1. Why do people risk living near tectonically active areas?
Lesson Objectives
a. Why do people live in tectonically active areas?
b. How does the above link to their level of economic development?
c. What impact do tectonic hazards have on people including social, economic and physical?
d. Why do these impacts vary at contrasting levels of development?
Wednesday, September 19, 2018Wednesday, September 19, 2018Wednesday, September 19, 2018
Key words:
Choice
Inertia
Ignorance
Indirect costs

2. Homework set 30/09 DUE 6/10
Research the theory of hotspots made by J. Tuzo Wilson. Was the theory accepted at the time? Has it stood the test of time? What examples do we have of this theory now?
Complete the sheet about volcano types given in the lesson and refer to your case studies in it. Make sure the example refers to the type of plate boundary it is on.
Pick two tectonic activities (case studies) and research the type of landforms they produce (try and use case studies that you have already looked at). Make a presentation to give next lesson! (5 minutes each).
Where is it?
What landforms are there now?
How were they formed?
What specific feature of the tectonic activity caused it to form these specific landforms? (eg. type of volcano/plate boundary)
Any other information that is relevant

4. Eruption on the Caribbean Island of Montserrat
What you might be thinking and sensing if you were there when this happened?
Think of some descriptive words.

5. Re-cap: Where are volcanoes and earthquakes found?
Map shows the locations of volcanoes
Like most volcanoes, Montserrat is located on a plate boundary

6. Why do people live in tectonically active areas?
Activity:
Reflect on your own the reasons why people live in tectonically active areas, jot down your ideas.
2. Give examples, why do people continue to live in California, Japan or Haiti?
3. Consider: level of economic development, awareness of risks, risks versus benefits, past history of tectonic activity (magnitude, frequency, impact and dates).
4. Discuss with each other!

7. Why risk living in a hazardous area?
Living in areas of tectonic risk?
Ignorance of the risks and / or underestimation of risk
Inertia; always lived there, roots
Nowhere else to go / lack of alternatives
Choice e.g. Economic opportunities like tourism, farming, mining, geothermal power
There are far more people living in potentially hazardous area than you might expect.

8. Why do people live near volcanoes?
Today, about 500 million people live on or close to volcanoes. Why?
At first it may seem odd that people would want to live close to a volcano. We have seen the dangers. Yet, throughout history, people have deliberately chosen to risk all the dangers and live near them.
Some people even live on the slopes of active volcanoes that have erupted within living memory.
So what the benefits of volcanoes?
Choice!

9. I’m Rich!

10. Precious Minerals
Magna rising from deep inside the earth contains a range of minerals. Tin, silver, gold, copper and even diamonds can be found in volcanic rocks.
Most of the metallic minerals mined around the world, particularly copper, gold, silver, lead and zinc are associated with rocks found deep below extinct volcanoes.
This makes the volcanic areas ideal for both large scale commercial mining and smaller scale local activities by local people.

12. Geothermal Energy Geothermal energy means heat energy from the earth.
The heat from underground steam is used to drive turbines and produce electricity, or to heat water supplies. that are then used to provide household heating and hot water.
Countries such as Iceland and New-Zealand make use of geothermal power. Two thirds of Iceland's electricity coming from steam powered turbines.

13. Fertile Soils
Volcanic rocks and ash are rich in minerals that have formed in the magma (liquid rock) under the surface of the earth.
Over thousands of years the rocks become weathered and broken down, releasing the minerals into the soil. This forms some of the richest soils for farming on the planet

14. Places such as Mt Elgon in Uganda, and the slopes of Vesuvius in Italy all have productive soils thanks to the breaking down of volcanic rocks and ash.

15. A quick search for ‘hotel near volcano’ and look how many hits Google found!!
Tourism

16. Tourism Volcanoes attract millions of visitors every year.
They are examples of nature at its most extreme!
Even the less active volcanoes that are just puffing out steam and smoke are impressive sights.
Tourism creates jobs in shops, restaurants, hotels and tourist centres / national parks. Locals economies can profit from volcanoes throughout the year, whereas skiing, for example, has only a limited winter season.

17. Geysers are always popular tourist attractions
Geysers are always popular tourist attractions. Old Faithful is such a popular tourist feature that it even has its own 24 hour camera!
Iceland attracts tourists with a mix of volcanoes and glaciers, often both in the same place. For example, natural hot springs.

18. Geyser

19. What is this video an example of?

20. Why do they continue to live here?

21. 20 minutes
Research task:
Find case studies where people haven’t moved from tectonically active areas and why.
Use the link below to start you off.
Prepare to feedback to the class on your findings.

22. Vulnerability and economic development
In less developed countries:
A greater proportion of the population tends to be exposed to risk given population growth, land pressure and urbanisation. Moreover, the poorest tend to be disproportionately affected, often because they have migrated to hazard zones to search for work and may live in sub-standard and cramped conditions that collapse and crush them, the biggest cause of death.
The financial resources, technical capacity, level of education and ability to cope with hazardous events also tend to be lower.
The economies also tend to be driven by growth and tend to be less resilient in dealing with the disruption of the event.
There are also more likely to be other humanitarian crises as well as other issues like weak governance and infrastructure.

23. Impact and Economic Development
The graph illustrates how the Kobe Earthquake (1995) was a huge economic disaster,
while the Boxing Day Tsunami (2004) lead to far more deaths (like the Haiti 2010 earthquake).
Natural Disaster Cost by Year

24. Specific hazard impacts: Human costs
The costs of tectonic hazards can be classified broadly as human or economic. Human costs include primary, secondary and tertiary casualties. Over half of disaster deaths occur in LEDCs even though only 11% of people exposed to hazards live there.
Primary casualties: People killed or injured by an earthquake or volcano. Casualties tend to be much higher in less developed countries because of:
Limited preparedness,
Less effective warning systems,
Less effective search and rescue services.
Secondary casualties: People who survive initially but are injured or die because
of insufficient resources and lack of emergency medical care especially in
less developed countries
Tertiary casualties: People with pre-existing medical conditions aggravated by
the hazard event. This includes people who become ill, or die as a result of the
post-disaster environment.

25. Specific hazard impacts: Economic costs
There are two types of economic costs:
Direct costs: the immediate costs of repairing damage caused by the event. In the case of earthquakes this will often include demolishing buildings fractured by the shock waves and rebuilding from scratch.
Indirect costs: loss of earnings caused by disruption to working life. Increasingly, major natural hazards are causing secondary technological and industrial accidents and emergencies for example, the Fukushima Daiichi nuclear plant in Japan.

26. Use two case studies you have already looked at.
30 minutes
Research task:
Use two case studies you have already looked at.
Find the social, environmental and economic impacts of the hazard on the PEOPLE.
Gather your information from newspaper articles, websites, diaries, blogs, pictures.
Use the table to help you structure your research. ALSO fill in your case study sheet.

27. Exemplar table for your research: hazard impacts over time
Activity: Draw a table to organise and capture your research for
each case study using the prompts in the table.
Impacts
Physical
Social
Economic
Short term
Notable examples of natural and human-built landscape destroyed. Fires due to gas pipe explosions and electrical damage? Landslides and flooding?
Numbers of killed and injured, noting those in essential service professionals like doctors and policemen injured. Lack of food and health supplies? Damage or loss of homes, transport, communications, health care facilities, energy and water supply systems?
Note tangible losses due to the direct impact of property damage like destruction to shops and trade damaged or disrupted. Also, indirect losses resulting from social economic disruption, trade impacted by loss of communication, transport and water and energy supply infrastructure. Looting?
Long term
Intangible losses like the destruction of important natural and human landmarks and fertile lands.
Put here public health problems like disease (e.g., cholera due to contaminated water and lack of hygiene). Numbers of homeless and displaced people needing shelter and rehousing. Information on indirect impacts like stress and psychological damage.
Are settlements and shops being rebuilt and, if so, to higher standards? Settlements moved? People rehoused? Is there any positive impact in the form of aid, reconstruction and grants?
Note for teachers: This template is included to prompt students in their research/study and to encourage them to record their findings using this or a similar model.

28. Reflection time
Fill in your PLC for 3a, b, c – d is your homework so this need to be filled in before next lesson.

29. Dregg Disaster Model Risk = Vulnerability x Hazard
Dregg’s model (Earthquakes Venn Diagram) shows the overlap of natural hazard and human vulnerability.
The greater the scale of a earth process or event and the more vulnerable and exposed the people, the greater the scale of the natural hazards or disaster.
“Disasters do not just happen – they result
from failures of development which
increase vulnerability to hazard events.”
e.g., rapid urban growth leading to
increased exposure to landslides,
earthquakes or fire.”
Risk = Vulnerability x
Hazard

30. World Risk Index
Task:
Looking at the Dregg’s diagram and the world risk index, what places Haiti and Japan at risk? Use the information on this slide to help you answer.
The world risk index launched by the UN Institute in Bonn helps define the interaction between natural hazard and vulnerability.
Print for students
Source:

31. AS recap: Disaster Risk Equation
People can be affected by natural disasters anywhere.
However, the risk of disaster grows as global hazards
and people’s vulnerability increases, while their capacity to
cope decreases. The Disaster Risk Formula measures
hazard vulnerability:
Factors that decrease risk include:
Effective warning and preparedness,
Better planning and building practices,
Development and insurance.

32. Vulnerability: class-quake?
describes how susceptible a population or parts of a population are to the damage of hazards, notably “the characteristics of a person or group and their situation that influence their capacity to anticipate, cope with, resist and recover from the impact of a natural hazard.”
is determined by processes in the natural environment and by places, people and power.
tends to increase the lower the country’s economic development and socio-political stability because risks and vulnerability make the impact of natural hazards patterns worse.
Class-quake:
The Guatemala earthquake 1976 made headlines as a ‘class-quake’, as
it predominately affected the poor, excluded and vulnerable in slums
while the urban middle and upper classes remained relatively unaffected.

33. Main task: Haiti vs Christchurch
TASK: You need to compare the two case studies above. Why does the impact vary? What evidence do you have for that? Is it a ‘class quake’? How does the level of development change the impact it has on the people? Is there anything about their specific location that would cause the impacts to vary (hint- disaster equation – do one for each location)? How does the RANGE of impacts vary between the countries (more or less? Which hazards specifically?) Use information from pictures/quotes/newspaper articles to make your points. REFERENCE where you got your information from so you can refer to it in the exam.

34. Use the link below to clarify WHY the impacts vary between tectonic hazards.

35. Haiti links:
- Basic facts and figures
- DON’T go on the interactive section of this website! We will be doing that together next lesson!
- Emerging from the rubble?
- General Haiti articles
- Why did so many people die?

36. Christchurch http://en.wikipedia.org/wiki/2011_Christchurch_earthquake