To what extent Rothbury fits a model of tourist honeypot

Contents . Introduction 2. Methodology 3. Land use Survey 4. Environmental quality survey 5. Litter survey 6. Car park survey 7. Traffic and Pedestrian count 8. Noise survey 9. Footpath erosion survey 0. Questionnaire data 1. Conclusion 2. Evaluation 3. Bibliography Introduction Since the motorways came into existence, there has been a gradual increase of tourism in the U.K and more intensively use of National Parks. The main Aim of my project is to study, examine and investigate that "To what extent Rothbury fits the model of a tourist honey pot?" I will also assess the impact of tourists on the village of Rothbury and its various advantages and disadvantages. In to

  • Word count: 4381
  • Level: GCSE
  • Subject: Geography
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Exploitation and management of resources

Exploitation and management of resources A resource is defined as a naturally occurring deposit that is useful to humans, or that may become available for human exploitation. Resources can be put into two different groups, renewable resources and non-renewable resources (stocks). Renewable resources are those that are not in limited supply, or are not 'finite' resources. Examples of such resources are wind and sunlight that can both be 'harvested' and turned into power. There is no shortage of either of them. Non-renewable resources are those in finite supply, such as oil, coal and natural gas. These resources are being used up faster than they can naturally regenerate, meaning that there is a shortage of them, and they will therefore have to be managed properly to conserve them for future generations. In this project I will explore the exploitation and management of both oil and water worldwide, how both of these resources are being managed currently, and what is being done to make sure that our future generations can reap the benefits of both these resources in years to come. Uses, exploitation and management of water; Water is considered a renewable resource, as precipitation restores water to lakes, river, reservoirs and replenishes groundwater and aquifers. The Ecological society of America state that "More then 3/4ths of underground water is non-renewable, as

  • Word count: 2874
  • Level: GCSE
  • Subject: Geography
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Critically access the scientific evidence for global warming and explain using selected examples how its impacts could produce problems and benefits for human activities and land uses.

Critically access the scientific evidence for global warming and explain using selected examples how its impacts could produce problems and benefits for human activities and land uses. Global warming as it states in its title is a global phenomenon which has global implications. Present day situations are not at any levels to cause major change in the global scale of things but localised problems are becoming apparent and causing a global investigation into the causes and possible future effects of global warming. The scientific predictions available paint a bleak picture and without immediate intervention into the causes of global warming the impacts on all areas of human society will soon become apparent. In this essay I am going to access the evidence available on global warming and how this evidence leads to the impacts that will affect human land use and activities. The greenhouse effect is the way the earth is warmed in the day by the incoming rays from the sun and cooled at night by inferred waves leaving the earth. These cause a balance and result in our current temperatures. The incoming rays pass easily through the atmosphere which is made up of mainly nitrogen and oxygen but some of the out going radiation is trapped by the remaining trace gases. These trap the heat as a greenhouse does hence they're named green house gases. These natural gases maintain the

  • Word count: 1019
  • Level: GCSE
  • Subject: Geography
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Change in land use along the River Tees.

Change in land use along the River Tees The River Tees begins high up in the Pennines and follows an easterly course towards the North Sea. The land in the River Tees upper course is high (893m above sea level at the source) and rainfall is over 2000mm a year. The valley is steep sided and V shaped, as the river has not yet flattened the land (though the river has began to erode laterally). The river is turbulent and the riverbed is rocky, this has caused rapids and High Force, which is the highest waterfall in England. Due to the steep slopes and harsh climate the building of communications links was very challenging and therefore settlements are extremely rare, limited to isolated farmhouses. Employment opportunities are also restricted to mainly agriculture and forestry related jobs; as a result the population density in this part of the river valley is extremely low. On the bleaker moorlands there is practically no settlement at all, however there are a few more farms and small villages situated along the B6277 road which leads into more sheltered land in the Tees valley. High rainfall in this part of the river's course provides a reliable water supply. There are several manmade reservoirs found in this part of the course, the highest being Cow Green reservoir. These reservoirs help control flooding as well as providing high quality water for homes and industries

  • Word count: 825
  • Level: GCSE
  • Subject: Geography
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Comparing two articles that share similar themes.

After having read both articles I realize that they were sharing the theme crossing rivers. We can notice that both articles covered the theme in different ways whereby passage (A) gave us the theme in a form of a story as we can see in the phase: "(The men began to talk of the Yellowstone River as if....."). While passage (B) had it in a form of an article taken from a website as we can see in the phase: "(the river is broad, 300 to 400 feet across). Further away I will be analyzing the essay by writing about the similarities and differences of both passages referring to the style, and tone used in both passages. Looking at the paragraph above, I wrote that the two passages shared the same theme (crossing rivers), but we can also notice that they also referred to the same example which is the crossing the Yellowstone river. We can notice that in passage (A) when referring to the phase: "(the Yellowstone River was the size of the Mississippi)", while in passage (B) we can notice that in the information: "(From The National Geographic, Yellowstone National Park Website, 2002). Further ahead in the essay I will be writing about each passage in a separate paragraph. Writing about the style we can notice that Larry McMurty (in passage (A)) "described" to us how people in the 1800's crossed a river (which is using horses). We can notice that from the words (horse, 3000 miles and

  • Word count: 1211
  • Level: GCSE
  • Subject: Geography
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Global warming, while still in debate, is a social problem that threatens our future economy, environment, and lifestyle. Despite this, the United States government is doing remarkably little to help solve this problem.

OUTLINE I. Introduction A. Islands sinking into the ocean, rainforests dying, glaciers melting, hurricanes, mudslides...etc. B. Global warming, while still in debate, is a current social problem that threatens our future economy, environment, and lifestyle. Despite this, the United States government is doing remarkably little to help solve the problem. II. Background Information A. The possible warming of Earth due to heat-trapping pollutants in its atmosphere. Recognized in late 1980's IPCC B. Greenhouse gasses are the main problem. Carbon dioxide Nitrous oxide Methane HFC's, PFC's, and SF6 III. Discussion A. Global warming has already had effects on the Earth that may be permanent. B. (Costs) Grim Predictions of the effects of global warming have been forecasted by scientists C. (Contributing Factors)The United States emits more greenhouse gasses than any other country. IV. Solutions A. Scientists have speculated many ways to decrease greenhouse gasses and slow global warming, but none of them have been actually used. IPCC suggestions- expensive Fuel cells- currently in development Carbon separation- currently in development Iron sulfate in oceans- hurt ecosystems, CO2 may return to the atmosphere Liquefy carbon- acidity may kill marine life Kyoto Protocol- President Bush did not agree V. Proposed Solution A. "Global

  • Word count: 2061
  • Level: GCSE
  • Subject: Geography
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How does the global system affect climates?

Carl Trett 30th January 2004 How does the global system affect climates? The global pattern of climate is affected by: * latitude * land and sea * relief * ocean currents Latitude The Equator receives greater amounts of solar heating than latitudes further north or south. Places therefore nearer the Equator are much warmer than those closer to the Poles. Nearer the Poles precipitation will be more variable with lower temperatures. More will fall as snow, covering the ground for long periods in winter. The amount of solar energy received by each hemisphere varies because of the tilt of the Earth and its orbit around the sun. This gives summer and winter seasons. Places nearer the Poles have greater differences between summer and winter in temperature and precipitation. At the Equator air, warmed from below, becomes less dense and is forced to rise as strong convection currents, creating low pressure at the surface (ITCZ). Convectional currents of warm, moist air cool to give heavy, daily thunderstorms Strong, steady winds converge to fill the low pressure from the north and south, but the spinning of the Earth diverts the winds slightly to the right in the northern hemisphere and they become the north-east Trade Winds. In the southern hemisphere winds are diverted to the left, producing the south-west

  • Word count: 778
  • Level: GCSE
  • Subject: Geography
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GCSE Coursework -Plate Tectonics

A volcanic crater is a conspicuous landform and feature of many volcanoes, especially those currently or recently active. It is typically a basin of a roughly circular form within which occurs a vent (or vents) from which magma erupts as gases, lava, and ejecta. A crater can be of large dimensions, and sometimes of great depth. During certain types of climactic eruptions, the volcano's magma chamber may empty enough for an area above it to subside, forming what may appear to be a crater but is actually known as a caldera. In the majority of typical volcanoes, the crater is situated atop the mountain formed from the erupted volcanic deposits such as lava flows and tephra. Volcanoes that terminate in such a summit crater are usually of a conical form. Other volcanic craters may be found on the flanks of volcanoes, and these are commonly referred to as flank craters. Some volcanic craters may fill either fully or partially with rain and/or melted snow, forming a crater lake. Some volcanoes, such as maars, consist of a crater alone, with scarcely any mountain at all. These volcanic explosion craters are formed when magma rises through water-saturated rocks and causes a phreatic eruption. Volcanic craters from phreatic eruptions often occur on plains away from other obvious volcanoes. A lahar is a type of mudflow composed of pyroclastic material and water that flows down from a

  • Word count: 2674
  • Level: GCSE
  • Subject: Geography
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My Tourist Resort

My Tourist Resort On the map of Paradise Island, I have chosen Site A (296,723) to be the location of My Tourist Resort. There are several reasons why it's a good place to have a tourist resort, but certainly also quite a few reasons why it may not be a good place to have a tourist resort. Some of the positives of this location: * It is by some means the central town of the island, in view of the fact that that it has road connections with both of the two other towns. This means that tourists visiting the resort will have an easier way of getting around the island, town by town. * It is right next to the sea, which means that if the resort happens to be positioned by the shore, visitors will not only have great view, but also the effort needed of them, if they want to enjoy some time by the beach (snorkeling, sun-bathing, etc.) is significantly smaller. * The Town hall lies within the town of the site. This might be a fine place to go for information about the island. It might as well be a historic place, where tourists can go if they're curious about the history of the island. * The castle, which lies not so far from the site, might be another great historic spot, for interested visitors. * The tourists of the resort will see some great stuff if they choose to drive north along the main road, including the remains of a Roman villain, the quarry and the Big Hill, and if

  • Word count: 665
  • Level: GCSE
  • Subject: Geography
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Research into the problem of flooding in the town of Santa Fe in Argentina.

2008 Source: www.wikipedia.com Agustina Mortola Geography 8T1 Flood Work Mr. Prata Topic: Flood 8T1 St George College INDEX Santa Fe 3 Localization 3 Map1: Santa Fe 3 Map2: Santa Fe towns (effective area) 4 Time line of floods in Santa Fe 7 Pictures of different Floods in Santa Fe 8 Description of the Flooding 9 Santa Fe After Flood 9 Method use to prevent flooding 11 Natural or human causes? 11 Impact of Flood 12 Solutions: 12 Picture11: Santa Fe after flooding 13 Final Revision 14 Bibliography 15 Flood Work Santa Fe Localization "Santa Fe is the capital city of province of Santa Fe, Argentina (Map1). It sits in northeastern Argentina in a plain, near the junction of the Parana and Salado rivers that flow in to La Plata River (Map5). It lies opposite the city of Parana, to which the Hernandarias Sub fluvial Tunnel links it. Santa Fe is the commercial and transportation centre for a rich agricultural area that produces grain, vegetable oils, and meats. The city in its current location is still not immune to flooding. The most affects towns were: Garay some parts of San Justo and also Helvecias, these are the cities that are between Parana and Salado Rivers."(Map2) Map1: Santa Fe Source: http://www.aseguraronline.com/imagenes/dondeestamos/santafe.gif Map2: Santa Fe

  • Word count: 2177
  • Level: GCSE
  • Subject: Geography
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