Sunday, February 03, 2008

Case Study: Bangladesh Flooding

Flooding in an LEDC - The 1998 Floods in Bangladesh
BANGLADESH FLOODS

Between July-September 1998, Bangladesh suffered one of its worse ever floods. Despite being flooding being common in this country, the floods of 1998 were particularly severe resulting in over 1000 deaths and 30 million people being made homeless and newspapers / media sources were full of headlines like the following; South Asia - Bangladesh Floods Rise again (BBC Article) and Floods threaten 20 million lives in Bangladesh.

So why is Bangladesh so prone to flooding? Well the answer to this requires consideration of both the physical landscape and conditions of the country and the impact of its population.

CAUSES OF FLOODING IN BANGLADESH


Physical (Natural) causes of flooding in Bangladesh
Bangladesh is a very low lying country, with 70% of its land area being less than 1m above sea level and 80% of it being floodplain.
Bangladesh receives large amounts of water passing through it with two major rivers (the Ganges and Brahmaputra) converging and forming a huge delta (see picture) formed from silt deposited by the river as it enters the sea. Both rivers have large volumes of water flowing through them to the sea as they have large drainage basins which increasing the flood risk;
Bangladesh has a monsoon climate and the annual torrential rains which result often result in the rivers exceeding their capacity and flooding;
In the spring, melting snow from the Himalayas further increases the flood risks as torrents of melt water enter the rivers at their source.

Human causes of flooding in Bangladesh

Increasing population pressure in the foothills of the Himalayas where the rain contributes to the source of the River Ganges and Brahmaputra has resulted in intense deforestation. It is believed that this reduction in interception has resulted in more water entering the rivers - indeed with 92% of the area drained by the rivers being in countries other than Bangladesh, Bangladesh's proneness to flooding is exacerbated by population and environmental issues in countries other than its own, making it increasingly difficult to target the problems.
Indeed deforestation in the headwaters is also believed to be responsible for the increased soil erosion which has led to large amount of silt being washed into the rivers and subsequently being deposited on the river bed, reducing its channel capacity and increasing the likelihood of flooding.

Increasing population pressure in Bangladesh itself has resulted in the sinking of many new wells resulting in the lowering of the water table and the subsequent subsidence of land making it even more prone to flooding;
Bangladesh is an LEDC and its lack of money and heavy national debt means that little money is available to spend on flood protection methods / defences and many existing defences lack upkeep and are of questionable use.

(click on the digram below for a summary of these)



EFFECTS OF FLOODING IN BANGLADESH

Remember - you must learn place specific detail when writing answers to case study questions if you are to be awarded the full marks.

POSITIVE EFFECTS OF FLOODING

It is important to remember that whilst flooding has serious impacts on human life in Bangladesh it is also instrumental in the wellbeing of Bangladesh's economy and the survival of its people. So what are these positive effects of flooding?

As well as providing water for crops, when flooding occurs, as there is friction between the water and the surface of the land, the water slows down and loses its energy. This loss of energy results in the deposition of rich fertile soil resulting in the providing important nutrients enabling people to grow crops;
This deposition of silt also creates land upon which people can live - for example the Ganges delta has been formed in this way as deposition has occured where the river has entered the Bay of Bengal.
EFFECTS OF THE 1998 FLOODS:

Over two thirds of the land area was covered by water and the capital, Dhaka, was 2m underwater.
30 million people were made homeless in the floods with many losing all their belongings.

1,070 people died - this death toll resulted from a number of things. As well as people being killed by drowning in the flood waters, health problems increased the number of deaths further. Contamination of water by waste and dead bodies / animals, and the lack of a clean water supply resulted in the spread of disease such as cholera and typhoid. Further deaths from snake bites and other injuries which led to death through the lack of access to medical care.
Food supplies were severely affected as flooding destroyed the rice stocks with a total of 668,529ha of crops being destroyed;
The impact on the economy was signifcant with Bangadesh's export industries seeing a 20% decrease in production with over 400 clothing factories forced to close.

Communications became difficult, with shopping impossible in the main port, as well as roads and railways having been swept away making the distribution of aid and the rescue operation very difficult;
The effects can clearly be seen in the following links:
Photographic presentation of the floods of 1998
Flood '98 - Bangladesh Photo Gallery

and all though very detailed this report provides an over view of the Disaster Impacts, Household coping and response. This chapter from the report provides specific detail on the impacts of the flood on agricultural production, employment and wealth.

FLOOD RELIEF / MANAGEMENT IN BANGLADESH

As has already been mentioned Bangladesh's low level of economic development means Bangladesh's flood protection is insufficent and a number of factors as discussed in this post have exacerbated the problems.

Following the 1998 floods a number of short term flood relief measures were put in place to try an minimise loss of life - these included:

international food aid programmes
the distribution of free seed to farmers by the Bangladesh govenrment to try and reduce the impact of food shortages - the government also gave 350,000 tonnes of cereal to feed people;
volunteers / aid workers worked to try and repair flood damage (see OCR A textbook - p.39 for further details)
In the long term a number of flood prevention measure are possible:

the creation of embankments (artificial levees) along the river to increase channel capacity and restrict flood waters - however since 1957, 7,500km of flood embankments have been constructed and yet many were breached in the 1998 floods;
constructing flood protection shelters (large buildings raised above the ground) to shelter both people and animals
emergency flood warning systems and plans made for organising rescue and relief services;
providing emergency medical stores in villages
building flood proof storage sheds for grain and other food supplies
dam construction upstream and major embankments around Dhaka have been suggested however lack of money has meant that these suggestions have not been taken further.

Further Links:

Conclusions and lessons from the 1998 floods
Lessons learning from the 1998 Bangladesh Floods

Map source: US CIA World Factbook (Creative Commons)
Photo source: Ganges delta - screenshot from NASA World Wind (Creative Commons)

Wednesday, July 18, 2007

Singapore Film Resource - Invisible City

Watch this movie: http://invisiblecity.sg/

Potentially rich resource in provoking thought in history, social studies, and to a lesser extent, geog and english.

Tuesday, June 26, 2007

Climate Change Made Hip and Cool

http://www.liveearth.org/

Friday, June 22, 2007

TIME - FOOD!!

Great articles perfect for teaching Geography of Food, new syllabus.

The Food Chain That Links Us All

How The World Eats

Taste Test: Same But Different (Globalisation of Food Production)

Food Aid - Hungry for Change

Chilli Peppers - Case Study for Globalisation of Food

TIME - Singapore's New Look

Here are the links to TIME magazine's article on Singapore's revamp. (6 pages)

Good for teaching tourism, and stuff on cities, urbanisation, globalisation etc.

Even for English reading and comprehension.

http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%201.jpg
http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%202.jpg
http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%203.jpg
http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%204.jpg
http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%205.jpg
http://www.mediamax.com/keeevin/Hosted/Time%20Singapore%206.jpg

Resources Sharing..

A fully trained teacher now!! :)

And on this blog I shall post my reflections, and resources to share.

:)

Friday, February 23, 2007

Compassvale Secondary - First Take

I ventured into my first school,
Compassvale Secondary.
No, not as a student, you fool,
But as a teacher, essentially.

A 5 hour marathon staff meeting,
Complete with birthday, yusheng and the school camp briefing.
Met my CT, Principal, VP and others many,
Introduced to plenty, but can't remember any.

Scary all the talk about Action Research and ASPs.
But tickled I can't help but giggle quietly,
When the teacher-in-charge asked for staff
To partake the 'yusheng' and to fellowship.

Thursday, February 08, 2007

3. What are the relationships between social studies education and society?

Well.. 'enuff said. Let me just quote from my last post. The role of SS education as I teach it to my students is:

To have them wide-eyed and see the world beyond conventional truth claims,

To help them grow, mature and go beyond innocent thoughts ingrained.

'To see a world in a grain of sand,
And a heaven in a wild flower,
Hold infinity in the palm of your hand,
And eternity in an hour.'


To see for themselves that the world ain't simply what some paint it to to be,

And with that critical knowledge, know there is much more responsibility.

'It is right it should be so;
Man was made for joy and woe;
And when this we rightly know,
Thro' the world we safely go.'


And that is the role of SS education, and its relationship with society.

2. Write an impressionistic sketch of what type of social studies teacher you will be (or hope to be)?

Haha.. A funky SS teacher I wanna be!

A dynamic SS teacher who challenges my students to think,

To ask more questions than give answers without a blink.

To say 'Yes, you've got a good point really',

More than 'No, the truth is actually.'

To bring newspaper articles to class and debunk its totalising myth,

To look together at political cartoons and laugh at its wit.

To engage the class in critically examining state policies,

And then to challenge them to think of better alternatives.

And if they can't for goodness sake think of better alternatives,

Get the students appreciate the particular context a government is working with.

To develop students who can unabashedly say,

'I love Singapore...'

'But there is this and that we can do better and more.'

To have them wide-eyed and see the world beyond conventional truth claims,

To help them grow, mature and go beyond innocent thoughts ingrained.

'To see a world in a grain of sand,
And a heaven in a wild flower,
Hold infinity in the palm of your hand,
And eternity in an hour.'


To see for themselves that the world ain't simply what some paint it to to be,

And with that critical knowledge, know there is much more responsibility.

'It is right it should be so;
Man was made for joy and woe;
And when this we rightly know,
Thro' the world we safely go.'


Haha.. A funky SS teacher I wanna be.

Not a very good poet I know, but do show mercy.

I'll end off this piece now (Oh thank God! I hear you say for goodness sake)

With final words from Auguries of Innocence, William Blake.

'We are led to believe a lie
When we see not thro' the eye,
Which was born in a night to perish in a night,
When the soul slept in beams of light.

God appears, and God is light,
To those poor souls who dwell in night;
But does a human form display
To those who dwell in realms of day.'

1. What do you see as the main value and purpose of social studies education in Singapore?

Social Studies in Singapore is often viewed as a vehicle for National Education, for indoctrination of the national agenda, for state propaganda, to build National Identity.

Nothing wrong with that - try putting yourself in the shoes of the state. Civil / civics education is a vital way to ensure the longetivity of your state and rule.

Beyond the skepticism and cynicism that pervades a Singapore citizentry tired of NE indoctrination, a more enlightened way of viewing SS education is that of equipping thought skills essential for a global citizen to survive and makes sense of the world. Singapore is unique in its position in the world, the crossroads between civilisations (America-China, Chinese-Malay-Indian, Asia-Europe, Muslim-Buddhist-Taoist-Christian, Socialist-Democratic), and how can Singaporeans make sense of their identity in such a fluid society, how can Singaporeans make sense of the multiple truth claims emanating from all branches of society?

SS education helps Singaporeans make sense of who they are, where they are, and what the society claim them to be. Whether the message from the state in civics education, whether the message from the global press, whether the message from other countries, from races, ethnics and people different from us, SS helps in equipping the Singaporean citizentry the thought skills needed to negotiate their identity in a world of multiple truth claims. And they can then assess for themselves, in what ways are the truth claims about Singapore's national identity relevant, and what does it mean for us to be a Singaporean, born bred and with a red passport with Majulah Singapura printed on it.

That's the role of SS education. The thinking skills to help one make sense of who they are, where they are, and what the society claim them to be.

Thursday, November 23, 2006

Here it is, Eu Khim's and my webquest:

http://geographyoffood.sphosting.com

I hope your web browser has a pop-up blocker. For this free web hosting site actually comes with a price. Lots and lots of annoying advertisements popping up here there everywhere.

I showed my girlfriend the webquest. She commented, 'I wish my geography teachers did something like that for us. Maybe I would have then liked the subject.'

I guess there is something to be learnt here. This is partly what student-centred learning is all about. Understanding what excites students, what motivates students, and creating engaging lessons that would promote self and peer learning. Too many of my friends hate Geography. Many of them raise their eyebrows when I comment to them that I major in Geography, and am looking forward to being a geography teacher. To them, Geography is just about rocks, rivers and industries. And copying down in lectures the 20 factors that affect the above mentioned.

Geography is actually a very unique subject, it covers almost every realm of the world we live in. It may perhaps be the subject that is the most relevant to all, for it deals with current issues of the world. What shapes this world we live in, why is the environment so and so, what should we be concerned about this earth and society, what can we do to contribute as a Singapore, world and earth citizen. As my JC tutor use to say, Geography is the Mother of all subjects.

And because of Geography's nature of being such a dynamic and relevant subject, it lends itself to webquests very very well. There are too many issues we have to face up to in this messy world we live in. To keep up to date, there can be no better resource than the cauldron of information in the World Wide Web. And students love exploring the web! We have the curriculum stating to us what we need to teach, we have textbooks aiding us in this endeavor, but we need to take advantage of the web to make the curriculum constantly relevant and engaging for our students. We teach not only to fulfill syllabus requirements, but as Dr Chang repeatedly emphasize, there is some Big Idea behind every lesson we teach. Teaching Geography is also about moulding attitudes, developing opinions and encouraging moral development. Webquests is one method towards achieving such a goal. Hopefully, as students plough through the webquests each one of us in class has prepared, they would learn not only content knowledge, but also develop a critical eye towards issues and web sites they encounter.

Signing off, Keeevin the eternal idealist. :) Enjoy our webquest.. with wine or not, up to you.