© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
Chapter 9 Lecture
Contemporary Human
Geography3rd EditionChapter 9:
Development
Marc HealyElgin Community College
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.1 Development Regions– A developed country, also known as a More Developed Country (MDC) has
progressed further along the development continuum. – A developing country, also frequently called a Less Developed Country (LDC), has
made some progress toward development, though less than the developed countries.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.1 Development RegionsHow do we measure development?1. Standard of living
a. structure of the workforceb. income of workerc. disposable income
2. Long and healthy lifea. access to modern medicineb. calorie intake
3. Access to knowledgea. literacy rateb. universitiesc. women educated
4. Technologya. transportationb. communication
5. Level of Government Corruption
a. level of transparencyb. citizens have role and
freedom
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.1 Development Regions
• Human Development Index○ In your notes right now, make two
observations from this map.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.1 Development Regions
• Regional Differences in Development– Geographers divide the world into two
developed and seven developing regions.– In addition to the nine regions, three other
distinctive areas can be identified: • Japan• The South Pacific (Australia and New Zealand)• Russia
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.1 Development Regions• Regional Differences in Development
○ Write them down in order
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.2 A Decent Standard of Living• Economic Structure - Level of Job
– Primary sector: Directly extracting materials from Earth through agriculture or through mining, fishing, and forestry
– Secondary sector: Manufacturing raw materials into products
– Tertiary sector: Providing goods and services to people in exchange for payment, such as retailing, banking, law, education, and government
– Quaternary sector: Provides information, consulting services, research and development like scientists, inventors and researchers
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.2 A Decent Standard of Living• Economic Structure
○ Write down observations
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.2 A Decent Standard of Living
• Income– Gross national income (GNI) is the value of the
output of goods and services produced in a country in a year, including money that leaves and enters the country.
– Purchasing power parity (PPP) is an adjustment made to the GNI to account for differences among countries in the cost of goods.
– The next slides each have information about standard of living. Look at them and make a minimum of 5 observations.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.2 A Decent Standard of Living
• Income
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.2 A Decent Standard of Living
• Consumer Goods
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.3 Access to Knowledge & Health• Education
– Years of schooling for today’s adults• The number of years that the average person aged 25
or older in a country has spent in school
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.3 Access to Knowledge & Health• Education
– Expected years of schooling for today’s youth• The number of years that the UN forecasts an
average 5-year-old will spend in school
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.3 Access to Knowledge & Health• Education
– Pupil/teacher ratio• The fewer pupils a teacher has, the more likely that
each student will receive effective instruction.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.3 Access to Knowledge & Health• Education
– Literacy rate• The literacy rate is the percentage of a country’s
people who can read and write.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
Differences of Communication Connectivity
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.3 Access to Knowledge & Health
• Health– From the many
health and medical indicators, the UN has selected life expectancy at birth as the contributor to the HDI.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.4 Unequal & Uneven Development
• Inequality within Countries○ Some countries have pockets of rich and
poor areas (Brazil, Turkey, Mexico, China, etc)
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.4 Unequal & Uneven Development
• Widening Inequality within Developed Countries– Developed countries have regional internal variations in
GDP per capita that are less extreme than in developing countries.
– Through most of the twentieth century, the gap between rich and poor narrowed in developed countries.
– Since 1980, however, inequality has increased in most developed countries, including the United States and the United Kingdom.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.4 Unequal & Uneven Development
• Widening Inequality within Developed Countries
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.4 Unequal & Uneven Development• World Systems Theory (Immanuel Wallerstein)
– Promotes the Core-Periphery concept– Core: nations with a high level of prosperity with dominant economies– Semi-Periphery: in the middle– Periphery: poor nations that are dependent on the core as markets for raw
materials and sources of technology
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.5 Gender-Related Development• Gender Inequality Index
– To measure the extent of each country’s gender inequality, the UN has created the Gender Inequality Index (GII).
– As with the other indices, the GII combines multiple measures: • Reproductive health, empowerment, education, and employment
– A higher GII, however, indicates more inequality between men and women.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.5 Gender-Related Development
• Reproductive Health
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.5 Gender-Related Development• Empowerment
– The UN includes in the GII the percentage of seats held by women in the national parliament or legislature.
– What is unusual about the US on this map?
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.6 Two Paths to Development• To promote development,
developing countries choose one of two models:– Self-sufficiency
• Countries encourage domestic production of goods, discourage foreign ownership of businesses and resources, and protect their businesses from international competition.
– International trade• Countries open themselves to
foreign investment and international markets.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.6 Two Paths to Development
• International Trade Path– The international trade path
derives from a five-step model proposed by W.W. Rostow in 1960.
– Each country is thought to be in one of these five stages:
i. The traditional societyii. The preconditions for
takeoffiii. The takeoffiv. The drive to maturityv. The age of mass
consumption
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.7 World Trade
• International Trade Triumphs– After converting to international trade, India’s
GDP per capita increased in most years much more rapidly than it had under self-sufficiency.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.10 Progress in Development
• HDI– All regions have increased their HDI scores.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.10 Progress in Development
Eight Developmental Goals– Goal 1: End poverty & hunger
• Extreme poverty has been cut substantially in the world, but not in sub-Saharan Africa.
– Goal 2: Achieve universal primary education
• The percentage of children not enrolled in school remains relatively high in South Asia and sub-Saharan Africa.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.10 Progress in Development
Eight Developmental Goals– Goal 3: Promote gender
equality and empower women• Gender disparities remain in all
regions.– Goal 4: Reduce child mortality
• IMR has declined in most regions, except sub-Saharan Africa.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.10 Progress in Development
Eight Developmental Goals– Goal 5: Improve maternal
health• One-half million women die
annually from complications during pregnancy; 99 percent of these women live in developing countries.
– Goal 6: Combat HIV/AIDS, malaria, and other diseases
• The number of people living with HIV remains high, especially in sub-Saharan Africa.
© 2016 Pearson Education, Inc.Instructor Resource DVD for Contemporary Human Geography, 3eJames Rubenstein
9.10 Progress in Development
Eight Developmental Goals – Goal 7: Ensure environmental
sustainability • Water scarcity and quality,
deforestation, and overfishing are still especially critical environmental issues.
– Goal 8: Develop a global partnership for development
• Rather than increasing, aid from developed to developing countries has instead been declining.