Module 4 Revision: Section B

1. Population Change 2. Challenges of population change 3. International migration 4. Global economic groupings 5. Character & location of global economy 6. Future change in global economy 7. Development gap 8. Sustainable development

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

1. Ageing population 2. Carrying capacity 3. Crude birth rate 4. Crude death rate 5. Demographic transition model 6. Doubling time 7. Exponential growth 8. Famine 9. Food security 10. Infant mortality rate 11. Life expectancy 12. Maternal mortality rate 13. Migration 14. Natural increase/decrease 15. Optimum population 16. Overpopulation 17. Population change 18. Total fertility rate 19. Underpopulation

1. See p. 138 Global challenges... (spatial patterns) 2. See AQA AS Exam paper 2009... (population

pyramids)

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

Generally speaking… Use examples as evidence of what you are saying!

In comparison to… However, there are some exceptions… ‘X’ appears to be an anomaly because… The reasons for this are…

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

Demographic Transition Model

Total population Birth rate Death rate Stage 1 Stage 2 Stage 3 TIME Stage 4 Stage 5

Some questions to answer...

1.

2.

3.

4.

5.

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?

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.)

Global fertility…

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

3. International migration

• • • • • • Push & pull factors Terms for migrants (economic migrants, refugees, returnees, voluntary repatriates, asylum seekers, internally displaced, stateless) Case study of Democratic Republic Of Congo (after genocide of Hutus)

forced

migration: Rwanda to Case study of

voluntary

USA (California) migration: Mexicans to – Migration Models Ravenstein, Lee, Todaro, Zelinsky Issues & impacts of migration, e.g. refugees & asylum seekers in UK (Case study)

4. Explain why the number of European migrants entering the UK has risen sharply in recent years

(4mk)

1. Describe the changes in the numbers of foreign players between 1992 and 2007

(2mk)

2. Which of the following best describes migrant status of foreign footballers?

(1mk)

1. Asylum seeker 2. Economic migrant 3. Illegal immigrant 4. Refugee 3. Describe the positive impacts of foreign migrants living in countries such as the UK

(4mk)

See AQA AS Exam paper 2009...

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?

1. Brandt line 2. North-South divide 3. Development gap 4. G10 5. G8 6. G15 7. G77 8. OPEC 9. WTO 10. IMF 11. SAP 12. Bilateral aid 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

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

1. Describe & explain the distribution

1. Name the Global region which received the biggest flow of manufactured goods

from

China

(1mk)

2. Which of the following correctly describes the flow of manufactured goods between China & Western Europe?

(1mk)

a) Overall profit of $45 bn for China b) Overall profit of $77 bn for China c) Overall profit of $35 bn for Europe d) Overall profit of $77 bn for Europe 1. Suggest additional global flows which connect China with the rest of the world

(3mk)

6. Future change

•

Changing economy case study: The West Midlands

(more service jobs, fewer manufacturing jobs etc.) • Impacts on population

Explain why NICs such as China have become important centres for manufacturing and investment

(5mk)

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)

8. Sustainable development

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

Cross-Unit Questions –section C

Key themes:

1. SUSTAINABILITY 2. CONSERVATION VS DEVELOPMENT 3. ENVIRONMENTAL DEGRADATION & DESTRUCTION 4. POVERTY 5. GLOBALISATION

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)

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)

Select one of the threats: a) Explain how human activities have led to it.

b) With reference to examples, evaluate different approaches to the management of your chosen threat.

a) With reference to either linkages A or linkages B, explain how they have developed.

b) With reference to examples, examine the relationship between a country’s level of development and the size of its ecological footprint.

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.

EXAM TECHNIQUES...

ANALYSE Look at the constituent parts of; draw conclusions from… CONTRAST Look for the differences between… EXAMINE Take a detailed look at… JUSTIFY Present the evidence to support a particular view..

Describe Annotate Analyse State the message Explain / give reasons.

ASSESS Weigh up the relative importance of..

In detail, state what you can see.

Label the resource, to explain it.

Looks for patterns and trends; quote data.

Explain what the resource is trying to show or say.

Say why; for instance give a reason for a trend.

COMPARE Look for the similarities between… DESCRIBE Give a picture of the distinctive features of… DISCUSS Present a written debate setting out ‘pros’ and ‘cons’..

EXPLAIN Give reasons for… EVALUATE Establish the truth or relative worth of… OUTLINE State briefly..

SUGGEST Make a reasoned statement..

COMMAND WORDS!

Photographs, diagrams, maps and graphs. Most commonly a graph or diagram.

Graphs and tables.

Cartoons.

Graphs, tables of data, diagrams, maps.

Common errors...

1. Only describing, or explaining, when the question says ‘describe and explain’.

2.

Explaining (saying ‘why’) when you have been asked to describe, or vice versa. 3. Only using part of a resource e.g. the first part of a graph, or only part of a data table.

4. Not quoting data from the resource, when it contains data. 5. Not understanding a resource examined it. Try not to rush.

– this is usually because you have not really

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:

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:

Top Tips for extended writing Structure Depth Examples

   Organisation Some logical order and sequencing Consider a summative statement / very brief conclusion.  Issues, problems, factors, explanations etc. need to be examined and discussed in some depth  Need to be used as a matter of course, don’t wait to be asked!

Case Studies Up-to-date Range Facts Terminology Evaluative style Balance

 If the question refers to a compulsory case study then considerable detail is expected  Contemporary knowledge always shines more brightly than the tired and dated  Narrow answers, around one factor or explanation will rarely attain the top level of the mark scheme  Factual data support – numbers, facts and figures, always impress.

 Use of the correct geographical terminology increases your answers currency  Some recognition that geographical issues are now always black and white, combined with some evaluative language.  Especially in human geography, a recognition of costs and benefits, positives and negatives etc.