U4 T2 Global Population Change Flashcards
Your external exam asks you to demonstrate an understanding of cognitions
What does explain mean?
Make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; give an account; provide additional information
Explain population trends from the start of the 18th Century until 2100, referring to projected trends into the future
Until 1800, the world’s population grew slowly, reaching approximately 1 billion at the start of the 19th Century. However, from 1800 onwards, total world population grew markedly. During the 20th Century, world population grew significantly, reaching 1.65 billion at the turn of the Century people and nearly 7 billion at its end. It is projected that this population growth will reach its peak around 2050, with approximately 10 billion people.
Explain the dependency ratio, referring to places that have a high dependency ratio compared to places with a low dependency
The dependency ratio relates the number of children (0-14 years old) and older persons (65 years or over) to the working-age population (15-64 years old). Places that have a youthful population, that is a high percentage of young children, would have a high dependency ratio. These could include many sub-Saharan African countries such as Niger and Mali. Places that have an ageing population would have a high dependency ratio too, given that the percentage of their population who are elderly is high. Countries like Japan, Italy and Germany also have a high dependency rate
Your external exam asks you to demonstrate an understanding of cognitions
What does analyse mean?
1) Dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure
2) examine or consider something in order to explain and interpret it
3) Find meaning or relationships
4) Identifying patterns, similarities and differences
What is place of origin?
A country of nationality or of former residence of a person or group of persons who have migrated abroad, irrespective of whether they migrate regularly or irregularly
Identify implications of migration on places of origin?
‘Brain drain’ where people who are highly trained or skilled leave for economic reasons, leaving the place of origin with a lack of skilled workers.
- Gender imbalance due to certain genders emigrating for work. It is usually men who leave, which results in an overrepresentation of women in the place of origin
- Reduction in workforce size
- Reduction in economic productivity
+ive Remittances are often sent back home.
+ive Decreased pressure on jobs and resources like water and food.
What is place of destination?
A place (country, city, etc) that a person or group of people have migrated to.
Identify implications of migration on places of destination
- Strain on resources — usually food and water (food and water security)
- Provision of and strain on infrastructure, services and amenities due to increasing numbers of migrants
- Unemployment due to competitive labour markets and oversupply of labour. Pseudo-urbanisation is when migrants do not possess skills and are left unemployed, despite the economic motivation to leave place of origin
- Pollution due to increased traffic and/or unsanitary living conditions due to overcrowding and high population density
- Discrimination and conflict due to cultural differences and issues with social cohesion
+ive A richer and more diverse culture
+ive Reduction in labour shortages, particularly for low-paying unskilled jobs
What is the difference between temporary and permanent migration within a country or region?
Permanent migration is when a person moves from their place of origin to a destination indefinitely, whereas temporary migration is when a person moved for a limited time. Like all migration, there are explanations for this permanent and temporary flows of people – push and pull factors.
These include:
- education (services and facilities provided)
- family reunion (movement to where family resides, eg: from urban area to rural home)
- labour supply and demand (when unemployment is high, people move to areas for greater employability; areas with high economic activity attracts workers
- poverty (movement of people away areas in order to improve their economic and social circumstances
What is the difference between voluntary and forced migration within a country or region
Voluntary migration is when a person chooses to move, whereas forced migration is when a person has no alternative but to move. Like all migration, there are explanations for this permanent and temporary flows of people – push and pull factors. For forced migration, push factors include:
- conflict (civil war, persecution or violence, and having relocating to stable areas of governance and peace)
- environmental reasons – Natural disaster, famine
- resource security (when access to food and water is jeopardised, people move to areas with great availability and accessibility to these resources)
The 2021 external exam asked students to create a flow-line map, and there is a high likelihood that you will be tasked to create a choropleth map
What are the ordered steps involved in creating a flow-line or choropleth map?
- Rank the data, highest to lowest
- Categorise the data into *groupings (or bins). Natural breaks allows for a better represention and allow you to discern between different spatial patterns
- Create a legend – The wider the arrow, the higher the value of the variable. In contrast, the thinner the arrow, the lower the value. For a choropleth, the darker the colour the higher the value; the lighter the colour, the lower the value.
Remember to not overlap numbers in your legend, or to leave gaps between values. The arrows in a flow-line do not need to be proportionate, only indicative - Apply the key you have created and represent the values of your dataset on your map using the block arrows of varying thickness, or colours for a choropleth.
- Title your map, referring to the data represented
- Draw an orientation – north arrow
What are the ordered steps involved in making a scatterplot?
- Determine what is the independent variable (x or horizontal axis) and dependent variable (y or vertical axis). Label these axes
- Calculate intervals for each axis so that you can plot each data pair. Be careful about negative values
- Plot the data on your cartesian plane.
- Title your scatterplot, referring to the data you are representing
- Draw a line of best fit – eyeball method - ensuring you have an even number of plotted point below and above the line.
If asked, calculate the coefficient using Spearman’s rank coefficient
What are the stages of the demographic transition model?
Describe each of these stages
Stage 1 (high stationary) - both birth rates and death rates are high. As a result, population size remains fairly constant but can have major swings with events such as wars or pandemics.
Stage 2 (early expanding) - modern medicine lowers death rates, especially among children, while birth rates remain high; the result is rapid population growth. Many of the least developed countries today are in Stage 2.
Stage 3 (late expanding) - birth rates gradually decrease, usually as a result of improved economic conditions, an increase in women’s status, and access to contraception. Population growth continues, but at a lower rate. Most developing countries are in Stage 3.
Stage 4 (low stationary) - birth and death rates are both low, stabilizing the population. These countries tend to have stronger economies, higher levels of education, better healthcare, a higher proportion of working women, and a fertility rate hovering around two children per woman. Most developed countries are in Stage 4.
- Stage 5 (declining) would include countries in which fertility rates have fallen significantly below replacement level (2 children) and the elderly population is greater than the youthful population.
Describe each of the following global population characteristics:
a) rate of natural change, b) birth rate, c) death rate, d) infant mortality rate, e) fertility rate, f) life expectancy, g) age/sex structure
a) Rate of natural increase (or natural change) is the difference between the number of births, and the number of deaths over a period of time. Globally, this rate has been positive, with births exceeding deaths.
b) birth rate is the number of live births per 1000 population in a recording period. Globally, birth rates have declined
c) death rate is the number of deaths per 1000 population in a recording period. Globally, this trend has fallen
d) infant mortality rate is the number of infant (>1 year) deaths for every 1000 live births. Globally, infant mortalities rates have fallen
e) fertility rate is the average number of children that would be born to a woman in her lifetime. Globally, there has been a decline in fertility rates.
f) life expectancy is the average number of years a person is expected to live. Globally, this number has increased
g) age/sex structure is the composition of a population, determined by the number of or proportion of males and females in each age category. Think about a population pyramid*. Globally, the median age has increased, and there are more males than females, according to the global sex ratio. Women outlive men at older ages, so there are comparatively more women for the elderly cohorts (over 65)
What are the formulas for the following demographic measures:
a) population density, b) Crude birth rate,
c) Crude death rate,
d) Rate of natural increase (%), e) Net migration,
f) Total population growth,
g) Location quotient
And what is the formula for:
h) Spearman’s rank coefficient
a) Population density = total population / total area
b) Crude birth rate = births per 1000 = births per year / total population x 1000
c) Crude death rate = deaths per 1000 = deaths per year / total population x 1000
d) Rate of natural increase as a percentage = (crude birth rate - crude death rate) x .1
e) Net migration = immigration number / emigration number
f) Total population growth = population + (births - deaths) + (immigration - emigration)
g) Location quotient = (Local employment in industry / Total local employment) / (National employment in industry* / Total national employment)
h) P (Spearman’s rank correlation coefficient) = 1 - 6 x (sum of the difference between both variables, squared) / number of observations (how many times did a variable appear) (number of observations squared - 1)
