Oxford University Press
Geography for Edexcel A Level Year 1 and AS
Bob Digby
Geography for Edexcel A Level Year 1 and AS
US$ 41.25
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A student-friendly and engaging textbook for the Edexcel GCE A Level Year 1 and AS specifications. Written to match the demands of the 2016 specifications, this Student Book motivates your students with accessible, interesting content and up-to-date case studies, while retaining the required rigour.

Front Cover
Title Page
Tectonic processes and hazards 1
1.1 Natural hazards and disasters
1.2 Plate tectonics
1.3 Understanding earthquakes
1.4 Understanding volcanic eruptions
1.5 Understanding tsunami
1.6 Why do some natural hazards become disasters?
1.7 Governance and natural disasters
1.8 Geophysical disaster trends and hazard profiles
1.9 Multiple-hazard zones
1.10 Hazard management theoretical models
1.11 Managing the impacts of tectonic hazards
Glaciated landscapes and change 2
2.1 Svalbard – a glaciated landscape
2.2 Climate change and glaciation
2.3 Past and present ice cover
2.4 Periglacial processes and landscapes
2.5 Mass balance and glaciers as systems
2.6 Glacial movement
2.7 The glacier landform system
2.8 Glacial erosion and landforms
2.9 Glacial deposition and landforms
2.10 Glacial meltwater and landforms
2.11 Glaciated landscapes 1 – the Lake District
2.12 Glaciated landscapes 2 – Everest and the Sagarmatha National Park
2.13 Glaciated landscapes 3 – tundra ecosystems
Coastal landscapes and change 3
3.1 Coastal landscapes and systems
3.2 Geology and the coast
3.3 Waves and beaches
3.4 Coastal erosion – processes and landforms
3.5 Coastal transport and deposition
3.6 Weathering and mass movement at the coast
3.7 Sea level change
3.8 Holderness and coastal erosion
3.9 Coastal flooding
3.10 Managing coastal erosion and flooding
3.11 Managing coasts in a holistic way
Globalisation 4
4.1 Understanding globalisation
4.2 Defining globalisation
4.3 The key players in globalisation
4.4 TNCs and globalisation
4.5 ‘Switched on’ and ‘switched off’ worlds
4.6 The global shift: winners and losers
4.7 Global interconnections
4.8 Towards a global culture?
4.9 Closing the development gap?
4.10 Rising tensions
4.11 Consequences, ethics and sustainability
Regenerating places 5
5.1 Thinking about places
5.2 Understanding your place
5.3 places – London’s East End
5.4 Investigating places
5.5 Successful places?
5.6 Engaging with places
5.7 Investigating the need for regeneration
5.8 The role of the government in regeneration
5.9 Regenerating rural places
5.10 Regenerating urban places
5.11 Regeneration – how successful?
5.12 Urban regeneration – the players
5.13 Rural regeneration – the players
Diverse places 6
6.1 Making the change
6.2 The UK’s changing population structure
6.3 How population characteristics vary
6.4 Investigating connections
6.5 How do different people view diverse living spaces?
6.6 Perceptions of rural places
6.7 Investigating people’s perceptions
6.8 Increasing diversity in the UK
6.9 Understanding segregation in London
6.10 Change, tension and conflict
6.11 Managing cultural and demographic issues
6.12 Key players in managing urban communities
6.13 Key players in managing rural communities
7 Using Geographical Skills
7.1 Drawing field sketches
7.2 Environmental Impact Assessment (EIA)
7.3 Using rose diagrams in till fabric analysis
7.4 Flow-line maps
7.5 Measures of central tendency
7.6 Correlation techniques
7.7 The Lorenz curve and Gini coefficient/index
7.8 Chi-squared
7.9 Using an Index of Diversity
7.10 Student t-test
8 Developing fieldwork skills at AS
9 Exams: hitting the high marks at AS
Back Cover
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