This document proposes changes to geography curricula after the COVID-19 pandemic. It discusses how topics like urbanization, employment, climate change, and others will be impacted by the pandemic and argues these changes should be reflected in what is taught. Specific geographical themes are identified that may see changes like land use, weather, sustainability, and more. The document provides an introduction and overview of thinking on adapting curricula for "Post-Corona Geographies" to better prepare students for the changed world after the pandemic.
New PC Geographies (post coronavirus) v4.0GeoBlogs
This document proposes revisions to geography curricula in light of changes brought about by the COVID-19 pandemic. It suggests that many topics traditionally taught may no longer be as relevant or significant given new realities. It highlights emerging themes like urbanization, employment shifts, inequality, and climate change that could be emphasized. The author aims to "firm up" geographical content and remove less important areas to develop a "new geography" curriculum focused on the powerful knowledge students need as the world emerges from the pandemic.
New PC Geographies (Post Coronavirus) v6.0GeoBlogs
This document provides an overview of proposed changes to the geography curriculum in light of the COVID-19 pandemic and discusses new topics and themes that could be covered. It recognizes that some currently taught topics may no longer be as relevant due to changes brought on by the pandemic. The document outlines 28 physical and human geography topics that could be explored, such as urbanization, employment, globalization, and public health. It also discusses pedagogical approaches and considers how curriculum development may need to account for changes while also facilitating recovery. The goal is to emerge from the crisis in a wiser, better equipped way and derive lessons that can be applied to ongoing issues like climate change.
New PC Geographies (Post Coronavirus) v8.0GeoBlogs
This document provides an overview of how the COVID-19 pandemic could impact geography education going forward. It discusses numerous topics in both physical and human geography that may need to be reconsidered in light of new contexts and priorities emerging from the pandemic. The document serves as an initial exploration of curriculum changes and outputs that may help geography education better address lessons from the pandemic. It highlights several areas the author is developing further as new teaching resources.
This document proposes changes to geography curriculum in light of the COVID-19 pandemic. It suggests that many geographical topics and places studied will be impacted and the subject may undergo another "turn". While exam specifications will likely remain unchanged, elements within them and topics taught lower down in school will need to be reexamined as contexts have shifted. The pandemic underscores cross-border threats requiring global cooperation and the importance of vulnerable populations. Lessons can be derived to better prepare for challenges like climate change. A new geography curriculum may focus on recovery and teaching about COVID-19 with international perspectives.
This document provides an overview of potential changes to geography curricula post-COVID. It discusses how the pandemic has impacted many geographic topics and places studied. The author argues that when schools reopen, geography teaching will need to be adjusted to reflect changes from the pandemic and lockdown. Several themes that have emerged are identified, such as stronger connections to the Anthropocene and climate change. The document begins to develop ideas for a "new geography" curriculum focused on firmer geographic content and removing less essential topics. It also notes the pandemic may change perspectives on traditionally taught topics and priorities. The goal is to help geography education challenge status quos and reset topics in light of the global crisis.
This document provides an introduction and overview for developing a new geography curriculum in the post-COVID era. It discusses how the pandemic has already impacted many geographical topics and places studied. A new "PC Geography" curriculum will need to be adjusted to reflect the changes during school closures and remove less essential topics. Several themes have emerged that could form the basis for new geographies, including stronger connections to the Anthropocene and the climate emergency. The author seeks input from other geographers on how their areas of expertise may change and ideas for curriculum development. While teaching directly about COVID-19 may be too raw initially, lessons from the pandemic should be learned and incorporated into geography teaching going forward.
New PC Geographies (Post Coronavirus) - version 7.0GeoBlogs
This document provides an initial exploration of how the COVID-19 pandemic may impact geography education moving forward. It discusses how some traditional geography topics may no longer be as relevant given changes brought on by the pandemic, and identifies several emerging themes that could form the basis for a "new geography" curriculum. These include a stronger focus on climate change, urban resilience, changing employment patterns, and public health. The document serves as a starting point for rethinking what is taught in geography to better reflect the post-COVID world and draw lessons from the pandemic. It aims to develop new curriculum materials on these revised topics to support geography teaching when students return to school.
1. The document discusses the impacts of climate change on children, highlighting that climate-related disasters accounted for 87% of natural disasters in 2014, displacing over 26 million people annually.
2. It focuses on case studies from UNICEF that show the threats children face from climate change, including lack of access to food, water and education, and the work UNICEF is doing to increase resilience, such as building cyclone-proof schools in Madagascar.
3. One case study describes UNICEF working in the Central African Republic to provide sustainable water supplies through bamboo piping to conflict-affected communities and former child soldiers, helping reintegrate them.
New PC Geographies (post coronavirus) v4.0GeoBlogs
This document proposes revisions to geography curricula in light of changes brought about by the COVID-19 pandemic. It suggests that many topics traditionally taught may no longer be as relevant or significant given new realities. It highlights emerging themes like urbanization, employment shifts, inequality, and climate change that could be emphasized. The author aims to "firm up" geographical content and remove less important areas to develop a "new geography" curriculum focused on the powerful knowledge students need as the world emerges from the pandemic.
New PC Geographies (Post Coronavirus) v6.0GeoBlogs
This document provides an overview of proposed changes to the geography curriculum in light of the COVID-19 pandemic and discusses new topics and themes that could be covered. It recognizes that some currently taught topics may no longer be as relevant due to changes brought on by the pandemic. The document outlines 28 physical and human geography topics that could be explored, such as urbanization, employment, globalization, and public health. It also discusses pedagogical approaches and considers how curriculum development may need to account for changes while also facilitating recovery. The goal is to emerge from the crisis in a wiser, better equipped way and derive lessons that can be applied to ongoing issues like climate change.
New PC Geographies (Post Coronavirus) v8.0GeoBlogs
This document provides an overview of how the COVID-19 pandemic could impact geography education going forward. It discusses numerous topics in both physical and human geography that may need to be reconsidered in light of new contexts and priorities emerging from the pandemic. The document serves as an initial exploration of curriculum changes and outputs that may help geography education better address lessons from the pandemic. It highlights several areas the author is developing further as new teaching resources.
This document proposes changes to geography curriculum in light of the COVID-19 pandemic. It suggests that many geographical topics and places studied will be impacted and the subject may undergo another "turn". While exam specifications will likely remain unchanged, elements within them and topics taught lower down in school will need to be reexamined as contexts have shifted. The pandemic underscores cross-border threats requiring global cooperation and the importance of vulnerable populations. Lessons can be derived to better prepare for challenges like climate change. A new geography curriculum may focus on recovery and teaching about COVID-19 with international perspectives.
This document provides an overview of potential changes to geography curricula post-COVID. It discusses how the pandemic has impacted many geographic topics and places studied. The author argues that when schools reopen, geography teaching will need to be adjusted to reflect changes from the pandemic and lockdown. Several themes that have emerged are identified, such as stronger connections to the Anthropocene and climate change. The document begins to develop ideas for a "new geography" curriculum focused on firmer geographic content and removing less essential topics. It also notes the pandemic may change perspectives on traditionally taught topics and priorities. The goal is to help geography education challenge status quos and reset topics in light of the global crisis.
This document provides an introduction and overview for developing a new geography curriculum in the post-COVID era. It discusses how the pandemic has already impacted many geographical topics and places studied. A new "PC Geography" curriculum will need to be adjusted to reflect the changes during school closures and remove less essential topics. Several themes have emerged that could form the basis for new geographies, including stronger connections to the Anthropocene and the climate emergency. The author seeks input from other geographers on how their areas of expertise may change and ideas for curriculum development. While teaching directly about COVID-19 may be too raw initially, lessons from the pandemic should be learned and incorporated into geography teaching going forward.
New PC Geographies (Post Coronavirus) - version 7.0GeoBlogs
This document provides an initial exploration of how the COVID-19 pandemic may impact geography education moving forward. It discusses how some traditional geography topics may no longer be as relevant given changes brought on by the pandemic, and identifies several emerging themes that could form the basis for a "new geography" curriculum. These include a stronger focus on climate change, urban resilience, changing employment patterns, and public health. The document serves as a starting point for rethinking what is taught in geography to better reflect the post-COVID world and draw lessons from the pandemic. It aims to develop new curriculum materials on these revised topics to support geography teaching when students return to school.
1. The document discusses the impacts of climate change on children, highlighting that climate-related disasters accounted for 87% of natural disasters in 2014, displacing over 26 million people annually.
2. It focuses on case studies from UNICEF that show the threats children face from climate change, including lack of access to food, water and education, and the work UNICEF is doing to increase resilience, such as building cyclone-proof schools in Madagascar.
3. One case study describes UNICEF working in the Central African Republic to provide sustainable water supplies through bamboo piping to conflict-affected communities and former child soldiers, helping reintegrate them.
This document provides materials for a lesson on environmental migration caused by climate change. It includes a presentation by Dr. Koko Warner of the United Nations University on how environmental changes affect human migration patterns. The presentation examines the challenges of being an environmental migrant, including difficulties finding shelter and protections as a refugee. Projections estimate that climate change could displace over 200 million people by 2050. The lesson encourages students to consider solutions like supporting climate research, sustainable development, and international laws to address this growing issue.
Cultivating a Future ~ St Mary's University College, United Kingdom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document is the syllabus for a journalism course on environmental journalism taught at USC in spring 2013. The key points are:
1) The course aims to help students strengthen their skills in determining trustworthy sources on environmental issues, understanding important ecological topics, and employing journalism skills to tell impactful stories across multiple platforms.
2) Students will analyze and discuss environmental news coverage, with a focus on issues in Southern California and the Los Angeles River watershed. Assignments include individual news stories, a multimedia team project, and an in-depth final project.
3) Regular attendance and meeting deadlines are required. Students will present news analyses and contribute to an online discussion board. Readings, videos
Lessons learned from autonomous and planned adaptation experiences en central...PROVIA
Central and South America have experienced increasing extreme weather events like hurricanes in recent decades, causing thousands of deaths and billions in damages. The region is particularly vulnerable to climate change impacts due to high levels of poverty and inequality limiting adaptive capacity. Both autonomous, local adaptation and planned adaptation policies by governments are occurring, but reactive approaches still dominate and major financial and capacity constraints remain. Strengthening development efforts to reduce current vulnerability and linking indigenous and scientific knowledge can help enhance adaptive capacity going forward.
The document discusses analyzing socio-economic vulnerability to climate change. It provides an overview of existing methodologies for assessing vulnerability, including utilizing socio-economic data and existing scenario models. An example scenario model from California shows how vulnerability may differ across demographic groups and economic sectors under different flooding conditions. Key points are that a society's future vulnerability to climate change will differ from today's, and both wealthy and poor groups can be negatively affected by extreme weather.
This document discusses a study on students' perception of media exposure to climate change awareness campaigns and their environmental attitudes. It provides background information on climate change awareness and various awareness campaigns conducted by the Department of Education in the Philippines. Previous related studies found that students can have high levels of climate change awareness, learning from sources like school, newspapers, television and the internet. However, little is known about where students get information on climate change or how exposed they are to awareness campaigns. The aim of this study is to investigate students' opinions on climate change awareness campaigns to understand the best ways to raise and maintain their awareness levels.
Accepted Manuscript of "A theoretical framework to address Education for Sust...Chiara Scalabrino
Accepted Manuscript of the article "A theoretical framework to address Education for Sustainability for an earlier transition to a just, Low Carbon and Circular Economy" published by Taylor & Francis in “Environmental Education Research” on 25 Mar 2022, available at: https://www.tandfonline.com/doi/full/10.1080/13504622.2022.2031899
Authors: Chiara Scalabrino, Antonio Navarrete Salvador, José María Oliva Martínez
Abstract:
The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES).
Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the ‘Environmental Education (EE)’ and ‘Sustainable Development (SD)’ movements. Finally, their synthesis was proposed as a ‘Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective’.
This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g.: courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.
"LIMITS TO GROWTH REVISITED"; White Paper of the 2012 Winter School by the Pa...VolkswagenStiftung
A Winter School on "Limits to Growth Revisited", which was addressed to 60 young researchers of all relevant fields, took place in the week running up to the symposium. Following the event, the participants developed a "White Paper" report which shows their perspectives on the various subjects discussed within the Winter School.
Making Geography relevant in the Caribbean.docxwrite4
This document discusses four challenges for geography teachers: 1) Encouraging students to question dominant views of human well-being and economic growth, and consider alternative measures like the Happy Planet Index; 2) Ensuring climate change is taught in a way that leads to action, not just understanding science; 3) Helping students understand the implications of peak oil and the need to transition to renewable energy; 4) Preparing students to facilitate major societal transitions to sustainability in response to climate change and resource constraints.
This document provides a 3-day lesson plan template addressing the relationship between global warming and poverty, and which issue should take higher priority. On day 1, students organize statements into a cause-and-effect diagram showing how rising temperatures can lead to events like drought, decreasing farming, rising food prices, and limited job availability. On day 2, students take roles in a scenario where they must argue from the perspective of a farmer in Syria or environmental agent about which issue is a larger concern. On day 3, students debate which issue - global warming or poverty - demands more attention as they consider potential solutions to both problems.
This document discusses how sustainability has a low profile in higher education despite environmental challenges, due to "subject silos" and neoliberal influences. It argues neoliberalism prioritizes economic growth and market forces over environmental and social concerns. This limits cross-disciplinary thinking needed to address sustainability. The document calls for challenging prevailing narratives and reassessing academic subjects to develop new perspectives suited to the Anthropocene era and ensure education serves broader goals than just economic growth.
This document summarizes an interview with a student who took an online course on climate change hosted by the World Bank. The student works for an NGO in Bolivia advising on renewable energy. Some key points:
- The student said the course was extremely informative and helped understand climate impacts and solutions. It covered topics like impacts of a 4°C warmer world and ways to reduce emissions.
- Bolivia is already experiencing more extreme flooding due to earlier rains from climate change. Transitioning to renewable energy is important to address this issue.
- More policy support is needed for renewable energy in Bolivia, including incentives for individual solar power generation and changing the energy matrix away from fossil fuels.
-
372017 Opposing Viewpoints in Context Print18Green.docxtamicawaysmith
3/7/2017 Opposing Viewpoints in Context Print
1/8
Greening the campus: contemporary student
environmental activism
Radical Teacher, Spring 2007
From Opposing Viewpoints in Context
In November 1992, the Union of Concerned Scientists (UCS) issued a report entitled "World Scientists'
Warning to Humanity." Written by UCS Chair Henry Kendall and signed by 1,700 of the world's leading
scientists, including the majority of Nobel laureates in the sciences, the report's admonition was conveyed in
the strongest terms:
Human beings and the natural
world are on a collision course.
Human activities inflict harsh and
often irreversible damage on the
environment and on critical
resources. If not checked, many of
our current practices put at serious
risk the future that we wish for
human society and the plant and
animal kingdoms, and may so alter
the living world that it will be unable
to sustain life in the manner that we
know. Fundamental changes are
urgent if we are to avoid the collision
our present course will bring about. (1)
As Ross Gelbspan has documented, warnings issued by the UCS and similar groups were met with a well
funded and orchestrated corporate campaign of fake science, scaremongering, and political smearing that
effectively killed off efforts to address human beings' collision course with the planet's natural limits. (2) Nine
years after the UCS issued its stark alarm, the Intergovernmental Panel on Climate Change (IPCC)
unequivocally confirmed UCS claims concerning the unsustainability of contemporary industrial civilization's
growing levels of greenhouse gas emissions. Carbon emissions have continued to rise notwithstanding both
the IPCC's report and the "World Scientists' Warning." The world, and, in particular, wealthy industrialized
nations such as the United States, must reverse course dramatically if cataclysmic environmental collapse
is to be avoided. Measures such as the Kyoto Protocol (1997), which essentially seek to cap emissions at
unsustainable levels, fail to address the coming crisis adequately. Indeed, recent estimates conclude that
developed countries will have to cut their emissions by at least 70 percent over the next thirty years if
temperatures are to be kept from rising above the danger point of two degrees centigrade in excess of pre
industrial levels. (3) This is clearly a massive task, one that will require a dramatic reorientation of both the
material and ideological underpinnings of developed and industrializing countries.
As those responsible for training the scientists, entrepreneurs, and opinionmakers of tomorrow, educators
in general and institutions of higher learning in particular have a critical role to play in this race to save the
planet for habitation by human beings and other species. Despite its important role as our society's primary
site of credentialization and putative moral pillar of our culture, academia has been disappoint ...
This document provides an overview and introduction to the book "Life Changing: A Philosophical Guide" by Dr. Timothy Rayner. The book contains exercises drawing on philosophical concepts to help readers develop resilience, agility, and vision to better handle periods of change in their lives. It encourages readers to view the exercises as games to play out in real-life situations in order to unlock opportunities within change. The introduction emphasizes that philosophy can change one's perspective on the world and make a difference, especially during times of change.
Please pay attention and read carefully, I will have the 4 students taminklsperaw
Please pay attention and read carefully, I will have the 4 students remark and reading posted as well this is what you need to do first.
Assignment: Reflection: Today's World Citizen
As man finds himself at the dawn of a new century, it is clear that there is truth in the words echoing from the past, "[h]istory is philosophy teaching by examples."
-Thucydides, 460-404 BC
As seen in your resources, assignments, and quizzes, the patterns of events from the 20th century are already beginning to play out in the 21st century, but at an accelerated rate specifically aided by globalization, advancements (scientific, technology, and medical), and mass consumption.
If man has been gifted the teachings of the past, how then has history come to repeat itself with future generations? Have events that have played out in the past truly had an effect on the future?
In order to complete your Final Project, you had to reflect on the information acquired during this course and consider the opinions and beliefs of your classmates during discussions. In this Reflection, consider how the opinions of your classmates differed from yours. Will they affect your thinking in the future?
To prepare for this assignment:
Review all classmates' posts in the Discussion 1: Top Element area, specifically focusing on two students' responses for this assignment.
Review all articles in the Learning Resources for this week.
Consider the impact of events that occurred in the 20th century and their impact on the 21st century thus far. What effect will they have on the rest of this century and beyond?
Reflect on how you learn from the past and how these lessons might mold your future actions.
Think about your classmates' elements and how they differ from your choice. Were any elements a surprise? Why or why not?
Call to mind how other classmates' elements made you think differently about citizenship, values, or globalization. Did they change your viewpoint? If so, how?
Now that you are a more informed citizen, will this new knowledge change your behavior? How and why or why not? How will this knowledge affect your daily life/work life?
The assignment:
By
Day 4
, review two other classmates' most important element displayed in the
Discussion 1: Top Element
area, and begin evaluating the roles and responsibilities of today's world citizen by addressing the following questions:
How did their elements differ from your choice?
Were any elements a surprise? Why or why not?
Did any of the other elements listed make you think differently about citizenship, values, or globalization based on how your peers perceived the impact of their choices on the future? Why or why not?
Now that you are a more informed citizen, will this new knowledge change your behavior? How and why or why not?
How will this knowledge affect your daily life/work life?
Note:
Be sure to quote your fellow students accordingly when referencing their work.
Questions about t ...
The Human and Physical Causes of Climate Change - A-Level Geography .... Global Warming Argument Essay : The ultimate climate change FAQ. Climate Change - Scientists and Environmentalists are Deeply Concerned .... 4 Lessons from the Distant Past | Ecological Impacts of Climate Change .... Knowledge Paper Example – Climate Change. Climate Change Essay – Telegraph. Climate change help on essays - essaypersuade.x.fc2.com. Causes of Global Climate Change - GCSE Geography - Marked by Teachers.com. 2 x A Grade Higher English Creative / Persuasive Essays Climate Change .... SOLUTION: 355928612 climate change essay docx - Studypool. Climate Change Essay by MrDimich | TPT. Essay on Climate Change | Paragraph on Climate Change. ️ Essay on climate change and its effects. Climate Change and Its ....
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
HOW TO TALK EFFECTIVELY ABOUT CLIMATE CHANGEHaulTail
Lately, climate change has imposed itself on the public sphere. Through extreme events linked to changes in the climate, new scientific reports and studies, and rejuvenated youth movements (along with many other political, economic, scientific, ecological, meteorological and cultural events and issues) climate change has been increasingly difficult to ignore.
But you wouldn't really have picked up on that in the first round of the U.S. Democratic party primary debates that took place in Miami, Florida. As 20 candidates made their case to the American people, it was striking how minimally and shallowly they discussed climate change.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
Persuasive Essay Sample: Global Warming | HandMadeWriting Blog. Essay On The Cause And Effect Of Global Warming With Some Solutions To .... Write A Short Essay On Global Warming - Global Warming Argument Essay. Explain the causes, effects and possible solutions to the problem of .... Essay on Global Warming with Samples (150 & 200 words) | Leverage Edu. Global Warming Argument Essay : The ultimate climate change FAQ. Global Warming Mind Maps: Understand Climate Change | EdrawMind. Global Warming - GCSE Science - Marked by Teachers.com. Global Warming and its Impact: Mention both the global effects and the .... Global Warming: Handbook of Ecological Issues by Paul F. Ploutz .... Global Warming: Causes, Effects, and Solutions Free Essay Example. Global Warming and Its Effects - Free Essay Example | PapersOwl.com. How Global Warming Works - Free Essay Example | PapersOwl.com. global warming causes and effects Archives - Infinity Learn. Argumentative Essay about Global Warming (300 Words) - PHDessay.com.
This document provides materials for a lesson on environmental migration caused by climate change. It includes a presentation by Dr. Koko Warner of the United Nations University on how environmental changes affect human migration patterns. The presentation examines the challenges of being an environmental migrant, including difficulties finding shelter and protections as a refugee. Projections estimate that climate change could displace over 200 million people by 2050. The lesson encourages students to consider solutions like supporting climate research, sustainable development, and international laws to address this growing issue.
Cultivating a Future ~ St Mary's University College, United Kingdom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document is the syllabus for a journalism course on environmental journalism taught at USC in spring 2013. The key points are:
1) The course aims to help students strengthen their skills in determining trustworthy sources on environmental issues, understanding important ecological topics, and employing journalism skills to tell impactful stories across multiple platforms.
2) Students will analyze and discuss environmental news coverage, with a focus on issues in Southern California and the Los Angeles River watershed. Assignments include individual news stories, a multimedia team project, and an in-depth final project.
3) Regular attendance and meeting deadlines are required. Students will present news analyses and contribute to an online discussion board. Readings, videos
Lessons learned from autonomous and planned adaptation experiences en central...PROVIA
Central and South America have experienced increasing extreme weather events like hurricanes in recent decades, causing thousands of deaths and billions in damages. The region is particularly vulnerable to climate change impacts due to high levels of poverty and inequality limiting adaptive capacity. Both autonomous, local adaptation and planned adaptation policies by governments are occurring, but reactive approaches still dominate and major financial and capacity constraints remain. Strengthening development efforts to reduce current vulnerability and linking indigenous and scientific knowledge can help enhance adaptive capacity going forward.
The document discusses analyzing socio-economic vulnerability to climate change. It provides an overview of existing methodologies for assessing vulnerability, including utilizing socio-economic data and existing scenario models. An example scenario model from California shows how vulnerability may differ across demographic groups and economic sectors under different flooding conditions. Key points are that a society's future vulnerability to climate change will differ from today's, and both wealthy and poor groups can be negatively affected by extreme weather.
This document discusses a study on students' perception of media exposure to climate change awareness campaigns and their environmental attitudes. It provides background information on climate change awareness and various awareness campaigns conducted by the Department of Education in the Philippines. Previous related studies found that students can have high levels of climate change awareness, learning from sources like school, newspapers, television and the internet. However, little is known about where students get information on climate change or how exposed they are to awareness campaigns. The aim of this study is to investigate students' opinions on climate change awareness campaigns to understand the best ways to raise and maintain their awareness levels.
Accepted Manuscript of "A theoretical framework to address Education for Sust...Chiara Scalabrino
Accepted Manuscript of the article "A theoretical framework to address Education for Sustainability for an earlier transition to a just, Low Carbon and Circular Economy" published by Taylor & Francis in “Environmental Education Research” on 25 Mar 2022, available at: https://www.tandfonline.com/doi/full/10.1080/13504622.2022.2031899
Authors: Chiara Scalabrino, Antonio Navarrete Salvador, José María Oliva Martínez
Abstract:
The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES).
Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the ‘Environmental Education (EE)’ and ‘Sustainable Development (SD)’ movements. Finally, their synthesis was proposed as a ‘Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective’.
This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g.: courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.
"LIMITS TO GROWTH REVISITED"; White Paper of the 2012 Winter School by the Pa...VolkswagenStiftung
A Winter School on "Limits to Growth Revisited", which was addressed to 60 young researchers of all relevant fields, took place in the week running up to the symposium. Following the event, the participants developed a "White Paper" report which shows their perspectives on the various subjects discussed within the Winter School.
Making Geography relevant in the Caribbean.docxwrite4
This document discusses four challenges for geography teachers: 1) Encouraging students to question dominant views of human well-being and economic growth, and consider alternative measures like the Happy Planet Index; 2) Ensuring climate change is taught in a way that leads to action, not just understanding science; 3) Helping students understand the implications of peak oil and the need to transition to renewable energy; 4) Preparing students to facilitate major societal transitions to sustainability in response to climate change and resource constraints.
This document provides a 3-day lesson plan template addressing the relationship between global warming and poverty, and which issue should take higher priority. On day 1, students organize statements into a cause-and-effect diagram showing how rising temperatures can lead to events like drought, decreasing farming, rising food prices, and limited job availability. On day 2, students take roles in a scenario where they must argue from the perspective of a farmer in Syria or environmental agent about which issue is a larger concern. On day 3, students debate which issue - global warming or poverty - demands more attention as they consider potential solutions to both problems.
This document discusses how sustainability has a low profile in higher education despite environmental challenges, due to "subject silos" and neoliberal influences. It argues neoliberalism prioritizes economic growth and market forces over environmental and social concerns. This limits cross-disciplinary thinking needed to address sustainability. The document calls for challenging prevailing narratives and reassessing academic subjects to develop new perspectives suited to the Anthropocene era and ensure education serves broader goals than just economic growth.
This document summarizes an interview with a student who took an online course on climate change hosted by the World Bank. The student works for an NGO in Bolivia advising on renewable energy. Some key points:
- The student said the course was extremely informative and helped understand climate impacts and solutions. It covered topics like impacts of a 4°C warmer world and ways to reduce emissions.
- Bolivia is already experiencing more extreme flooding due to earlier rains from climate change. Transitioning to renewable energy is important to address this issue.
- More policy support is needed for renewable energy in Bolivia, including incentives for individual solar power generation and changing the energy matrix away from fossil fuels.
-
372017 Opposing Viewpoints in Context Print18Green.docxtamicawaysmith
3/7/2017 Opposing Viewpoints in Context Print
1/8
Greening the campus: contemporary student
environmental activism
Radical Teacher, Spring 2007
From Opposing Viewpoints in Context
In November 1992, the Union of Concerned Scientists (UCS) issued a report entitled "World Scientists'
Warning to Humanity." Written by UCS Chair Henry Kendall and signed by 1,700 of the world's leading
scientists, including the majority of Nobel laureates in the sciences, the report's admonition was conveyed in
the strongest terms:
Human beings and the natural
world are on a collision course.
Human activities inflict harsh and
often irreversible damage on the
environment and on critical
resources. If not checked, many of
our current practices put at serious
risk the future that we wish for
human society and the plant and
animal kingdoms, and may so alter
the living world that it will be unable
to sustain life in the manner that we
know. Fundamental changes are
urgent if we are to avoid the collision
our present course will bring about. (1)
As Ross Gelbspan has documented, warnings issued by the UCS and similar groups were met with a well
funded and orchestrated corporate campaign of fake science, scaremongering, and political smearing that
effectively killed off efforts to address human beings' collision course with the planet's natural limits. (2) Nine
years after the UCS issued its stark alarm, the Intergovernmental Panel on Climate Change (IPCC)
unequivocally confirmed UCS claims concerning the unsustainability of contemporary industrial civilization's
growing levels of greenhouse gas emissions. Carbon emissions have continued to rise notwithstanding both
the IPCC's report and the "World Scientists' Warning." The world, and, in particular, wealthy industrialized
nations such as the United States, must reverse course dramatically if cataclysmic environmental collapse
is to be avoided. Measures such as the Kyoto Protocol (1997), which essentially seek to cap emissions at
unsustainable levels, fail to address the coming crisis adequately. Indeed, recent estimates conclude that
developed countries will have to cut their emissions by at least 70 percent over the next thirty years if
temperatures are to be kept from rising above the danger point of two degrees centigrade in excess of pre
industrial levels. (3) This is clearly a massive task, one that will require a dramatic reorientation of both the
material and ideological underpinnings of developed and industrializing countries.
As those responsible for training the scientists, entrepreneurs, and opinionmakers of tomorrow, educators
in general and institutions of higher learning in particular have a critical role to play in this race to save the
planet for habitation by human beings and other species. Despite its important role as our society's primary
site of credentialization and putative moral pillar of our culture, academia has been disappoint ...
This document provides an overview and introduction to the book "Life Changing: A Philosophical Guide" by Dr. Timothy Rayner. The book contains exercises drawing on philosophical concepts to help readers develop resilience, agility, and vision to better handle periods of change in their lives. It encourages readers to view the exercises as games to play out in real-life situations in order to unlock opportunities within change. The introduction emphasizes that philosophy can change one's perspective on the world and make a difference, especially during times of change.
Please pay attention and read carefully, I will have the 4 students taminklsperaw
Please pay attention and read carefully, I will have the 4 students remark and reading posted as well this is what you need to do first.
Assignment: Reflection: Today's World Citizen
As man finds himself at the dawn of a new century, it is clear that there is truth in the words echoing from the past, "[h]istory is philosophy teaching by examples."
-Thucydides, 460-404 BC
As seen in your resources, assignments, and quizzes, the patterns of events from the 20th century are already beginning to play out in the 21st century, but at an accelerated rate specifically aided by globalization, advancements (scientific, technology, and medical), and mass consumption.
If man has been gifted the teachings of the past, how then has history come to repeat itself with future generations? Have events that have played out in the past truly had an effect on the future?
In order to complete your Final Project, you had to reflect on the information acquired during this course and consider the opinions and beliefs of your classmates during discussions. In this Reflection, consider how the opinions of your classmates differed from yours. Will they affect your thinking in the future?
To prepare for this assignment:
Review all classmates' posts in the Discussion 1: Top Element area, specifically focusing on two students' responses for this assignment.
Review all articles in the Learning Resources for this week.
Consider the impact of events that occurred in the 20th century and their impact on the 21st century thus far. What effect will they have on the rest of this century and beyond?
Reflect on how you learn from the past and how these lessons might mold your future actions.
Think about your classmates' elements and how they differ from your choice. Were any elements a surprise? Why or why not?
Call to mind how other classmates' elements made you think differently about citizenship, values, or globalization. Did they change your viewpoint? If so, how?
Now that you are a more informed citizen, will this new knowledge change your behavior? How and why or why not? How will this knowledge affect your daily life/work life?
The assignment:
By
Day 4
, review two other classmates' most important element displayed in the
Discussion 1: Top Element
area, and begin evaluating the roles and responsibilities of today's world citizen by addressing the following questions:
How did their elements differ from your choice?
Were any elements a surprise? Why or why not?
Did any of the other elements listed make you think differently about citizenship, values, or globalization based on how your peers perceived the impact of their choices on the future? Why or why not?
Now that you are a more informed citizen, will this new knowledge change your behavior? How and why or why not?
How will this knowledge affect your daily life/work life?
Note:
Be sure to quote your fellow students accordingly when referencing their work.
Questions about t ...
The Human and Physical Causes of Climate Change - A-Level Geography .... Global Warming Argument Essay : The ultimate climate change FAQ. Climate Change - Scientists and Environmentalists are Deeply Concerned .... 4 Lessons from the Distant Past | Ecological Impacts of Climate Change .... Knowledge Paper Example – Climate Change. Climate Change Essay – Telegraph. Climate change help on essays - essaypersuade.x.fc2.com. Causes of Global Climate Change - GCSE Geography - Marked by Teachers.com. 2 x A Grade Higher English Creative / Persuasive Essays Climate Change .... SOLUTION: 355928612 climate change essay docx - Studypool. Climate Change Essay by MrDimich | TPT. Essay on Climate Change | Paragraph on Climate Change. ️ Essay on climate change and its effects. Climate Change and Its ....
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
HOW TO TALK EFFECTIVELY ABOUT CLIMATE CHANGEHaulTail
Lately, climate change has imposed itself on the public sphere. Through extreme events linked to changes in the climate, new scientific reports and studies, and rejuvenated youth movements (along with many other political, economic, scientific, ecological, meteorological and cultural events and issues) climate change has been increasingly difficult to ignore.
But you wouldn't really have picked up on that in the first round of the U.S. Democratic party primary debates that took place in Miami, Florida. As 20 candidates made their case to the American people, it was striking how minimally and shallowly they discussed climate change.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
Persuasive Essay Sample: Global Warming | HandMadeWriting Blog. Essay On The Cause And Effect Of Global Warming With Some Solutions To .... Write A Short Essay On Global Warming - Global Warming Argument Essay. Explain the causes, effects and possible solutions to the problem of .... Essay on Global Warming with Samples (150 & 200 words) | Leverage Edu. Global Warming Argument Essay : The ultimate climate change FAQ. Global Warming Mind Maps: Understand Climate Change | EdrawMind. Global Warming - GCSE Science - Marked by Teachers.com. Global Warming and its Impact: Mention both the global effects and the .... Global Warming: Handbook of Ecological Issues by Paul F. Ploutz .... Global Warming: Causes, Effects, and Solutions Free Essay Example. Global Warming and Its Effects - Free Essay Example | PapersOwl.com. How Global Warming Works - Free Essay Example | PapersOwl.com. global warming causes and effects Archives - Infinity Learn. Argumentative Essay about Global Warming (300 Words) - PHDessay.com.
Climate Change And Global Warming Essay.pdfCourtney Hurst
The document discusses the challenges of writing an essay on climate change and global warming. It notes that the topic requires a thorough understanding of various scientific, policy, and socioeconomic factors. Conveying the urgency while maintaining a balanced tone and avoiding alarmism is difficult. The essay must also acknowledge climate change's diverse impacts and weave together evidence from various perspectives. Additionally, the evolving nature of climate research requires the writer to constantly update and reassess viewpoints. In conclusion, composing an essay on this complex topic demands both mastery of the material and awareness of its dynamic nature.
22. TCI Climate of the Nation Flagship Report 2012Richard Plumpton
This document summarizes the findings of a report on Australian attitudes toward climate change in 2012. It was conducted through focus groups and surveys between April and May 2012, a time of highly politicized debate around climate change policies in Australia. The research found that Australians were uncertain about the science of climate change, unconvinced by carbon pricing solutions due to fears over rising costs of living, and had lost confidence in experts and governments on the issue. However, attitudes remained fluid and could still be influenced on both the reality and solutions regarding climate change.
"Climate Crunch" : Scenarios for the global economic environmentFERMA
"Climate Crunch" : Scenarios for the global economic environment.
The recently published Global Risks 2014 report of the World Economic Forum identifies environmental risks as highest in terms of impact and likelihood. Those risks include both natural disasters, such as earthquakes and geomagnetic storms, and man-made risks such as
collapsing ecosystems, freshwater shortages, nuclear accidents and failure to mitigate or adapt to climate change. Failure of climate change mitigation and
adaptation is the fifth top risk concern according to
multi-stakeholders communities (see figure beside).
Climate change is evidence proven and this paper doesn’t intend to explore the causes. However, one can state that climate change is a systemic problem – it is one that touches all the others. As such by its systemic nature, it can cause breakdowns of entire systems and not only a component part. (
Managing Change and Uncertainty - Education for the FutureArne Verhaegen
1) Degrowth is a critique of unlimited economic growth and the current growth regime, arguing it leads to ecological and social crises by prioritizing GDP over well-being.
2) The growth regime concentrates wealth and power while increasing inequality, environmental degradation, and costs related to pollution. It also commodifies social relations.
3) Degrowth calls for transitioning to a green economy focused on well-being rather than growth, with a radical, grassroots democracy. However, whether degrowth and democracy are truly compatible remains an open question.
Similar to New PC Geographies (post coronavirus) v3.0 (20)
This document discusses the influences on curriculum development over a geographer's career spanning 31 years in the classroom and leadership roles. It references influential geographers from the past like Norman Graves and "Jammy" Morris who grappled with tensions in the field. It also discusses more recent experiences co-authoring textbooks, blogging, and developing resources to support everyday geography teaching. The document advocates for curriculum as a coherent narrative shaped by educational principles rather than external policy pressures.
Alice Coleman was a prominent British geographer who conducted influential land use surveys in the UK during the 1960s. She began her career as a secondary teacher before becoming a professor of geography. Coleman directed the Second Land Utilisation Survey of Britain, which involved 3000 volunteers surveying 90% of England and Wales. Although only 115 map sheets were published from the survey, they provide a valuable historic record of land use and remain a useful educational resource. Coleman questioned contemporary planning approaches and advocated for the importance of visual literacy in geography education.
The document provides information about the Royal Geographical Society's Young Geographer of the Year Competition 2023. Students are asked to create a blueprint or plan addressing two geographical issues related to problems such as food/energy sustainability, water security, urbanization, and more as they will exist in 2050. Entries can be posters for key stages 2-4 or other formats for key stage 5. Posters should include annotated maps, images and diagrams to explain the problems and proposed solutions. Last year's winning entries are provided as examples of quality. Suggested issues, formats, and resources are provided to help students develop innovative and realistic blueprints for the future.
The document discusses various elements of the Queen's coronation weekend that could be impacted by different weather types, including wet weather, windy weather, fog, cold temperatures, and an actual weather forecast. Elements that may be affected are people camping out overnight along the procession route, drones getting aerial footage, people standing to watch the procession for long periods, people and horses in the procession, guests arriving in fancy clothing, the outdoor service and procession, gun salutes in Hyde Park, the coronation procession returning to Buckingham Palace, people taking photos, a royal flypast, and outdoor parties and picnics. The actual forecast predicts a cloudy and wet day in many areas with showers, including London
Dr. Gemma Sou gave a presentation on using comics to communicate geographic research findings. She discussed how comics can represent different experiences and perspectives through fictionalized characters and storytelling. Sou explained her process for developing comics, which includes deciding what to communicate based on the audience, writing scripts, working iteratively with artists, and seeking feedback. Comics allow researchers to visualize alternative futures, histories, and intangible experiences. Sou argued that comics are an accessible way to engage different audiences and challenge stereotypes. The presentation concluded with a discussion of examples of geographic comics and their educational uses.
The document discusses borders and how they are commonly perceived, suggesting that borders represent interaction and cultural exchange rather than exclusion, are fluid rather than fixed, and indicate insecurity rather than security. It prompts considering the borders young people cross daily that could be used to discuss this concept and how borders could be integrated into or made a separate topic of discussion in teaching.
This document provides information about an upcoming book club discussion on the book "How borders make and break our world" by James Crawford. It will be led by Alan Parkinson, the past president of the GA Conference. The discussion will include an audio excerpt from the book, background on the author, and activities that could be used to teach about borders using the book. It also lists additional border-related readings and questions for consideration about significant current borders and effective teaching strategies.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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1. New Geographies : New Curriculum
PC (Post Coronavirus) School Geographies
A provocation
‘Geography, like all dynamic areas of disciplinary thought, is
in a constant state of becoming’.
(Lambert & Morgan, 2010)
Alan Parkinson
V3.0
Early May 2020
Image source: https://stip.oecd.org/Covid.html
Alan Parkinson’s text shared under CC license
1
2. Moments of crisis, such as the one we are living, are deeply painful in ways
that cannot be underestimated. The social and emotional impacts of Covid-19
will be felt even after we return to normal global health conditions. We will
emerge, albeit more slowly, from the unprecedented economic paralysis. The
question is how we emerge: whether we return to the ways of the past or
whether we derive valuable lessons, to emerge wiser and better equipped to
continue to deal with our longstanding emergency of climate change.
The coronavirus tragedy has shown that we are only as safe as the most
vulnerable among us and that cross-border threats require global, systemic
solutions, as well as individual behaviour changes. Over the past few weeks,
governments and businesses have acted swiftly to mandate drastic, but
necessary measures to stem the coronavirus, keeping people indoors,
grounding air travel, cancelling events and closing borders. Citizens, equally,
are uniting to shift their behaviour en masse, by working and teaching their
children from home, washing their hands more frequently, protecting the
elderly, and helping neighbours shop for food.
The same decisive spirit is needed in the climate crisis. We need both
significant government policies and important personal behaviour changes.
Governments will need to intentionally design economic recovery packages
that support the most vulnerable and promote innovation and clean
technologies as the moving force of the economy, while removing subsidies
from polluting industries.
Individuals will need to change their diets, consumption patterns and travel
behaviour. We have learned that every person’s individual effort actually does
count.
The Covid-19 pandemic has unleashed humanity’s instinct to transform itself in
the face of a universal threat and it can help us do the same to create a
livable planet for future generations.
Christiana Figueres, former chair of UNFCCC
Source of the quote:
https://www.carbonbrief.org/coronavirus-what-could-lifestyle-changes-mean-f
or-tackling-climate-change
2
3. Contents -
Introduction p. 5
Thinking through the changes p. 9
Geographical themes and possible changes p. 11
Physical Geography topics
1. Landscape processes and change p. 11
2. Land use p. 12
3. Weather and climate / air quality p. 13
4. Tectonics p. 15
5. Our relationship with nature p. 15
6. Plate Tectonics p. 17
At the interface between physical and human
7. Climate Change p. 17
Human Geography topics
8. Urbanisation p. 18
a) Urban spaces and hierarchies (and the return of communities)
b) LIC urban areas
c) Sounds of the city
d) Future urban structures
e) The role of neighbourhoods
f) Urban resilience
9. Employment: primary, secondary and tertiary p. 24
a) Retail
b) Gig Economy
c) Agriculture
d) Service sector
e) Garment workers
f) Supply chains
g) Remittances
h) Corporate social responsibility
i) The death of the Office as a workplace
j) The social contract
10.Development and Inequality p.36
11.Changing leisure time and working hours p.40
12.Demographics p.41
13.Globalisation & Geopolitics p.42
14.Carbon footprints p.44
15.Tourism p.46
16.Crime p.47
17.Transport p.47
3
4. 18.Geographies of Convenience p.51
19.Sustainable Development Goals p.52
20.Food Security p.54
21.Superpowers: Hard and Soft Power p.55
22.Sense of Place p.55
23.Energy p.55
24.New communities p.56
25.Surveillance (link to D3 Erasmus project) p.57
26.Geography of Disease p.57
27.Borders p.58
Geographical Skills and Tools
28.Fieldwork p.59
29.Geographical Information Systems (GIS) p.60
30.Statistical Literacy p.61
Pedagogical Approaches and thinking incl. DPSIR p.62
- Learning outside the classroom p.66
- Teaching about Covid-19 - GeographyalltheWay p.68
An early update for the Specifications? p.69
A better world ahead? p.70
Reading list and References incl. ‘Slowdown’ p.76
Testimonials p.81
4
5. Introduction
Welcome to V3.0 of this document, which has been edited and had additional content
blended in over the last week of April 2020. It’s been two weeks since the first virtual
Geographical Association conference, which was a great success thanks to the team at
Solly St., particularly Harriet Brookes, and President Gill Miller. Thanks to those who have
commented on the resource so far and suggested additional content.
Let’s hope we reach that important moment soon, where R= <1
https://www.bbc.co.uk/news/av/health-52494495/coronavirus-r0-what-is-the-r-numbe
r-and-why-does-it-matter
I’m starting to embolden what I think is particularly valuable content, which
may then feed into a final ‘resource’ outcome.
As those who’ve read previous versions of the document will know, this came about from
some thinking through the weeks of lockdown about the eventual return to school and
teaching back in the classroom at some future point, probably no earlier than September
2020, although some people still think it’s possible to keep 2m away from each other in a
school. Those people obviously haven’t been in a school lately.
I've been thinking in particular about what I/we (as a subject community) will be teaching
in Geography when we do. While writing my biography of every Geographical President on
my GA Presidents Blog at http://gapresidents.blogspot.com I’ve encountered numerous
occasions where the subject has changed in response to particular events or new ways of
thinking. This pandemic will have an impact on many geographical topics, and places that
are studied at all key stages, and may result in another ‘turn’ in the subject.
For the GCSE and ‘A level (and equivalent) exam specifications, they will remain as they are
- there have been no plans to change them, no consultations on those changes, and
probably no desire to either. A little more clarity over examination results for this year has
been published, with predicted grades and other data being used to provide grades for 2020,
but students (who may not have been at school for 6 months by then) may choose to sit
rescheduled exams at a later date if they feel their grades weren’t a true reflection of their
ability, or want to take the chance to improve or simply to have the experience that they
might otherwise miss out on.
One issue is that some of the geography in these specifications will have
changed out of all recognition by the time we return, as will many of the topics
taught lower down the school.
In my final week at school before I self-isolated in mid-March, I was teaching what had
previously seemed to be ‘important’ topics but was constantly thinking as each day passed
“this doesn’t really matter anymore…” or rather that the context had changed and meant
they were not as significant. This is significant as a choice to teach a particular topic at KS3
5
6. means a decision not to teach something else. It also has a bearing on the powerful
knowledge students are introduced to, and then encouraged to explore further.
To give one example, jobs which we previously thought of as being important to protect in
the garment industry may well be swept away by the cancellation of contracts, and the
contraction of the industry. The close confinement of sweatshop workers would also
increase their vulnerability to the virus, and stories soon started of desperate workers
travelling to find work and having to face impossible decisions: to continue working, or to
starve.
It was also a reminder that some people in the UK, who may have voted for political
decisions which tried to stop migrants from making the effort to escape war zones, were now
struggling to cope with the fact that the pubs were shut and they might have to stay at home
and read a book, or were fighting over toilet roll and preventing those who had worked all
day to save lives from buying the basics for themselves.
Here then is a chance to challenge the status quo.
What we are likely to be teaching when we return will need to be adjusted. I’m already
thinking that I want to ‘firm up’ the geography in what I teach, and reflect the changes that
will have happened during school closure/lockdown and remove some of what could be
called the more ‘trivial’ geographies that are in the National Curriculum and other school
based curricula which (I and others) have developed over recent years. John Morgan also
referred to these as ‘zombie geographies’.
https://www.open.edu/openlearn/ocw/pluginfile.php/631194/mod_resource/content/1/geog_t
1_10t_3.pdf
A few themes have emerged over the last few weeks in the growing number of items I've
been reading for what may also become some ‘new geographies’ or even new theories of
the way that things work in future economies and society.
I’ve started to pull together some thoughts and ideas and will eventually create some new
curriculum materials for the return to school in some format for our new PC Geography
curriculum. These ideas are also feeding into a book that I am currently writing on why
geography matters.
I am not an academic geographer, and I would guess that geography academics in their
different geographical specialist areas are also currently thinking about their own area of
expertise and how it may change their teaching too. I’ve come across a few of those ideas,
but I would love to hear from you if you have started developing your own ideas in this area
and have made a start on your own thinking, or have identified some of these stories
emerging in the media, or via your own social media contacts.
I was also reminded of this cartoon that I was sent - source unknown - but from a cartoonist
called Alxe?
This reminds us of another coming catastrophe which we will similarly need concerted global
action to fight. I’ll return to that at the end of the document.
6
7. The climate emergency will require even more concerted global action, and this must
be a major element of the new curriculum. With the cancellation of COP26 which the
UK was due to host, this has built in further delays into the world getting together to
solve this crisis which is far more ‘visible’ and urgent to many.
Also, will we actually want to teach about Coronavirus (preferring to try to forget it about
it, particularly if our family or friends have been touched by tragedy, and inevitably those of
our students and colleagues). Is it too raw for a while to be an object of study, or is it
something that we just should be teaching? Just as earthquake drills are taught and
practised in earthquake-prone areas, perhaps we will need to cover pandemics and their
spread so that we are ready to act more promptly if there are further similar events in the
future. Lessons are being learned currently, so should these lessons also be learned (and
taught)?
I do not intend teaching about Covid-19 as a topic, even if it is an excellent
opportunity to show a GIS Dashboard which has almost a billion views every day.
What about some of the other topics we’ve traditionally taught which are also
potentially problematic for some students and colleagues.
Should we be more empathetic, and focus on more positives? I’ll explore that idea
too.
It’s worth remembering that the risk of Pandemic influenza has always been there. Do we
use this to explore topics like resilience, and disaster management - the Sendai Framework
perhaps.
I was reminded by someone who posted a section of Hans Rosling’s essential ‘Factfulness’
book - what a huge pity it is that Hans is not here to guide our response and
7
8. work with WHO as he did during the Ebola outbreak that he helped with in
2015.
Hear him talking so clearly about the work here:
https://www.youtube.com/watch?v=60H12HUAb6M
In it, he describes a number of things that we should be concerned about and Pandemic is
there alongside Global Warming.
There’s also an understanding of the
risk of Pandemics in the
Government’s own Risk Register -
something I referred to previously in a
unit we taught on risk.
Here’s an image taken from the 2017
version of the document, which
Brendan Conway reminded me of
recently, which has pandemics
illustrated at the top of the intensity
scale. And yet knowing this, few
preparations were made, and vital
equipment wasn’t stockpiled when it
should have been.
https://www.gov.uk/government/publications/national-risk-register-of-civil-emergencies-2017-
edition
There has been a lot talked about the climate crisis, and the actions of Greta Thunberg and
others to popularise and publicise the desperate need for change have started to galvanise
young people, and geography is the appropriate place for this to happen in the school
curriculum.
I’d like to see more personal action being part of the Geography curriculum: practising
what we are preaching perhaps. Our lockdown means an end to many of the practices that
we have become used to: easy consumption, take-away coffees, pub lunches, air travel,
clothes shopping etc.
Geography is firmly back on the agenda, as outlined in this essential Wired piece by
David Wolman:
https://www.wired.com/story/amid-pandemic-geography-returns-with-a-vengeance/ - not that
it ever went away, or had vengeance in mind of course..
8
9. Pandemic throws the importance of space back into sharp relief.” We’re
thinking about it at the smallest scale, navigating supermarket aisles or
converting closets into serviceable home offices.
Erik Steiner
The curriculum needs to be considered as a process, and a continual work in
progress. My curriculum is always changing from year to year. Rosalind Walker reminds us
of this in this well written piece:
https://rosalindwalker.wordpress.com/2020/04/24/curriculum-is-forever-but-not-how-you-thin
k/
And this week, Dylan Wiliam spoke to ResearchED about the overloading in the curriculum.
He said, quoted in the TES:
"There is no doubt that there’s far too much stuff in our curriculum – I’ve wondered about
why this is, and my conclusion is that curriculum developers cannot bear the thought that
any children might have spare time on their hands.
"So they actually make sure there’s enough stuff in the curriculum for the fastest-learning
students to be occupied all year. And so there’s far too much for most students … some
teachers just teach the curriculum, they metre it out and they go from beginning to end and
20 percent of the kids get it and the rest don’t – I think that’s logically consistent but immoral.
"When the curriculum’s too full, you have to make a professional decision about what
stuff you’re going to leave out, and the important point here is that not all content is
equally important.”
So perhaps now is the time to drop some of that ‘trivial’ stuff I mentioned earlier to
make space for greater thinking about futures and a changed world.
With that in mind, it’s time to get on with the geographical thinking and curriculum
making for Post-Corona Geographies.
Thinking through the changes
One of the prompts that initially got me started on the production of this document was a
tweet from Helen Young: the original GeographyGeek.
9
10. I wondered whether there are indeed studies going on, although fieldwork is going to be
difficult - data collection via Google Form etc. could be possible, and I’ve used some myself.
There was also a Guardian article by Adam Tooze on the link with the economy which was
one of the first I added into v1.0 of this document.
https://www.theguardian.com/commentisfree/2020/mar/20/coronavirus-myth-economy-uk-bu
siness-life-death
Also this piece by Neal Lawson provided some ideas:
https://www.theguardian.com/commentisfree/2020/mar/19/coronavirus-stripping-state-societ
y
I was also really interested in this piece by Stuart Dunn on the Digital Humanities - he
works in the field of GIS which also connects with the GI Pedagogy ERASMUS project that
will be mentioned later in the document.
https://stuartdunn.blog/2020/04/03/what-and-versus-how-teaching-digital-humanities-after-co
vid-19/
Stuart’s post led me to an existing roundup of posts in the same field as this document, but
at a higher level of education:
https://digitalhumanitiesnow.org/2020/03/editors-choice-covid-19-roundup/
And some thoughts on separating the signal from the noise from Futures
https://jfsdigital.org/2020/04/03/triple-a-governance-anticipatory-agile-and-adaptive/
Further thoughts came from Paul Ganderton on the Facebook group set up to support
Geography Teachers during Covid-19 by Matt Podbury:
https://www.facebook.com/groups/geographycovid19
Follow Paul Ganderton here: https://twitter.com/ecogeog
GA eConference 2020 Teachmeet
I used the production of this booklet as my theme for the Teachmeet which formed part of
the GA’s eConference 2020 which replaced the face-to-face event due to take place in
Surrey from 16th-18th of April 2020.
I put together a quick 2 minute LOOM video for use in the event.
You can see the link to the video here and watch if you like:
https://www.loom.com/share/2dad4d5d47a64d2e833d3d3d2e3483dc
Ben Hennig and Tina Gotthardt at
WorldMapper have been tracking the cases
and producing regularly updated maps and
animations. Check in for the latest maps and
animations. They are all shared under CC
license. You are also able to support their work
if you feel able to.
10
11. https://worldmapper.org/map-animation-covid19/
Geographical Themes and possible changes
These ideas are presented separately, but in reality, a piece of work in a classroom would
need to connect several of these together, and bring in appropriate questions, analysis of
text and images and some sort of final presentation format and review.
A: Physical Geography themes
1. Landscape processes
These will largely be unchanged of course, and may be our refuge with memories of the
landscapes we can visit when we are allowed out, of mountains we want to climb and places
we want to return to after an absence. Several of us may well be making a list of the places
we intend visiting as soon as we are able.
Rivers have continued to behave as always for the last few weeks, and waves have reached
the shore as usual.
Rivers will still flow downhill, and waves will still hit the coat every few seconds.
The landscape can be one permanence in our lives, and in the curriculum… I’m working on
a unit on the development of The Fens as a consequence, to encourage people to get out
into this landscape explained so well by Francis Pryor in his recent book.
Watch this space for links to that new unit.
Landscapes being reclaimed by the wild.
Goats are reclaiming the streets of a Welsh village - coming down from the Great Orme into
Llandudno.
11
12. https://www.theguardian.com/uk-news/2020/apr/02/llandudno-goes-from-ghost-town-to-goat
s-town
Ghost town to goats town - the new kids on the block etc. were the headlines.
https://edition.cnn.com/2020/03/31/europe/wild-goats-wales-streets-lockdown-scli-gbr/index.
html
This image was excellent - unsure of the source but quite powerful - in time the roads will be
covered over…
Spanish officials also sprayed a beach with bleach. Not sure if that would speed up chemical
weathering in the area
https://www.theguardian.com/world/2020/apr/28/spanish-official-apologises-for-spraying-bea
ch-with-bleach-coronavirus
Coastal Management
Many sand dune ecosystems need management including fencing to avoid trampling of the
marram that holds them together. The Maspalomas Dunes on Gran Canaria are apparently
recovering their natural look after years of damage from tourist visitors:
https://www.greenme.it/informarsi/natura-a-biodiversita/dune-maspalomas/
2. Land Use
I would be interested to see how the landscape is changed as a result of decisions made
now and in the period when we are able to move around again.
e.g Agricultural use of land.
Tim Lang book - this came out March 2020 - has it already been overtaken by events?
● Forestry land left unmanaged.
12
13. ● Reduction in construction projects.
● Floodplain development reduced.
● Housing densities questioned.
Will the UK’s land-use as recorded by Daniel Raven Ellison in
his wonderful ‘The UK in 100 seconds’ be different if he was to
remake it in a few years’ time?
https://www.youtube.com/watch?v=0drvdLYGNuc&feature=youtu.be
https://www.youtube.com/watch?v=5i1vuFK7ZQw
A debate started about opening access to golf courses for open space, which connects with
ideas of public and private land ownership, and rights of way.
https://www.thetimes.co.uk/article/fca14214-7bcb-11ea-b535-542bda4e2a5f?shareToken=c3
1eca40f84593cdc35621d7b79271f2
There was a similar theme to many stories regarding people travelling to rural areas. Rights
of Way which run close to farms have been chained off, and some politicians have been
forced to resign.
https://theconversation.com/coronavirus-holidays-stoke-rural-fury-135779 - this also relates
to the use of second homes in rural areas and the impact on rural communities, but gives the
story a different dynamic. Thanks to Claire Kyndt for this story. This I think will become more
significant when the lockdown lifts, as people will head to places like Devon and Norfolk, for
example, bringing the virus with them into areas with relatively low population density.
3. Weather and Climate / Air Quality
We could consider the short term impact in carbon reduction and whether it might help any
country towards meeting carbon emission and air quality targets. Europe’s air is certainly
getting clearer: https://twitter.com/i/status/1248669136676425735 (video on this link)
Skies have emptied of planes - will we go back to flying when this is all over?
Will there still be the same number of airlines / competition for flights / cheap flights?
13
14. https://www.carbonbrief.org/coronavirus-what-could-lifestyle-changes-mean-for-tackling-clim
ate-change
In India, there is a visual sign that the air is clearing as well:
https://www.sbs.com.au/language/english/audio/himalayas-visible-for-first-time-in-30-years-a
s-pollution-levels-in-india-drop
https://www.theguardian.com/environment/2020/apr/11/positively-alpine-disbelief-air-pollutio
n-falls-lockdown-coronavirus?CMP=Share_iOSApp_Other
The World Meteorological Organisation (WMO) is concerned about the impact of
Covid-19 on the observation system. It also describes some of the effects of reduced air
traffic which they have already observed, for example in flight observations of temperature
and wind speed are an important part of the observation network.
https://public.wmo.int/en/media/press-release/wmo-concerned-about-impact-of-covid-19-obs
erving-system
Also check satellite data here: https://www.lobelia.earth/covid-19
In terms of weather, we are also going to enter the Hurricane season shortly. Imagine the
issues of trying to deal with a disaster (I’ll avoid involving the word ‘natural’ there) with all the
additional complications of the coronavirus.
https://edition.cnn.com/2020/04/18/politics/coronavirus-natural-disaster-response-fema/index
.html?utm_medium=social&utm_content=2020-04-18T20%3A44%3A05&utm_source=twCN
N&utm_term=link
There may be some short term changes, but not the long term ones required to change the
climate.
14
15. 4. Tectonics
The lack of human activity has reduced a lot of the background noise which seismometers
have to be calibrated to ignore / account for
https://www.theguardian.com/science/2020/apr/06/lockdown-has-cut-britains-vibrations-seis
mologists-find?CMP=share_btn_tw
https://weather.com/en-IN/india/coronavirus/news/2020-04-05-coronavirus-lockdown-reduce
s-earth-seismic-vibrations
There are also fears that other hazards such as earthquakes may happen, and people will
be unable to help each other for risk of infection. This is a real fear as we move into
Hurricane season as mentioned previously.
5. Our relationship with Nature
The closure of so called ‘wet-markets’, which are found all over the world and not just in
China, for the sale of ‘bush meat’ and other animals needs to be stopped to avoid another
pandemic emerging in the future.
At the root of the problem is a social phenomenon called “human-wildlife conflict”. This is
when the interests of humans and the needs of wildlife overlap in a negative way.
https://theconversation.com/most-laws-ignore-human-wildlife-conflict-this-makes-us-vulnerab
le-to-pandemics-135191?fbclid=IwAR37QneFaWgUeG7KQ3JpEgBjEj_Ub72HTpTmzfDd58q
JEf4Z3XqVFx-SZGM
In terms of food sourcing, cultural norms over bush meat and wildlife markets may now have
to face more legislation if this does turn out to be the source of the outbreak
https://www.theguardian.com/world/2020/apr/06/ban-live-animal-markets-pandemics-un-biod
iversity-chief-age-of-extinction - biodiversity
There is also a suggestion we may see more wild flowers. Council services are being cut,
and focussing on the vital services, so verge cutting etc. may be stopped.
The people with the closest link with nature perhaps are the indigenous peoples such as
those who live in the rainforest areas such as the Amazon Basin, who live in harmony with
the forest - they are its guardians in many respects - and who practice their faming
techniques which many students will have learned about.
This article suggests the virus may lead to the extinction of some of these groups:
https://www.bbc.co.uk/news/world-latin-america-52139875
Worth remembering that tackling some issues with landscapes may also reduce risk of future
pandemics - image from UN
15
16. There has also been an increase in fly-tipping as council recycling centres are closed.
https://www.edp24.co.uk/news/environment/lorry-load-of-waste-dumped-in-thetford-forest-1-
6613641
Many people are also looking for jobs to do, and clearing out their houses and wanting to do
DIY which has created extra waste. Some councils are also burning recycling as there are
fears over virus contamination of card etc.
Costing the Earth on BBC Radio 4 had some thoughts in an episode hosted by Tom Heap
https://www.bbc.co.uk/sounds/play/m000h7yb
Tom Heap talks through the environmentalissues emerging during the coronavirus pandemic and
asks what the legacy might be. He's joined by climate change expert Dr Tamsin Edwards from King's
College, London to examine the effect of the lockdown.
With millions of people now working from home, planes being grounded and fewer cars on the roads,
what level of environmental improvement has there been, and will that be reversed once our lives
return to normal?
With the help of experts from the fields of climate change, remote working, ecology and environmental
standards, we track the changes in air pollution and global temperature.
What will the return to ‘normal' look like? With the UK aiming to be carbon neutral by 2050, Tom asks
whether the pandemic can be seen as a trial run for a zero-carbon world. And, with the international
climate meeting COP26 postponed, Tamsin considers how international climate targets might be
affected.
With contributions from Christiana Figueres - architect of the Paris climate agreement, environmental
psychologist Lorraine Whitmarsh, air quality expert David Carslaw, Gina McCarthy of the Natural
Resources Defense Council, business communications specialist Jon Sidwick and Julian Newman
from the Environmental Investigation Agency.
This is likely to be a useful resource and you can download the programme. I like how
Tamsin is introduced as a geographer and Tom also declares himself as a geographer.
It mentions removal of EPA environmental protections in the USA which may lead to further
pollution.
16
17. The world’s oceans are now much quieter places because of the reduction in the
movements of shipping with fewer passenger vehicles e.g. cross channel ferries.
https://www.theguardian.com/environment/2020/apr/27/silence-is-golden-for-whales-as-lock
down-reduces-ocean-noise-coronavirus
6 .Plate Tectonics
One would expect little change to the layout of countries, although Twitter user Karl Sharro
https://twitter.com/KarlreMarks suggested how the world map would change in this tweeted
image:
At the interface between physical and human, we have several other major
issues:
7. Climate Change - the big one!
Climate Change will still need to be at the heart of the curriculum when we
return, perhaps even more so.
The Greenhouse: What We're Learning
I’ve avoided too much on this theme as it’s a whole extra booklet by itself. The reduction in
carbon emissions through industrial closedown and far fewer journeys is obvious.
https://www.theguardian.com/environment/2020/apr/12/global-carbon-emisions-could-fall-by-
record-25bn-tonnes-in-2020
We’re also likely to see changes to school and hospital meals as a result of supply chains,
but also the drive for less meat - one campaign here is the #20percentlessmeat campaign
which has had some significant success.
17
18. https://www.theguardian.com/environment/2020/apr/16/school-and-hospital-caterers-vow-to-
cut-meat-served-by-20
About a quarter of the UK’s population eats the food from these caterers
https://www.publicsectorcatering.co.uk/psc100 in a typical working week
http://20percentlessmeat.co.uk/let%E2%80%99s-do-what%E2%80%99s-right
Check out the free Harvard Online courses.
This one explores the health impacts of climate change.
https://online-learning.harvard.edu/course/health-effects-climate-change?delta=0
Perhaps we at least will see an end to ‘big oil’
https://www.nytimes.com/2020/04/21/business/energy-environment/coronavirus-oil-prices-co
llapse.html?referringSource=articleShare
A useful podcast for Earth Day 2020 discussing parallels between Coronavirus and Climate
Change:
https://podcasts.google.com/?feed=aHR0cHM6Ly9mZWVkcy5hZGtuaXQuY29tL2FwcC1zZ
WFyY2gvY25uL2Nvcm9uYXZpcnVzLWZhY3QtdnMtZmljdGlvbi9hbGwvNzIwLzIwMC8&epis
ode=Mjk2YTI0ZmQ2MTNiZTcxOGRhNTQxY2EwOWM1NGZlMDEubXAz&hl=en-GB&ved=2
ahUKEwiSheWK7_7oAhXToXEKHShSCIQQjrkEegQIChAI&ep=6
B: Human Geography themes
8. Urbanisation and Urban Spaces
“This was the week our cities died” is the title of this provocative piece which got me going
on some thinking in this regard.
https://www.theguardian.com/commentisfree/2020/mar/20/after-coronavirus-well-be-poorer-a
nd-more-broken-but-we-might-be-more-tender-too
Melbourne is also featured here.
https://www.theage.com.au/national/victoria/it-s-a-tumbleweed-town-with-data-showing-cbd-
getting-emptier-each-day-20200318-p54be7.html#comments
Daniel Whittall suggested we are seeing new iterations of ‘the city’ or ‘urban spaces’ and we
will see another iteration ‘post-covid’.
18
19. a) Urban Spaces and Hierarchies (and the return of communities)
Thanks to Claire Kyndt for this link, which started some thinking about the way we use
urban spaces and how we live within them.
https://theconversation.com/coronavirus-locked-down-italys-changing-urban-space-133827
Those people who live in rural areas have greater options when it comes to social distancing
and finding a safe space to exercise. I am fortunate, in this respect, to live in a small rural
village, 8 miles from the nearest town but equally that means longer ambulance response
times.
Where we live is influenced by what we can afford.
Lynsey Hanley has produced an essential piece of writing on the class divide here
https://www.theguardian.com/commentisfree/2020/apr/07/lockdown-britain-victorian-class-di
vide?CMP=share_btn_tw
In it she references another great thinker Joe Moran, in a piece from 2004. She also talks
about the value of public parks and open spaces.
Space – how it’s apportioned, how it’s governed, how it’s made available to some and
denied to others – is always political. The middle classes, accustomed to constant mobility
while valorising the home as a place of comfort and safety, balk at the thought of being
unable to up sticks at will.
It seems that the Bartlett Centre of UCL is also definitely ‘on it’ with some thinking in the sort
of areas that Helen wondered about earlier.
“people survive difficulty by coming together as communities of care, not pulling apart in a
retreat into individualism” OluTimehin Adegbeye, 2020
“Housing is a condition to the right to life” Laia Bonet, 2020
The quotes above are an entry into this piece by Catalina Ortiz and Camillo Boano on
housing as the key infrastructure of care, and the difficulty for many of social distancing in
some housing designs.
https://blogs.ucl.ac.uk/dpublog/2020/04/06/stay-at-home-housing-as-a-pivotal-infrastructure-
of-care/
The piece is part of a series on Post Covid 19 Urban Futures put together by UCL - a blog
and webinar series.
19
20. https://www.ucl.ac.uk/bartlett/development/post-covid-19-urban-futures
The Alexandra Panman blog is also excellent:
https://blogs.ucl.ac.uk/dpublog/2020/04/01/urban-economics-in-the-time-of-covid-19-what-ha
ppens-when-the-thing-that-makes-cities-great-also-makes-them-dangerous/
Inequalities are explored here:
https://news.trust.org/item/20200217002430-yvuj7
This gives me hope that more work like this is happening in other universities.
Let me know if you spot it and we can add it in.
This piece by Gaby Hinsliff suggests social pods of people as a future model.
https://www.theguardian.com/commentisfree/2020/apr/23/social-distancing-social-pods-coro
navirus-lockdown
b) LIC Urban areas
Will the virus lead to a growing exodus from cities or will people still want to live close to
services (and each other)?
Here’s a South African waste-picker on life under lockdown and the impossibility of
continuing to work without risk.
https://news.trust.org/item/20200407102057-bcmya/
Diana Mitlin also picked up some of the issues facing cities in the ‘global South’ in this
blogpost
https://www.iied.org/dealing-covid-19-towns-cities-global-south
For those in Kibera, no work means no food, and quarantine is not an option:
https://www.aljazeera.com/news/2020/03/work-food-kibera-dwellers-quarantine-option-2003
20052738905.html
Follow Faith Taylor’s work as she maps Covid-19 interventions in the slums of Kibera:
https://www.kcl.ac.uk/how-do-you-manage-covid-19-with-a-population-density-of-130000-pe
ople-per-square-kilometre
However, could the climate which has caused issues for countries for decades have been a
factor in low numbers of cases?
https://www.ft.com/content/e9cf5ed0-a590-4bd6-8c00-b41d0c4ae6e0?fbclid=IwAR0BZXMh8
Ab1RnA9bicGHumdK_voINyA1mKCZT-eftcQ8kOWv6qI7y6TiIk
The Financial Times piece here is definitely worth reading. It is free to read and not
behind the paywall.
The article describes the potential impacts of warmer climate, a lifestyle where people are
outdoors more, measures taken by governments and also the fact that African countries
have the most youthful populations - something we explore with Year 9.
In this pandemic, the mask reveals far more than it hides. It exposes the world’s political
and economic relations for what they are: vectors of self-interest that ordinarily lie
obscured under glib talk of globalisation and openness. For the demagogues who govern so
much of the world, the pandemic has provided an unimpeachable excuse to fulfil their
20
21. dearest wishes: to nail national borders shut, to tar every outsider as suspicious, and to act
as if their own countries must be preserved above all others.
c) Sounds of the city
The virus is changing the aural map of cities. Bird song is louder. The skies are quieter.
The Cities and Memory website has been collecting sounds of cities and now has a new
lockdown sounds map to capture cities in these very different circumstances.
https://citiesandmemory.com/sounds/
https://citiesandmemory.com/covid19-sounds/ - check out some of the sounds.
It also featured on Radio 3’s ‘Late Junction’ programme:
https://audioboom.com/posts/7560668-stayhomesounds-on-bbc-radio-3-late-junction
London as an example of ‘changing places’:
d) Future urban structures
https://www.theguardian.com/world/2020/mar/26/life-after-coronavirus-pandemic-change-wor
ld
https://blogs.ucl.ac.uk/dpublog/2020/04/01/urban-economics-in-the-time-of-covid-19-what-ha
ppens-when-the-thing-that-makes-cities-great-also-makes-them-dangerous/ - mentions
Edward Glaeser and the importance of density, and the comments thread is also
interesting.
Some cities are giving over space to transport other than the car:
https://www.theguardian.com/world/2020/apr/11/world-cities-turn-their-streets-over-to-walker
s-and-cyclists
Rachael Unsworth mused on the potential for improving things:
http://www.createstreets.com/moving-on-moving-better/
It included a quote from this Carbon Brief collection of views:
https://www.carbonbrief.org/coronavirus-what-could-lifestyle-changes-mean-for-tackling-clim
ate-change#5mike
21
22. Also efforts to reduce light pollution in future cities:
https://www.citylab.com/life/2019/11/dark-sky-night-stars-netherlands-light-pollution-map-nac
ht/601846/?utm_content=citylab&utm_medium=social&utm_source=twitter&utm_campaign=
socialflow-organic
And Paris is planning to give less space to cars to help with the 15 minute city idea:
https://www.citylab.com/transportation/2020/04/paris-cars-air-pollution-health-public-transit-bi
ke-lanes/610861/
e) The role of neighbourhoods
Social distancing is producing more of an engagement with our personal space and
place currently, and also a recognition of some simple everyday pleasures such as a
walk and meeting friends or going out for a pint:
● Queueing for long periods - a chance to talk, or isolating on mobile phones
● How is this playing out in other countries?
● Spacing in supermarkets changing these everyday interactions and negotiations
in aisles
● Facebook connections via group to support geographers being made.
A useful piece from Richard Florida on CityLab on the ‘Geography of Coronavirus’:
https://www.citylab.com/equity/2020/04/coronavirus-spread-map-city-urban-density-suburbs-
rural-data/609394/
CityLab also started sharing the first submissions of lockdown maps from readers:
https://www.citylab.com/life/2020/04/neighborhood-maps-coronavirus-lockdown-stay-at-hom
e-art/610018/?utm_content=citylab&utm_medium=social&utm_source=twitter&utm_campaig
n=socialflow-organic
Channel 4 put together a series of scenes showing cities before and after - and I guess there
will also need to be an ‘after after’:
https://youtu.be/vFZZF39fgWM
22
23. In some countries, houses vary in design. In Japan for example, houses are much smaller
than many other countries. This Reuters piece with excellent graphics explores the issues in
Tokyo for social distancing due to house design: a very pretty piece of work - thanks to
Richard Allaway for this link.
https://graphics.reuters.com/HEALTH-CORONAVIRUS/TOKYO-HOMES/dgkvlabxpbx/index.
html
In other urban areas, there are concerns that the closure of public parks is disproportionately
affecting the poorer residents who may not have large gardens to access for exercise,
compared to the more affluent. A report in the Times explored this with regards to
Middlesborough. https://twitter.com/ryanleewatts/status/1253727753419046916
Thanks to Nik Griffith for the tip-off to this report.
Community also comes from sport:
https://www.ft.com/content/00ed3676-842c-11ea-b872-8db45d5f6714
Check out how Google and Apple’s social-distancing maps work:
https://www.wired.com/story/apple-google-social-distancing-maps-privacy/?fbclid=IwAR3F1Y
7K1fY0HGv2v48913pq96sSt10gAWW3fOSPsQOTc3onkWEhvVPjwDI
23
24. Compare Apple and Google’s maps. (You can see more of them later in this document)
f) Urban Resilience
Seaside and ex-industrial towns have already had a tough time economically, and they are
now potentially being affected by the impact of the virus.
This Sky News piece suggests they may also be worst hit by these:
https://news.sky.com/story/coronavirus-coastal-and-ex-industrial-towns-most-economically-a
t-risk-11977233?inApp=true&fbclid=IwAR1MUVtSN8Z7D2R1rkrZdf_dhkeHheEZBmWVSgo0
_U_W8w9_wgwAeMkk7cI
Even the city of LA, bastion of the car is apparently turning into a city of walkers
https://www.nytimes.com/interactive/2020/04/23/magazine/los-angeles-coronavirus-diary.ht
ml
9. Employment: Primary, Secondary and Tertiary
The Economy has changed…
For example, ask students to analyse this cartoon and explain what its meaning is:
Source: Matt Kenyon/The Guardian
I had an email update in early April from Kate Raworth, author of ‘Doughnut Economics’ (a
speaker at the GA Conference in 2019) giving some suggestions for what they were doing
around this area.
Follow @KateRaworth to see what they are doing with regards to their economic thinking.
They are currently working in Amsterdam to apply their doughnut model to the city.
https://www.theguardian.com/world/2020/apr/08/amsterdam-doughnut-model-mend-post-cor
onavirus-economy
This alone would be enough for a whole unit of work based on some of the starting
questions which Kate outlines here:
24
25. https://www.kateraworth.com/2020/04/08/amsterdam-city-doughnut/
They also recorded a chat on pandemic-resistant economics here which may be of
interest.
https://www.pscp.tv/w/1nAJEdVLLmnGL?q=revkin
Perhaps growth is no longer the best measurement of development (if it ever was) and
quality of life needs to be adopted:
https://thecorrespondent.com/357/outgrowing-growth-why-quality-of-life-not-gdp-should-be-o
ur-measure-of-success/413218170519-b4d036a5
This is Danny Dorling’s premise in his book ‘Slowdown’, which is a recommended read at the
end of the document.
He has also recorded a podcast on the book with Zoe WIlliams for the Guardian and this is
worth some of your time here:
https://www.lrb.co.uk/podcasts-and-videos/podcasts/at-the-bookshop/danny-dorling-and-zoe
-williams-slowdown?fbclid=IwAR38rwxB-CAr5rviy0XyWiwXIwFNGH577LfHI7MWYM8__23r
CPrQnWC4X7o&referrer=https%3A%2F%2Fl.facebook.com%2F
There’s also a related one on ‘Lockdownonomics’ - one for the dictionary of Covid-19
terms:
https://www.lrb.co.uk/podcasts-and-videos/podcasts/talking-politics/lockdownonomics
Employment options for people are changing.
People will also perhaps remember those companies that looked after staff by protecting
them once the lockdown started, and those that didn’t. Furloughing is not going to benefit
people evenly either.
Oxfam’s campaign also reminds us how many people are in danger of being pushed into
poverty.
25
26. https://www.oxfam.org/en/press-releases/half-billion-people-could-be-pushed-poverty-corona
virus-warns-oxfam
This piece also points out the gender imbalance in impact as well.
Women are on the front line of the coronavirus response and are likely to be hardest hit
financially. Women make up 70 percent of health workers globally and provide 75 percent of
unpaid care, looking after children, the sick and the elderly. Women are also more likely to
be employed in poorly paid precarious jobs that are most at risk. More than one million
Bangladeshi garment workers –80 percent of whom are women– have already been laid off
or sent home without pay after orders from western clothing brands were cancelled or
suspended.
The ILO (International Labour Organisation) is the organisation that is particularly interested
in the impact on labour markets and collects statistics in that area. It’s thoughts on the
potential impacts are here, and would be useful going forward to explore the impacts in a
number of industrial areas.
https://ilostat.ilo.org/topics/covid-19/
What follows are some examples of particular industries which may see dramatic change.
a. Retail
An excellent article to start off the retail section. This is a key area for many discussions:
https://www.esquire.com/uk/life/a31915611/coronavirus-timeline/?fbclid=IwAR2O_wGutNkiX
_mIKDjxqjBqsAQSK7IZw55mmlVieRXAZ6IjagQxw4AuF8o
Changing retail patterns, with Tim Lang, Professor of Food Policy.
“Supermarkets actually account for only about 60 percent of the food we
[normally] consume,” says Tim Lang, professor of food policy at City
University, London. The rest comes from your Friday fish and chips, your
Saturday brunch, and all those al desko Pret lunches (oh, falafel flatbread,
how we miss thee). “If 40 per cent [of the food supply] is cut off, and 60 per
26
27. cent has to deal with 100 per cent, well, you’ve got stress and strains. It’s
inevitable.”
“We need to be thinking very carefully about renationalising supply chains, out of resilience
preparedness,” says Lang, the food policy expert. “We’ve developed, over 60 years, a
culture that says, 'I can eat what I like, when I like, and it’ll be cheap forever, and I’ll overeat
as well.' That culture has got to change.” Tropical fruits will disappear from shelves and
seasonal fruits will become so again, thanks to hold-ups at borders due to decreased freight
flights. That means no more strawberries in winter. “Coronavirus is going to take a scythe
through the normality of food."
This Economist Article outlines how Coronavirus rewrote our shopping lists, and also
introduced the German word for hoarding: hamsterkauf.
https://www.1843magazine.com/food/panic-at-the-supermarket-how-covid19-rewrote-the-sh
opping-list
Amazon meanwhile is benefitting (although in France, they are not allowed to deliver
anything other than essential items)
https://www.theguardian.com/technology/2020/apr/15/amazon-jeff-bezos-gains-24bn-corona
virus-pandemic
The High Street may not recover from this setback and we may end up with Amazon and
similar online retailers growing their monopoly. They are taking on many more staff.
Delivery drivers are bringing our purchases to the door.
An excellent NYT piece suggested that we are going to see the end of the department store,
as many were already struggling before this crisis, and we are not shopping in the same
way.
https://www.nytimes.com/2020/04/21/business/coronavirus-department-stores-neiman-marc
us.html?action=click&module=Top%20Stories&pgtype=Homepage
There are limited reads of articles on the New York Times, but I recommend a cheap
subscription to access the pieces (charge it to your departmental budget)
This had an excellent graphic referencing the classic store Macy’s.
Image by Andrew Sondern/New York Times.
27
28. There were also mentions of Hudson Yards, an exclusive shopping mall which I visited while
in New York last year, which is likely to be suffering quite a lot.
“The genre is toast, and looking at the other side of this, there are very few who are likely to
survive.” Mark A Cohen
The High St will also be reshaped:
https://www.theguardian.com/business/2020/apr/30/pandemic-will-vastly-accelerate-decline-
of-uk-high-street-mps-told
b. Gig Economy
This sector of the economy, which has grown dramatically in recent years, has been
particularly affected by the virus.
Uber - sharing a car not safe - black cabs with screens still relatively OK.
Tube travel in London - still continuing despite difficulty of social distancing.
Food delivery - most take-aways closing, even McDonalds and Nando, but person to
person possible - the local fish and chip shop in the village was still open, but selling off their
potatoes as seeing less trade (I bought a sack)
Uber - released an ad thanking people for staying at home:
https://adage.com/creativity/work/uber-thank-you-not-riding/2249401
https://youtu.be/_e8XLnMiCOE
Airbnb - this has the potential to return some properties to longer term rentals and may see
a change to the dominance of Airbnb in some city centres.
28
29. Picked up in this CityLab article about the longer time impact on airbnb, which is cutting
staff and key staff salaries”
https://www.citylab.com/life/2020/04/coronavirus-safe-travel-airbnb-rental-business-host-bail
out/608917/
https://www.boston.com/travel/travel/2020/04/01/airbnb-letter-coronavirus-pandemic
More of us will work from home in the future.
https://www.realcommercial.com.au/news/experts-deliver-verdict-on-workplaces-post-corona
virus-future?rsf=ps%3Afacebook%3Arcanews%3Anat&fbclid=IwAR2bOkHIyJCylwXqu9921v
BKB9SV_YjJkHotU_WU3PcAu6VeXmK4141TClI
I was interested to see that Uber paid for an ad which didn’t include a single car
https://adage.com/creativity/work/uber-thank-you-not-riding/2249401
c) Agriculture and the Food System
There is a need for more workers to pick food in the UK or it will rot in the fields as the
season progresses.
● Will farming be changed in terms of what is grown?
● Will this see a continued need for migrant workers and visas?
● Will we need a Pick for Britain campaign in the same vein as Dig for Victory?
The Fishing industry is suffering with a loss of overseas shellfish sales and closure of
supermarket fish counters:
https://www.theguardian.com/environment/2020/apr/10/scottish-fishermen-turn-to-food-bank
s-as-covid-19-devastates-industry?CMP=share_btn_tw
Singapore is almost wholly reliant on food imports (around 90% of its food) as it is so small
and urbanised. It is now bringing forward plans to grow more of its own food on rooftop
gardens.
https://uk.reuters.com/article/us-health-coronavirus-singapore-farming/singapore-ramps-up-r
ooftop-farming-plans-as-virus-upends-supply-chains-idUKKBN21Q0QY?fbclid=IwAR3qbVU_
38ylZ9MlregwS-o5PAxQ2l1KSpixvKTjXIPWwPA__a8v7ktDSTc
Only 1% of Singapore is apparently used for growing food at the moment, but that is set to
increase.
https://www.reuters.com/article/us-singapore-agriculture/from-sky-farms-to-lab-grown-shrimp
-singapore-eyes-food-future-idUSKCN1T00F2
Similarly, Australia has taken a fresh look at its own agricultural system to increase their self
sufficiency - Sydney Morning Herald piece here:
https://www.smh.com.au/politics/federal/coronavirus-triggers-australian-self-sufficiency-push-
20200412-p54j5q.html
Consider this very useful model of the Food system from the Centre for Food Policy.
Identify the current stresses that are being placed on elements of this model.
29
30. Image source: Centre for Food Policy
The Plant based sector was making good strides before the crisis. This piece is not entirely
without bias but makes a few interesting points with respect to the cost of food..
https://www.sacredcow.info/blog/plant-based-coronavirus
The rural economy will need help to bounce back as well - will there be changes to the
typical English countryside?:
https://www.princescountrysidefund.org.uk/research/recharging-rural-2
There is of course one very important food related link and that is the cultural issues behind
the consumption of animals. In some countries, including the USA, there are so called “wet
markets” where animals are sold live. The presence of these markets has been suggested
as one origin for pandemics due to hygiene and other aspects of the operation of these
markets.
Some Chinese cities are now banning the sale of meat from dogs and cats it seems, and
there may well be other cultural changes in what meats are consumed. The consumption of
‘bush meat’ such as bats was thought to be a source for the Ebola outbreaks of 2015.
https://www.independent.co.uk/environment/coronavirus-china-wet-markets-dog-cat-meat-st
op-the-wildlife-trade-campaign-a9466136.html
In the middle of April we also saw the first of a series of flights bringing Romanian fruit and
vegetable pickers to the UK:
https://metro.co.uk/2020/04/15/fruit-pickers-flown-romania-brits-failed-answer-call-help-1255
9562/
30
31. Remarkably the Daily Mail had this as its cover, after years of front covers denigrating
migrant workers. All those people who wanted to ‘support their country’ and ‘take back
control’ weren’t up to helping it seems when it really mattered.
.
Food production has been connected with the emergence of new viruses, as well as other
issues. This is an area to develop in the curriculum I would say.
https://www.theguardian.com/commentisfree/2020/apr/20/factory-farms-pandemic-risk-covid-
animal-human-health
d) Service sector
https://www.ft.com/content/f8e58c8a-de5e-44ac-84c4-dac767e6cfca - service sector has
been badly affected by the lockdown, and also certain sectors placed at increased risk of job
losses.
This includes food services and entertainment of course, with pubs and music venues
closed.
The world’s largest service industry of course is Tourism, and this is unlikely to be back to
anything like normal for at least six months with many countries closing their borders to
international tourists. A recalculation of the P/S/T employment mix may be needed.
e) Garment workers
Various campaign groups were quick off the mark to publicise the plight of garment workers.
https://cleanclothes.org/news/2020/live-blog-on-how-the-coronavirus-influences-workers-in-s
upply-chains?fbclid=IwAR0pfQvjJ4vZM6aLNZImo3N2PtTGsju4NhYljif17sQQZRxSSIApdmn
53vQ
Many garment workers feared for their lives with a lack of social distancing.
Fashion Revolution was an important account to follow in this area
as it kept track of stories relating to garment workers and how they
tried to cope.
Also Follow the Things Facebook page is an important resource
here.
https://www.facebook.com/followthethings/
31
32. Some companies like Primark cancelled crucial orders.
https://www.thedailystar.net/business/news/bangladesh-urges-global-partners-honour-terms-
rmg-purchasing-contracts-1890838
Vietnam’s workers were in debt and worried
https://www.voacambodia.com/a/mounting-debt-and-factory-closures-squeezes-kampong-sp
eu-garment-workers/5364643.html
Check our Dana Thomas’ ongoing work to explore how garment workers are being affected
here: https://mailchi.mp/traid/behindtheseamsdec_2020-weekly-2663238
https://www.traid.org.uk/traid-blog/ - excellent interview
https://www.traid.org.uk/education/education_resources/ - education toolkit
The Clean Clothes Campaign have published a report on Garment Worker exploitation in
Japan.
https://cleanclothes.org/news/2020/forced-labour-and-debt-trap-migrant-workers-in-japan-fac
e-substantial-risks-during-coronavirus-outbreak-
This final article connects sections e) and f)
https://www.thenation.com/article/world/kalpona-akter-interview-bangladesh/
f) Supply chains
Just-in-time economies have been disrupted. This has caused issues for many industries
which relied on supplies arriving just when they were needed.
Perhaps we need more teaching about the nature of supply chains perhaps and the
vital work of logistics. This is one area which we always did well at my current school.
I am working with one of the country’s leading logistics companies to put together a
teaching resource on this topic.
It will be appearing in the next couple of months.
Or perhaps we recalibrate the idea that we could order one day and get it the next day, and
relearn the act of patience e.g. queueing to walk into a supermarket.
32
33. Shipping containers are an important technology here. Mariners on container ships were
relatively safe there and could be tracked on MarineTraffic continuing their global
wanderings. http://www.marinetraffic.com
Will we start manufacturing closer to home if this is possible?
3D printers have certainly been used by many to start printing PPE: a big well-done to
Patrick Carberry, Head of DT at my school for printing and distributing PPE to local health
care agencies and pharmacies. It seems that quite a few teachers have gone to a similar
effort to support local healthcare workers.
Suddenly the face mask is the most important commodity it seems:
https://www.theguardian.com/world/2020/apr/28/face-masks-coveted-commodity-coronavirus
-pandemic?CMP=share_btn_fb&fbclid=IwAR0upcfvvGj6TR1lFkrSt2m55IGfiJO4fzH0QngmW
l0QWHloXwf7TUu0-wM
BBC Radio 4 programme on this theme: https://www.bbc.co.uk/programmes/m000gvd3
In Business Programme - Radio 4
How can companies change their way of working? Some thoughts here
https://eandt.theiet.org/content/articles/2020/03/will-your-supply-chain-thrive-in-a-post-coron
avirus-world/
As China’s supply lockdown passes the six-week mark, we are reaching a tipping point. With
only a slow build-back of supply from China, we are inevitably going to see shortages of key
components across a range of sectors.
The type of exports affected by the lockdown in China’s Hubei province are garments and
textiles; mobile phones; electronics; medical products; small components and machinery.
Therefore, the disruption caused is likely to be seen mainly in automotive, consumer
electronics and pharmaceuticals, meaning the immediate impact on European consumers
will be less directly felt.
To finish the Economies Section, check out Kit Rackley’s latest GeogRamblings video,
released at the end of March 2020.
33
34. https://geogramblings.com/2020/03/31/the-downward-spiral-and-the-coronavirus/
This explores the potential downward spiral of the de-multiplier effect which countries find
themselves in with people not spending money as they normally do because of fears over
their wages in the medium term producing financial uncertainty. There is plenty of useful
advice here as well as an analysis of the situation.
Image: Kit Rackley of GeogRamblings - used with permission
Caiti Walter has produced an excellent free resource here:
https://drive.google.com/drive/folders/1vUsAFn5WOsvSoOMB7zt2GzThtce19IWD
It accompanies a programme on BBC Sounds.
https://www.bbc.co.uk/programmes/m000h1ms
g) Remittances
Thanks to Paul Ganderton for this article on Remittances.
34
35. https://theconversation.com/coronavirus-pandemic-could-hit-the-billions-migrant-workers-sen
d-home-in-cash-135602?fbclid=IwAR3K7Girt-N6Mlvx1bTCm2b53qKeChyv1jKTswS3MMkf0
xL1QrgR6lsfEig
These are the financial flows which head back to countries like the Philippines from those
residents who work in other countries, and often earn more money than they could if they
stayed at home. These payments help support large numbers of families, whose spending is
then ‘multiplied’ in the economy. How will the reduction in flows of people and finances
potentially impact on those families involved. Migrant workers aren’t as well supported during
the pandemic, and also are likely to contemplate a return home if that is possible.
In 2019, an estimated 200 million people in the global migrant workforce sent home
US$715 billion (£571 billion). Of this, it’s estimated US$551 billion supported up to 800
million households living in low- and middle-income countries.
h) Corporate Social Responsibility
There’s an element of this in the previous work on garment workers / links to globalisation,
but it’s worth considering this as a new topic for discussion when teaching about industry
and the role of TNCs.
Some companies are particularly affected. Primark had no sales at all in April:
https://www.itv.com/news/2020-04-21/primark-owner-furloughs-68-000-retail-staff-and-reveal
s-248m-stock-hit/
The way firms treat their workers will be remembered after this is over.
i) The death of the Office as a workplace
An excellent piece in the Economist, with wonderful illustrations (this is a golden period for
those to be created) on the death of the office and why we don’t need it anyway…
https://www.1843magazine.com/features/death-of-the-office
j) The social contract
Start with this on the social contract from the Financial Times
https://www.ft.com/content/7eff769a-74dd-11ea-95fe-fcd274e920ca?list=intlhomepage
35
36. "Governments will have to accept a more active role in the economy. They must see public
services as investments rather than liabilities, and look for ways to make labour markets less
insecure."
"As western leaders learnt in the Great Depression, and after the second world war, to
demand collective sacrifice you must offer a social contract that benefits everyone.”
What is clear is just how awfully the Government handled the pandemic from mid-February
onwards. Their lack of action has massively increased the death toll.
And the last line of that article:
Beyond the public health war, true leaders will mobilise now to win the peace.
And we will need to keep our distance for quite some time.
https://twitter.com/i/status/1248317963566006272
This Lancet piece places the clapping in context. It’s simply not good enough.
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)30983-1/fulltext?fbclid=I
wAR2AiQeb38O4UcMewUjXuRz7eRImg-g8JlaMp8fvqVqq7uMhQP3RSXuC-RE
“Allegiance, after all, has to work two ways; and one can grow weary of
an allegiance which is not reciprocal.”
James Baldwin
10. Development and Inequality
https://www.ft.com/content/d184fa0a-6904-11ea-800d-da70cff6e4d3?list=intlhomepage
Inequality is as big an issue as ever.
The definition of key workers was explored by George Monbiot in a tweet.
Some are reminding us that there is a gap between those of us that can quarantine because
of the jobs that we have, or our ability to work from home.
http://theoreti.ca/?p=7321
Also mentioned in this piece here:
https://www.theguardian.com/commentisfree/2020/apr/05/whether-in-the-uk-or-the-developin
g-world-were-not-all-in-coronavirus-together?CMP=Share_iOSApp_Other
China points out the digital divide:
https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html?action=clic
k&module=RelatedLinks&pgtype=Article
The Joseph Rowntree Foundation reminds us that this is also the case in the UK of
course:
https://www.jrf.org.uk/blog/coronavirus-response-must-include-digital-access-connect-us-all
Along with this article:
The Food Foundation report is here: https://foodfoundation.org.uk/
36
37. YouGov Report is here: https://foodfoundation.org.uk/covid-19-latest-impact-on-food-2/
You can browse through all the graphics here:
Social distancing is a dream for many, particularly in Indonesia, refugee camps and other
such places.
e.g.https://theconversation.com/indonesia-was-in-denial-over-coronavirus-now-it-may-be-faci
ng-a-looming-disaster-135436?fbclid=IwAR2n3VTWJW9LXn7NK3Q6UJIx-0h41DYiOGE619
dVaV0ibgn6UHTWU9Rgfr8
A race element to the pandemic began to emerge in the USA too
https://www.nytimes.com/2020/04/07/us/coronavirus-race.html
37
38. With this piece from the Washington Times (click for limited free articles each month to read
it)
https://www.washingtonpost.com/nation/2020/04/11/grocery-store-owner-new-orleans-coron
avirus/?arc404=true
A powerful quote:
And this report has images of empty hotels in Las Vegas, and yet the homeless sleep in
taped off boxes in a car park:
https://www.theguardian.com/world/2020/apr/14/las-vegas-strip-closed-coronavirus
Even in London, this is not easy sometimes - interesting use of Datashine here to identify
areas with crowded households and little access to open space without some sort of
intervention...
Here’s Emily Maitlis on Newsnight doing a very good job of debunking the myth that this is
a ‘great leveller’ - some people are at greater risk, some people are always at greater risk.
https://twitter.com/i/status/1248113709546975232
Wealth inequality is visualised here - thanks to Paul Turner
https://mkorostoff.github.io/1-pixel-wealth/
This was a theme followed up by Owen Jones:
https://www.theguardian.com/commentisfree/2020/apr/09/coronavirus-inequality-managers-z
oom-cleaners-offices?fbclid=IwAR0bdkacNKk-kgfJIV2HcgxXjsV_un34fRE9NGx6YP2bztPRt
3le4Uk7WR4
38
39. And a reminder that some will be profiting at this time, including business with
connections to prominent politicians although price gouging is presumably still being
monitored:
https://www.theguardian.com/business/2020/apr/09/hedge-funds-raking-in-billions-during-cor
onavirus-crisis
The link between inequality and pandemics is explored in this Guardian article:
https://www.theguardian.com/commentisfree/2020/apr/12/inequality-pandemic-lockdown?C
MP=fb_cif&fbclid=IwAR2_UK2fXIZGQ4ArF7KO4Vi21I1hdfFjYT5BWmN_2vosEg7YXFv5rCLr
PEU
Perhaps the best piece on this was written by the remarkable Rebecca Solnit who always
seems to get the right tone.
She wrote in a piece in the Guardian.
https://www.theguardian.com/commentisfree/2020/apr/17/coronavirus-discriminate-humans-r
acism-sexism-inequality
Read this.
Nearly everyone on Earth is, or will be, affected by this pandemic but each of us is affected
differently. Some of us are financially devastated, some are gravely or fatally ill or have
already died; some face racism outside the home or violence within it. The pandemic is a
spotlight that illuminates underlying problems – economic inequality, racism,
patriarchy. Taking care of each other begins with understanding the differences. And
when the virus has slowed or stopped, all these problems will still need to be addressed.
They are the chronic illnesses that weaken us as a society, morally, imaginatively, and
otherwise.
And on the 1st of May, we had confirmation of the inequalities within the UK being
reflected in Coronavirus deaths.
It is becoming clear that we acted too late, and without a clue of who was infected because
of no testing and tracing, we had no chance unless we locked ourselves away… and now
they want teachers to be the next profession in line?
https://www.theguardian.com/world/2020/may/01/covid-19-deaths-twice-as-high-in-poorest-a
reas-in-england-and-wales
39
40. Graph copyright: The Guardian
With 55.1 deaths per 100,000 people in the most deprived places compared
with 25.3 in the least deprived, the King’s Fund health thinktank demanded
the government focus new resources to reverse health inequalities as the crisis
eases.
This could be connected to other health factors which are also found in the more deprived
areas of course.
https://theconversation.com/evidence-obesity-is-a-risk-factor-for-serious-illness-with-coronavi
rus-is-mounting-even-if-youre-young-137081
Here’s the London borough of Newham:
https://www.theguardian.com/uk-news/2020/may/01/covid-19-coronavirus-newham-london-u
k-worst-affected-area?CMP=Share_iOSApp_Other
NESTA was hoping for a more inclusive Scotland after Covid-19 - this piece is developing
over time:
https://www.nesta.org.uk/feature/scotland-after-covid-19/
11. Changing relationship with leisure time and working hours
With people adapting to home working, if productivity stays the same will more people want
to work from home in the future and this will change the nature of work-life balance perhaps,
and also the nature of the ‘separation between work and home’ which commuting offers
along with associated nature of costs / insurance / tax implications.
40
41. https://sg.news.yahoo.com/look-workweek-hours-differences-cultures-around-world-0450156
79.html
Hopefully we may see an end to celebrity culture as well, although they are desperate to
remain in the public eye by ‘teaching us’ how to do stuff, and even trying their hand at being
teachers.
https://www.theatlantic.com/culture/archive/2020/03/celebrities-have-never-been-less-entert
aining-coronavirus/608452/
Workers who are clearly the most valuable will hopefully have a large pay rise, particularly
those in the NHS. Let’s also consider the wage rate levels which allow workers to remain in
the UK. And perhaps cancel Brexit while we’re at it.
Will the internet be able to cope?
This New York Times article has an excellent illustration by Pete Gamlen exploring whether
the infrastructure will be able to cope with us all working from home.
https://www.nytimes.com/2020/03/16/technology/coronavirus-working-from-home-internet.ht
ml?referringSource=articleShare
12. Demographics
a) Natural Increase: a baby boom or bust?
One would imagine that if people were in the house together for weeks there would perhaps
be a baby boom nine months later.
But will people actually keep their distance within the home as well? There was even a page
on the BBC News website answering questions people were asking about whether sex was
still safe.
From seeing images of people outside carrying on as normal even in late March, one would
suspect that there may be a mini baby boom in December / January - more Capricorns,
which is the best star sign.
These experts think there won’t be a baby boom:
https://edition.cnn.com/2020/04/04/us/baby-boom-coronavirus-demographics/index.html
Could there be a slight change to the population pyramid in some countries if the virus
disproportionately affects older people?
"There's no way that the number of births is going to go up," says Kenneth Johnson, a
professor of sociology and demographer at the University of New Hampshire. "This is not the
kind of environment in which people say, 'Let's bring a child into the world now.'"
b) Migration
Where are people heading during this time? Did extra migration happen because resources
were diverted elsewhere.
Coronavirus as a reason for migration and as unwanted as other people
41
42. https://www.politico.com/news/2020/03/30/couple-flees-north-arctic-circle-coronavirus-15587
8
How were migrants coping?
Even social distancing could be argued to be a luxury.
Migration is featured here.
Coronavirus is described as the great amplifier.
https://www.mideq.org/en/blog/great-amplifier-covid-19-migration-and-inequality/
13. Globalisation and geopolitics
Our increasingly interconnected world has contributed to the spread of the virus.
Will this be an end to globalisation? Several commentators have talked about this issue, and
it is likely to form part of a future geography curriculum to explore the unravelling of some of
its strands.
https://www.bbc.co.uk/news/business-52104978
Borders have been shown to be meaningless in many ways, but in some cases have also
been locked down to prevent access e.g. Iceland banned flights.
Will this mean an end to Globalisation?
Parag Khanna, who wrote the book ‘Connectography’ comments on this in an interview with
Andrew Keen
42
43. Listen to the interview and read the article
https://lithub.com/parag-khanna-on-what-wont-change-about-globalization-after-coronavirus/
It’s also worth keeping an eye on the tweets of Klaus Dodds:
https://twitter.com/klausdodds
This LSE piece is useful and has some relevant quotes:
https://blogs.lse.ac.uk/usappblog/2020/04/21/are-us-and-chinese-leaders-passing-the-stress
-test-posed-by-the-covid-19-crisis/
The use of the term, the “Chinese Virus” by President Trump is an example of the
geopolitical theme here (could also relate to ideas of soft power)
The final sentence is useful:
“We are likely entering a new phase of the globalization drama, but it is not at all certain that it
will be one defined by countries around the world building walls and pulling up drawbridges.”
Emmanuel Macron piece is also relevant here. In the FT which offers limited reads of
articles: https://www.ft.com/content/3ea8d790-7fd1-11ea-8fdb-7ec06edeef84
In terms of approaches to the virus, there’s an interesting piece here on whether different
types of governments handle pandemics better - is authoritarian better than democratic?
https://carnegieendowment.org/2020/03/31/do-authoritarian-or-democratic-countries-handle-
pandemics-better-pub-81404?fbclid=IwAR3IU7lqD2p0gcR45gscFvHrlZUK2mD1zbTCa1_JO
yHeOYEvJj2kPt-xFlE
If a leader is a denier like Jair Bolsonaro this can have major implications:
https://www.bbc.co.uk/news/world-latin-america-52080830
A piece by Madeleine Albright which returns to her previous points about Geography being
particularly important.
https://www.nytimes.com/2020/04/12/opinion/madeleine-albright-coronavirus.html
43
44. 14. Carbon Footprints
At the moment we are driving a lot less and travelling less generally. Industries are shut
down, lights are turned off in millions of retail premises and these producers of carbon are
much reduced. What is the link between the increased streaming of data we are all using,
and the production of carbon.
How much carbon are we creating by staying at home?
Each Google search produces carbon, so how much does Netflix streaming generate?
https://www.carbonbrief.org/factcheck-what-is-the-carbon-footprint-of-streaming-video-on-net
flix
Carbon Brief have tackled this theme as they have other carbon related topics and fact
checked some other claims. It seems the amount of carbon produced is a lot less than some
people estimated, and isn’t counteracting the benefits of staying at home and doing some of
the other activities that we have started to do instead.
Greta Thunberg - some recent tweets on this theme.
Thanks to Kate Stockings for this idea to use these quotes from Greta’s book to spark
discussion about the continued threat that this poses, not least as we enter hurricane
season.
15. Tourism
The issues with tourism have been forgotten in those locations which used to have them.
There is a realisation of how many jobs were reliant on the visitors. I’ve seen some tweets
saying how people miss the tourists...
Totnes - Ben King has been sharing images on his morning exercise through this Devon
town. Here’s a view which one would hardly ever see, taken by Ben King.
44
45. Image copyright: Ben King - used with permission
Some people are concerned that areas like Devon and Norfolk will see surge in cases after
lockdown is lifted as people travel there in large numbers.
They could also be the areas where there are the most job losses:
https://www.theguardian.com/society/2020/apr/27/uk-tourism-hotspots-could-face-worst-of-p
ost-lockdown-job-losses?fbclid=IwAR2F3VoW3RcoJsqyfqR8WQ1fpi6ktyxac15bb9yXo3Uqg
8Bt9GON4UFjwQw
Will we see more virtual travel? VR is being used by some during lockdown to try to escape
from their reality.
https://www.nationalgeographic.com/travel/2020/04/can-virtual-reality-replace-real-tourism-d
uring-pandemic-and-beyond/
Travelling to places may also have its issues e.g. seating arrangements on planes, boarding,
disinfecting etc.
https://www.theguardian.com/business/2020/apr/22/ryanair-boss-says-airline-wont-fly-with-id
iotic-social-distancing-rules?CMP=share_btn_tw
Indeed airlines may well be forced to merge or close down:
https://www.irishtimes.com/business/transport-and-tourism/lufthansa-warns-of-10-000-job-cu
ts-as-covid-19-bites-1.4237445
I wonder what the impact will be on the price of international travel.
Some reports suggest second-home owners are accessing the business support that is
meant for small businesses as well, although they are unlikely to be living there:
https://www.bbc.co.uk/news/uk-england-cumbria-52420392
And in the meantime, it seems unlikely that with 14 day quarantine restrictions in place for
those wanting to enter most countries, that overseas tourism is unlikely to restart in 2020
https://www.reuters.com/article/us-health-coronavirus-germany-tourism/germany-warns-agai
nst-race-to-restart-tourism-idUSKCN22806H
Thousands of Icelanders have lost their jobs including many coach drivers for Gray Line who
serve the schools that visit the island.
Some places are looking at this as an opportunity to reboot, such as the Austrian ski resort
of Ischgl which is planning to ditch its party tourism reputation after it became a cluster for
infections in the early days of the pandemic:
https://www.theguardian.com/world/2020/apr/24/austrian-ibiza-of-the-alps-vows-to-ditch-part
y-tourism-after-covid-19-lockdown
One theme has emerged over the last week in this area.
However, the real ‘winners’ may be the resorts in the UK as overseas travel is unlikely
to be as easy therefore the STAYCATION is likely to be the norm for a while and some
places are poised to hopefully return to successful trading and a boom in visitors (with the
short term associated risks involved)
45
46. https://digitaleditions.telegraph.co.uk/data/211/reader/reader.html?#!preferred/0/package/21
1/pub/211/page/105/article/37685
Global travel will reduce for a while, affecting the many people globally who rely on
tourism. Case Studies on this will have to change.
16. Crime
Smartphones track us wherever we go, often without people realising.
Surveillance will be used to ensure that people don’t break curfews. We have cameras to
check average speeds on roads which tag cars using ANPR, so those who drive when they
are supposed to be at home can be identified as they appear on numerous cameras which
are far from their home area. When I travelled to school during lockdown, which is an almost
50 mile journey I made sure I had my lanyard, ID, teacher union membership card etc.
Yuval Noah Harari mentions this in his piece for the FT:
https://www.ft.com/content/19d90308-6858-11ea-a3c9-1fe6fedcca75
There was a very good report on the BBC News in mid-April showing the extremes of
surveillance and control in China, including monitoring of people leaving apartment blocks in
cities with thermometers to check on fever etc. ALthough the temperature checking may not
be as effective as people think, it is this surveillance and compliance which some countries
are used to, and others aren’t.
A US commentator reminded people that some of the measures introduced after 9/11 which
was in 2001 are still in place 19 years later, giving the government additional surveillance
powers. Civil liberties need to be balanced against the other regulations.
It showed how mobile phones can be used to trigger warnings when people find themselves
in particular locations which may be more risky.
https://www.bbc.co.uk/news/av/world-asia-52104798/coronavirus-how-china-s-using-surveill
ance-to-tackle-outbreak
46
47. As one would imagine, recorded Crime is well down as people are all at home.
https://www.theguardian.com/uk-news/2020/mar/26/coronavirus-crisis-leads-to-precipitous-d
rop-in-recorded
I imagine car crime is also down as people’s cars are outside their homes / inside garages.
However, with so many businesses closed down and not perhaps checked on for some time,
there may well have been some commercial / business premises which have been targeted
by criminals.
Tracking is being used in South Korea:
https://www.economist.com/international/2020/04/16/governments-are-starting-to-ease-restri
ctions?fsrc=scn/tw/te/bl/ed/emergencyexitgovernmentsarestartingtoeaserestrictionsinternatio
nal&__twitter_impression=true
A linked resource here (pun intended)
https://www.linkedin.com/feed/update/urn:li:activity:6660905312444383232/
17. Transport
The key type of transport to be affected by this is air transport of course.
https://www.theguardian.com/world/ng-interactive/2020/apr/03/how-is-the-coronavirus-affecti
ng-global-air-traffic
https://www.itv.com/news/2020-04-03/uk-air-traffic-down-by-almost-90-compared-with-last-y
ear/
Heathrow is closing one of its runways in early April
https://www.independent.co.uk/travel/news-and-advice/coronavirus-heathrow-airport-runway
-close-british-airways-latest-news-a9444556.html
Road traffic reductions have taken traffic back to 1955 levels apparently, and traffic speeds
are up as a result, particularly when it comes to the ‘rush hour’.
Designing streets that save lives
https://www.curbed.com/2020/4/3/21203362/curbed-panel-design-safer-streets
47
48. Addition by Helen Young: This article by the BBC considers whether working from home will
be the new norm for many, questioning the need for improvements to transport
infrastructure:
https://www.bbc.co.uk/news/science-environment-52137968
Jo Ward is a transport planner and shared her thoughts here:
https://tps.org.uk/tp-day-2020-announced/read-our-blogs/covid-19-response-by-joanna-ward
Travelling for business - will Zoom replace many meetings in the future as people realise
that they can still meet and make important decisions? How secure are these meetings?
Or will travelling become the preserve of the rich?
https://www.bbc.co.uk/news/science-environment-52064509
Meanwhile CityMapper has a Mobility Index for cities around the world. This was useful as
cities started to shut down. Drag the top banner with 1 week ago, 2 weeks ago etc to see the
figures rise as we go back to before the lockdown.
https://citymapper.com/CMI
This article on the use of Smartphone Data has an image of the Oculus
https://www.nbcnews.com/tech/tech-news/u-s-wants-smartphone-location-data-fight-coronav
irus-privacy-advocates-n1162821
Compare with my image taken on April 15th 2019
48
49. Many people are enjoying the reduced traffic flow to be able to enjoy cycling and even
walking more safely.
The associated pollution is not something people are missing.
Daniel Whittall sent me this article on the city of Milan, which is going to expand its cycle
network in the future - Belgian cities have been ahead of the curve on this for years.
https://www.theguardian.com/world/2020/apr/21/milan-seeks-to-prevent-post-crisis-return-of-
traffic-pollution
We could also see more adoption of the banning of cars with older, more polluting engines
as again happens in many European cities, with LEZ (Low Emission Zones)
I can see an activity perhaps where students map where these should go in their own home
town or city.
Ironically, London has currently suspended the Congestion charge to support key workers
travelling to work, as have cities in other parts of the world. The Congestion Charge in
London is £11.50 per day, Monday to Friday.
https://tfl.gov.uk/modes/driving/congestion-charge
https://urbanaccessregulations.eu/news-and-press/19-latest-news/1362-suspension-of-all-ro
ad-user-charging-schemes-in-london
The death of the car? Probably not:
https://www.bbc.com/future/article/20200429-are-we-witnessing-the-death-of-the-car?fbclid=I
wAR36t8mGkpqlltZuVX5K18z_jqS8nj6enhHe_Wi50Q1S-oQ8dkdP-XYZZSc
49
50. Ola Rosling of the Gapminder Foundation appeared this week with a new video exploring
the realities of the impact of flight reductions on carbon dioxide emissions and climate
change. Can be viewed on YouTube: https://www.youtube.com/watch?v=-_asLII6J0k
Apple’s mobility data came out in late April. Here’s the graph for London.
50
51. 18. Geographies of Convenience
Speaking of convenience, public conveniences usually have a supply of toilet paper, which
was more than could be said for supermarkets in the run up to the enforced home isolation
for many, as the shelves were cleared. This later moved on to flour and yeast as everyone
started baking.
https://www.bbc.co.uk/news/world-australia-51731422
Using local services where possible.
Village shop = higher prices? Or did people find that the local butcher was competitive on
price after all.
I’ve had in mind a unit on Geographies of Convenience on my KS3 curriculum for
some time - perhaps now is the time for it to make an appearance.
19. Sustainable Development Goals (SDGs)
Will this stall progress on the Sustainable Development Goals? It seems very likely.
The United Nations published a report in March 2020
https://www.un.org/sites/un2.un.org/files/sg_report_socio-economic_impact_of_covid
19.pdf
Since then several pieces have talked about the humanitarian tragedy that is going to unfold
in places like India, and others which have an informal economy which is driven by personal
contact.
https://booksandideas.net/The-Covid-19-Crisis-in-India.html
51
52. Here’s an image via Koen Timmers
20. Food Security
The world’s food system is in a fragile state.
Multinational companies have written to
members of the G7 and G20, asking them to
keep borders open so that food flows. There are
fears that this might double the number of people
who are malnourished.
Currently this stands at around 820 million
people but it could well double according to some
estimates, and those 110 million most at risk are
in even greater danger.
The letter ends with this phrase:
Getting the food system right is central to a resilient recovery across the world, creating the
potential for millions of new jobs, less hunger, greater food security and better
management of key natural resources: soil, water, forests and the oceans.
https://www.theguardian.com/world/2020/apr/09/coronavirus-could-double-number-of-people
-going-hungry?fbclid=IwAR2MDfzASEWp5MFO7GmCddh_0DhvkKoijnTr6wi9LVHSCBYzG4
eDA4SF5sI
Worth checking out the Twitter discussions around this.
52
53. Led me to this useful piece with some quotable quotes:
https://www.project-syndicate.org/commentary/covid19-threatens-to-unleash-global-food-ins
ecurity-by-thanawat-tiensin-et-al-2020-03
What and how we eat affects our health and wellbeing. We depend on farmers to
continue working their fields, on supermarket cashiers to show up at their jobs, and on
drivers to deliver our food to markets or front doors. But there are strains. In some
places, nutritious food is becoming scarce. Among other concerns, food is being
hoarded, leaving little on shelves for consumers.
All of us must act. We must work together to save lives, meet immediate needs through
emergency responses, and plan for longer-term solutions to support recovery and
build resilience. Governments and responsible leaders need to promote and protect
reliable, safe, and affordable food supplies, especially for the world’s most vulnerable.
Diagram above is from Professor Corinna Hawkes
https://nutritionconnect.org/news-events/healthy-diets-human-resilience-age-covid-19
And here’s the FAO:
http://www.fao.org/news/story/en/item/1269721/icode/?utm_source=twitter&utm_medium=so
cial+media&utm_campaign=fao
53
54. As well as the issues with food shortages there are also examples of food surpluses in some
countries, with Belgians being asked to eat frites twice a week to tackle a potato mountain:
https://www.telegraph.co.uk/news/2020/04/24/belgians-urged-eat-frites-twice-week-deplete-c
oronavirus-potato/
In the short term, food security has been helped by access to Food Banks, but they are
being hit because of a shortage of donations and also availability of volunteers. They are
also seeing an increased demand because of the lack of free school meals for many who
are entitled to them but can’t go to school. Vouchers are also not working smoothly for some.
Here’s a statement from the Trussell Trust which operates many food banks.
https://www.trusselltrust.org/coronavirus-food-banks/
People are turning to them who have never been before, such as furloughed workers
https://www.bbc.co.uk/news/uk-wales-52447142
https://www.bbc.co.uk/news/uk-wales-52050396
https://www.independent.co.uk/voices/coronavirus-food-banks-help-the-hungry-trussell-trust-
a9432501.html
21. Superpowers: Hard and Soft Power
The changing power dynamics of countries. How will China, Russia and America be
changed economically by the virus - what about soft power?
https://www.spectator.co.uk/article/Britain-should-brace-itself-for-a-new-world-order-after-cor
onavirus?fbclid=IwAR0qsPC6fe1hWDmOK17EvPJ7eVjyFw31DORjnAgRJIHfbjhx2kR0fs0D2
GQ
https://www.weforum.org/agenda/2020/02/these-are-the-countries-best-prepared-for-health-
emergencies/
Where will Britain be on this table in a year or two’s time? https://softpower30.com/
China’s links with other countries and debt:
https://www.theguardian.com/world/2020/apr/12/coronavirus-chaos-could-strengthen-chinas-
debt-hold-on-struggling-nations?fbclid=IwAR3MixnZjSkOfOAIEDtMwoDnpAuhjPa1nbfUWr6q
h1Cqq_uRFa2N3-u16Ig
54
55. 22. Sense of Place
Thanks to Paula Owens for the lead to this excellent article which I have now referred to
several times in other work as well. I contacted the author as well, who it turns out majored
in Geography:
https://www.wired.com/story/amid-pandemic-geography-returns-with-a-vengeance/?fbclid=Iw
AR22kAWXebfVp3LQc8asO9hBgQ2J9lJJwFwodx6ODkmPzu2-ynG67wALAio
THE PANDEMIC IS redefining our relationship with space. Not outer space, but
physical space. Hot spots, distance, spread, scale, proximity. In a word: geography.
Suddenly, we can’t stop thinking about where.
People are engaging in placemaking with their rainbows, painted stones, yarnbombing etc.
23. Energy
Before the lockdown it was suggested that we might
all be using so much energy there would be power
cuts, but of course we don’t have the industrial and
transportation usage of energy and public buildings
are closed.
We now have far more domestic energy use - bills are
going to rise for sure.
There are also some peaks through the day, such as
lunchtime and early evening.
https://www.bbc.co.uk/news/technology-52331534
Remember that you can keep track of how our energy
is being generated on the trackers of the National Grid
and you may be able to see these peaks.
https://www.gridwatch.templar.co.uk/
Might make a good activity I guess if someone wants
to put it together I can add it here.
The lockdown has also seen a major milestone in
terms of coal use. Thanks to Claire Kyndt for this
image:
24. New Communities
A Corporate Social Responsibility piece in the Geog Mag by Mary Martin explores the
potential impact on communities and how they may change:
http://geographical.co.uk/opinion/item/3651-coronavirus-after-this-crisis-i-hope-to-see-busine
sses-aligning-their-goals-with-that-of-local-communities-dr-mary-martin
Also the village of Eyam was back in the news, as an example of one who dealt with a
previous plague. Paul Berry wrote a blogpost about the village and how it dealt with the
plague.
https://devongeography.wordpress.com/2020/04/21/eyam-village-has-been-here-before-soci
al-isolation-in-the17th-century/
55
56. No community is going to be unaffected. Our village has a range of notice boards and help
for elderly people.
One aspect of many communities in picturesque areas is the number of second homes.
While some may have holed up there, many owners will have been unable to visit for a
while. These empty homes are not helping the local services who are needing support at this
time. I’ve spent more in my local butcher than I usually do over the last month.
25. Surveillance (link to D3 Erasmus Project)
This project explores the use of open data in daily life
Google Mobility reports
These are useful documents.
https://www.google.com/covid19/mobility/ - available for most countries.
I’ve been exploring these. The 2nd set of reports was published on April the
9th with others coming out at intervals and sometimes being picked up by
local newspapers e.g. the EDP in East Anglia picked up the 16th of April report.
These were joined by other technology firms to start to trace the movements of 3 billion
people in April and May:
https://www.bloomberg.com/news/articles/2020-04-10/apple-google-bring-covid-19-contact-tr
acing-to-3-billion-people
Contact tracing is the phrase used, also explored by Hannah Fry in her 2018 GA
Conference Keynote lecture at the University of Sheffield.
http://livinggeography.blogspot.com/2018/04/ga-conference-2018-post-6-hannah-fry.html
Here’s how it works in a BBC video:
https://www.bbc.co.uk/news/av/technology-52401049/coronavirus-what-is-contact-tracing-an
d-how-does-it-work
Thanks to Michaela Lindner-Fally for the tip off to this piece on the modelling of contact
and spread for the city of Salzburg. This is a European centre for the use of GI, and I’ve
been fortunate to visit many times and also to teach courses at the University there. A
translated version of the article is here:
https://salzburg.orf.at/stories/3045880/?fbclid=IwAR1E0W2XNzqIHyB-zTrqTqE_rQtAVnnsbB
Exc3tXZ5FKTGEMJgxxY1JLQA0
A Charlie Warzel piece in the New York Times on technology in March 2020 considered how
it was starting to find a new audience in the lockdown.
https://www.nytimes.com/2020/03/05/opinion/coronavirus-quarantine-hermit-tech.html
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57. It’s been a big week for what I refer to as “Hermit Tech.”
Stock in technology companies that facilitate working from home have soared in a spiraling market
otherwise anxious by an impending coronavirus pandemic. Netflix is preparing for the server strain of
the bored but quarantined masses. Expensive Peloton stationary bikes and streaming workout
services are seeing substantial spikes in interest. Tech guides are popping up suggesting everything
from noise-canceling headphones, Wi-Fi signal boosters, and productivity hacks for families who’ll
need to make close quarters work and life livable.
Sometimes we want to know where we are of course:
https://www.linkedin.com/pulse/running-out-data-shouldnt-cost-you-your-life-lyndsey-duff/
Explores the work of what3words (w3w) at this time as well.
26. Geography of Disease
This unit in ‘A’ level specifications will obviously never be taught the same again.
There will be one case study to rule them all...
https://www.geography.org.uk/The-geography-of-coronavirus
https://www.geography.org.uk/Geography-of-Disease
https://www.bbc.co.uk/news/52311014
https://hms.harvard.edu/news/covid-19-context-clues
Pandemics are obvious risks, as mentioned in a previous section.
https://bylinetimes.com/2020/04/11/a-national-scandal-a-timeline-of-the-uk-governments-wo
eful-response-to-the-coronavirus-crisis/?fbclid=IwAR31Nz0lxHd-Vcx9UtLk4vfMxaAlq1PIJq7
KJ5r9TJ4r5eJHvJqfHJTOITw
The Government’s advisors in SAGE had warned of them in 2019, and given specific
guidance on preparations. This is connected with the work that we do when discussing
disasters such as tectonic hazards and the preparation and planning that needs to be put in
by communities at risk - in this case, every community is at risk.
This blog post from 2016 also sounds a warning years ago about viruses that would emerge:
https://blog.geographydirections.com/2016/12/14/the-world-needs-to-be-concerned-patholog
ical-lives/
EUROMOMO is a useful collation of mortality statistics.
The MOMO stands for mortality monitoring https://www.euromomo.eu/
There are graphs and maps showing excess deaths for countries across Europe.
This could also be one occasion where smoking is actually good for you:
https://www.economist.com/science-and-technology/2020/05/02/smokers-seem-less-likely-th
an-non-smokers-to-fall-ill-with-covid-19?fsrc=scn/tw/te/bl/ed/covid19smokersseemlesslikelyt
hannonsmokerstofallillwithcovid19scienceandtechnology&__twitter_impression=true
The Lancet’s Covid-19 area: https://www.thelancet.com/coronavirus
Epidemiologists talk about the SEIR model
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58. Source: The Economist
https://www.economist.com/briefing/2020/04/04/the-hard-choices-covid-policymakers-face
27. Borders
There will be some interesting dynamics once countries re-open or ease lockdown, particular
in border areas where one country does something different to another.
There’s an extreme example here, which has featured in a number of textbooks of a
complicated border, between Belgium and the Netherlands.
https://www.bbc.co.uk/news/world-europe-52491210
It’s the area called Baarle Hertog and Baarle Nassau.
There is a clothing shop called Zeeman which straddles the border, and one half is open
while the other half remains closed:
https://www.telegraph.co.uk/news/2020/03/26/clothes-shop-dutch-belgian-border-half-closed
-coronavirus/
https://www.dutchnews.nl/news/2020/03/border-shop-split-in-two-sorry-no-shirts-theyre-in-be
lgium/
Will this lead to new negotiations and tensions along borders?
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59. C: Geographical Skills and Tools
28. Fieldwork
Can we still do fieldwork in times of lockdown? The Geographical Association shared
ideas on its ‘Geography from Home’ page which I put together:
https://www.geography.org.uk/geography-from-home
And how will fieldwork change afterwards? The Field Studies Council has their fieldwork
live lessons running through the Summer term, starting on the 20th of April.
https://encounteredu.com/live-lessons/fsc-fieldworklive-2020
See the link to my draft Outdoor Curriculum Document in the Pedagogy section of this
document. I intend to teach outdoors as much as possible for the second half of the Summer
term and the first half of the Autumn (Michaelmas) term. It’s a work in progress.
Phil Smith shared an excellent idea for walking in a time of virus - quite psychogeographical
of course.
https://www.plymouth.ac.uk/news/pr-opinion/walking-in-a-time-of-virus?fbclid=IwAR1339qBE
yuORLbvFONZk9qhwuo3JoARpIHFNKWZVJWD5G3JmERt3sBz2-s
Thanks also to Sharon Witt for the tip off to Gillian Judson’s Walking Curriculum which is
free for Kindle if you are an Amazon Prime subscriber.
http://www.educationthatinspires.ca/walking-curriculum-imaginative-ecological-learning-activi
ties/
This contains a number of different walks on curriculum
themes.
What an opportunity and it can’t really be done at the
moment, to explore the impacts of this on our public
places as their usage declines.
Google is doing this through data aggregation.
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60. Those with an urban view e.g. overlooking a public place would be ideally judged to do this
sort of work as well. Sophie Raworth, the BBC newsreader shared images from her run
commute to work: https://www.bbc.co.uk/news/in-pictures-52155029
Thanks for David Morgan from the FSC for the lead to a document produced by Deborah
Lupton which provides some guidance on fieldwork during the lockdown, aimed at higher
level students in social studies but useful for guidance nonetheless.
https://docs.google.com/document/d/1clGjGABB2h2qbduTgfqribHmog9B6P0NvMgVuiHZCl8
/preview
My colleague Claire Kyndt is working on a lovely idea of a dérive to look for signs of the
pandemic: signs, rainbows in windows, painted stones, messages of support, instructions in
shop windows etc. Perhaps an iSpy book as mentioned in the GA Geography from Home
section.
29. Geographical Information Systems (GIS)
This is coming into its own in terms of capturing and mapping the pattern of spread of the
virus, and may now become more mainstream as a result. The ESRI dashboard for example
has been viewed millions of times and the use of GIS to explore aspects of supply chains etc
is also very helpful.
https://gisanddata.maps.arcgis.com/apps/opsdashboard/index.html#/bda7594740fd4029942
3467b48e9ecf6
ESRI have an area of their website dedicated to their response:
https://www.esri.com/en-us/covid-19/overview
https://disasterresponse.maps.arcgis.com/apps/FilterGallery/index.html?appid=8286fd5eb33
74327858225ef31baa019
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