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GGR208 Lecture 04

GGR208 Lecture 04 Raw
GGR208 Lecture 04 Flashcards

• Completed Notes Status

  • Completed insertions: 5
  • Ambiguities left unresolved: none

• Lecture Summary

  • Central objective: To explore the transitions in population structure through the DTM, measure population pressure via density metrics, and evaluate the abstract limits of sustainability (carrying capacity) in a globalized context.
  • Key concepts:
    • Demographic Transition Model: A 5-stage model tracking changes in CBR, CDR, and RNI from pre-industrial to post-industrial societies.
    • Population Density: Differentiated into Crude (people/total land), Physiological (people/arable land), and Agricultural (farmers/arable land) to better represent development and pressure.
    • Carrying Capacity: The ability of an area to sustain a population; it is not fixed but elastic, influenced by technology, trade, and wealth (e.g., global flower trade).
  • Connections:
    • High Population Density does not always equate to overpopulation; it depends on the Carrying Capacity which can be augmented by technology and globalization.

• Practice Questions

  • Remember/Understand:
    • What are the three specific types of Population Density and how do their denominators differ?
    • What defines the "Declining" 5th stage of the Demographic Transition Model?
    • How does globalization allow a country like Canada to exceed its local Carrying Capacity?
  • Apply/Analyze:
    • Why might a country have a high Physiological Density but a low Agricultural Density? What does this imply about their technology?
    • Analyze the "Flower Trade" example: How does exporting flowers represent an arbitrage of Carrying Capacity?
  • Evaluate/Create:
    • Evaluate the limitations of the Demographic Transition Model when applied to developing nations today. Why might "Technology Transfer" barriers prevent them from following the European trajectory?

• Challenging Concepts

  • Carrying Capacity:
    • Why it's challenging: It is often mistaken for a hard biological limit, but in human geography, it is dynamic and altered by trade and technology.
    • Study strategy: Use the "Garden" vs. "Classroom" analogy. A classroom has fixed seats (hard limit), but a garden can yield more with fertilizer (technological elasticity).
  • Demographic Transition Model Stage 2 vs. 3:
    • Why it's challenging: Distinguishing the drivers between these stages (Death rate drops first due to sanitation; Birth rate drops later due to social changes).
    • Study strategy: Remember "Death Control" (Medicine/Sanitation) precedes "Birth Control" (Social norms/Education).

• Action Plan

  • Immediate review actions:
    • Review all [COMPLETED] insertions and verify with course materials
    • Re-read Lecture Summary and confirm key links
  • Practice and application:
    • Answer Remember/Understand questions
    • Answer Apply/Analyze questions
    • Attempt Evaluate/Create questions
  • Deep dive study:
    • Focus on Challenging Concepts (above)
    • Extend atomic notes only where the new lecture adds content
  • Verification and integration:
    • Cross-reference notes with textbook/slides
    • Link this lecture to prior/future lecture notes (lecture notes only; no MOCs)

• Footnotes