Globalisation is Good

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Gr12’s – please watch over the break and make a 100 word comment below.

Cultural Imperialism

The IB defines this concept as: ‘The practice of promoting the culture/language of one nation in another. It is usually the case that the former is a large, economically or militarily powerful nation and the latter is a smaller, less affluent one.’

Here’s one example of one culture being promoted over another…

British Council

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China and Africa

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China in Africa – the real story

China in Africa – soft power, hard cash

Coca-Cola

Click the image for an article on a French alternative to Coca-Cola:

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Cultural imperialism, a very good explanation http://visar.csustan.edu/aaba/Essay.pdf
http://findarticles.com/p/articles/mi_m1374/is_3_64/ai_n6060907/
Wikipedia on Cocacolonization http://en.wikipedia.org/wiki/Cocacolonization
Coca Cola’s company website http://www.thecoca-colacompany.com/ourcompany/index.html
Coca Cola’s sustainability page http://www.thecoca-colacompany.com/citizenship/index.html
Coca Cola’s Middle Easter rumour busting webpage http://www.thecoca-colacompany.com/contactus/myths_rumors/middle_east.html
Coca Cola UK http://www.coca-cola.co.uk/
Coke’s micro distribution centres in Africa http://www.coca-cola.co.uk/community/micro-distribution-centres.html
Cokezone http://www.cokezone.co.uk/home/index.jsp

And there’s plenty of anti-coke sentiment out there:

Killer coke
http://killercoke.org/
Russian calendar
http://englishrussia.com/index.php/2009/02/05/russian-anti-coca-cola-calendar/
India anti-coca cola
http://www.indiaresource.org/campaigns/coke/2004/risingstruggles.html
War on Want on Coca Cola drinking the world dry http://www.waronwant.org/news/latest-news/15153-coca-cola-drinking-the-world-dry
The War on Want alternative report on Coke is very good and covers water, pollution, anti-union and marketing activity, good additional reading http://www.waronwant.org/attachments/Coca-Cola%20-%20The%20Alternative%20Report.pdf

ESSAY

Use all three examples to answer the following Paper 3, part b question:

“Cultural imperialism is facilitated by growing access to electronic media.” Discuss this statement. [15]

P3 Mark bands

How did you do in your mocks?

You do the maths:

Geography HL

1: 0 – 12%
2: 13 – 26%
3: 27 – 39%
4: 40 – 51%
5: 52 – 62%
6: 63 – 73%
7: 74%+

Geography SL

1: 0 – 13%
2: 14 – 27%
3: 28 – 39%
4: 40 – 50%
5: 51 – 61%
6: 62 – 72%
7: 73%+

Disclaimer – do not make life choices based n these figures. They are from 2013 and are illustrative only.

Time for TOK

keep-calm-its-tok-time-1 (1)Are the findings of the natural sciences as reliable as those of the human sciences?

To what extent might it be true that geography combines the methods of human and natural sciences?

While some aspects of geography can be measured, others cannot. Is this the case in your IA? What is it about a quality that means it cannot be quantified?

Landscape Homogenization

Students had to speak for three minutes without “repetition, hesitation, or deviation” about the homogenization of landscapes. The basic rules:

“Repetition” means the repetition of any word or phrase, although challenges based upon very common words such as “and” are generally rejected. Words contained in the given subject are exempt unless repeated many times in quick succession.
“Hesitation” is watched very strictly: a momentary pause before resumption of the subject can give rise to a successful challenge, as can tripping over one’s words.
“Deviation” means deviating from the subject, but has also been interpreted as “deviating from the English language as we know it”, “deviation from grammar as we understand it”, deviating from the truth, and sometimes even logic, although often leaps into the surreal are allowed.

A student scores a point for making a correct challenge against whoever is speaking, while the speaker gets a point if the challenge is deemed incorrect.

A student who makes a correct challenge takes over the subject for the remainder of the two minutes, or, until he or she is correctly challenged. A student also scores a point if they are the person speaking when the 120 seconds expires. An extra point is awarded when a student speaks for the entire three minutes without being challenged.

The result?

Advice for extended written answers

Advice for writing extended answers.

Extended answers are required in Paper 1 Section B, Paper 2 and Paper 3.

Look for the key term(s) in the question title

Consider locations that could be used eg:

Locations (Spatial) – MEDC vs LEDC, rural vs urban, tropical vs temperate etc.
Issues – Positive vs negative, human vs physical, PEST (Political, Economic, Social and Technological analysis) LE (legal and environmental).
Scales – Global, regional, national, sub-national, local & household.
Time scale (Temporal) – Long-term vs short-term, past, present & future.

Plan your response first –

Introduction
Provide the context ie set the scene & include a thesis statement ie state what are are trying to show in your answer.

Main body
Each paragraph needs a topic sentence that introduces your point & directly answers the question.

Now PEE. For each Point provide an example or some Evidence that supports it, and then go on to Explain it in detail. Use labelled diagrams, sketches, maps, case studies etc here.

Try to provide some balance to your answer ie give advantages & disadvantages where appropriate.

Conclusion

Return to the question title and give an overview of your response. Do not bring in any new ideas at this point, they should be in the main body.

Moving on – Hazards

Grade 12 is moving on to Hazards and Disasters on Day 1 next week, which is Tuesday 3rd. SLs please come back and join us.

  • Focus is on the full range of human adjustments and responses to hazards and disasters at a variety of scales.
  • The term “natural disaster” is deliberately avoided.
  • Students are expected to examine the following four hazards:
    • Either earthquakes or volcanoes
    • Hurricanes
    • Droughts
    • Any one recent human-induced (technological) hazard resulting in an explosion or escape of hazardous material
  • Recommended that the overall approach should be concept by concept (such as vulnerability, risk and risk assessment), rather than entirely thematic (hazard by hazard).
  • At least one case study of a hazard event (or disaster) is required for each of the four hazard types.
  • Assessed in Paper 2.
  • Structured question based on stimulus material.
  • There is a choice of two questions per optional theme.
  • 20 marks per question.