Ordinary Level Geography: Core Unit 2 (Regional Geography).
These are past exam questions from Leaving Certificate Geography 2013 backwards. These questions are only those relating to regional geography in Ireland for Ordinary level only.
Leaving Certificate Geography Higher Level.
Past exam questions (2013 back) from Core Unit 2: Regional Geography. These exam questions only relate to Irish regions.
JAIT-23rd Meeting about JETRO introduction from Minako KawasakiAyumi Mizoshiri
JAIT-23rd Meeting about JETRO introduction from Minako Kawasaki
Topics
- She will talk about the Status of Inward Foreign Direct(IFD) Investment to Japan
- How Australian companies invest in Japan
- What services JETRO can offer you
- 日本の対内直接投資の状況
- 豪州企業による対日投資進出
- ジェトロの支援サービスのご紹介
The Greater Dublin Area (GDA region) is an example of a core socio-economic region in Ireland. It is comprised of four counties: Dublin, Meath, Kildare and Wicklow. This core region is often contrasted with the peripheral socio-economic region - the BMW or Border Midlands and West region. The GDA is studied for both higher and ordinary level Leaving Certificate Geography in Ireland.
Leaving Certificate Geography: Economic Elective
Students must study Developed Economies as part of the Economic Elective. Financial Services in Ireland is a Case Study of a Developed Economy.
Past Exam Question:
Examine the development of services in a developed economy that you have studied. (30 marks)
Leaving Certificate Geography Higher Level.
Past exam questions (2013 back) from Core Unit 2: Regional Geography. These exam questions only relate to Irish regions.
JAIT-23rd Meeting about JETRO introduction from Minako KawasakiAyumi Mizoshiri
JAIT-23rd Meeting about JETRO introduction from Minako Kawasaki
Topics
- She will talk about the Status of Inward Foreign Direct(IFD) Investment to Japan
- How Australian companies invest in Japan
- What services JETRO can offer you
- 日本の対内直接投資の状況
- 豪州企業による対日投資進出
- ジェトロの支援サービスのご紹介
The Greater Dublin Area (GDA region) is an example of a core socio-economic region in Ireland. It is comprised of four counties: Dublin, Meath, Kildare and Wicklow. This core region is often contrasted with the peripheral socio-economic region - the BMW or Border Midlands and West region. The GDA is studied for both higher and ordinary level Leaving Certificate Geography in Ireland.
Leaving Certificate Geography: Economic Elective
Students must study Developed Economies as part of the Economic Elective. Financial Services in Ireland is a Case Study of a Developed Economy.
Past Exam Question:
Examine the development of services in a developed economy that you have studied. (30 marks)
Secondary activities, tertiary activities and human processes in the Mezzogiorno region.
Teaching aid for discussing these activities for regional geography (Leaving Certificate Geography)
Leaving Certificate Geography
Economic Elective
Students are required to study developed economies and changes that have occurred in the economic activities that take place in these economies.
This is a case study designed to teach students how industrial decline occurred in Wallonia and some of the impacts that this decline has on the country,
Leaving Certificate Geography
Economic Elective
Students must study Developed Economies as part of the Economic Elective. Mass Tourism in Spain is a case study that may be studied as part of Developed Economies.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Secondary activities, tertiary activities and human processes in the Mezzogiorno region.
Teaching aid for discussing these activities for regional geography (Leaving Certificate Geography)
Leaving Certificate Geography
Economic Elective
Students are required to study developed economies and changes that have occurred in the economic activities that take place in these economies.
This is a case study designed to teach students how industrial decline occurred in Wallonia and some of the impacts that this decline has on the country,
Leaving Certificate Geography
Economic Elective
Students must study Developed Economies as part of the Economic Elective. Mass Tourism in Spain is a case study that may be studied as part of Developed Economies.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Core Unit 2: Leaving Certificate Gegraphy (Ordinary Level)
1. Regional Geography
Ordinary Level Exam Questions relating to Irish Regions
Short Questions
2013 Q8 & Q9
2012 Q2
2011 Q9
2010 Q3
2008 Q7
2007 Q4 & Q11
2006 Q11
Draw a Graph
2007 Q6 A
2006 Q4 A
Table/Chart/Map Interpretation
2013 Q5 A
2012 Q5 A
2011 Q5 A
2010 Q5 A
2009 Q5 A
2008 Q6 A
2007 Q5 A
2006 Q6 A
Map Work
2013 Q4 A
Draw a sketch map of Ireland. On it show and name the following:
Two contrasting regions in Ireland
A named town or city in each region
A named river in each region. (30 marks)
2. 2012 Q6 A
Draw a sketch map of Ireland. On it show and name the following:
One region studied by you
One named river in the region
One named mountain in the region
One named town or city in the region. (30 marks)
2011 Q4 A
Draw a sketch map of Ireland. On it show and name:
Two named regions studied by you
One named river
One named mountain range. (30 marks)
2010 Q6 A
Draw a sketch map of Ireland. On it mark and name:
One region studied by you
One named river in the region
One named mountain in the region
One airport or port in the region. (30 marks)
2009 Q4 A
Draw a sketch map of Ireland. On it mark and name:
Two contrasting regions
One town or city in each region
One named mountain in each region. (30 marks)
2008 Q4 A
Draw a sketch map of Ireland. On it mark and name:
Two contrasting regions
One named mountain area or one named river in each region. (30 marks)
3. 2007 Q4 A
Draw a sketch map of Ireland. On it mark and name:
Two contrasting regions
One named mountain area or one named river in each region. (30 marks)
2006 Q5 A
Draw a sketch map of Ireland. On it mark and name:
Two contrasting regions
One major city or town in each region. (30 marks)
Problems faced by regions
2012 Q6 C
Describe two problems faced by any region that you have studied. (30 marks)
Economic Activities in Ireland
2013 Q6 B
Explain how any two of the following influence the development of agriculture in an
Irish region that you have studied:
Climate
Relief and Soils
Markets (40 marks)
4. 2012 Q 4 C
Tourism
Transport
Manufacturing
Describe the importance of any two of the above activities in an Irish region that you
have studied. (40 marks)
2011 Q4 B
Name an Irish region you have studied and explain any two of the following:
The reasons why tourists are attracted to this region
The type of farming practiced in this region
The importance of transport in this region. (40 marks)
2011 Q5 B
Explain how any two of the following influence the development of manufacturing
industry in an Irish region you have studied:
Transport
Raw materials
Markets
Government and EU Policy
Clearly state the name of the region in your answer. (30 marks)
2010 Q4 B
Explain how any two of the following influence the development of agriculture in an
Irish region you have studied:
Relief and soils
Climate
EU Policies
Markets
Clearly state the name of the region in your answer. (40 marks)
5. 2009 Q5 B
With reference to any Irish region which you have studied answer the following
questions. Clearly state the name of the region in your answer.
(i) Explain two reasons why tourists are attracted to this region.
(ii) Explain one problem that tourism brings to this region. (40 marks)
2008 Q4 B
Explain two factors which influence either agriculture or industry in one Irish region
studied by you. Clearly state the name of the region in your answer. (40 marks)
2007 Q4 B
Explain two factors which influence either agriculture or industry in one Irish region
studied by you. Clearly state the name of the region in your answer. (40 marks)
2006 Q5 B
Explain the importance of one of the primary industries listed below to the economy
of any European region studied by you:
Agriculture
Forestry
Fishing
Mining/Energy (30 marks)
Urban Regions
2010 Q5 C
Explain two reasons for the growth of one urban area in any region you have studied.
Clearly state the name of the urban area in your answer. (30 marks)
6. 2009 Q4 C
(i) Name any one urban area in Ireland which you have studied.
(ii) Explain one reason for the growth of that urban area.
(iii) Describe one problem this growth has caused within that urban area. (30
marks)
EU and Ireland
2010 Q6 C
In 2004 ten new countries joined the European Union.
(i) Name and describe one positive effect this has had on Ireland.
(ii) Name and describe one problem which this has created for Ireland. (40
marks)
2008 Q6 B
The European Union has had a major impact on the development of Irish regions
through its policies and distribution of funds. Describe the influence of the EU on
any one Irish region which you have studied. Clearly state the name of the region in
your answer. (30 marks)
Cultural Regions
2009 Q6 B
“The culture of a region is often defined as its language, music, dance and religion
but these can vary from region to region.” Examine the importance of culture in any
one Irish region which you have studied using any two of the factors named above.
(30 marks)
7. 2007 Q6 C
A region’s culture can be defined by the following:
Language
Religion
Music/Dance
Traditional Costumes
Explain any two from the list above using any region which you have studied. Clearly
state the name of the region in your answer. (30 marks)
Contrasting Regions
2006 Q6 B
With reference to two contrasting European regions explain the differences between
them under one of the following headings:
Climate
Population patterns
Energy sources
Manufacturing industry. (40 marks)