Geography Today R. Clammer,B Greasley,P. McLeod R. Nicholls AJrMlTllVltK- G.RÉASLEY BMcUEOD Collins Foundation Geography Course GEOGRAPHY TODAY BOOK 3 Geography Today is a stimulating new foundation course for GCSE. tt is also a coherent series for pupils in years 1 -3 who will not continue their study of geography to examination level. The course is built around a central core of objectives appropriate to all 11-14 year olds. These objectives are dearly defined in terms of concepts, skills/techniques, values and attitudes. By adopting an issue-based approach. Geography Today shows the relevance of Geography in today's world. It takes account of all the objectives laid down in the national GCSE criteria. The course caters for pupils across the whole ability range. The language level is carefully controlled and the resources are lively and innovative. Numerous support and extension exercises are provided in the books and the accompanying copymasters. The copymasters include an assessment item for each unit. Geography Todayencourages an active, enquiry-based approach to learning. Many pair and group exercises are included. Topics are treated in sufficient depth for pupils to practise important geographical skills in a meaningful context ■ Book One covers issues in the UK including public transport in rural areas, changing employment trends in Scotland, population patterns in Bradford and coastal erosion in East Anglia. ■ Book Two goes further afield and looks at topics such as migration from Portugal to France, population and food supply in China and natural resources in Amazonia. ■ Book Three explores global themes which include environmental management patterns of food production and the effect of transnational companies on employment Course Components Geography Today Book 1 000326601 X Geography Today Pupil Copymasters 1 0 00326604 4 Geography Today Teacher Resources 1 0 00326607 9 Geography Today Book 2 000326602 8 Geography Today Pupil Copymasters 2 0 003266052 Geography Today Teacher Resources 2 0 00326609 5 Geography Today Book 3 0 003266036 Geography Today Pupil Copymasters 3 0 00326606 0 Geography Today Teacher Resources 3 0 003266109 ism ■ et nttm t <$> COLLINS EDUCATIONAL CISLO A NÁZEV LEKCE (UNIT) OBSAH TÉMATU, REGION 1. MISTASE MENI (PLACES CHANGE) - růst, pokles a budoucnost průmyslové oblasti: Kelham Island, Sheffield 2. PLÁNOVANÍ SKUTEČNOSTI (PLANNING FOR REAL) - opatření pro život lidí v obytné čtvrti 3. PŘISTĚHOVALECTVÍ (MOVING IN) - stěhování do a uvnitř města: Bradford 4. ZMEŠKANÍ AUTOBUSU (MISSING THE BUS) - seznámení s potřebami veřejné dopravy na venkově: Oxfordshire, Cumbria a Grampian 5. JINY VENKOV (ANOTHER COUNTRYSIDE) - vliv zemědělství na krajinu: Lincolnshire 6. SILA MORE (SEA PWER) - jak může přírodní živel ovlivnit život lidí: Norfolk a Yorkshire 7. ZACHYCENI VZÁCNÉHO (CAUGHT SHORT) - poptávka a nabídka vody: jihozápadní Anglie 8. VELKYUNIK (THE GREAT ESCAPE) - zásoba, spotřeba a zdroje energie: Velká Británie 9. PUSTINY K BOHATSTVÍ (WASTELANDS TO WEALTH) - dopady změny využití prostoru na místní společenství: Londýn 10. ŽIVOTNI PROSTOR NEBO OTEVŘENA KRAJINA? (LIVING SPACE OR OPEN SPACE?) - nová města: minulost, současnost a budoucnost Harlow 11.ZMENAK LEPSIMU (A CHANGE FOR THE BETTER) - měnící se model zaměstnanosti: East Kilbridge a Dundee PŘEHLED UČEBNÍCH CÍLŮ (LEARNING OBJECTIVES CHECKLIST) SLOVNÍČEK - cíle geografického vzdělávání, slovníček pojmů LOCATION MAP CONTENTS Unit 1 PREPARE FOR A SHOCK Predicting and preventing the effects of earthquakes D Unit 2 WISH YOU WERE HERE? The growth and impact of tourism on people and 12 regions: St Lucia, Venice, Swansea Unit 3 ENERGY CHOICES Considering the environmental consequences of „n different energy sources Unit 4 ENVIRONMENT AT RISK Impact of acid rain in Europe and how to reduce it 30 Unit 5 FEAST AND FAMINE Overproduction of crops in the American Mid-West and underproduction In the western Sahel america Panama Cam J philippines Unit 6 WORLD AID Types of aid and their impact on regions and people: Africa and India 48 w A Unit 7 PLANNING THE GROWTH OF CITIES Different approaches to urban planning in Warsaw and Lima 58 Causes and consequences of international migration 68 Unit 9 CHANGING ECONOMIES Patterns of economic development In Nigeria, South Korea, Hungary 78 Transnational companies and employment: Bangladesh, the Philippines, the United Kingdom 88 This location map uses the Peters projection, which was devised in 1973 by a German historian, Arno Peters. Like many other projections, it is designed to ensure that the map shows the correct area of each country or continent. However, it does not show their correct shape, as it is greatly distorted from north to south. The projection has been used by aid agencies because it emphasises the poorer tropical countries, particularly in Africa. Unit 11 INTERNATIONAL CONFLICTS Disputes over territory and spheres of Influence: Middle East, Central America .EARNING OBJECTIVES CHECKLIST A guide to what has been learned In each Unit 108 Words which appear In the glossary are highlighted in the text in small capitals 110 LEARNING OBJECTIVES CHECKLIST Cíle geografického vzdělávání It is intended that the learning objectives summarised in these matrices should be used as the basis for assessment (see Teacher Resources). The content of the book provides a foundation for the development of language, numerical and oral skills. 3* UNIT CONTENT CROSS CURRICULAR DIMENSIONS UNDERSTANDING CONCEPTS MASTERING SKILLS AND TECHNIQUES collecting information communicating information: interpreting information: " evaluating: synthesis - CLARIFYING VALUES AND ATTITUDES ABOUT people/environment relationships • • • systems • conservation • • change • • • conflict • planning • • inequality - class race political power distribution relative location • • • migration concentration dispersal networks • behaviourism • • scale distance • • similarity difference • prediction • • economic development • • interdependence • • through fieldwork • from secondary sources • • • line graph • • bar graph/divided bar • sketch maps/other maps/plans • • choropleth maps • creative writing • • art/design work • diagrams/landscape sketches • • line graph • • bar graph/divided bar • • pie graph • time-line advertisement • • circular flow diagram • • ground level photos • • • oblique air photos • • • use of atlas • • • reflective use of text • • • timetable'numerical data • • • cartoons • • documentary evidence • • diagrams landscape sketches • • choropleth maps sketch maps/other maps/plans • • role play games simulations • decision-making exercises • • • group/pair discussion • • • " research/investigation • • • .empathising • • • inequalities within society individual s quality of life • • • justice/fairness • quality of environment • • • neon to accommodate question change • • how change affects individuals • • • responsibility to society/future generations • • • need to consider a range of opinions • • • Objectives Objectives představují konkrétní cíle, jsou nejbližší cílům jednotlivých předmětů a dají se naplňovat prostřednictvím obsahu jednotlivých předmětů. Pro vyučovací předmět geografie (zeměpis) jsou definovány v Mezinárodní chartě geografického vzdělávání IGU a v Geography Today Objectives jsou rozděleny na: - Vědomosti (znát) - Dovednosti (aplikovat) - Postoje (hodnotit) Znalosti a porozumění • Umět zařadit národní i mezinárodní události do regionálně geografického rámce a chápat základní územní vztahy. • Znát nejdůležitější přírodní systémy na Zemi (reliéf, půdy, vodstvo, klima, vegetaci) a chápat vnitřní a vnější vztahy ekosystémů. • Znát nejdůležitější socioekonomické systémy (zemědělství, sídla, dopravu, průmysl, obchod, energie, obyvatelstvo atd.) jednak za účelem pochopení vlivu přírodních podmínek na činnost člověka a jednak za účelem pochopení vzniku rozdílných kulturních, náboženských, technických, hospodářských, politických a rozmanitých ekologických systémů. • Seznámit se se životem různých národů a společností žijících na Zemi a ocenit kulturní bohatství lidstva. • Rozumět strukturám a procesům ve vlastní zemi a místním regionu jako prostoru denního života. • Chápat výzvy i šance týkající se globálních problémů lidstva. Poloha a rozšíření - lidé žijí na Zemi v místech s rozdílnou absolutní a relativní geografickou polohou... Místo a prostor - každý prostor má vlastní přírodní a kulturní charakter... Vztahy mezi člověkem a prostředím - lidé využívají prostředí v němž žijí různými způsoby... Prostorové interakce- zdroje jsou na Zemi rozloženy nerovnoměrně... Region - regiony jsou území vymezená pomocí různých kritérií... Systémy - interakce mezi různými složkami prostředí... Ochrana ŽP - nezbytnost chránit životní prostředí... Změna - přítomnost má své kořeny v minulosti... Konflikt - žijeme ve světě plném konfliktů, které se lidé snaží řešit různými způsoby... Plánování - v úvahu je nutné brát i dopad plánované změny na životní prostředí... Nerovnost - třídní, rasová - existuje všude ve světě spolu s nerovnoměrným rozmístěním moci a bohatství... Politická moc - člověk a skupiny lidí jsou schopni ovlivňovat dění doma i ve světě... Migrace - lidé se pohybují mezi státy i uvnitř státu... Soustředění / rozptyl - každá oblast má svoji určitou atraktivitu... Sítě, uzly - příklad dopravního spojení mezi místy v určité oblasti... Chování - přístupy, hodnoty a chování lidí, kteří dělají určitá rozhodnutí... Měřítko / vzdálenost - různé situace mohou být sledovány z různých hledisek... Podobnost / rozdílnost - rozdíly - etnické, sociální, kulturní... / podobnost - potřeba lásky, přátelství... Předvídání - je možné a dokonce nutné předvídat určité prostorové změny a procesy... Ekonomický rozvoj - všude jsou patrné rozdíly v ekonomickém rozvoji... Dovednosti • Využívat slovních, obrazových, kvantitativních a symbolických zdrojů geografických informací (texty,obrázky, grafy, tabulky, schémata, mapy). • Umět aplikovat metody pozorování, mapování v terénu, rozhovor, interpretace druhotných zdrojů a statistických podkladů. • Využívat vlastních komunikativních, intelektuálních, praktických a sociálních dovedností k zodpovězení různých geografických otázek místního, národního i mezinárodního charakteru. • Tyto aktivní způsoby poznávání umožňují: klást si otázky a objevovat problémy, sbírat a třídit informace, zpracovávat, interpretovat a hodnotit data, generalizovat, dopracovat se k určitým pravidelnostem, pravidelnosti aplikovat, vytvářet si vlastní názory, formulovat vlastní hodnocení, řešit problémy, umět spolupracovat při skupinové práci, v jednání uplatňovat vlastní názory a postoje. Dovednosti - stručně SBĚR INFORMACÍ sběr dat z terénního výzkumu sběr dat ze sekundárních zdrojů (knihy, časopisy, stat. ročenky, internet atd...) ZPRACOVÁNÍ INFORMACÍ převedení získaných údajů do grafů, náčrtů, map, plánů..; práce s textem, tvořivé psaní; umělecká a návrhářská práce, prostorový design.... INTERPRETACE INFORMACÍ interpretace údajů pomocí grafů, diagramů, kartogramů, náčrtů, map, atlasů, plánů, fotografií, leteckých a družicových snímků atd. HODNOCENÍ vžívání se do určitých životních rolí, používání her, navození různých situací, rozhodování, diskuse ve dvojicích, ve skupině... Postoje, hodnoty a chování • k zájmu o prostředí v němž žijí i o mnohotvárnosti přírodních a kulturních jevů na Zemi, • k schopnosti ocenit krásu přírody i rozmanitost podmínek života lidí na Zemi, • k pocitu odpovědnosti za zachování životního prostředí pro budoucí generace, • k chápání významu hodnot a postojů člověka v procesu rozhodování, • k ochotě přiměřeně uplatňovat své geografické vědomosti a dovednosti v zaměstnání a osobním i ve veřejném životě. • k respektování rovnoprávnosti všech lidí, • k angažování při řešení místních, regionálních, národních i mezinárodních problémů podle Všeobecné deklarace lidských práv. Výuka geografie má také velký význam pro výchovu k mezinárodním porozumění, environmentální výchovu a prolíná s občanskou výchovou. J PREPARE FOR A SHOCK Parts of the world are likely to suffer earthquakes which can cause enormous damage and loss of life. Can an earthquake be predicted and prepared for? How useful would the prediction be? Teams clearing away rubble and searching for survivors in Mexico City, 1985 The magnitude of an earthquake is recorded by a seismometer. It measures the height of the shock waves on the richter scale. Each point on the Richter Scale is ten times greater than the one below. Therefore a magnitude of 8 on the scale indicates shock waves one hundred times greater than a magnitude of 6. Details of some selected earthquakes Year Place Magnitude Number o) deaths Lat. Long. 1906 San Francisco (USA) 8.2 700 38° N 122°W 1923 Tokyo (Japan) 8.3 143 000 36° N 140°E 1960 Agadir (Morocco) 5.9 12 000 30° N 10°W 1964 Anchorage (USA) 8.6 131 61 "N 150°W 1966 E. Turkey 6.8 2 500 40° N 40° E 1968 Khorasan (Iran) 7.3 12000 35° N 58° E 1970 Chimbote (Peru) 7.8 66 800 9°S 78"W 1972 Managua (Nicaragua) 6.2 10 000 12°N 86"W 1976 Guatemala City 7.9 22 000 15"N 90°W 1976 Tangshan (China) 7.6 655 000 40° N 118°E 1976 Udine (Italy) 6.9 900 46° N 13°E 1977 Bucharest (Romania) 7.2 1 200 44°N 26° E 1985 Valparaiso (Chile) - - 33°S 72°W 1985 Mexico City 7.8 4 000 20° N 100°W Giant motorway overpasses collapsed after the 1971 earthquake in San Fernando, California Damaged houses after an earthquake in Turkey Mexico City 1985 ... the experience It was like a rippling effect, up and down. If you make a fist and run it under the blanket of your bed, the earth looked like the rippling of the blanket. 1 Los Angeles , least 1000 people were Lng under the rubble. Some reached while stm trapped. workers sent down food and air through During the frantic there were American tourist British reporter working in Mexico City Lescue md water, >lastic pipes, ■nnvine of rubble 3s of complete stillness m X to listen for faint cnes below the debris. USA MEXICO Pacific Ocean Mexico City Some say the Mexico City earthquake went on for only 55 seconds; others say as many as six or seven minutes. The point is that when you are on the upper floor of a block of flats with the walls grinding loudly, cracks opening in the ceiling, and glass and bricks crashing into the street, even minutes can seem like a lifetime. Mexican observer Buildings collapsed, houses fell, schools disintegrated, and the people shouted, cried, begged for help... This is BBC TV news. Because rail, road and telephone lines have been badly disrupted, it has not beenpossible to obtaina full report of the earthquake damage in Mexico. The few This is Radio Bogota. Reports are reaching us that many skips, including SO Colombian fishing boats and a British container ship, have beenlost in huge Sfpmetre waves, 400 km off the Mexican coast That area may lie above the site of the earthquake that has devastated parts of Mexico City. earthquake we'ref^f terror ca"sed bv ,h. carted by broken Xj£,and fir« i . The authorities ITl ty and '>nes ^onage of f0£ a«y*o worried by , Md by the da ' an impure «r3i„, kuic water supply were ^asecaused^l^edangTr the of | Work in groups of three or four. Study the table Details of some selected earthquakes". D On an outline map of the world, plot the place /here each earthquake occurred. i Copy and complete: "Earthquakes occur around fie_Ocean and in southern_ nd north__ : Make a list, in rank order, of the six earthquakes /hich were of the greatest magnitudes. !) Make another list, in rank order, of the six arthquakes which caused most deaths. © Suggest reasons why the strongest earthquakes do not necessarily cause the most deaths. Q Write an account of the Mexican earthquake as if you were either in bed in a block of flats when the shock occurred or a rescue worker. © Prepare a report for the Mexican government, stating what action must be taken to relieve the effects of the earthquake. Suggest which actions would be most urgent. What causes the earthquakes? Earthquakes occur along tears in the rocks of the earth's crust. These tears are known by geologists as faults. Evidence of a normal fault in Algeria. The land in the foreground is about a metre lower than the .land behind. Evidence of a lateral fault in California. The road markings show how far the land has moved sideways. There is a huge fault in the earth's crust to the west of Mexico. There the rocks beneath the Pacific Ocean are pushing below the continental rocks of Mexico and the Caribbean area. There is usually some movement along the fault line, but it is only very slow. One scientist has described the speed as "slightly faster than your fingernails grow". Sometimes, though, the movement stops because the friction is too great. Tremendous pressures build up. If movement restarts gradually, there is little problem. If the movement is sudden, the release of energy produces the earthquake, and this causes a number of shock The plates that make up the earth's crust The epicentre of an earthquake Epice ntre The focus of the earthquake is the actual place where the sudden slipping occurs. The 1 epicentre is the surface point above the focus. Earthquakes that have a shallow focus, less than 40 km below the surface, cause the most damage. i Focus of earthquake Why M iy Mexico City was so vulnerable Soft material amplifies tremor at surface Direction of tremor -•■ The earthquake tremors get weaker as they move away from the epicentre. The type of rock also affects how much damage is done. Solid rock is least affected. However, a city built on the soft, loose rock of an old lake bed, like Mexico City, "shakes like a pile of jelly". Antarctic Plate — Plates moving away from each other — One plate passes beneath another Where plates collide The map shows that the earth's crust consists of a number of large solid plates. These are constantly moving about. In some cases they move away from each other. The gap they leave is filled by molten rock (magma) from the interior of the earth. Sometimes magma rises violently in the form of a volcano. When two plates move towards each other and collide, one plate is then forced beneath the other along a huge fault. This is where earthquakes occur. Molten rock may also be pushed to the surface and cause a volcanic eruption. The collision of the plates also causes rocks to be upfolded. This is how the high mountains such as the Andes were formed. 0 Study the diagrams and then answer the following questions: $ What is a fault? ® What is the difference between a normal fault and a lateral fault? © On the diagram opposite, what type of fault is shown off the coast of Mexico? 0 Explain what caused the 1985 Mexican earthquake. © Refer to the map of plates that make up the earth's crust. © Which plates meet off the Mexican coast? ® Which country with a Pacific coast is not likely to suffer from earthquakes? O © Why would you expect Acapulco to suffer greater damage than Mexico City in an earthquake? ® Why did Mexico City suffer badly in 1985? 0 Using information from this page, explain whether or not you think earthquakes can be predicted with 100% accuracy. Survival? Chances of surviving an earthquake can be increased by taking precautions. Need for emergency pack: _\0* - battery radio - canned food X> - first-aid kit - blankets - bottled water but no matches Avoid heavy objects on high shelves. A _A Bolt heavy objects (e.g. cooker, fridge) to floor. 7 7 7 I □aii o o Stay Indoors. There i; danger in the street from falling objects. Shelter under a fable or bed. In large buildings (e.g. office blocks) avoid stairways. The danger of crushing is greater than the earthquake danger. Turn off the gas. Check for broken pipes (gas, water), electricity mains and for danger of fire. Give first aid where necessary, but do not move injured CO Move to an open space, because there may be further shocks. The quality of the building can help survival It is impossible to design a building which will resist any earthquake. A great deal depends on the magnitude of the earthquake, the length of time it lasts, and the ground under the building. Houses on solid rock are safer than those on soft sediments. Nevertheless, If large earthquakes happened to a city every year, the buildings would be designed to withstand the shocks. As it is, most buildings are designed mainly to provide shelter from rain and cold. Damaged houses are rebuilt as quickly as possible. People simply hope that there will not be another earthquake. Countries which frequently experience big earthquakes, such as Japan and Chile, take more care. They have learnt that simple box-like buildings are safest. Steel-framed buildings are better than brick, because they are strong, light and flexible. Concrete is likely to survive well, as long as all the pieces are very securely tied together. Architects and engineers in Chile were pleased to see that their new buildings survived the 1985 earthquake. Standard 3: Jak analyzovat prostorové rozmístění lidí, míst a životního prostředí Země: -Použitím pozorování, map a dalších prostředků - Budou vymýšlet a testovat hypotézy zaměřené na to, jak ovlivňují přírodní hazardy (zemětřesení, záplavy atd.), rozmístění a vzhled staveb ... but a lot depends on where you live. Most damage and deaths from earthquakes occur in the poorer parts of the world. In February 1976, Guatemala City was vulnerable for two reasons: a) Most of the buildings were made of adobe, which is dried mud. They collapse easily. If they have heavy roofs, this can be very dangerous for the people underneath. b) Poorer people's houses were built on steep slopes of ravines. Thousands died as landslides took their homes down the slopes. This can often happen to poorer people in cities in the economically developing world. Even if houses are made of concrete, they may be of poor quality and give way easily. Mew buildings In Tokyo have been designed to withstand iarthquakes Old buildings in Guatemala City collapsed during the earthquake of 1976 Where would you choose to live? Reclaimed land I Design a leaflet, to be given out to people in an rea where an earthquake may occur. It is to tell lem what precautions they should take. I ® In Japan and Chile, most of the new uildings will withstand a severe earthquake. Why o you think such buildings are not found in many ther areas which are in earthquake zones? : What do you think would be the main features f buildings which can withstand earthquakes? lake a list of features. © Draw a larger version of the diagram above, "Where would you choose to live?" It is a cross-section of an area in an earthquake zone. Complete it to show where you would live. Give reasons for your choice. O ® Explain why earthquake-proof buildings are likely to become more common in countries that lie on fault lines. b Why do you think people continue to live in cities prone to earthquakes? c Can an earthquake be predicted? A great deal is known about the causes of earthquakes and where they are likely to occur. Scientists are now trying to predict when an earthquake may be felt in particular areas. When is an earthquake most likely? Scientists record very carefully all the shocks which occur, however slight they may be. By studying these shocks, they pick out places along a fault where no shocks have been recorded for fome time. This means that the fault is ocked. Itrels is building up. When this stress .s released, an earthquake is possible. Chinese success... In 1974, Chinese scientists reported that their instruments were recording an unusual pattern of earthquake shocks in Liaoning Province. As a result, thousands of local people were asked to look for unusual natural features. These included: sudden changes in the level of water in wells, the peculiar behaviour of fish in the sea and fresh water pools, the frenzied activity of rats, and the restlessness of birds, dogs and horses. Animals did behave strangely, so built-up areas were evacuated at the beginning of February 1975: people were told to leave. They constructed simple outdoor shelters. Medical and rescue squads were organised. Patients were moved from unsafe hospitals. The earthquake occurred on 4 February. Not very many lives were lost. ... and failure On 28 July 1976, the industrial city of Tangshan was flattened by an earthquake. Beijing was badly damaged. There was no warning, so thousands of people were killed. A seismic reco is used to mon California relies on experts In California, people are worried about the chance of a major earthquake. The San Andreas fault passes through the state. The cities of Los Angeles and San Francisco are built on it. An earthquake as big as that which occurred in 1906 would be much more disastrous now, because more people live in the area. American experts have a lot of very modern equipment. They can record the ground shaking and movement along faults at many places. They use laser beams to measure very small changes in ground level. In May 1985, two American geologists predicted that an earthquake would occur on the San Andreas fault near Stone Canyon within a year. They thought it would happen because there had been very few small shocks and the fault was moving more slowly. A shock of strength 4.6 occurred in May 1986 the specified part of the fault. The unusual behaviour of rattlesnakes was used to predict an earthquake in Haicheng, China, in 197S O © Explain how the Chinese were successful n predicting an earthquake. ® What action did they take before the earthquake happened? © What do the Americans try to measure in order to predict earthquakes? Explain why thes< measurements are important. f Iknow how you fee/.' \ I have had to sell \.my business- Response to a detailed earthquake prediction % Response 0 10 20 30 40 50 60 70 80 90 100 Stockpile supplies] Take warning seriously | Save money Stay at home more Delay large purchases Safeguard possessions Buy property at depressed prices Take time off work Take vacation J Sell home Leave permanently Study the cartoon sequence above. What do u think would be the advantages and jwbacks of the prediction? Imagine either that the prediction was correct that no earthquake occurred. Write a story (or em, or short play) to convey what happened d people's reactions to it. Work in pairs. Study the graph of "Response a detailed earthquake prediction". © What responses were given by over half those people interviewed? ® Would they be your responses? Explain your answer. © Which responses would you not give? Why? Q © Should people be told about an earthquake as soon as it is predicted, or only a few hours before the predicted time? Or should they not be told at all? Explain your answer. ® Suppose the prediction was a false alarm. What losses might individuals and businesses suffer? Should they be able to claim compensation? If so, from whom? Why hop investigate? Working in groups, study a natural hazard other than an earthquake, such as volcanoes, floods, hurricanes, tsunamis or avalanches. Find out where and how the hazard occurs. Are there any reasons for the pattern? Is it possible to predict when the hazard is likely to happen? What can people do to protect their lives?