Development+Geography

Hi!

Welcome to development Geography! Your introductory task is Under the Projects Tab.

__** Development Geography **__

In this section, we will explore development geography resources, online tasks to be completed in class and for homework, and also this wikispace will provide oppurtunity for students to ask questions, receive feedback, and extend their knowledge surrounding development geography!

Some key issues we will explore in development geography can be suitably summated by the UN's Millenium Development Goals; these are:

1. REDUCE POVERTY

2. EDUCATE EVERY CHILD

3. EQUAL CHANCES FOR GIRLS AND WOMEN

4. ENSURE SAFE AND HEALTHY MOTHERHOOD

5. REDUCE THE NUMBER OF BABIES AND CHILDREN WHO DIE

6. FIGHT INFECTIOUS DISEASES

7. CLEAN UP THE ENVIRONMENT

8. SHARE RESPONSIBILITY FOR MAKING THE WORLD A BETTER PLACE

So, to help you familiarise with the topic, and after you have done the introductory project, take the time out to do some research on the following websites. The following is a list of resources with brief annotations that are useful as aides to understanding the subject content, or, as support material for any online tasks.

[] An interactive website that details contemporary devlopment geography in relation to globalisation

[] A fantastic online development geography resource that is meant for secondary teachers, but is so straightforward the information and activities are very relevant to this preliminary course and its requirements

[] A valid, suitable, online resource containing games, videos, worksheets, summary sheets and much more concerning development geography designed by BBC (reputable)

[] Explores development geography in regards to an aim similar to that of this wikispace: to provide resources, summarise content, and express opinion

[] A website that allowed users to generate graphs based on numerical data extracted from the CIA World Factbook. A central location that allows you to compare countries on any statistic you like, regarding development geography

[] A valid and reputable website that proposes campaigns, contemporary news and events, newsletters, opinion pieces and promotes awareness about the current plight in development geography

[] The Oxfam educational website explores climate change and global citizenship in relation to development geography

[] A seemlessly neverending resources of facts, figures and graphs regarding development on local and global scales

[] The human development data on this website can be utilized to study the Human Development Index (HDI) and other valuable information featured in the Human Development Report; provided by a variety of International Sources, this resource represents the best and most current statistics available.

Online Tasks The following are a list of a few tasks that, by the end of this topic, would have all been completed and can be used as study material later on in the topic (for exams and so forth). These activities are compulsory, and it will be elicited to you IN CLASS when each one of them will need to be completed. If, however, you would like to work ahead and extend yourself, feel free to complete all the activities in your own time. That way, whether in class or out, you can help your peers to complete the work if you have already attempted/finished it.

__** TASK ONE **__ Measuring development - Indicators

Draw 9 boxes in the shape of a diamond e.g 0 0 0 0 0 0  0 0  0  Sort the following indicators from most important (top) to least important (bottom)

Car Ownership Population density Literacy Rates % people employed in agriculture Number of people per doctor % population living in urban areas Gross national Product Population Growth Rates % Population with access to clean water Infant Mortality Rate

You will notice that there are 10 indicators here – one of them is not really an indicator of development!

Once you have decided on the order within the diamond, you need to make some bullet point notes to justify the position of each.


 * Which did you put top – why?
 * Which did you put last – why?
 * Explain the relative position of the rest of the indicators
 * Which did you discard?

__** TASK TWO **__ Development Indicators – How useful are they?
 * Log on to this web address: []

Collecting data for each development indicator:


 * Using ‘Select countries’ highlight each of the following countries in the list below by clicking on the name. You will need to press the ‘Ctrl’ key and then click to highlight all except the first name.
 * Bangladesh Japan
 * Brazil Italy
 * China Kenya
 * Ethiopia USA
 * India UK


 * Press the ‘Select’ button when the names are highlighted.


 * Using ‘Select years’ highlight 2002


 * Using ‘Select series’ highlight the development indicator that you want to use. Choose Surface area, population density and two others. Deal with just one indicator at a time. When you are ready, click on ‘View results’. If necessary click on the ‘Orientation’ box and highlight ‘by countries’ so that you can see the results for each country.


 * Click on ‘Data export options’ and highlight ‘Save data as Excel file’. Right click on the line: [|Microsoft Excel 97 file (extension .xls) - Right-click here and press "Save Target As..." to save this file in Excel format] and save the file in your work area – call it by a sensible name!

Graphing the data:


 * Open the Excel spreadsheet (if not already open). Load the file you just saved in your work area.
 * Click the B column to highlight it and then right-click and choose Delete to remove it.
 * Highlight both the other two columns and click on Data and then Sort. In ‘Sort by’, click on 2002.
 * Click on OK to sort the data into rank order.
 * Highlight all the data and click on the graph icon in the taskbar. It looks like a small graph!!
 * Choose a 3 D bar graph.

Task: Write a paragraph to explain how useful each development indicator was.

__** TASK THREE **__ A summary of the world.....

If we could, at this time, shrink the Earth's population to a village of precisely 100 people, with all existing human ratios remaining the same, it would look like this:


 * There would be 57 Asians, 21 Europeans, 14 from the Western Hemisphere (North and South) and 8 Africans.
 * 70 would be nonwhite; 30 white.
 * 70 would be non-Christian; 30 Christian.
 * 50% of the entire world's wealth would be in the hands of only 6 people.
 * All 6 would be citizens of the United States.
 * 70 would be unable to read.
 * 50 would suffer from malnutrition.
 * 80 would live in substandard housing.
 * Only 1 would have a college education.

YOUR TASK is to produce a poster showing this information

In class tasks:

Students will draw up development profiles [population, production, development, lifestyle indicators) of three particular countries (UNDP website) and include independent research and resources for reference- Group activities and comparison: assessment //of// learning

[]

[]

Develop an extensive portfolio of statistics, maps and graphs through various online and in-class exercises, to describe quantitatively the different rates of development, at local and global scales. Q. What roles do natural resource use and ownership play in development geography?

Global Interactions 1 Preliminary Course 2nd Edition

(2011). Kleeman / Hamper / Rhodes / Lane Et AlPublisher Pearson Heinemann Australia

Investigate issues surrounding equity, on local and global scales (newspaper articles, cultural stereotypes, journals) – classroom discussion and debate

Q. Who deserves access to food, shelter, social support, health and education?

Q. to what extent are processes of development hindered, and why?- Communicating geographical information: assessment //of// learning

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[]

A study of factors contributing to the issues of ethnicity, class and gender;

Research about and proposals for ecologically sustainable development, how these objectives will be met, in regards to understanding of current issues in development geography- The use of indicators to illustrate the varying level and rate of development at a global scale, and future projections of these outcomes: assessment //for// learning

Yuval, D. (1995) ‘Unsettling settler societies: articulations of gender, race, ethnicity and class’. London: Sage Publications.

World Health Organisation: []

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