Global Population Change

[Victoria Ellis]

For all things Global Population Change related...

[Mark OLLIS]

Anyone got any meaningful alternatives to the population policies bit. China okay but the Chinese kids at school always argue that the information is all incorrect and that everyone has two or three and just pay the fines. Transmigration to Kalimantan great but finding that France is difficult and someone even mentioned bitesize and Kerala. Any other ideas for case study?

[Jayne Tomkinson]

Mark - were you at the Lancaster AQA meeting on the 6th June by any chance?

[Mark OLLIS]

Yes I was, the problem I have here is that I find it difficult to teach things I don't believe in. I feel that a good deal of the 'facts' have been created through propagnda from the Chinese governent. Have a look st this months National Geographic - May.
With 10% Chinese at school and students who have based thier coursework on this the situation, certainly in the East is very different. So I then spend a lot of my time justifying the information in textbooks and updating the rapid rate of change. This broad brush works for GCSE but further up I would like additional examples. I looked at Kerala through Bitesize website but no longer there [or I couldn't find it]

I will use Kalimantan, BarkRedSkin also mention Thailand and the Phillipines and a SE Asia centred approach is looking really good at the moment. M

[Anne Logie]

For ageing population see this in the Independent yesterday on dementia
http://www.independent.co.uk/life-style/health-and-wellbeing/health...

[Anne Logie]

Also for world life expectancy and morbidity causes by country see http://www.worldlifeexpectancy.com/

[Mark OLLIS]

Thank you, yesterdays Telegraph was suggesting that the one child policy will be suspended in Sichuan.

[Mark OLLIS]

Find attached the beginnings of my re-written population module. The first three lessons [mostly doubles] introduce some of the A level skills and students to some of the on-line resources I will expect them to be using. Print the three Word files out in colour and then highlight [ctrl + A] the whole file and change the text colour to white. I begin the lesson with the first couple of lines changed back to black. Reveal lines one or two at a time as you go through the notes changing places to green, tasks to blue, homework to red and skills to purple.

Students can copy down the notes as I go through them [they seem to still want to do this] or print out the file beforehand; spoiling the element of surprise. Those away can print them out afterwards and I intend to give them all a copy on CD after the course. I hope you can adjust the links to work. The associated files [most likely to etc. ] are also enclosed but these are bigger, sizes on the file names.

[Mark OLLIS]

These are the other associated files. Most of the maps are embedded in the word files and I hope easy to extract. I also hope to put the resources onto www.aberrantbee.com once I have some time to fettle it properly.

[stuart frost]

Just looking at the spec, which is not very detailed, but does anyone have any good resources for sustainability & agenda 21. Willing to share any ideas & resources with others!!

[Anne Logie]

Good website on population - it is French but animations etc in English
http://www.ined.fr/en/everything_about_population/

[Andrew]

I am quite new to this, but I am looking for some advice really and am willing to share ideas and resources in the future.

I have been tasked with delivering the human side of the new AQA AS Level, yet I am struggling to fully appreciate what we need to cover and wondered if anyone has any ideas/how are you doing it?

Obviously the first section of the spec states:
Population indicators – vital rates (birth rate, death
rate, fertility rate, infant mortality rate, changes
over time, life expectancy, migration rate and
population density) for countries at different stages of
development.

Yet in their advised SOW pack, it advises 6 hours? OK to define them is easy, but do we need stats for different countries i.e. less developed etc – I presume yes? But what is changes over time – do we need to go through each one and say in 1950 in the UK the BR was this, changed to this, then the life expectancy etc. Do we need to say why the indicators are high/low for diff countries? To me if you explain the changes over time here this is part of the DTM and I would be repeating myself, as this is the next section of the spec. Having looked at the David Redfearn book, it does not seem any clearer and having scoured the internet there seem to be no real leads, other than following the books format and obviously there is only the one sample exam paper to go off.

How have you gone about delivering this area of the spec for 4, 5, 6 lessons, what have you covered, as I seem to be going round in circles and cannot quite decide?

Any help would be much appreciated and hopefully I can be a regular contributor to this site.

[Sian]

Hi ya,
Glad im not alone feeling quite lost by the spec and the very limited guidence they have provided. I am in the process of putting together a SOW for the population unit and am willing to share any resources I make. I think I will take each of the population indicators one at time and obviously define them and then provide examples and data to add the depth??? Yep definately with you on the circles.

Sorry not to be able to provide a more helpful answer