Migration UK
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Migration has significantly changed the demographics of the UK. There are several types of migrants, including illegal migrants, displaced migrants, and voluntary migrants who move willingly. Recent trends show increases in UK migration, with migrants living and working predominantly in major cities like London. The population distribution shapes a pyramid structure, with more working-age migrants and fewer children or elderly, reflecting voluntary economic migration patterns.
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Ch 5: Migration, Globalization, and Cult…
Previous section
Next section
5
Migration, Globalization, and Cultural Diversity
age fotostock/Superstock
Learning Objectives
By the end of this chapter, you should be able to:
· Describe the most common issues or theses that arise within a society as a result of increased diversity.
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· Evaluate factors that contribute to ongoing conflict between the Israelis and Palestinians and discuss the impact of thesefactors on diasporas from that region.
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· Compare concepts of diversity over the past 200 years and forecast future avenues for understanding cultural diversity andindividual differences.
· Differentiate between multiculturalism and pluralism in describing the cultures within a society.Ch 5 Introduction
Previous section
Next sectionIntroduction
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History of World Tourism (Updated July, 2021)
The presentation will help the students in the First Semester of Hospitality & Tourism studies to grasp the global reach and effect of tourism.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 4 MIGRATION
Cambridge Geography AS Ultra Revision Test 4, with questions and answers for chapter 4 Migration. This is a test with 28 questions, 2 minutes each.
Immigration 2012 2013
The document summarizes immigration trends and characteristics between 1880-1921. It shows that immigration to the US shifted from being majority Northwestern European to majority Southern and Eastern European over this period. The new immigrants were less skilled, poorer, and faced discrimination from nativist Americans who favored restrictions, leading to policies like quotas that reduced immigration from certain regions.
Immigration 2012 2013
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants tended to be young males from Italy, Russia, Poland and were often Catholic or Jewish. They tended to work as unskilled laborers and had little money or education. Push factors driving emigration included poverty, persecution and wars in Europe, while pull factors attracting immigrants to America included economic opportunities and religious freedom. Most immigrants assimilated into American society by living in ethnic neighborhoods in cities.
Prelim-Lesson-3-Origins-and-History-of.pptx
The document discusses several perspectives on the origins and history of globalization:
1) It began with early human migration out of Africa due to a basic desire for improved lives through trade, religion, politics, and warfare.
2) Some view globalization as recurring in long cycles or "epochs" with the current period being the sixth epoch since ancient times.
3) Key events like European colonialism, the world wars, and the rise of the US as a global power in the 1900s marked turning points in the modern history of globalization.
4) Broader changes in recent decades like growing multinational corporations and the end of the Cold War further accelerated today's globalized world.
A2 Media Studies: Post colonialist Theory (2020)
The document discusses the different treatment of Meghan Markle and Kate Middleton in the British press and whether race plays a factor. It notes that Meghan faced more hostile coverage from newspapers, which some critics believe was racially motivated. Harry and Meghan have sued some newspapers and cited the press treatment as one reason they stepped back from royal duties. The document also discusses the legacy of colonialism and how representations of race in media today can still reflect beliefs from the colonial era when Europeans asserted their superiority over non-white populations.
Immigration 2012 2013
The document summarizes changes in immigration to the United States between 1880 and 1920. During this period, the majority of immigrants shifted from being from Northwestern Europe (49% in 1880) to being from Southern and Eastern Europe (73% in 1910). These new immigrants were characterized as being from Southern and Eastern Europe, young males, Catholic or Jewish, unskilled laborers with little money or education. Push factors driving emigration included poverty, persecution, and wars in Europe, while pull factors attracting immigrants to America included economic opportunities, land, freedom of religion, and democracy. Most immigrants passed through Ellis Island and settled in ethnic neighborhoods in large cities like New York.
L8 eu migration and refugees.finalpptx
The document discusses EU migration and refugees. It states that Europe currently receives over 2 million migrants from outside the EU each year. While it is estimated that 80% of refugees are women and children, a survey found that 58% of UK citizens believed asylum seekers and refugees did not make a positive contribution to the UK. The document also notes that in 2009, Britons believed over 100,000 individuals were granted refugee status in the UK, when the actual number was only 4,672.
Preparing for "Peak Population"
Talk given at the Royal Commission on Environmental Pollution, London, 4th February 2010. Slides by Danny Dorling and Benjamin Hennig.
Migration 8
There are three main types of human movement: cyclic, periodic, and migration. Cyclic movement involves regular travel between locations, periodic movement involves longer but still temporary relocation, and migration is permanent relocation. People migrate for reasons like employment, family, political circumstances, and environmental conditions. Governments can influence migration by restricting or encouraging immigration through policies.
L1 european migration ap
This document discusses different types of migration to Europe, including Lee's push-pull migration model. It provides examples of push factors like expensive housing and anti-social behavior that might drive British migration to Spain, as well as pull factors like weather and expat communities. Current migration trends to Europe include both illegal immigration focused along southern borders, with many migrants dying in desert crossings, as well as asylum seekers primarily from the Middle East and countries with political and ethnic difficulties.
World Geography - Unit 4 migration
Migration can occur across borders or within a country. People migrate for both voluntary and forced reasons. Voluntary migration is often due to pull factors like economic opportunities, while forced migration stems from push factors such as poverty, disasters, or oppression. Examples of global migration flows from 1500-1950 include those driven by European exploration, colonization, and the slave trade. Regional and internal migration are also common.
Preparing for "Peak Population": How the UK fiths within world demography
Talk by Danny Dorling and Benjamin Hennig given at the Royal Commission on Environmental Pollution, London, 4th February 2010.
Immigration 2012 2013
The document summarizes changes in immigration patterns to the United States between 1880 and 1921. It notes that immigration shifted from being majority Northwestern European to majority Southern and Eastern European over this period. It describes the "new immigrants" as coming from Southern and Eastern Europe, being mostly young males, Catholic or Jewish, unskilled laborers with little money or education. It also outlines push factors driving emigration from Europe and pull factors attracting immigrants to the US.
Similar to Migration UK (20)
ReferencesKorgen, K. O., & Atkinson, M. P. (2019). Sociology.docx
ReferencesKorgen, K. O., & Atkinson, M. P. (2019). Sociology.docx
Mapping minorities and their Media: The National Context – The UK
Mapping minorities and their Media: The National Context – The UK
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 4 MIGRATION
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 4 MIGRATION
Preparing for "Peak Population": How the UK fiths within world demography
Preparing for "Peak Population": How the UK fiths within world demography
More from Mr Cornish
Google Earth CPD Brighton
This document discusses using Google Earth to enhance geography teaching and learning. It provides examples of mapping data using polygons, embedding multimedia like videos and photos for geographical inquiry, and presenting fieldwork data. Specific skills are outlined, like using polygons and overlays to map crime data in London or rosewood logging in Madagascar. Presenting coastal fieldwork data is discussed using history mode, overlays and GE Graphs. The document also introduces tools for creating global thematic maps and presenting data with GE Graphs.
Geographical inquiry
The document discusses different perspectives on curriculum design and knowledge acquisition in geography education. It presents three potential futures for geography education: 1) "Govian Elitism" which focuses only on procedural knowledge, 2) A "Knowledge Society" which balances procedural, content, and core knowledge, and 3) "Objective Knowledge" which focuses only on core knowledge. The key idea is that students need all three types of knowledge (core, content, and procedural) to fully understand geography. Geographical inquiry is presented as a way to connect these different types of knowledge through activities that create needs to know, use data, make sense of information, and reflect on learning.
Madagascar sow
This document analyzes the content knowledge covered in a Year 9 inquiry-based unit on Madagascar's uncertain future. It shows how students acquired foundational knowledge about Madagascar's location, development, and biodiversity in early lessons. Later lessons required applying and linking this content knowledge, as well as developing procedural knowledge through activities on illegal rosewood logging and sustainable decision making. The unit assessed students' understanding of why Madagascar faces an uncertain future based on three possible futures scenarios.
Multimedia Geography through Google Earth
This document discusses using Google Earth to teach multimedia geography. Google Earth allows students to explore the world through geolocated photos, videos, and audio. Examples are given of projects like tours of tribes, sporting events, biomes, and fieldwork. The document explains how to embed multimedia from sites like Flickr, YouTube, Audioboo, and others directly into Google Earth placemarks. It also describes using snapshot views to focus on embedded media. An example is given of an investigation into rosewood logging using geolocated materials from Madagascar, China, and the USA.
Loggers turn to bush meat as supplies run dry up
Loggers trapped inside Marojejy National Park with dwindling food supplies have turned to hunting lemurs, including critically endangered Silky Sifaka, to survive. One logger reported that they have run out of rice and have not been paid for dangerous work, floating heavy logs down rivers without equipment. The logger questioned why China, who receives the logs, does not help the loggers transport more logs out of the forest if they are benefiting from the operation.
The 'Knowledge Turn' in the UK National Curriculum
A presentation for staff at The Coopers' Company and Coborn School on the 'Knowledge Turn' in the National Curriculum
Madagscar Elvis Night
An Elvis tribute night will be held on February 24th from 7-10:30 pm at Coopers' Company and Coborn School Theatre to raise money to build a school in Madagascar. Tickets cost £12 each and can be purchased from George West or by completing the ticket request form and returning it with cash or a cheque made payable to Coopers' Company and Coborn School to Mrs. Clark in the finance office. The event will include musical entertainment, fun, games, dancing, and attendees should bring their own drinks and nibbles.
Bangladesh Climate Change
Bangladesh is highly vulnerable to climate change due to its location in a delta region with high population density and most areas being less than 5 meters above sea level. Climate change is expected to exacerbate existing threats like sea level rise, stronger cyclones, heavier monsoon rains, flooding from the Ganges and Brahmaputra Rivers, and drought in northern areas. This will negatively impact the lives and livelihoods of Bangladeshis, many of whom work in fishing and rice farming. Heavier rains could wash away homes and crops, while flooding and drought could destroy harvests and force people into debt.
Assembly Madagascar PPT
The Madagascar Expedition 2012 School Building Project aims to build a secondary school in Andranosoa Village, Madagascar with funds raised by UK students. A group of 34 year 12 and 13 students will travel to Madagascar in July-August 2012 to construct the school using £20,000 which will cover building materials, furniture, resources, and salaries for 2 teachers. The project seeks to help the country's vulnerable populations through education and is promoting fundraising efforts including raffles, events, and merchandise sales.
Madagascar Itinerary
The itinerary provides details for a 12 day expedition to Madagascar organized by The Coopers’ Company and Coborn School. The expedition involves multiple modes of transportation including flights, buses, and river trips. Activities include exploring national parks, participating in a village project, hiking, camping, and visiting local communities. Locations that will be visited include Andasibe National Park, Tsiribihina River, Bekopaka and the Tsingy de Bemaraha UNESCO site, Kirindy Forest Reserve, Mangily village, Belo sur Mer eco-lodge, Morondava, and the capital city of Antananarivo.
Example Word Document
This document provides an overview of a new marketing campaign for a client. The campaign will target customers ages 25-45 in major cities through Facebook ads, influencer marketing, and a new landing page on the company website. The goal is to increase brand awareness by 15% and online sales by 20% over the next 6 months through this multi-channel approach.
Sustainable Curitiba
The document discusses Curitiba's sustainable practices around recycling, transport, industry, parks, flood control, land use, and return home schemes. It describes how:
1) Curitiba has a unique recycling program called the "green swap" where residents can exchange recyclables for food/bus tickets at recycling points.
2) The city developed an extensive bus rapid transit system with dedicated lanes that over 75% of commuters use, reducing congestion.
3) An industrial city was built 10km outside Curitiba to avoid pollution and provide jobs for citizens.
4) The city turned flood plains into parks and increased green space to over 50 square meters per person to handle flooding and
Las Vegas: An Unsustainable City
Las Vegas is located in the Mojave Desert of Nevada, but has grown rapidly from a small rural town to a major urban center with a population of over 1.5 million. While surrounded by rural desert, Las Vegas itself is considered urban due to its large population and density. The rapid growth and development of Las Vegas has transformed what was once undeveloped desert into a sprawling city, through a process known as greenfield development on previously unused land. The city faces significant sustainability challenges associated with its arid desert location, including high water and energy consumption as well as impacts to local wildlife and climate change.
Unit 1 Exam Question Revision
The document provides guidance for students taking Unit 1 Exam. It outlines the format which includes 6 short answer questions worth 65 marks total and 1 long answer question worth 25 marks from a choice of 4. It describes the different question types and offers tips to avoid common pitfalls like not carefully examining resource materials or misusing command words. Students are advised to spend no more than 1 hour on short answers and 30-35 minutes on the long response.
Crime in London
The document provides instructions for students to use Google Earth to map and analyze crime levels in different boroughs of London relative to their distance from central London. Students are asked to:
1) Map the total crime levels in different boroughs by changing the altitude of each borough polygon based on total crime numbers.
2) Color-code the boroughs based on levels of a specific crime chosen by the student.
3) Consider a map showing deprivation levels in London and examine whether there is a link between deprivation and crime levels.
Students are asked to take a screenshot of their final map, discuss whether the hypothesis that crime increases the closer one gets to central London is supported, and suggest other data that could
Flip Video
This document discusses ways that Flip Video cameras can be used to enhance teaching and learning. It provides examples of how Flip Videos can be used for starters and plenaries, mysteries, explaining concepts, discussions and debates, vox pops, assessing students, evaluating projects, conducting field work, supporting special needs and gifted students, staff training, and capturing student voice. It also covers editing videos and sharing them through websites like Vimeo and blogs to present results.
El Nino
El Niño Southern Oscillation (ENSO) is a climate pattern that occurs across the tropical Pacific Ocean approximately every 3 to 7 years, characterized by the warming of eastern Pacific Ocean waters and low atmospheric pressure in that region. El Niño events can have widespread global impacts, including severe droughts in some areas like the Philippines as well as floods in other regions such as California during the strong 1997-1998 El Niño when abnormally high sea levels caused hundreds of millions in flood damage in the San Francisco Bay area.
More from Mr Cornish (20)
The 'Knowledge Turn' in the UK National Curriculum
The 'Knowledge Turn' in the UK National Curriculum
Migration UK
- 1. How has Migration Changed the Face of the UK?
- 3. 1/ Describe the recent trends in UK migration.
- 4. Where are the Migrants Living and Working? Describe the distribution of migrants and suggest reasons why they are located in these areas?
- 5. Describe and suggest reasons for the shape of this population pyramid
- 6. Describe and suggest reasons for the shape of this population pyramid
- 7. Describe and suggest reasons for the shape of this population pyramid
- 8. Describe and suggest reasons for the shape of this population pyramid