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Module 4 Revision: Section B

Module 4 Revision: Section B. Population Change Challenges of population change International migration Global economic groupings Character & location of global economy Future change in global economy Development gap Sustainable development. 1. Population Change.

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Module 4 Revision: Section B

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  1. Module 4 Revision: Section B • Population Change • Challenges of population change • International migration • Global economic groupings • Character & location of global economy • Future change in global economy • Development gap • Sustainable development

  2. 1. Population Change • Population as a system (inputs, net population change, outputs) • Interpreting choropleth maps • Measuring population change (BR, DR, Total Fertility rate, Life expectancy, Infant mortality, Maternal mortality) • Population pyramids • Explaining variations in demographic indicators • Demographic Transition Model

  3. KEY TERMS • Ageing population • Carrying capacity • Crude birth rate • Crude death rate • Demographic transition model • Doubling time • Exponential growth • Famine • Food security • Infant mortality rate • Life expectancy • Maternal mortality rate • Migration • Natural increase/decrease • Optimum population • Overpopulation • Population change • Total fertility rate • Underpopulation

  4. 1. Task: Looking at the 2 coloured maps (fig.11.10 & 11.11). You have 10 minutes to complete the following task: DESCRIBE & EXPLAIN the patterns shown • See p. 138 Global challenges... (spatial patterns) • See AQA AS Exam paper 2009... (population pyramids) Use examples as evidence of what you are saying! Generally speaking… In comparison to… However, there are some exceptions… The reasons for this are… ‘X’ appears to be an anomaly because…

  5. Activity: Draw & label the DTM Here are your labels... • Stage 1 • Stage 2 • Stage 3 • Stage 4 • Stage 5 • Low fluctuating • Late expanding • Early expanding • High fluctuating • Declining • Time • Annual rate per 1000 population • Low • High • Birth rate • Death rate • Population growth

  6. Demographic Transition Model Total population Birth rate Death rate BIRTHS AND DEATHS PER 1000 PER YEAR Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 TIME

  7. Some questions to answer... • During which stage of the DTM is the population growing most rapidly? • Why does population growth increase rapidly in stage 2? • Why does the rate of population growth slow down during stage 3? • Why might numerical increases be maintained during much of stage 3, even though proportional increase rates are declining? • What is the main similarity between stages 1 & 4?

  8. 2. Challenges of population change • Challenges of global population change (balance between population & resources) • Malthus • Boserup • Neo-Malthusians • Challenges of national population growth • Case Study: China (one child policy) • Case Study: India (tackling fertility rates in Kerala etc) • Case Study: UK (ageing population- effects, solutions?) • How do decision makers manage population change? (see case studies above.)

  9. Global fertility…

  10. A- Suggest reasons for the different trends shown (10) • B – With reference to specific examples, examine the national challenges posed by declining fertility (15)

  11. 3. International migration • Push & pull factors • Terms for migrants (economic migrants, refugees, returnees, voluntary repatriates, asylum seekers, internally displaced, stateless) • Case study of forced migration: Rwanda to Democratic Republic Of Congo (after genocide of Hutus) • Case study of voluntary migration: Mexicans to USA (California) • Migration Models • Ravenstein, Lee, Todaro, Zelinsky • Issues & impacts of migration, e.g. refugees & asylum seekers in UK (Case study)

  12. Describe the changes in the numbers of foreign players between 1992 and 2007 (2mk) • Which of the following best describes migrant status of foreign footballers? (1mk) • Asylum seeker • Economic migrant • Illegal immigrant • Refugee • Describe the positive impacts of foreign migrants living in countries such as the UK (4mk) 4. Explain why the number of European migrants entering the UK has risen sharply in recent years (4mk)

  13. See AQA AS Exam paper 2009...

  14. 4. Global economic groupings • G8, MEDC, LEDC, NIC/RIC, Oil rich/OPEC, Former Soviet, HIPC/LDC, G15 group • Trade blocs, e.g. EU, ASEAN, WTO etc • North-South divide (Brandt line) –applicability today?

  15. KEY TERMS 13. Multilateral aid 14. Tied aid 15. FDI 16. Sustainable development 17. Global shift 18. Kondratieff wave 19. Fordism 20. TNC 21. Outsourcing 22. Top-down development 23. Bottom-up development 24. Ecotourism • Brandt line • North-South divide • Development gap • G10 • G8 • G15 • G77 • OPEC • WTO • IMF • SAP • Bilateral aid

  16. 5. Character & location of global economy • The Global Shift • Industrialisation • Electrical engineering • Fordism (mass production, economies of scale etc) • Deindustrialisation • Spatial division of labour • Case Study: Taiwan as an NIC • TNCs (Case study: Mattel) • Inward investment (role of government, EPZs etc) • Effects of outsourcing on MEDC & LEDC

  17. Describe & explain the distribution

  18. Name the Global region which received the biggest flow of manufactured goods from China (1mk) • Which of the following correctly describes the flow of manufactured goods between China & Western Europe? (1mk) • Overall profit of $45 bn for China • Overall profit of $77 bn for China • Overall profit of $35 bn for Europe • Overall profit of $77 bn for Europe • Suggest additional global flows which connect China with the rest of the world (3mk)

  19. 6. Future change • Changing economy case study: The West Midlands (more service jobs, fewer manufacturing jobs etc.) • Impacts on population

  20. Explain why NICs such as China have become important centres for manufacturing and investment (5mk)

  21. 7. Development gap • What is the development gap? • Methods of addressing the developemnt gap • UNDP Millennium Development Goals (setting targets –know some e.g.s) • Top-down strategies (Case Study: Three Gorges Dam, China –or other) • Bottom-up strategies (Case Study: hand dug wells –Water Aid) • Case Study: Mobile phones as a method of development (Bangladesh/Africa, part of the Millennium village programme)

  22. 8. Sustainable development • Methods of development: Green growth • Ecotourism • Alternative agricultures • Green consumerism • Alternative energy sources • Fair trade • Abolish sweatshops, improve & implement employment laws

  23. Cross-Unit Questions –section C Key themes: • SUSTAINABILITY • CONSERVATION VS DEVELOPMENT • ENVIRONMENTAL DEGRADATION & DESTRUCTION • POVERTY • GLOBALISATION

  24. A- Assess the global implications of the trends shown (15) B- With reference to specific examples, evaluate possible ways of reducing global differences in wealth (15)

  25. Some questions… • A – Assess the implications of this data for the environment and people (15) • B – With reference to examples of global environmental problems, explain why it is difficult to gain international agreement of how to solve them. (15)

  26. Select one of the threats: • Explain how human activities have led to it. b) With reference to examples, evaluate different approaches to the management of your chosen threat.

  27. With reference to either linkages A or linkages B, explain how they have developed. • With reference to examples, examine the relationship between a country’s level of development and the size of its ecological footprint.

  28. a) Explain why these pathways are needed. b) For two of the pathways, evaluate the success of actions taken by governments to achieve a more sustainable future.

  29. EXAM TECHNIQUES...

  30. COMMAND WORDS!

  31. Common errors... • Only describing, or explaining, when the question says ‘describe and explain’. • Explaining (saying ‘why’) when you have been asked to describe, or vice versa. • Only using part of a resource e.g. the first part of a graph, or only part of a data table. • Not quoting data from the resource, when it contains data. • Not understanding a resource – this is usually because you have not really examined it. Try not to rush.

  32. The approach to the exam –writing answers 1. BULLETS These can be used as part of an answer; numbered points would also be fine. Avoid using only a bullet list. Bear in mind bullets work well for ‘describe’ but less well for ‘explain’ because they work against linked, full explanations. 2. TABLES These can be a successful strategy especially for a command word such as compare. Again, they tend to produce a brief, less linked answer and are best deployed as part of an answer. 3.SUB-HEADINGS Some Questions lend themselves to being divided up such as ‘data collection and presentation’ or ‘physical and human’ – subheadings can help some students focus their thoughts. One problem is ‘maxing out on one question’ – this happens when students recognise a question, know the answer, and go into overdrive answering it. This will tend to lead to far too long being spent on one question and then running out of time:

  33. Approaching resources • Take a structured and careful approach to resources • The most common mistake is glancing at a Figure and making a very quick judgement • The question stem is often ignored by students, but you must read it! • In the example below, the Figure does not just show a burger, but a very specific type ‘adapted to local conditions’ as stated in the Figure title:

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