Mitigation & Adaptation (Edexcel A Level Geography)

Revision Note

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Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Disaster Modification

  • Strategies to manage and reduce the impact of tectonic hazards can be divided into three groups - modification of the:

    • Event

    • Vulnerability, increasing resilience

    • Loss

  • These strategies involve mitigation or adaptation

Modification of the event

  • This happens before the event occurs

  • Modifying earthquakes is challenging because they occur without warning 

    • Construction of earthquake-resistant buildings can help to reduce the impacts on people 

  • Modifying volcanic hazards can be achieved by:

    • Hazard risk mapping using Geographic Information Systems (GIS) to identify areas at highest risk followed by land use zoning to prevent development in these areas

    • Draining crater lakes reduces the chance of lahars

    • Barriers and channels can also be constructed to divert lava flows

  • Modifying tsunamis can be achieved by:

    • Using land use zoning to prevent construction at the coast

    • Building offshore barriers 

    • Building sea walls - Japan has increased the height of sea walls in some areas to over 12 meters 

    • Replanting mangrove forests 

land-use
Land use zoning in Christchurch, New Zealand

Reduction of Vulnerability & Increasing Resilience

Modification of vulnerability

  • This happens before the event occurs

  • Vulnerability can be reduced and the resilience of populations increased in a number of ways:

    • Land use zoning - ensuring that people are not living in high-risk areas

    • Hazard resistant buildings 

    • Improved services and infrastructure

    • Hazard risk mapping using Geographic Information Systems (GIS) to identify areas at highest risk

    • Planning of evacuation routes

    • Education of the population to ensure that they know the actions to take when a hazard event occurs - earthquake drills

    • Improved storage of food, water and medical supplies so sufficient are available

    • Monitoring and warning systems to allow people time to evacuate

building-design
Earthquake resistant building design

Reduction of Loss

Modification of loss

  • This happens after the event occurs

  • Loss can be reduced by efficient and effective aid and recovery, which can be achieved in a range of ways:

    • Evacuation - moving people away from the area that has experienced destruction/damage

      • This is particularly important after earthquakes when there are likely to be aftershocks which cause further damage

    • Search and rescue teams, who are well-equipped and trained

    • Emergency aid - food, water, medical aid to ensure survival 

    • Short-term aid - shelter, reconnecting of water and electricity supplies

    • Development aid - long-term aid to help with reconstruction and recovery

    • Insurance - to help people rebuild 

    • Local communities - supporting each other, providing shelter and helping with the search and rescue effort

  • Aid may be provided by:

    • Non-governmental Organisations (NGOs) such as the Red Cross, Medicin San Frontiers and Disasters Emergency Committee

    • Intergovernmental Organisations (IGOs) such as the UN and World Bank

    • National and local government

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.