Life Expectancy PowerPoint. About this PowerPoint Life expectancy is a very important measure when we compare the health of different countries.
However, students often misunderstand some of the characteristics of life expectancy. This PowerPoint presentation focuses on two of these characteristics: Life expectancy is an average. Most people live either much longer or much shorter than what the life expectancy indicates.When life expectancy is low, this is mostly due to a very high child mortality rate. To illustrate these points we display the expected life spans of five newborns in the African country of Burundi and five newborns in Sweden. Download the PowerPoint as well as the Teacher’s guide (Word) to get going! Human Development Trends, 2005. About this Flash presentation A presentation for UNDP Human Development Report 2005 in English and some other languages.
Human Development Trends was produced in 2005. Available in: English, Danish, Finnish, French, German, Hungarian, Lithuanian, Norwegian, Portuguese, Russian, Spanish, Swedish. Download PC version (4.5 Mb)Mac version(open .zip-file and run “application.swf” in your Flash Player) Source The data used in the presentation above is based on estimates from the following background paper for the Human Development Report 2005: Dikhanov, Yuri (2005).
Labs. GIS. Updated 4/2/07Gapminder is a BRILLIANT way to analyse development indicators.
A range of development data can be plotted on a map or chart and animated over time. Gapminder website Here are some suggested activites to introduce the Gapminder site to students Download an illustrated guide to Gapminder (Word doc) Thanks very much to Val Vannet who produced the first version of this document. This could be printed off and laminated. Mapping development indicators Start by selecting Map, and looking for patterns by selecting different development indicators for the countries. Gapminder: Unveiling the beauty of statistics for a fact based world view. - Gapminder.org. Hans Rosling: Stats that reshape your world-view.
Gapminder – some teaching ideas. Updated 4/2/07Gapminder is a BRILLIANT way to analyse development indicators.
A range of development data can be plotted on a map or chart and animated over time. Gapminder website Here are some suggested activites to introduce the Gapminder site to students Download an illustrated guide to Gapminder (Word doc) Thanks very much to Val Vannet who produced the first version of this document. This could be printed off and laminated. Mapping development indicators Start by selecting Map, and looking for patterns by selecting different development indicators for the countries. Correlating development data Select Chart and compare different indicators, for example Life Expectancy and Income.
Students could be asked to try and identify data that gives a positive correlation on comparison (e.g. carbon dioxide emisions and income) or negative correlation (e.g. fertility rate and phone use) Analysing trends Try choosing Life Expectancy and analysing changes over time (select Time for the x axis.)
Card Game. About the Sorting Game Students are given a number of “country cards”.
They are asked to group/arrange the cards in a way that they think reflect the gaps in the world today. Afterwards they compare their arrangement with the “Gapminder World Map” graph. Key messages of the exercise This exercise helps students think about the gaps in the world today and helps challenge preconceived ideas about how the contemporary world looks. Gapminder and Worldmapper. Introduction: geography for a changing world This page has been created to help geography teachers understand the importance of a fact-based world view and to change the way we think and teach about development.
It provides an introduction to Gapminder and Worldmapper and offers a selection of free resources to help you use these excellent tools with students. A development question Which country has the highest fertility rate? A. The answer is A - the wealthiest country, Saudi Arabia, has the highest fertility rate of 3 whereas Israel and Bangladesh have a rate of 2.6. A knowledge-based world view – why it matters now There is no such thing as a western world or a developing world’ Geography teachers and pupils are familiar with the concepts of 'less' and 'more' developed countries (LEDCs and MEDCs), of 'developed' and 'developing' countries and a global 'North-South Divide'. Taking action - how to get a knowledge-based world view.
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