Questions
|
Topics
|
The EU and globalization
|
- Importance of the EU in a
globalized world
- The Northern Range
- The Mediterranean region
|
France and globalization |
- French presence in the world
- France, a major tourist destination
- Paris, world city
|
Sunday, 15 July 2012
Theme 1 - France and Europe in the world (14-15 hours)
Hurricane Katrina... Are we all responsible to some degree?
Cyprien says...
Are we all responsible to some degree for the Katrina disaster? If we look at the natural disaster side of the event, yes we all are. The planet is heating up and we in the West are all responsible, it's a fact, and we can't do anything about it. Just by everyday living, such as buying food, we are contributing to global warming...
Are we all responsible to some degree for the Katrina disaster? If we look at the natural disaster side of the event, yes we all are. The planet is heating up and we in the West are all responsible, it's a fact, and we can't do anything about it. Just by everyday living, such as buying food, we are contributing to global warming...
But
hurricane Katrina became a human disaster because of the situation in New
Orleans. It's a big city built under sea level, which is obviously risky... Plus the
evacuation plans of the city were not efficient. The fact is, the poor
were forgotten about, and the wealthier people escaped easily. This
aspect of the catastrophe we are not all responsible for, it was the
authority's fault mainly.
The picture of a globe in
a classroom taken by Chris Jordan represents the violence and the
impact that hurricane Katrina had on New Orleans and on the world
in 2005.
Sarah & Julien say...
The messed up globe symbolizes the world falling apart... It is all dirty from pollution and the dirt also signifies the guilt of the people who did not foresee the consequences of Katrina. There is no movement in the picture; this is like the devastation and death after the hurricane. The grey background evokes the feelings of loneliness, loss and desperation.
The photograph uses
the globe as a symbol, to make us understand that the education and
the children have been gravely affected by this disaster.
Sarah & Julien say...
The messed up globe symbolizes the world falling apart... It is all dirty from pollution and the dirt also signifies the guilt of the people who did not foresee the consequences of Katrina. There is no movement in the picture; this is like the devastation and death after the hurricane. The grey background evokes the feelings of loneliness, loss and desperation.
Justine & Laura say...
The picture of a globe in a classroom taken by Chris Jordan represents the violence and the impact that the hurricane Katrina had on New Orleans and on the world in 2005.
The picture of a globe in a classroom taken by Chris Jordan represents the violence and the impact that the hurricane Katrina had on New Orleans and on the world in 2005.
The
photograph uses the globe as a symbol, to make us understand that the
education and children have been gravely affected by this disaster.
Jordan
solicits our emotion and reflection. He demonstrates that Katrina has
killed children which highlights the sadness of the event.
The
globe is turned towards the side of the American Continent where the
disaster occurred as if to accuse the Bush government and demonstrate
that it is responsible to a large extent for mishandling the
disaster's consequences.
He uses the idea of a
globe to represent the inhabitants of the world in order to make us
understand our responsibility during the event. As we are members of
this large community we are all concerned and all responsible in a
way for this terrible event which means that we should help each
other and be more respectful of Nature.
Can we link this disaster
to climate change? Experts still don’t really know. The only thing
we can be certain of is that we will be confronted with other
environmental disasters similar to this one during the coming
decades.
Marion says...
Are we all responsible to some degree for the Katrina disaster? First of all, it is important to state that a hurricane needs two essential "ingredients" to develop: warm water and moist warm air. If we take this fact into consideration, we could easily link the increase in hurricane frequency, that has taken place throughout the past decades, to global warming, whose aftermaths have drastically intensified since the industrial revolution. From this point of view, we certainly could say we all are partly responsible for the Katrina catastrophe as we all are unconsciously contributing to global warming through our everyday "modern society" mass consumption. However, we are definitely not fully culpable for the immensely negative turn the proportions took. Indeed, we must not forget that New Orleans was built under sea level on marshy land that had previously been drained. Furthermore, the dikes that had been built in order to protect the city in case a catastrophe of this amplitude would happen were obviously to weak to be effective. Moreover, the social and human consequences would certainly have been hindered if the authorities had been prepared more thoroughly to handle such a situation and had decided to put in place the evacuation plan earlier.
Are we all responsible to some degree for the Katrina disaster? First of all, it is important to state that a hurricane needs two essential "ingredients" to develop: warm water and moist warm air. If we take this fact into consideration, we could easily link the increase in hurricane frequency, that has taken place throughout the past decades, to global warming, whose aftermaths have drastically intensified since the industrial revolution. From this point of view, we certainly could say we all are partly responsible for the Katrina catastrophe as we all are unconsciously contributing to global warming through our everyday "modern society" mass consumption. However, we are definitely not fully culpable for the immensely negative turn the proportions took. Indeed, we must not forget that New Orleans was built under sea level on marshy land that had previously been drained. Furthermore, the dikes that had been built in order to protect the city in case a catastrophe of this amplitude would happen were obviously to weak to be effective. Moreover, the social and human consequences would certainly have been hindered if the authorities had been prepared more thoroughly to handle such a situation and had decided to put in place the evacuation plan earlier.
Even if we actually
realize we are responsible to some degree for the Katrina disaster,
the past remains the past and we unfortunately cannot go back in time
and fix what we did wrong. This is why we need to focus on the future
and try to measure and adapt our actions according to the possibly
devastating longterm consequences they will have. We can hope that
the trauma and media coverage Katrina engendered will stimulate
people's awareness towards the world they live in.
Jonathan says...
The globe in a classroom is the emblem of education. It symbolizes the knowledge of children and their leaning. But in this photograph, we see their knowledge has been "damaged". Something is stopping them from learning, and that is hurricane Katrina. Katrina destroyed many schools and buildings, and killed many people. The globe shows us a general view of who was affected. We first see the American continent, which was the most severely affected. This globe not only shows that America was concerned, but that the whole world should feel concerned. It's not because it's happenening somewhere else that it doesn't affect us. We all have a part of responsibility in what happened. The same issue keeps coming back: what reinforces hurricanes and contributes to their strength is global warming. There is no denial possible; we are responsible for that. America has the highest CO2 emissions in the world, but Europe and Asia also contribute significantly. We should be more cautious to prevent a similar disaster from occuring in the future. We have to do what we can to minimize the damages. We must reduce our CO2 emissions and insist that America signs the Kyoto Protocole. We can all do something together to prevent this. The whole world is at risk, but if everybody does what they have to, we can prevent the world from being destroyed, or from destroying itself.
The globe in a classroom is the emblem of education. It symbolizes the knowledge of children and their leaning. But in this photograph, we see their knowledge has been "damaged". Something is stopping them from learning, and that is hurricane Katrina. Katrina destroyed many schools and buildings, and killed many people. The globe shows us a general view of who was affected. We first see the American continent, which was the most severely affected. This globe not only shows that America was concerned, but that the whole world should feel concerned. It's not because it's happenening somewhere else that it doesn't affect us. We all have a part of responsibility in what happened. The same issue keeps coming back: what reinforces hurricanes and contributes to their strength is global warming. There is no denial possible; we are responsible for that. America has the highest CO2 emissions in the world, but Europe and Asia also contribute significantly. We should be more cautious to prevent a similar disaster from occuring in the future. We have to do what we can to minimize the damages. We must reduce our CO2 emissions and insist that America signs the Kyoto Protocole. We can all do something together to prevent this. The whole world is at risk, but if everybody does what they have to, we can prevent the world from being destroyed, or from destroying itself.
Are we all responsible to
some degree for hurricane Katrina? In 2005, a deadly hurricane hit
the South of the United States: Hurricane Katrina. It killed almost
2000 people. Are we really all responsible for the massacre and the
destruction in Louisiana? Are we responsible for the fatalities and
should we feel guilty towards the families who lost someone they
loved? Are we responsible for the $100 billion damages caused by
Katrina?
Hurricanes occur
naturally, mainly in tropical zones like Florida. They destroy
everything in their path. People lose their homes and property, and
many had to be evacuated. Unfortunately, in New Orleans, the alert
wasn't given early enough, and therefore people were trapped. Nobody
was prepared. Not enough help was sent to help the residents and
evacuate them. Some decided to barricade themselves in their houses
and refused to leave, but that was only a minority. If we look at the
fatalities, many poor people died in the hurricane. Why? Some places
in New Orleans are under sea level. These are mainly poor
neighborhoods. The rich neighboorhoods are high up above sea level
and protected from the floodings. The lands in southern Louisiana are
vulnerable. There should be laws about building under sea level or
near marshlands. In addition, under President Bush's administration,
many soldiers were in Iraq when they could have been called in to
save many people in New Orleans. Finally, the levees that were built
to protect the city weren't very solid. It would have cost the city a
great amount of money to construct efficient and solid ones. As
Europeans, we are not responsible for those factors, but we are
responsible for another factor... It has been scientifically proven
that global warming contributes to making storms and hurricanes more
powerful and more severe. In 2005, America experienced a dreadful
hurricane season. Many hurricanes kept hitting America, again and
again. We are entirely responsible for making those hurricanes
deadlier and stronger through global warming. We must be careful in
our everyday life to minimize our impact on the environment and
reduce our CO2 emissions. Each time we buy, waste, or use a product,
we contribute to polluting the Earth in a small way and therefore
making these storms worse.
To conclude, I think
we, as Europeans, are indeed at least partially responsible for what
happened in New Orleans. It was a natural event but was worstened by
human fault. Most of the casualties could have been prevented. As
individuals, we should be cautious about global warming which
contributes to build stronger storms and hurricanes. As global
citizens, whether European, American or from any other nation, we
should be cautious about who we vote for. The President must spend
the nation's money wisely and use it to have an elaborate protection
and evacuation system in potential hurricane zones. The local
authorities should insist on reinforcing the existing levees and laws
should be passed about building in areas that are at risk. We should
be prepared.
Programme de GEOGRAPHIE en première OIB
France et
Europe :
dynamiques des territoires dans la mondialisation
Thème 1 - France et Europe dans le
monde (14-15 heures)
| Questions | Mise en œuvre |
| L'Union européenne dans la mondialisation |
- L'Union européenne, acteur et
pôle majeurs de la mondialisation
- Une façade maritime mondiale :
la « Northern Range »
- Une aire de relation de l'Union européenne : la Méditerranée |
| La France dans la mondialisation |
- La présence française dans le
monde
- La France, pôle touristique
mondial
- Paris, ville mondiale |
Thème 2 - L'Union européenne :
dynamiques de développement des territoires (14-16 heures)
Thème 3 - Aménager et développer
le territoire français (14-15 heures)
| Questions | Mise en œuvre |
| Valoriser et ménager les milieux |
- La gestion durable d'un
milieu (étude de cas)
- Potentialités et contraintes du territoire français
(ultramarin compris) |
| La France en villes |
- Mouvements de population,
urbanisation, métropolisation
- Aménager les villes :
réduire les fractures sociales et spatiales
- Entre attractivité urbaine et nouvelles formes de
développement : les espaces ruraux |
| Les dynamiques des espaces productifs dans la mondialisation |
- Un territoire de l'innovation
(étude de cas)
- Les espaces de production agricole
en lien avec les marchés européens et mondiaux
- Dynamiques de localisation des activités et mondialisation |
| Mobilités, flux et réseaux de communication dans la mondialisation |
- Roissy : plate-forme
multimodale et hub mondial (étude de cas)
- La connexion inégale du territoire français à l'Europe et
au monde par les réseaux de transport et le numérique |
Thème 4 - Un État au choix :
dynamiques de ses territoires dans la mondialisation (15-16 heures)
En géographie, le
programme est conçu pour être traité dans un horaire annuel de 57
à 62 heures.
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