional top-down relief efforts and prevent turning disaster survivors into refugees. The approach would match affected local businesses with similar businesses elsewhere to help them reopen quickly in a dignified and collaborative way.
This document discusses different types of problems including problematic problems, complex contradictions, muddy messes, dilemmas, and paradoxes. It notes that problems are often perceived incorrectly due to biases, assumptions, and limited perspectives. Different approaches are needed to address different problem types, such as applying rational problem solving for clear problems, negotiation for contradictions, and exploring dilemmas interactively with stakeholders. True problems cannot be ignored, while non-problems or perceived problems may not require solutions.
This document provides a series of prompts to encourage thinking about the world from an aerial perspective. It asks the reader to consider what patterns and features they notice when looking down on cities, landscapes, coastlines, and river systems. For each type of landscape, it prompts the reader to think about and discuss the patterns they see, outstanding features, and why things may be shaped in that way. The overall aim is to help geographers understand the world from a different vantage point using technology like aerial photography.
The document provides instructions for geographers to develop their visual skills through sketching landscapes. It directs them to sketch the landscape in as much detail as possible, labeling features and annotating processes observed. Geographers are then instructed to pair up, share their sketches, and compare observations in order to develop their ability to visually document geographical information.
This is a revised & updated version of a really great resource to help Geography teachers start the new year in style. As always, any comments & feedback is really useful.
Thanks, simon
A recently revised and refined version of a fantastic resource about the Japanese tsunami of 2011. Feel free to download & use it.
As always, any comments are really really useful.
Thanks, Simon
This is an updated version of a great Geography revision resource from last year. See what you think.
As always, any feedback is really useful.
Thanks
Simon
This is an upgrade of an earlier resource that I created about river features. I've embedded new links and slides to really enhance the experience.
As always, any feedback is really really useful.
Thanks
Simon
Another great resource redesigned for maximum impact on any device or big screen. As always, I've provided you with the paint, now you create the picture!
Any feedback or comments would be really useful.
Thanks
Simon
This is a side project I have been working on. Can we use music to help students recall information. In a fun way of course!
See what you think.
As always, any feedback is really useful.
Thanks
Simon
Lets start off the new school year in style! This is a re-imagining of an older resource designed to introduce the subject to new students in a highly visual manner. Feel free to use & share it. Check out the links.
As always, any feedback would be really useful.
Thanks, Simon
This is a call to all Geographers to introduce a Visual Literacy to their teaching & learning. My inspiration comes from the many great Geographers out there, & from the many great designers out there, especially those who created the fantastic sleeves for 'Blue note' jazz records. Stick it on your iPad, have a play around with it & see how good it is!
A short revision resource for Geographers everywhere. It's inspired by the old Blue Note jazz album covers. Once again, any feedback would be really really useful.
Thanks
Simon
This is a redesigned version of an earlier slide-deck that I produced for World Water Day. See what you think.
As always any feedback would be really useful.
Thanks, Simon
An updated & re-imagined version of a popular resource that I created two years ago. As always, any feedback would be really really useful.
Thanks Simon
A short primer to allow pupils to think & reflect on the recent storms & floods to hit the UK. The slides were culled from a wider range of resources that I have been creating.
Any feedback, as always, would be really really useful.
Thanks
Simon
Another great resource to help Geography students develop their high-order thinking & questioning skills.
Any feedback on this, or any other resources would be really, really useful.
Thanks
simon
Another Thinking Skills presentation on the disaster in the Phillipines. If you like it or use it, why not pay it forward with a tweet?
Any feedback is always really useful.
Thanks
Simon
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
2. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
3. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
4. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
5. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
6. 11 days later...
4 million displaced
4000 presumed dead
News update
Typhoon Haiyan occurred on 8th Nov 2013
7. 11 days later...
4 million displaced
4000 presumed dead
News update
Let’s think about how people
plan, prepare & react to a disaster
like Typhoon Haiyan!
Typhoon Haiyan occurred on 8th Nov 2013
9. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
10. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
if they go, where do they go?
11. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
if they go, where do they go?
if they go, what do they take?
12. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
if they go, where do they go?
if they stay, how do they prepare?
if they go, what do they take?
13. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
what exactly is your advice to them?
if they go, where do they go?
if they stay, how do they prepare?
if they go, what do they take?
14. In 24 hours Typhoon Haiyan will make landfall
do they stay or do they go?
what exactly is your advice to them?
if they go, where do they go?
if they stay, how do they prepare?
-Think about it
-Write it down
-Go & Share it!
if they go, what do they take?
15. Watch this!https://vimeo.com/channels/geographysoup/81041504
Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
andtellmeexactly...
TheKeypointaboutit...
Somethinggoodaboutit...
Somethingbadaboutit...
Somethingyoulovedaboutit...
Somethingfunnyaboutit!
17. You have just arrived here. You are in charge.
What are your priorities?
18. You have just arrived here. You are in charge.
What are your priorities?
Who are your priorities?
19. You have just arrived here. You are in charge.
What are your priorities?
Who do you need to help you?
Who are your priorities?
20. You have just arrived here. You are in charge.
What are your priorities?
Who do you need to help you?
Where do you start your plan?
Who are your priorities?
21. You have just arrived here. You are in charge.
What are your priorities?
Who do you need to help you?
Where do you start your plan?
Who are your priorities?-Think about it
-Write it down
-Go & Share it!
22. Watch this!https://vimeo.com/channels/geographysoup/80476161
Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
andtellmeexactly...
TheKeypointaboutit...
Somethinggoodaboutit...
Somethingbadaboutit...
Somethingyoulovedaboutit...
Somethingfunnyaboutit!
23. you are in charge. What is your plan of action?
24. you are in charge. What is your plan of action?
Can you break it down in to smaller steps?
25. you are in charge. What is your plan of action?
What is the first step in your plan?
Can you break it down in to smaller steps?
26. you are in charge. What is your plan of action?
What is the first step in your plan?
What is the second step in your plan?
Can you break it down in to smaller steps?
27. you are in charge. What is your plan of action?
What is the first step in your plan?
What is the second step in your plan?
Can you break it down in to smaller steps?
Who do you need to help you with your plan?
28. you are in charge. What is your plan of action?
What is the first step in your plan?
What is the second step in your plan?
Can you break it down in to smaller steps?
Who do you need to help you with your plan?
can you explain your plan to them?
29. you are in charge. What is your plan of action?
What is the first step in your plan?
What is the second step in your plan?
Can you break it down in to smaller steps?
Who do you need to help you with your plan?
can you explain your plan to them?
...in less than a minute?
30. you are in charge. What is your plan of action?
What is the first step in your plan?
What is the second step in your plan?
Can you break it down in to smaller steps?
Who do you need to help you with your plan?
can you explain your plan to them?
...in less than a minute?
...in just 8 steps?
31. This is my plan of action...
-Think about it
-Write it down
-Go & Share it!
1.
2.
3.
4.
5.
6.
7.
8.
32. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
34. now share & compare your plan of action!
What changes would you make?
35. now share & compare your plan of action!
What changes would you make?
how would you improve your plan?
36. now share & compare your plan of action!
What changes would you make?
how would you improve your plan?
what would happen if you combined plans?
37. now share & compare your plan of action!
What changes would you make?
how would you improve your plan?
what would happen if you combined plans?
can you propose an alternative to your plan?
38. now share & compare your plan of action!
What changes would you make?
how would you improve your plan?
what would happen if you combined plans?
can you propose an alternative to your plan?
how can you adapt your original plan?
39. This is my revised plan of action...
-Think about it
-Write it down
-Go & Share it!
1.
2.
3.
4.
5.
6.
7.
8.
40. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
42. you are in charge. What is your evaluation?
will it happen again?
43. you are in charge. What is your evaluation?
will it happen again?
why will it happen again?
44. you are in charge. What is your evaluation?
will it happen again?
when will it happen again?
why will it happen again?
45. you are in charge. What is your evaluation?
will it happen again?
when will it happen again?
where will it happen again?
why will it happen again?
46. you are in charge. What is your evaluation?
will it happen again?
how can we prepare for it?
when will it happen again?
where will it happen again?
why will it happen again?
47. you are in charge. What is your evaluation?
will it happen again?
how can we prepare for it?
what have you learned about the next time disaster strikes?
when will it happen again?
where will it happen again?
why will it happen again?
48. you are in charge. What is your evaluation?
will it happen again?
how can we prepare for it?
how do you get people to listen to you?
what have you learned about the next time disaster strikes?
when will it happen again?
where will it happen again?
why will it happen again?
49. you are in charge. What is your evaluation?
will it happen again?
how can we prepare for it?
how do you get people to listen to you?
what have you learned about the next time disaster strikes?
when will it happen again?
where will it happen again?
What is your ‘core message’?
why will it happen again?
50. This is my core message!
ThisiswhatInowknowinexactlyonehundredwords...
Think about it!
Write it down!
Go & share it!
Typhoon Haiyan occurred on 8th Nov 2013
51. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
52. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
53. Create... Think about it. Write it down. Share it.
A poster to get your key point
across. Without using words!
why?-Thereareover175languagesinthePhillipines!
54. Create... design...Think about it. Write it down. Share it. Think about it. Write it down. Share it.
A poster to get your key point
across. Without using words!
why?-Thereareover175languagesinthePhillipines! Tryit‘FiveinFiveStyle”!http://www.slideshare.net/jonesy2008/five-in-five
A presentation based on what you
know, explaining how to plan for
a disaster step by step!
55. Create... design...
compose... Think about it. Write it down. Share it.
Think about it. Write it down. Share it. Think about it. Write it down. Share it.
A poster to get your key point
across. Without using words!
why?-Thereareover175languagesinthePhillipines! Tryit‘FiveinFiveStyle”!http://www.slideshare.net/jonesy2008/five-in-five
youreditorwantsExactly500words.No more.Noless!
A press report explaining the changes
that need to be made to disaster
management & planning in the future.
A presentation based on what you
know, explaining how to plan for
a disaster step by step!
56. Create... design...
compose... invent...Think about it. Write it down. Share it. Think about it. Write it down. Share it.
Think about it. Write it down. Share it. Think about it. Write it down. Share it.
A poster to get your key point
across. Without using words!
An original way of solving one
particular problem or issue from
your plan of action.
why?-Thereareover175languagesinthePhillipines! Tryit‘FiveinFiveStyle”!http://www.slideshare.net/jonesy2008/five-in-five
youreditorwantsExactly500words.No more.Noless! ..andwritethecommercialtomarketyourproduct!
A press report explaining the changes
that need to be made to disaster
management & planning in the future.
A presentation based on what you
know, explaining how to plan for
a disaster step by step!
57. Learning Objective: To know,understand & evaluate how we deal with the
impacts of a tropical storm or natural disaster on a poorer part of the world.
identify&describe
eightwaysthatwe
canrespondtoa
naturaldisaster
evaluatehowwe
respondtoanatural
disaster&suggestsome
alternative&creative
solutions
Challenge
Thinking About Haiyan: should they stay or should they go?
Learning Outcome: To be able to create, design, compose and communicate a
plan of action & a response to Typhoon Haiyan in an original way.
analysetheways
werespondtoa
disaster&refine
theirplanofaction
allwill... mostwill... somewill...
Invent an
original method
of solving a
disaster related
problem or issue
59. Simon Jones 2014
http://www.linkedin.com/in/jonesy2010
http://be.net/SimonJones2013
https://twitter.com/jonesy2008
Connect with me...
View my portfolio...
Follow me...
t
A
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0 Contact me..
simon_jones_2@hotmail.com
Credits
Geographer. Designer. Englishman
This presentation is set in bebas neue
a contemporary sans serif created by
Dharma Type
p Curate with me..
http://www.pinterest.com/jonesy2012/boards/
Image Credits
newyorker.com
Zander Cassas
straitstimes
inquirer.net
nypost.com
afp
For more information on the typhoon, read this article!
http://www.vice.com/en_uk/read/what-we-shouldnt-be-
doing-in-the-wake-of-typhoon-yolanda
Some of it is set in the skinny by jusebox