Tools for ideation and problem solving: Part 1 Back in the darkest days of my PhDI started blogging extracts from the thesis as it was being written, particularly the literature review. It helped keep me motivated when I was at a very low point, and seemed to be of interest to readers who were unlikely to read the whole page PDF or indeed the publications.
What is the Demographic Transition Model?
All 6thth graders worldwide are eligible. Videos are being accepted now and the deadline for students to submit is February 28, This is post 1 of 6 in a series about the Demographic Transition Model — a fundamental concept in population education, which is covered in Social Studies courses, most notably AP Human Geography.
Beginning in the late s, something remarkable happened: With new technologies in agriculture and production, and advancements in health and sanitation, a greater number of people lived through their adolescent years, increasing the average life expectancy and creating a new trajectory for population growth.
This sudden change created a shift in understanding the correlation between birth and death rates, which up to that point had both been relatively equal, regardless of location. Over the past years, population demographics have continued to evolve as a result of the relationship between the birth and death rates within a country.
The observation and documentation of this global phenomenon has produced a model, the Demographic Transition Model, which helps explain and make sense of changes in population demographics. Each stage is characterized by a specific relationship between birth rate number of annual births per one thousand people and death rate number of annual deaths per one thousand people.
Within the model, a country will progress over time from one stage to the next as certain social and economic forces act upon the birth and death rates. Every country can be placed within the DTM, but not every stage of the model has a country that meets its specific definition.
For example, there are currently no countries in Stage 1, nor are there any countries in Stage 5, but the potential is there for movement in the future. What are the stages of the Demographic Transition Model?
In Stage 1, which applied to most of the world before the Industrial Revolution, both birth rates and death rates are high. As a result, population size remains fairly constant but can have major swings with events such as wars or pandemics.
In Stage 2, the introduction of modern medicine lowers death rates, especially among children, while birth rates remain high; the result is rapid population growth. Many of the least developed countries today are in Stage 2.
Population growth continues, but at a lower rate. Most developing countries are in Stage 3. In Stage 4, birth and death rates are both low, stabilizing the population. These countries tend to have stronger economies, higher levels of education, better healthcare, a higher proportion of working women, and a fertility rate hovering around two children per woman.
Most developed countries are in Stage 4.
A possible Stage 5 would include countries in which fertility rates have fallen significantly below replacement level 2 children and the elderly population is greater than the youthful population. Limitations of the Demographic Transition Model Like any model, there will be outliers and exceptions to the rule and the Demographic Transition Model is no different.
Additionally, there are things the DTM cannot reveal: But even so, the relationship between birth rate and death rate is an important concept when discussing population and any patterns, such as those provided by the DTM, that aid in understanding are helpful.
Demographic Transition Model Case Studies Over a series of five posts we will explain each stage of the Demographic Transition Model in depth and provide a case study for stages when there is a country that currently fits its parameters.KM is a process within service transition, but it is described as a whole lifecycle process ensuring that reliabe and secure knowledge, information and data is available and current through the whole lifecycle.
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Schlossberg’s transition theory originated because she believed a need existed to develop a systematic framework that would facilitate an understanding of adults in transition and direct them to the help they needed to cope with the “ordinary and extraordinary process of living”. The authors define problem solving as "an individual or collaborative process composed of two different skills: (1) to analyze a situation accurately, and (2) to make a good decision based on that analysis.".
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