Part Three Population Structure and Characteristics Part Outline 8 The Age Transition9 Population Aging10 The Family and Household Transition11 The Urban Transition Chapter 8 The Age Transition Chapter OutlineThe Concepts of Age and Age CohortsThe Concepts of Sex and GenderMeasuring the Dynamics of the Age TransitionThe Age TransitionAge Transitions at Work Age and Age CohortsSociety assigns social roles on the basis of age and gender.Younger people are treated differently from older people.Different kinds of behavior are expected of people as they move through different ages. Age Stratification TheorySocieties distribute resources unequally by age. These resources include economic goods as well as social approval, acceptance, and respect.Age strata, and the prestige and power associated with each, are influenced by the needs of society and by characteristics of people at each age. Aspects of Human Society that Vary by Age and SexCategoryCharacteristic or ActivityDemographic Being sick and having restricted activitiesDyingBeing sexually activeHaving a babyMoving or migrating Aspects of Human Society that Vary by Age and SexCategoryCharacteristic or ActivitySocialGetting married/divorcedBeing involved in religious organizations and activityBeing involved in political organizations and activity Aspects of Human Society that Vary by Age and SexCategoryCharacteristic or ActivitySocialSchool enrollmentLevel of educational attainmentBeing involved in criminal behavior Aspects of Human Society that Vary by Age and SexCategoryCharacteristic or ActivityEconomic Being in the labor forceOccupation within the labor forceCurrent incomeLevel of accumulated wealth Lexis Diagram: Relationship between Cohorts and Period Data Age Cohorts and Age Strata Are Closely Intertwined Sex Ratios by Age in Selected Countries, 2004 Dynamics of the Age TransitionA population with 35% or more of its people under age 15 is “young.”A population with 12% or more of its people aged 65 or older is “old.” As the proportion of young people increases relative to the total, the population “grows younger.” An aging population is one in which the proportion of older people is increasing relative to the total. The Age StructureThere are three major ways to quantify the age structure: Average age of a populationDependency ratioGrowth rates by age Population Pyramids Changes in Number and Rate of Growth at Specific AgesChinaIndiaGrowth rate Absolute change Growth rate Absolute change Age Group 1980– 2000 1980– 2000 1980– 2000 1980– 20000–4 –0.15 –3,004 0.84 17,6065–9 –0.97 –21,938 1.26 25,33910–14 –0.50 –12,434 1.55 29,11215–19 –0.35 –7,358 1.79 30,74720–24 0.63 11,590 1.78 26,618 Changes in Number and Rate of Growth at Specific AgesChinaIndiaGrowth rate Absolute change Growth rate Absolute change Age Group 1980– 20001980– 2000 1980– 2000 1980– 200025–29 1.52 31,810 2.36 31,51630–34 3 ...

1. Part Three
Population Structure
and Characteristics
Part Outline
8 The Age Transition9 Population Aging10 The Family and
Household Transition11 The Urban Transition
Chapter 8
The Age Transition
Chapter OutlineThe Concepts of Age and Age CohortsThe
Concepts of Sex and GenderMeasuring the Dynamics of the Age
TransitionThe Age TransitionAge Transitions at Work
Age and Age CohortsSociety assigns social roles on the basis of
age and gender.Younger people are treated differently from
older people.Different kinds of behavior are expected of people
as they move through different ages.

2. Age Stratification TheorySocieties distribute resources
unequally by age. These resources include economic goods as
well as social approval, acceptance, and respect.Age strata, and
the prestige and power associated with each, are influenced by
the needs of society and by characteristics of people at each
age.
Aspects of Human Society that Vary by Age and
SexCategoryCharacteristic or ActivityDemographic Being sick
and having restricted activitiesDyingBeing sexually
activeHaving a babyMoving or migrating
Aspects of Human Society that Vary by Age and
SexCategoryCharacteristic or ActivitySocialGetting
married/divorcedBeing involved in religious organizations and
activityBeing involved in political organizations and activity

3. Aspects of Human Society that Vary by Age and
SexCategoryCharacteristic or ActivitySocialSchool
enrollmentLevel of educational attainmentBeing involved in
criminal behavior
Aspects of Human Society that Vary by Age and
SexCategoryCharacteristic or ActivityEconomic Being in the
labor forceOccupation within the labor forceCurrent
incomeLevel of accumulated wealth

4. Lexis Diagram: Relationship between Cohorts and Period Data
Age Cohorts and Age Strata Are Closely Intertwined
Sex Ratios by Age in Selected Countries, 2004
Dynamics of the Age TransitionA population with 35% or more
of its people under age 15 is “young.”A population with 12% or
more of its people aged 65 or older is “old.” As the proportion
of young people increases relative to the total, the population
“grows younger.” An aging population is one in which the
proportion of older people is increasing relative to the total.
The Age StructureThere are three major ways to quantify the
age structure: Average age of a populationDependency
ratioGrowth rates by age
Population Pyramids
Changes in Number and Rate of Growth at Specific
AgesChinaIndiaGrowth rate Absolute change Growth rate
Absolute change Age Group 1980–

5. 2000 1980–
2000 1980–
2000 1980–
20000–4 –0.15 –3,004 0.84 17,6065–9 –0.97 –21,938 1.26
25,33910–14 –0.50 –12,434 1.55 29,11215–19 –0.35 –7,358
1.79 30,74720–24 0.63 11,590 1.78 26,618
Changes in Number and Rate of Growth at Specific
AgesChinaIndiaGrowth rate Absolute change Growth rate
Absolute change Age Group 1980–
20001980–
2000 1980–
2000 1980–
200025–29 1.52 31,810 2.36 31,51630–34 3.25 60,631 2.81
32,93935–39 3.53 53,163 2.93 30,16540–44 2.71 35,142 2.74
24,90245–49 3.11 39,765 2.36 18,338

6. Changes in Number and Rate of Growth at Specific
AgesChinaIndiaGrowth rate Absolute change Growth rate
Absolute change Age Group 1980–
2000 1980–
2000 1980–
2000 1980–
200050–54 2.27 22,796 2.12 13,57255–59 1.69 13,395 2.15
11,30460–64 2.26 15,068 2.36 10,07765–69 2.78 14,957 2.56
8,375

7. Changes in Number and Rate of Growth at Specific
AgesChinaIndiaGrowth rate Absolute change Growth rate
Absolute change Age Group 1980–
2000 1980–
2000 1980–
2000 1980–
200070–74 2.75 10,615 2.74 6,12175–79 3.09 7,278 3.20
4,11380+ 4.90 7,203 4.93 3,963
Stable and Stationary PopulationsIn a stable population neither
the age-specific birth rates nor the age-specific death rates have
changed for a long time. A stable population could be growing
at a constant rate or declining at a constant rate.If a stable
population is unchanging, we call it a stationary population.

8. Global Distribution of Younger and Older Populations
Age Structure of Immigrants to U.S., 2002
Age Pyramids for U.S. With and Without International
Migration
Age Structure of U.S.
Changing Age Structures in China, U.S. and Mexico
Name:
Course:
Date:
Instructor:
Expository Essay: Outline
Directions:
1. Please review your Topic 3 readings and the “Planning and
Getting Started” section of “The Writing Process” media piece.
2. Fill in the outline and references sections below. Use a
minimum of three peer reviewed resources to support your
subtopics (one resource per supporting paragraph). Make sure to
use complete sentences when completing the outline.
Expository Essay Topic:
Essay Title:
I. Introduction: (Begin with a hook sentence to capture your

9. audience’s attention, then provide a brief background of the
topic and end with your thesis statement.)
a. Hook:
b. Additional background information:
c. Mapped Thesis statement (review Topic 3DQ1 for feedback
from instructor):
II. Support
Supporting Point #1 (subtopic 1): ____________________
a. Topic sentence for this first sub-topic:
b. Two to three paraphrased supporting details from your
research with in-text citations
· Supporting paraphrase 1:
· Supporting paraphrase 2:
Supporting Point #2 (subtopic 2): ____________________
a. Topic sentence for this second sub-topic:
b. Two to three paraphrased supporting details from your
research with in-text citations

10. · Supporting paraphrase 1:
· Supporting paraphrase 2:
Supporting Point #3 (subtopic 3): ____________________
a. Topic sentence for this third sub-topic:
b. Two to three paraphrased supporting details from your
research with in-text citations
· Supporting paraphrase 1:
· Supporting paraphrase 2:
III. Conclusion: (Paraphrase your thesis statement, summarize
main points, and make final remarks.)
a. Paraphrase thesis statement:
b. Summarize main points:

11. References
Organize all references you will use in the essay and list them
in the space below in alphabetical order based on author’s last
name. Be sure the reference page is double-spaced and
formatted to have hanging indents by ½ an inch, with the first
line hanging and all others indented. See the GCU Style Guide
for help with formatting references and citations. Within the
essay, this reference page will be on its own page at the bottom
of your essay.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsUNV-104UNV-104-O505Expository Essay
Outline100.0CriteriaPercentageUnsatisfactory (0.00%)Less than
Satisfactory (65.00%)Satisfactory (75.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedContent85.0%Explains the Topic Using Researched
Factual Information15.0%Does not explain the topic using
researched, factual information.Outline does not appropriately
use information and research to support body

12. paragraphs.Explains the topic using somewhat vague
information, and uses researched and factual information from
at least two articles to support body paragraphs with in-text
citations and references.Explains the topic using researched,
factual information and uses at least two peer-reviewed articles
with in-text citations and references.Explains the topic using
researched, factual information, uses at least three peer-
reviewed resources (one peer-reviewed article per supporting
paragraph) to support subtopics and provides in-text citations
and references.0.00/0.00Introduction10.0%Introduction omits
beginning with a hook sentence, introduces topic, and ends with
a thesis statement.Introduction inadequately begins with a hook
sentence, introduces topic, and ends with a thesis
statement.Introduction adequately begins with a hook sentence,
introduces topic, and ends with a thesis statement. Introduction
is limited and lacks important details.Introduction clearly
begins with a hook sentence, introduces topic, and ends with a
thesis statement. Introduction is strong with important
details.Introduction expertly begins with a hook sentence,
introduces topic, and ends with a thesis statement. Introduction
is comprehensive and insightful with Important
details.0.00/0.00Thesis Development and Purpose20.0%Paper
lacks any discernible overall purpose or organizing claim.Thesis
and/or main claim are insufficiently developed and/or vague;
purpose is not clear.Thesis and/or main claim are apparent and
appropriate to purpose.Thesis and/or main claim are clear and
forecast the development of the paper. It is descriptive,
reflective of the arguments, and appropriate to the
purpose.Thesis and/or main claim are comprehensive; contained
within the thesis lists the three subtopic areas that will be
discussed within the body paragraphs of the paper. Thesis
statement makes the purpose of the paper
clear.0.00/0.00Supporting Paragraph 110.0%Topic sentence
does not align to thesis statement subtopic points. Supporting
details included are limited and do not include two to three
paraphrased complete sentences. Peer-reviewed resources are

13. not used. Explanations do not show sound analysis of
topic.Topic sentence may or may not align to thesis statement
subtopic points. Supporting details included are limited and may
or may not include two to three paraphrased complete sentences.
Peer-reviewed resources may or may not be used. Explanations
show minimal analysis of topic.Topic sentence somewhat aligns
to thesis statement subtopic points. Supporting details include
two to three paraphrased complete sentences. Peer-reviewed
resources are used. Explanations show sound analysis to
topic.Topic sentence aligns to thesis statement subtopic points.
Supporting details include two to three paraphrased complete
sentences. Peer-reviewed resources are used. Explanations show
strong, sound analysis to topic.Topic sentence aligns strongly to
thesis statement subtopic points. Supporting details include two
to three paraphrased complete sentences. Peer-reviewed
resources are used. Explanations are comprehensive and show
strong, sound analysis to topic.0.00/0.00Supporting Paragraph
210.0%Topic sentence does not align to thesis statement
subtopic points. Supporting details included are limited and do
not include two to three paraphrased complete sentences. Peer-
reviewed resources are not used. Explanations do not show
sound analysis of topic.Topic sentence may or may not align to
thesis statement subtopic points. Supporting details included are
limited and may or may not include two to three paraphrased
complete sentences. Peer-reviewed resources may or may not be
used. Explanations show minimal analysis of topic.Topic
sentence somewhat aligns to thesis statement subtopic points.
Supporting details include two to three paraphrased complete
sentences. Peer-reviewed resources are used. Explanations show
sound analysis to topic.Topic sentence aligns to thesis statement
subtopic points. Supporting details include two to three
paraphrased complete sentences. Peer-reviewed resources are
used. Explanations show strong, sound analysis to topic.Topic
sentence aligns strongly to thesis statement subtopic points.
Supporting details include two to three paraphrased complete
sentences. Peer-reviewed resources are used. Explanations are

14. comprehensive and show strong, sound analysis to
topic.0.00/0.00Supporting Paragraph 310.0%Topic sentence
does not align to thesis statement subtopic points. Supporting
details included are limited and do not include two to three
paraphrased complete sentences. Peer-reviewed resources are
not used. Explanations do not show sound analysis of
topic.Topic sentence may or may not align to thesis statement
subtopic points. Supporting details included are limited and may
or may not include two to three paraphrased complete sentences.
Peer-reviewed resources may or may not be used. Explanations
show minimal analysis of topic.Topic sentence somewhat aligns
to thesis statement subtopic points. Supporting details include
two to three paraphrased complete sentences. Peer-reviewed
resources are used. Explanations show sound analysis to
topic.Topic sentence aligns to thesis statement subtopic points.
Supporting details include two to three paraphrased complete
sentences. Peer-reviewed resources are used. Explanations show
strong, sound analysis to topic.Topic sentence aligns strongly to
thesis statement subtopic points. Supporting details include two
to three paraphrased complete sentences. Peer-reviewed
resources are used. Explanations are comprehensive and show
strong, sound analysis to topic.0.00/0.00Conclusion10.0%Omits
conclusion which restates the thesis in different
words.Inadequately provides conclusion which restates the
thesis in different words.Adequately provides conclusion which
restates the thesis in different words. Conclusion details are
somewhat limitedClearly provides conclusion which restates the
thesis in different words. Conclusion details are strong, showing
sound analysis.Expertly provides conclusion which restates the
thesis in different words. Conclusion details are comprehensive
and insightful.0.00/0.00Organization and
Effectiveness5.0%Mechanics of Writing (Includes spelling,
punctuation, grammar, and language use.)5.0%Surface errors
are pervasive enough that they impede communication of
meaning. Inappropriate word choice and/or sentence
construction are used.Frequent and repetitive mechanical errors

15. distract the reader. Inconsistencies in language choice
(register); sentence structure, and/or word choice are present.
Uses of first and second person are found.Some mechanical
errors or typos are present, but are not overly distracting to the
reader. Correct sentence structure and audience-appropriate
language are used; however, uses of second person are
found.Prose is largely free of mechanical errors, although a few
may be present. A variety of sentence structures and effective
figures of speech are used. No uses of first and second person
are found.Writer is clearly in command of standard, written,
academic English.0.00/0.00Format10.0%Citations and
References: In-text citations and references are in APA
Style10.0%Sources are not documented.Documentation of
sources is inconsistent and/or incorrect, as appropriate to
assignment and style, with numerous formatting errors.Sources
are documented, as appropriate to assignment and style,
although some formatting errors may be present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are completely and correctly
documented, as appropriate to assignment and style, and format
is free of error.0.00/0.00Total Weightage100%0.00/100.0
Chapter 6
The Fertility Transition
Chapter OutlineWhat Is Fertility?Measuring FertilityThe
Preconditions For A Decline In FertilityHow Can Fertility Be
Controlled?Proximate Determinants Of Fertility

16. Chapter OutlineExplanations For High FertilityMotivations For
Lower Fertility LevelsHow Is The Fertility Transition
Accomplished?Case Studies In The Fertility Transition
Fertility TransitionShift from high fertility, with minimal
individual control, to low fertility, which is entirely under a
woman’s control. Involves a delay in childbearing and an earlier
end to childbearing.Frees women and men from unwanted
parenthood and allows them to space their children.
Number of Births Possible
Average woman could bear a child every 2.2 years - potential of
16 children per womanA woman can bear a child between the
ages of 15 and 49.Each pregnancy lasts a little less than nine
months.There’s an average of 18 months between the end of one
pregnancy and the beginning of the next.
Number of Births PossibleWhy 16 children per woman is not
likely:Pregnancy is dangerous - many women would die before
delivering their 16th child.Pregnancy requires good nutrition
and health care.
Hutterite Fertility
Period Measures of FertilityCommonly used in population

17. studies, includes:Crude birth rateGeneral fertility rateChild-
woman ratioAge-specific fertility rateTotal fertility rateGross
reproduction rateNet reproduction rate
Preconditions for a Substantial Fertility Decline
Acceptance of calculated choice as a valid element in marital
fertility.
Perception of advantages from reduced fertility.
Knowledge and mastery of effective techniques of control.
Dealing with Unwanted Children
Infanticide, or general neglect or inattention that leads to early
death.
Fosterage of child by another family that needs or can afford it.
Orphanage - involves abandoning a child so she or he is likely
to be found and cared for by strangers.
Intermediate Variables - Social Factors Influence on
FertilityExposure to intercourse.Formation and dissolution of
unions.
Age of entry into sexual unions.
Permanent celibacy.
Amount of reproductive period spent after or between unions.
Unions broken by divorce, separation, or desertion.
Unions broken by death.
Intermediate Variables - Social Factors Influence on
FertilityExposure to intercourse within unions.Voluntary

18. abstinence. Involuntary abstinence (from impotence, illness,
unavoidable but temporary separations).Coital frequency
(excluding periods of abstinence).
Intermediate Variables - Social Factors Influence on
FertilityExposure to conception.Fecundity or infecundity, as
affected by involuntary causes, including breast-feeding.Use or
nonuse of contraception.
By mechanical and chemical means.
By other means.Fecundity or infecundity as affected by
voluntary causes (sterilization, medical treatment).
Intermediate Variables - Social Factors Influence on
FertilityFactors affecting gestation and successful
parturition.Fetal mortality from involuntary causes
(miscarriage).Fetal mortality from voluntary causes (induced
abortion).
Contraceptive MethodsPrimary
UserFemaleMaleCoupleBarrierDiaphragm
Cervical cap
Female condom
Spermicides
IUD
Diaphragm Condom

19. Contraceptive MethodsPrimary
UserFemaleMaleCoupleChemicalPrecoitalPill
Mini-pill
Implants
InjectablesPostcoitalEmergency contraceptive pills
Contraceptive MethodsPrimary UserFemaleMaleCoupleNatural
Breast-feeding Withdrawal Abstinence
Fertility awareness
Oral/anal sexSurgicalTubal ligationVasectomy

20. Fertility Control:
Women in the U.S.15-1920-2425-2930-3435-3940-44Not using
contraception 70.236.630.727.327.128.5Female
sterilize0.33.917.029.440.949.8Male
sterilized0.01.14.510.518.720.3Pill43.652.239.028.511.15.9
Fertility Control:
Women in the U.S.15-1920-2425-2930-3435-3940-
44Implant2.73.82.00.70.30.1Injectable9.76.24.21.81.10.3IUD0.
00.30.70.80.11.3Diaphragm0.00.60.92.30.32.7Condom36.626.32
4.218.416.912.3

21. Fertility Control:
Women in the U.S.15-1920-2425-2930-3435-3940-44Female
condom0.00.20.00.00.00.0Periodic
abstinence1.30.91.73.22.92.5NFP0.00.20.30.40.50.3Withdrawal
0.4 .3 3.8 2.9 3.2 2.0

22. Contraceptive EffectivenessMethod Theoretical Effectiveness%
of Couples Pregnant During First Year of
UseNoneChance85.0Implants (Norplant)Virtually no failures
0.09Injectables
(Depo-Provera)Virtually no failures0.3IUDVirtually no
failures2.0
Contraceptive EffectivenessMethod Theoretical Effectiveness%
of Couples Pregnant During First Year of UsePillVirtually no
failures3.0Male condom
Very few failures12.0Diaphragm/capSome
failures18.0WithdrawalSome failures19.0

23. Contraceptive EffectivenessMethod Theoretical Effectiveness%
of Couples Pregnant During First Year of UseFertility
awarenessSome failures20.0Female condomSome
failures21.0SpermicidesSome failures21.0Vaginal spongeSome
failures24.0
Abortion Rates Throughout the WorldCountryAbortion
RateAbortion
RatioRussia6863Belarus6862Cuba7859Ukraine5758Vietnam834
4
Kazakhstan4441Chile 50 35

24. Abortion Rates Throughout the WorldCountryAbortion
RateAbortion RatioBrazil 41 30China 26 27United States 23
26Sweden 19 25Korea (South) 20 25Canada 16 22Japan 13
22Italy 11 21
Abortion Rates Throughout the WorldCountryAbortion
RateAbortion RatioEngland and Wales16 20New Zealand 16
19France 12 18Mexico2517Egypt 23 16Philippines 25
16Germany 8 14

25. Abortion Rates Throughout the WorldCountryAbortion
RateAbortion RatioIsrael14 13Spain 6 13Nigeria 25 12Belgium
7 11Netherlands 6 11Ireland 6 9Tunisia 9 8India 3 2
Contraceptive Use and Fertility

26. Education of Women and the Fertility Transition
Changes in ASFRs in Context of the Fertility Transition
Fertility Transition in England
Fertility Transition in China
Baby Boom, Baby Bust, and Baby Boomlet, U.S.
Fertility by Ethnic Group, U.S.
Chapter 7
The Migration Transition
Chapter OutlineDefining MigrationInternal And International
MigrantsMeasuring MigrationThe Migration Transition Within

27. CountriesMigration Between CountriesForced Migration
MigrationChanging residence and moving all social activities
from one place to another.International migrants move between
countries.Internal migrants move within national boundaries.
Measuring MigrationThe U.S. Census Bureau defines a migrant
as a person who has moved to a different county within the U.S.
From the standpoint of a local school district, a migration would
moving into or out of the school district’s boundaries.
Stocks Versus FlowsThe migration transition involves a process
and a transformation.The process is that people move from one
place to another and this represents the migration flow. The
transformation is that the migrant stock changes as people move
into and out of a given place.
Why Do People Migrate?Push–pull theoryPeople move because
they are pushed out of their former location, or because they
have been pulled someplace else.Implementing strategyA goal
(education, a better job, a nicer house, a more pleasant
environment, and so on) might be attained by moving.
Generalizations About Migration
Migration is selective. Only a selected portion of the population
migrates.

28. The heightened propensity to migrate at certain stages of the
life cycle is important in the selection of migrants.
Conceptual Model of Migration Decision Making
Who Migrates?Young adults are more likely to migrate than
people at any other age.In most societies, it is expected that
young adults will leave their parents’ home, establish an
independent household, get a job, marry, and have children. In
the U.S., women have virtually the same rates of migration as
do men, reflecting increasing gender equity.
Young Adults Are Most Likely to Be Migrants
Migration at the Beginning of the 21st CenturyOrigin in
2001Destination in 2002:NortheastMidwest South West
TotalsNortheast –220 81 235 129 445Midwest 84 –225 304 142
530South 487 401 392 394 1,282West 84 272 351 52 717Totals
665 754 890 665 2,974

29. Frey: Patterns of Population Movement in the United
StatesUneven urban revivalA select few metropolitan areas are
gaining migrants at the expense of others.Regional racial
divisionInflux of immigrants from Asia and Latin America
diversified the receiving states (California, Texas, and New
York).
Frey: Patterns of Population Movement in the United
StatesRegional divisions by skill level and
povertyRedistribution of knowledge-based industries creates a
migration of those with more education.Baby boom and elderly
realignmentsEarly baby boomers moved west and
south.Suburban dominance and city isolationThe modal
commuter now lives and works in the suburbs.
Theories of International MigrationTheories focused on the
initiation of migration patterns:Neoclassical economicsThe new
household economics of migrationDual labor market
theoryWorld systems theory
Theories of the Perpetuation of MigrationTheories focused on

30. explaining the flow of migrants between countries: Network
theoryInstitutional theoryCumulative causation
Net Immigrants
International Migrant Stock, 2000
Immigration into Canada
Solution
s to the Problem of Refugee PopulationsRepatriation to the
country of origin.Resettlement in the country to which they
initially fled.Resettlement in a third country.
Quiz
Fill in the Blanks 2*25=50 marks
1： Closely related to segmenting, sometimes indistinguishable
in the literature, is the concept of _____________________。

31. 2：We are polluting the atmosphere (producing problems such
as global warming, acid rain, and holes in the ozone layer); the
_____________________ (contaminating the fresh water
supply, destroying coral reefs, and fishing out the ocean); and
the _____________________ (degrading the land with toxic
waste and permitting topsoil loss, desertification, and
deforestation).
3: When we add this spatial element we are talking about
geodemographics, geodemography, or
_____________________, which is the analysis of demographic
data that takes into account the location of the people being
studied。
4: About _____________________ billion people have ever
lived on this earth.
5: The five largest countries in the world account for nearly half
the world’s population but only _____________________
percent of the world’s land surface.
6: Within these most populous 10 nations reside
_____________________ percent of all people.
7: With _____________________ of all human beings, China

32. dominates the map of the world drawn to scale according to
population size.
8: Japan has the lowest level of mortality in the world, with a
female life expectancy at birth of _____________________
years.
9: In the Roman Empire, the reigns of Julius and Augustus
Caesar were marked by clearly _____________________
doctrines.
10: The Middle Ages in Europe, which followed the decline of
Rome and its transformation from a pagan to a Christian
society, were characterized by a combination of both
_____________________ and antinatalist Christian doctrines.
11: This rise in trade, prompted at least in part by population
growth, generated the doctrine of _____________________
among the new nation-states of Europe.
12: _____________________, a Londoner who is sometimes
called the father of demography.
13: William Godwin believed that most of the problems of the
poor were due not to overpopulation but to the inequities of the

33. _____________________, especially greed and accumulation of
property.
14: According to Malthus, the ultimate check to growth is lack
of food which is the
“__________________________________________”
15: Those who criticize Malthus’s insistence on the value of
moral restraint, while accepting many of his other conclusions,
are typically known as _____________________.
16: The basic _____________________ perspective is that each
society at each point in history has its own law of population
that determines the consequences of population growth. For
capitalism, the consequences are overpopulation and poverty,
whereas for _____________________, population growth is
readily absorbed by the economy with no side effects.
17: The primary source of data on population size and
distribution, as well as on demographic structure and
characteristics, is the _____________________.
18: The major source of information on the population
processes of births and deaths is the registration of
_____________________, although in a few countries this task

34. is accomplished by population registers.
19: At one extreme is the concept of the
_____________________ population, which counts people who
are in a given territory on the census day. At the other extreme
is the _____________________ population, which represents
people who legally “belong” to a given area in some way or
another, regardless of whether they were there on the day of the
census.
20: Nonsampling error includes _____________________ and
_____________________.
Short Essay Questions (10 marks each)
Q.1: How everything is connected to geography? Elaborate your
answer with at least three real life examples.
Q.2: What are the major events in history of world that has
affected the growth in population? Write brief account for all
these events.
Q.3: What is Coverage Error? How to measure it?

35. Q 4: Describe what you think might the typical day in the life of
a person living in a world where death rates and birth rates were
both very high. How did those demographic imperatives
influence everyday life?
Q 5: Virtually all of the demographic surveys and surveillance
systems administered in developing countries are paid for by
governments in richer countries. What is the advantage to richer
countries of helping less-rich countries to collect demographic
data? What is the value to us in the twenty-first century of
having an accurate demographic picture of earlier centuries?