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People collect water from the village well in Niger, westernAfrica. More than three-quarters of Niger is desert and it is

one of the hottest countries in the world. It is also a verypoor country. Life expectancy averages only 42 years. Less

than 20 per cent of the population can read and write.

In the world today there is a large gap between

rich (developed countries) and poor countries

(developing countries). There are enough

resources to provide adequate health care, food,

safe water, basic education and sanitation for

everyone in the world. Variations in access to

these resources creates vastly different life

opportunities throughout the world.

A student:

4.1 identifies and gathers geographical information

4.2 organises and interprets geographical

information

4.3 uses a range of written, oral and graphic forms

to communicate geographical information

4.4 uses a range of geographical tools

4.5 demonstrates a sense of place about global

environments

4.7 identifies and discusses geographical issues

from a range of perspectives

4.9 describes differences in life opportunities

throughout the world

4.10 explains how geographical knowledge,

understanding and skills combine with

knowledge of civics to contribute to informed

citizenship.

Interpreting a choropleth map (page 211)

Drawing a proportional graph (page 215)

Comparing theme maps (page 221)

Interpreting a theme map (page 229)

Using geographic information systems (GISs)

(page 230)

AN UNEQUAL

WORLD

Chapter 10

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CHAPTER 10: AN UNEQUAL WORLD

209

absolute poverty: the condition of having so little food,money or resources that the people, no matter wherethey live in the world, can barely survive

aid: charitable donations of money, goods and servicesoffered to developing countries from developed countries

commodity: an article of trade or commercecontours: the shape of the land. On maps, contour linesjoin places of equal height above sea level.

developed countries: countries that have high economicproductivity, relatively high standards of living andrelatively democratic systems of government

developing countries: term used to describe and groupthe worlds poorest countries in which most people havea low economic standard of living

diarrhoea: the worlds largest killer of children. It is acondition that leads to fluid like bowel motions causingdehydration.

European Union (EU): the worlds largest trading group,consisting of 25 member countries from Europe. It wasformerly known as the European Economic Community.

famine: a severe shortage of food in a region caused bywars, droughts, floods or pests

geographic information system (GIS): a set ofcomputer programs designed to deal with databases,able to collect, store, retrieve, manipulate, analyse anddisplay mapped data from the real world

gross domestic product (GDP) per capita: a measureof a countrys wealth. For example, a country with aGDP of $10000 per capita produces $10000 worth ofgoods and services in a year for every person that makesup its population.

HIV/AIDS: AIDS is the acquired immune deficiencysyndrome, a usually fatal condition that develops afterbeing infected with HIV.

illiteracy: the condition of not being able to read or writeinfant mortality rate (IMR): the number of deaths per

1000 babies under one year of agemalnutrition: the condition suffered when a person does

not get enough nutrition to sustain normal bodilyfunctions because of a poor diet

non-government organisation (NGO): a privateorganisation, usually not-for-profit, with a charitable,community or environmental focus

pandemic disease: a disease that spreads throughout anentire country or continent, or the whole world

sanitation: the practices in place for the disposal of wasteproducts, including human waste

shantytown: a community that consists of a collection

of roughly constructed huts and lean-to structures,and has few conveniences (e.g. running water, toilets,proper roads)

stigma: a sign or mark of shame or embarrassmentsustainable development: development that meets the

needs of the present population without endangering theability of future generations to meet their own needs

transnational corporation (TNC): a company ororganisation which possesses and controls the means ofproduction, such as factories, mines, farms and financialorganisations, in more than one country

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Eleven-year-old Thabiso has justcompleted fifth grade and dreamsof becoming a teacher. He is justone of the thousands of orphanedchildren from Lesotho in Africa.Thabisos home district of Leribesuffers from a high rate of HIV/

AIDS infection and severe foodshortages resulting from wide-

spread drought. Thanks tomonthly food distributions

from the CARE aid agency,children such as Thabisoare saved from star-vation and the necessityto leave school and findsources of income tosupport themselves.

Thabiso lives inabsolute poverty andrequires regular foodpackages to survive.His life expectancy is

just 40 years. Thabisoscountry, Lesotho, is one of

the poorest on Earth.Nearly half of the popu-lation lives on less than $1per day. For every 1000children born in Lesotho,133 die before they reachthe age of five. Only 78 percent of the population hasaccess to clean water andannual deaths from AIDSclimbed to 25 000 in 2001.

Thabiso waits for the CARE foodpackages to be unloaded from the trucks.

We live in an unequal world where the wealthiest20 per cent of the population receives 85 per centof the worlds income. Hunger is not due to scar-city of food as there is enough food produced in theworld to feed the whole population. It is due to

LIVING IN POVERTY

THE GLOBAL PATTERN

unequal access to resources. In the 1950s, nationswere described as being developed or undevel-oped, reflecting the obvious differences betweentheir wealth, opportunities, infrastructure andliving conditions. More recently, terms such asdeveloped countries and developing coun-tries have been used. For consistency, thischapter uses the terms developed and devel-oping countries.

1. Why do we live in an unequal world?2. Hunger is a problem in many countries because the

world does not produce enough food. Do you agreewith this statement? Explain why or why not.

3. What is the difference between relative and absolutepoverty?

4. Draw a mind map that explains how events inThabisos life can influence other parts of his life. Forexample, his parents die and therefore he needs tofind food.

5. Outline what else you need besides money for ahappy life.

6. Go to www.jaconline.com.au/geoactive/geoactive1and click on the AusAID weblink for this chapter.Select one country that Australia provides aid to,and make notes on the following:

how much aid Australia gives to the country what problems the country faces

the programs that have been set up to help thecountry.

Worksheets10.1 Needs and wants

Absolute poverty is the condition ofhaving so little food, money or resourcesthat the people, no matter where theylive in the world, can barely survive.

Relative poverty is where there is not alack of sufficient resources to meet basicneeds, but a lack of resources requiredto be able to participate in the lifestyleenjoyed by other people in the country.

POVERTY AND

WEALTH

10.1
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211

Interpreting a choropleth mapChoropleth maps use darker and lightershades of the same colour group to show a pattern.The darker shades represent the most and thelighter shades represent the least. Choropleth

maps enable users to see overall patterns veryquickly.The following choropleth map illustrates the

pattern of global wealth in 2000.

1. Using the country names given on the map, selectone example for each category in the legend.

2. Give two examples of continents that containmainly developed countries.

3. Give two examples of continents that contain

mainly developing countries.4. Given Australias geographic location, select onedeveloping country that you think would benefitfrom aid programs from Australia.

TOOLBOX

A countrys wealth is often measured by its gross domestic product (GDP) per capita (per head of population). Forexample, Australias GDP per capita in 2000 was US$20 298 the amount of goods and services Australia producedfor every person in the country.

Can you see any patterns? Forexample, which continent hasthe lowest GDP per capita?

N

c Circle

tor

c of Capricorn

c of Cancer

T L A N T I C

O C E A N

I N D I A N

O C E A N

P A C I F I C

O C E A N

S O U T H E R N O C E A N

A T L A N

O C E

RUSSIANORWAY

FRANCE

IRANCHINA

JAPAN

INDIA

LIBYA

ETHIOPIA

MOZAMBIQUE

LESOTHO

SOUTH AFRICA

AUSTRALIA

PAPUANEW GUINEA

ARGENTINA

BRAZIL

UNITED STATESOF AMERICA

CANADA

NIGER

KENYA

MONGOLIA

Under 200

200 to 500

500 to 1000

1000 to 5000

5000 to 10 000

Over 10 000

0 2000 4000km

oss domestic product per capita (GDP),00 (US$)00 (US$)

Cylindrical Equal Area Projection

Countries south of this line generally havea lower standard of living. There areobvious exceptions such as Singapore andSaudi Arabia.

Countries north of this line are seen as thewealthy nations of the world, with highstandards of living.

DEMOCRATICREPUBLIC

OF CONGO

The coloured legendclearly explains thedifferent categoriesbeing shown.

The darkest shade of orangehas been used to colour thosecountries with the highest GDPper capita (over US$10 000).Note these countries.

Shades in between the darkestand lightest have been used tocolour the categories inbetween these two extremes.

The lightest shade of yellowhas been used to colour thosecountries with the lowest GDPper capita (under US$200).Note these countries.
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In the next hour, 9000 babies will be born and bythis time tomorrow, the world will have over

200 000 extra mouths to feed. Many experts

wonder whether the world can feed this growing

population. Every day 24 000 people die from

hunger and malnutrition, but in reality there is

enough food to feed everyone on Earth. Like

many of the worlds resources, food is unequally

distributed.

Poverty is both a cause and effect of famine and

hunger. World hunger is caused by a long-term

lack of access to food. More than 850 million

people go to bed hungry each night; most of them

are women and children. In contrast, famine is

a severe shortage of food in a region. Wars,

droughts, floods and pests can cause crop failures

and food shortages. Famine also leads to skyrock-

eting food prices, reducing the access of more and

more people to food.

Since 1960 there has been a decrease in thenumber of hungry people thanks to active

global citizens such as the World Health

Organisation (WHO), the United Nations World

Food Program (WFP) and non-government

organisations (NGOs) such as Freedom from

Hunger. In 1995 the United Nations introduced

an Oil-for-Food Program to help the growing

number of hungry people in Iraq. This program

allowed Iraq to export oil and use the money to

import essential food. The Iraqi Government

distributed these food rations to 22 million

people. The scheme finished in 2003 following

the war in Iraq.

To understand more about the hunger issue

and how we can improve the quality of life now

and in the future, we need to examine some

key geographical questions surrounding the

issue.

FAMINE VERSUS HUNGER

ACTIVE CITIZENSHIP

FOOD FOR A

HUNGRY WORLD

A R C T I C O C E A N

A T L A N T I C

O C E A N

I N D I A N

O C E A N


P A C I F I C

O C E A N

A T L A N T I C

O C E A N

Percentage of populationundernourished, 2001

35.0 and over

20.0 to 34.9

5.0 to 19.9

0.1 to 4.9

No data available

Hunger around the world

10.2

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1. What is the difference between hunger and famine?2. Look carefully at the hunger map. This is an example

of a choropleth map (explained on page 211).(a) How does the legend on the map help you

instantly see the pattern of world hunger?(b) Which continent has the most undernourished

population?(c) Which three continents have the best access to

food?3. If there is sufficient food for everyone on Earth, why

do hunger and famine exist?4. Write a story or poem about how it might feel to

face hunger every day. How would life be different?

5. Fourteen million children die each year from hunger-related disease. This is equivalent to three planes full

of children, crashing each hour, every day, for a year.

Would this make the headlines? Prepare a cartoon

that shows these different perspectives.

6. Imagine you are working for an organisation to

reduce hunger and famine. Make a list of the actionsyou would take to ensure food supply to a region.

7. Go to www.jaconline.com.au/geoactive/geoactive1and click on the Food Security weblink for this

chapter.

(a) What is food security?

(b) How does Australia assist Papua New Guinea

with its food security?

Worksheets10.2 Survive

Are there too many people onEarth to feed?Birth rates are falling around the world andfood production is increasing at a faster ratethan population.

How much food does the world

produce?300 kilograms of grain (wheat, rice, millet)per person per year enough food to feedeveryone on Earth. Some countries stockpilesurplus food.

Do all countries produce enough food?Eighty-nine countries do not produce enoughfood to feed their population andthey lack the money to import theshortage. One in five Africansnow depend on imported food.

Is there enough farmlandto grow food?The best land is generally usedfor growing cash crops suchas coffee (80% of Ethiopiasexports), cotton (50% ofSudans exports) and drugs(Afghanistan, Myanmarand Colombia).

Would landreform help?More land given to poor farmers

would help reduce food insecurity.In Bolivia 85% of the ruralpopulation has no land to growcrops; in the Philippines 78%, inPeru 75% and in Mexico 60%.

Is there enough money to buy food?Despite improvements, there are still 1.3 billion

people who live on less than a $1 a day.

Who grows the food?Over 2.5 billion people depend on

agriculture for an income

96% live in developing countries.In Africa women perform most of theagricultural work. They do: 30%

of ploughing, 50% of planting, 70% ofweeding, 60% of harvesting , 50%of caring for livestock, and 85% of

processing and storing crops.

Which countries suffer hunger?Hungry people are mostly found in the

developing regions of the world:51% of the population in Asia, 33%in Africa, 11% in Latin America and

5% in the Middle East.

Why do countries exportfood when they have

hungry people?The money earned from foodexports helps reduce poverty

in developing countries. Indiahas the largest number of

hungry people in the world, butit still sells food on the world

market.

How much food is enough?

The average requirement to remainhealthy is 2200 to 2400 calories

per person per day. Hungry,malnourished people receive less

than 2100 calories per day.

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Food is a commodity that is bought and sold onthe global market. Australia exports live lambsto Saudi Arabia, rice to Japan, beef and wine tothe USA and wheat to China, Iraq and Vietnam.

At the same time our local supermarket shelvesare filled with mangoes from Kenya, cocoa fromthe Ivory Coast, grapes from Chile, tea fromIndia, coffee from Colombia and avocados fromSouth Africa.

Much of the worlds food trade is controlled bytransnational corporations (TNCs). Nestl,the worlds largest food manufacturer, has fac-tories in more than 80 countries and a turnoverof A$97 billion. These large, global companiescan determine how much food is produced, whereit is grown, where it will be sold and at whatprice. Pressure to grow cash crops such as coffee,cocoa and tea to supply large TNCs has resultedin land in developing countries being devoted tocrops that developed countries will buy. Lessland is devoted to local food, essential to feed

hungry populations.

Wake up and smell the coffeeWhether it is exotic mocha java, decaf, skim orlatte, coffee is sold in busy cafes all over the

CONTROLLING WORLDFOOD PRODUCTION

world. It is grown in more than 45 countries,mostly located around the tropics. About 70 percent is exported from Latin America and the Car-ibbean, followed by African and Asian countries,such as Cameroon, Ivory Coast, Indonesia andPapua New Guinea.

Coffee is the second most traded global com-modity, after oil. Four TNCs Sara Lee, Kraft,Procter & Gamble and Nestl buy 50 per centof the worlds coffee, mostly from developingcountries. They sell two out of every three bags ofcoffee to the United States and the EuropeanUnion.

Large TNCs undertake contracts with farmers,selling them seeds, fertilisers and pesticides, andin return buying their harvests at low prices. As aresult, 25 million small coffee farmers receive only25 to 50 cents for every kilogram of coffee sold.

Today millions of farmers arefacing hunger as the price ofcoffee plummets. This has led tothe growth of non-governmentorganisations (NGOs) such asOxfam who promote a fairtrade movement for producersin developing countries. Fair

trade supports a higher price forfarmers by distributing theircoffee through democraticallyrun cooperatives and allowingthem a share of the profits. As aresult 500 000 farmers now pro-duce and sell coffee to 35000shops.

wer

Who gets mostof the money?

A GLOBAL

FOOD MARKET

Coffee producers


N T I C

A N I N D I A N

O C E A N


P A C I F I C

O C E A N

A T L A N T I C

O C E A N

Main coffee-producing countries, 2003

10.3

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Drawing a proportional graphPictograms are one form of proportional graph thatallows the reader to quickly comprehend data. Inthis example, different sized sacks of coffee are usedto show the main coffee importers in the world. The

flags of the importing countries are used to help thereader instantly recognise the country.

1. Which two nations are the worlds biggest coffeeimporters?

2. Which flags did you find easy to recognise?Which flags did you find difficult to recognise?

3. Draw a similar pictogram to represent the coffeeproducers shown in the table to the right. Youmay need to research the flags of the countries.

Coffee production, 2003

Country Coffee (metric tons)

Brazil 2 493 520

Colombia 696 840

Ethiopia 220 000

Indonesia 622 646

Papua New Guinea 62 500

USA 3 400

Vietnam 688 700

TOOLBOX

Main coffee-importing countries (percentage of worlds coffee imports), 2003

1. Food is a global commodity. What does this mean?

2. What are the characteristics of Nestl that make it atransnational corporation?3. Interview a grandparent about the type of food they

ate as a child. Compare their diet with your diet.4. Find five items of food in your pantry that were

grown, grazed or fished in a country other thanAustralia.

5. Answer these key geographical questions about theglobal coffee industry.(a) Where is coffee produced and consumed?(b) What role do TNCs play in the coffee industry?

(c) What problems and opportunities does the coffeeindustry give to developing countries?

(d) How can inequalities in the coffee industry beimproved?

6. TNCs play an important role in reducing global

inequalities. Go to www.jaconline.com.au/geoactive/geoactive1 and click on the Nestl weblink for thischapter. Investigate the programs Nestl runs to helplocal communities in developing countries. Use thisinformation to prepare an advertisement about howNestl is helping to reduce global inequalities. Youradvertisement could take the form of a:(a) radio commercial (30 seconds)(b) television commercial (30 seconds)(c) poster (hand-drawn or electronic)(d) web page.
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Worms penetrate

skin or enter the

body through

drinking water

and mate in

the human

body

Eggs are released

into the water

and urine

Larvae hatch

Larvae penetrate snail

Worms emerge

after 37 weeks

Water is Earths mostprecious resource. About 80per cent of the world iscovered by water, yet onlythree per cent of it is fresh.Three-quarters of this freshwater is frozen in icecapsand most of the remainder isfound underground. Thisleaves about one-half of oneper cent of the worlds freshwater for our use. If 100litres represents all the

worlds water, less than halfof a teaspoon of it is freshwater we can use.

Over the past 100 years wehave greatly expanded ouruse of water to meet the needs of industry, agricul-ture and the exploding population. Australiansare one of the highest consumers of water in theworld about 350 litres per person per day.People in Asia, Africa and Latin America use50100 litres per day and people in the USA use400500 litres per day. Water scarcity is the singlegreatest threat to human health, the environment

and the global food supply. It also threatens globalpeace, as countries in Asia and the Middle Eastseek to cope with freshwater shortages.

Little can be done to increase precipitation orground water but more sustainable develop-ment of limited water supplies is essential forlong-term survival. Recycling of water and the useof drought-tolerant crops and desalination plantsis essential. In Burkina Faso and Mali, with theassistance of Oxfam, the local community hasplaced lines of stones along the contours ofsloping ground to slow water run-off and reducethe amount of water required to grow crops.

Water is essential for our survival and, like othernatural resources, it is unevenly distributedaround the world. Even if wealthy countries arerelatively dry like Australia they are fortu-nate to have enough money to build dams, irrigatecrops and improve water quality. In contrast, the

UNEVEN DISTRIBUTION OFSAFE WATER

SAFE WATER

SHORTAGE

The life cycle of the schistosome, a waterborne parasite thatcauses schistosomiasis, a disease that affects people bathingin or drinking polluted water in countries in Africa, Asia andSouth America. It can cause severe illness.

10.4

lack of access to water inAfrica, Asia and LatinAmerica is linked to poverty.In many communities in thedeveloping world, women andchildren may have to walk forhours to collect water.

In the developing world thewater crisis has arrived. Asmany as one in every fivepeople in the world lacksaccess to clean drinkingwater. One in three lacks

basic sanitation. Drinking and washing inwater from polluted rivers and ponds is believedto be responsible for 80 per cent of the diseasesthat affect developing countries. Nearly half ofthe deaths are due to diarrhoea that killsnearly five million children under five every year.Polluted water also brings people into contactwith other water-related diseases such as mal-

aria, schistosomiasis and hookworm.

WATER QUALITYAND DISEASE

This little Kenyan girl waits for private watersuppliers to open the tap. Like many youngAfrican children, she may have walked manykilometres to access this clean water supply.

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1. What is the difference between access to quantity ofwater and access to quality of water? Why are theyboth important?

2. Why is the quantity and quality of water unevenlydistributed around the world?

3. Explain why Australians are water rich per capita,despite living in the driest inhabited continent.

4.List the advantages and disadvantages of using thelocal water supply.

5. Diarrhoeal diseases such as cholera, typhoid,hepatitis and schistosomiasis can be reduced bychildren washing their hands after going to the toilet.What prevents children in some countries fromdoing this?

6. Observe the map of access to safe drinking waterand consult an atlas to answer the followingquestions.(a) Which continent has the worst access to safe

drinking water?

(b) Which three continents have the best access tosafe drinking water?

(c) List the countries with the worst access to safedrinking water.

(d) Identify a neighbouring country to Australia withpoor access to safe drinking water.

(e) In which regions of the world do you thinkdeaths from diarrhoea might be greatest? Givereasons to support your answer.

7. By 2025, fresh water available for use is projected tobe 5100 cubic metres per person enough to meet

human needs if distributed equally among theworlds population. Imagine you are working for anorganisation to improve access to both the quantityand quality of water in developing countries.Describe what you would do.

8. Prepare a report on one of the followinginternational water hotspots Israel, Vietnam,Bangladesh, Philippines, Moscow, southern Africa,Kenya. Go to www.jaconline.com.au/geoactive/geoactive1 and click on the Water Hotspots weblinkfor this chapter.


A T L A N T I C

O C E A N

I N D I A N

O C E A N


P A C I F I C

O C E A N

A T L A N T I C

O C E A N

Percentage of populationwith access to safedrinking water, 2000

Under 40

40 to 59

60 to 79

80 to 90

Over 90

No data available

Global access to safe drinking water, 2000

Malaria Schistosomiasis Diarrhoea:

typhoid,

dysentery

Hookworm KEY

Thousands of deaths

per year1000

100

10

Water-related diseases causing most deaths per year

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Among the 4.4 billion people living in developingcountries, about one in four lives in substandardhousing. Many others have no home at all, dis-placed by war and the need to be continuallymoving on in the search for better food and watersupplies.

Nairobi was founded by the British around100 years ago. It is Kenyas principal economic,administrative and cultural centre, and one ofthe largest and fastest growing cities in Africa.Its multiracial population is now over twomillion. Nairobi also has a large tourist industrywhich makes it a city of contrasts.

Nairobis centre lies on a relatively flat plain,while the areas to the west and north are hilly.In general, Nairobis wealthy residents live tothe west of the city centre, whereas the leastwealthy residents live to the east. Temporaryshantytowns have grown up adjacent to someresidential areas.

Nairobis slums house 60 per cent of Nairobispopulation. The Mathari Valley, built in an oldrock quarry, is the oldest, largest and worst slumin the city. Nearly half a million people live in itscluster of tin-roofed shanties, open sewers, barsand brothels. A yellow haze hovers over the

valley, which has the highest suicide, murderand infant mortality rate of any of Nairobismany slums.

For the tourist to Nairobi, there are theatres,five-star restaurants, email facilities and first-class accommodation. The entertainment sectorsof the city are constantly alive, especially at night.

Kenyas wealthis not evenly dis-tributed and alarge percentageof its people livein poverty. Manypeople from ruralareas migrate tothe cities eachyear, hoping tofind a better life-style. Most have low education levels and lackthe skills employers want, therefore finding it

difficult to gain stable employment. As a resultthey usually end up living in run-down, disease-infested slums.

10.5

A ROOF OVER

OUR HEADS

Places where poor people live areovercrowded. Their shelter is oftentemporary, and they frequently lack access towater and sanitation, and to health services.

Poverty-stricken families may live underbridges, beside rivers, adjacent to landfillsand near railways when they first come toNairobi from surrounding country areas.

Kenya the statistics (compared with Australia)Kenya Australia

Population (2002) 31.2 million 19.5 million

Population under 15 42% 20%Access to safe drinking water 57% 100%Infant mortality rate

(per 1000 live births) 120 5Life expectancy 49/50* years 76/82* yearsPersons per doctor (1998) 7576 417Literacy rate 78% 100%Deaths from AIDS (2001) 190 000 fewer than

100

* The first number is for males, the second for females.

Lake

I N D I A N

O CE A N

Lake

Rudolf

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1. Outline the reasons why Nairobi is a city of contrasts.2. Draw a table with two columns headed Push

factors and Pull factors. Complete it with as manyentries as you can for the rural people who migrate

to Kenyan cities.3. In groups of three or four, work as a strategy

planning team of the Nairobi City Council. Your taskis to devise a 15-year strategy to eliminate the slumareas from Nairobi. What will you do? As a group,present your plan to the class with an accompanyingPowerPoint presentation.

4. Refer to the labelled illustration. Use it to help youcomplete one of the following.(a) Write a short biography about a person who starts

his/her life in the slums of Nairobi.

(b) Construct and perform the lyrics of a rap songwritten by a teenager living in the slums.

(c) Roleplay, with a partner, what happens when awealthy tourist (touring the slums area) comesface to face with one of its poor inhabitants.

5. It is not only cities in developing countries that havehomeless people. Discuss as a class:(a) why a developed country like Australia has

homeless people(b) why young people, in particular, might be

homeless(c) what can be done to help Australias

homeless young people.

Many of the citys streets andhighways are regularly in poorcondition and subject to floodsin times of heavy rainfall.

Nairobi has one of the worlds

highest rates of people infectedwith the AIDS virus.

International tourists have theservices of over 250 cafes,restaurants and snack bars as well asclubs, casinos and discotheques inNairobis congested city centre. Theycan visit the city market, the NationalMuseum and the Kenya NationalArchives, and horseracing meets.

Houses may be made from cloth,cardboard, corrugated iron, scrapwood, boxes, tarpaulins and rope.

Some international tourists go on safaris in thesurrounding countryside to see lions, elephantsand giraffes. People can also visit Giraffe Manorwhere a giraffe may join them for their meals.

Children working on the streets are more susceptible to respiratoryinfections, pneumonia and other illnesses, and face a high risk ofinjury or death from motor vehicles. They can be used to assist withdrug deals, robberies and extortion. Some are even forced into childprostitution. In the long term, there is little chance of these childrengaining meaningful employment.

Nairobi recesignificant revfrom tourism

Nairobi has an ultra-modernskyline with many five-star hotels.

Living conditions in Nairobi demonstrate thedivide that exists between the rich and thepoor in many cities of the world.
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Everyone has the right to adequate health,including food and medical care. Unfortunatelynot all people have access to doctors, hospitals,drugs, clean water, sanitation and a balanceddiet. Inequalities in health exist between coun-tries and within countries between rural andurban areas, men and women, and ethnic groups.

The life expectancy of people around the worldvaries greatly. People in countries with high stan-dards of living live much longer than people in

countries that suffer food shortages, unhygienicliving conditions, diseases such as AIDS, and war-fare. At a local scale, a persons environment, workand lifestyle have an impact on how healthy theyare and how long they expect to live. For example,most people who live in Potosi, Bolivia, do not livebeyond their fortieth birthday. They suffer fromsilicosis and other forms of lung poisoning, causedfrom long hours working in the mines.

Almost 12 000 of the 350 000 babies born each daywill die within their first month of life and 98 percent of these deaths will occur in developing coun-tries. It is estimated that one and a half millionbabies die each year because they are not breastfed.Breastfeeding in developing countries rapidlydeclined when the market for formula milk

expanded. However, infant mortality rates rose dueto diarrhoeal diseases (caused by polluted waterand poor hygiene). When women went back tobreastfeeding infant mortality rates fell.

1. The three largest global killers are malnutrition(11.7 per cent), tobacco (5.3 per cent) and unsafewater (5.3 per cent). Which of these do you thinkoccurs mainly in developing countries and why?

2. Rank each of the seven countries shown in the tablefrom best (1) to worst (7) for each category. Tally theresults. Write a report card for the worst performingcountry, outlining where they are performing welland where they can improve in the future.

3. Look carefully at the pictogram comparing grossdomestic product (GDP) with life expectancy.(a) What is the life expectancy for people in the two

wealthiest countries?(b) What is the GDP for the country with the lowest

life expectancy?(c) What is the relationship between GDP and life

expectancy?4. When travelling, what health precautions and

vaccinations are required for Indonesia, Kenya,Peru, Nepal, Europe and Iran? To find thisinformation go to www.jaconline.com.au/geoactive/geoactive1 and click on the Travel Warningsweblink for this chapter.

Worksheets10.3 Comparing statistics

HOW LONG DO PEOPLE LIVE?

INFANT MORTALITY

10.6

INEQUALITIESIN HEALTH

Inequality in health indicators related to poverty

Country

Percentageof

population

living below$1 a day

Percentageof

population

under-nourished

Death ofmothers per

100 000births

Percentageof births

attended by

skilledpeople

Healthexpenditure

per capita($)

Personsper doctor

Percentageof populationwith access

to affordable

essentialdrugs

Yemen 15.7 33 850 22 69 4 348 5079

Philippines 14.6 23 240 56 167 813 5079

Honduras 23.8 21 220 54 165 1 202 049

Nicaragua 82.3 29 250 65 108 1 168 049

Burkina Faso 58.4 69 1400 31 37 29 412 5079

Mali 72.8 20 630 24 32 21 276 5079

Australia 0 0 6 100 2213 417 95100

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Comparing theme mapsComparative maps can be used to look forrelationships between different sets of data or, in thiscase, to view a pattern over time. Look for regionswhere there are similarities or differences in anattempt to see a pattern.

Use the infant mortality rate maps and an atlas toidentify examples of the following:

(a) I had the worst record of IMR in 2000.(b) I made little or no improvement to my IMR

between 1960 and 2000.(c) I reduced my IMR from 51 to 100 in 1960

to 0 to 10 in 2000.(d) I am an African nation that reduced my IMR of

more than 200 in 1960 to an IMR of 50 to 100in 2000.

TOOLBOX

Infant mortality rate(deaths per 1000 live births)

0 to 10

11 to 50

51 to 100

101 to 150

151 to 200

Over 200

No data available

World infant mortality rates


A T L A N T I C

O C E A N I N D I A N

O C E A N


P A C I F I C

O C E A N

A T L A N T I C

O C E A N

1960


A T L A N T I C

O C E A N I N D I A N

O C E A N


P A C I F I C

O C E A N

A T L A N T I C

O C E A N

2000

Comparing life expectancy and gross domestic product (GDP) per capita

80YEARS

70YEARS

60YEARS

50YEARS

40YEARS

Japan(81 years)$37 494

Australia(79 years)$20 298

Brazil(69 years)

$3484

Papua New Guinea(58 years)

$710

Kenya(49 years)

$342

Mozambique(38 years)

$195
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Eleven-year-old orphan Nkosi Johnsonaddressed the 2000 World AIDS Conference inDurban. He had suffered AIDS from the day hewas born. Nkosi knew that he had defied theodds to survive so long. He stood on the stageand pleaded for people to show compassion to

AIDS sufferers.You cannot catch AIDS from hugging or

kissing or holding hands, he said. We arenormal, we are human beings.

Less than 12 months later Nkosi died, afterthe virus attacked his brain leaving him speech-less and unable to move.

Acquired immunodefi-

ciency syndrome (AIDS)is a sexually trans-

mitted virus that dam-

ages the bodys immunesystem leaving it

defenceless againstinfection. HIV/AIDS is

the worlds fourthlargest killer and as yet

there is no cure. Thereare over 42 million

people living with AIDSand 78 000 deaths a day

caused by AIDS. Sixtyper cent of new cases

are under 25 years oldand 70 per cent of them

live in Africa.HIV typically spreads

through unsafe drug useand sexual activity. The

malnutrition, poor sanitation, overcrowding andsubstandard healthcare facilities typically associ-

ated with poor communities together with cer-tain cultural practices and lack of education

are helping to spread the disease. Stigma keeps

victims from being tested; infected women donttell their partners for fear of violence or aban-

donment. Social and economic circumstances of

THE AIDSEPIDEMIC

girls and women make it difficult for them toavoid unsafe sex if they have to feed their fami-

lies. Ignorance is also a problem in some areas

of Africa, as many as 40 to 70 per cent of young

girls do not even know about the disease.

Due to insufficient educational programs andfinancial resources, the number of HIV/AIDScases in Africa has risen dramatically. In somecountries, such as Zambia and Botswana, 20 percent or more of the adult population is infectedwith HIV the virus that develops into AIDS.Tragically, the children of Africa suffer the mostfrom this pandemic disease. AIDS hasorphaned more than 12 million children in

Africa, leaving many with the disease. For morethan 90 per cent of these children the virus istransmitted from their mother. Of thirty chil-dren born to HIV-positive mothers, ten willacquire the virus simply by being born andanother four will become infected from breast-feeding. Many orphans take on the responsi-

bilities of caring for younger siblings andrunning the household, with little time to attendschool. Most of these children will not live to seetheir fifth birthday.

In response to this global crisis UNICEF,UNAIDS, the World Bank and governments(e.g. AusAID) have raised financial and humanresources to support AIDS awareness and sup-port programs. Non-government organisations(NGOs) like Aids Orphans Education Trust inUganda, provide education to poor, forgotten

AIDS orphans.

Uganda has managed to drop the adult HIV-prevalence rate from 8.3 per cent in 1999 to4.5 per cent in 2003. An extensive preventioncampaign has led to:

delayed age of first sexual encounter

less casual sex

high condom-user rates

THE AFRICAN TRAGEDY

FACING THE AIDS CHALLENGE

10.7

AIDS

A GLOBAL KILLER

AIDS sufferer Nkosi Johnson

addresses the 2000 World AidsConference in Durban.

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I N DI N D

O C EO C EPeople with HIV/AIDS, 2001

Orphaned due to AIDS, 2001

Under 100 000

Over 500 000

100 000 to 999 999

1000 000 to 2 000 000

100 000 to 500 000

Over 2 000 000

UGANDA

RWANDA

BURUNDI

DEMOCRATIC

REPUBLIC

OF CONGO

ZAMBIAMOZAMB

TANZANIA

KENYA

ETHIOP

CENTRALAFRICANREPUBLIC

CAMEROON

NIGERIA

BURKINA FASO

GHANAIVORY COAST


223

reduction in the stigma associated with thedisease by bringing discussion of sexualbehaviour out into the open

the ABC program (Abstain, Be faithful, oruse Condoms) that focuses on what indi-viduals themselves can do to reduce risk ofinfection.

1. What is AIDS and what impact has it had on theworld?

2. Outline the relationship between poverty andAIDS.

3. Draw a concept map that traces the life of anAIDS orphan.

4. Observe the African map.

(a) Which African countries have more than500000 orphans?

(b) For Zimbabwe describe:

the number of people with HIV/AIDS

the number of AIDS orphans.

(c) Imagine you work for a major aidorganisation. The map has been presented toyou as evidence of the HIV/AIDS crisis inAfrica. Which countries would you select forthe most urgent action and why?

5. Look carefully at the photograph taken inKitwe, Zambia.

(a) Who is the target audience for the signshown in the photograph?

(b) What message is the sign trying to convey?

(c) How effective do you think the sign might be?

6. According to a study in Africa 17.7 per centof women between 15 and 49 years areHIV-positive, compared with 12.8 per cent ofmen. Why do you think this is happening?How could this trend be changed?

7. AIDS is a global contemporary geographicalissue. Give examples for how action can betaken at the:

local scale

national scale

global scale.

8. Go to www.jaconline.com.au/geoactive/geoactive1 and click on the AIDS weblinkfor this chapter.

(a) What is UNAIDS?

(b) What does UNAIDS try to achieve?

(c) Search the UNAIDS website and preparea PowerPoint presentation about one UNAIDSproject.

AIDS poster, Kitwe, Zambia

The African AIDS epidemic

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Imagine your life without school, exams andteachers. To many students this sounds the ideallife, but the ability to read your wage slip,warning signs on a poisonous container, orderfood in restaurants and read street signs areimportant life skills. Without the ability to read,write and calculate, your choice of jobs is limited.

Unfortunately, this human right is not equallydistributed as 25 per cent of adults living indeveloping countries can not read or write and,of the 115 million primary-aged children who donot attend school, 60 per cent are girls. Keepingstudents at school in developing countries is diffi-

cult as 35 per cent who start primary school dropout before they have completed four years, oftento work so their family can survive. Large classsizes, insufficient trained teachers and out-of-date resources all contribute to lack of interest inschool and the desire to leave.

Education is important for the development ofa country. It is more than a source of knowledge.Education empowers people to understandimportant issues such as:

providing clean drinking water and adequatesanitation to reduce disease improving farming methods to reduce hunger

and malnutrition the problems of overpopulation and sexually

transmitted diseases such as AIDS.

Global illiteracy has been reduced from 25 percent in 1990 to 19 per cent in 2003. Many coun-tries have success stories such as the increase inthe number of students since school fees wereabolished in Kenya, and the Internet project toprovide every student with free access to emailand online learning in South Africa.

GOOD NEWS ON LITERACY

EDUCATION

FOR ALL

Denmark10 students

Australia

17 students

Pakistan44 students

Central African Republic74 students

Primary students per teacher, 2000

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Schoolgirls from the Rashaida nomadic group, Sudan

Education, the essential

success factor for girlsin Sudans nomadic

communitiesKHARTOUM, 7-7-2003 (UNICEF)

Gaining access to education is no mean feat for children in theremote nomadic communities of Sudans North KordofanState, but the challenges are even greater for girls, as domesticduties and traditions pose significant hurdles.

Eleven-year-old Bhahkitas day starts at 5 am. First shemilks the goats, then boils the milk, washes the kitchen utensilsand prepares tea for the family, as well as readying things forthe baby. By contrast, Bhahkita explains, The boys say their

prayers, have their tea and prepare for school.Bhahkita attends the nomadic Goes El-Markh School,

located in the Sodary Province of Kordofan State. During theschool break just after midday, she runs home together withtwo of her girlfriends, Leila and Hawa, to collect jerry cans anddonkeys to fetch water from one of the hand pumps locatedsome five kilometres from the village.

On their return, the donkeys are offloaded and the girls takethem out again to collect firewood. This takes them about eightkilometres away from home in another direction. At least twicea week, the girls must also fill up the 400-litre drum that pro-vides water for the school.

Bhahkita aspires to be an engineer so that she can buildwater pumps and better houses in my community. Her teacherpraises her as one of the brightest in the class, with a strong

determination to learn.Today the average marriage age for girls is 15, which givesBhahkita a four-year cushion, but her odds for early marriagemay be even greater as her family proudly proclaimsBhahkitas domestic abilities.

Bhahkita has proven herself a strong and capable teacher andthis may ensure broader opportunities for her in the future. It isgirls like Bhahkita who are tasked with female adult literacy asthe male teachers appointed by the Ministry of Education towork with Sudans 80 nomadic communities are forbidden alldealings with adult women.

1. Explain why education is important for thedevelopment of a country.

2. Observe the pictogram showing the number ofprimary students per teacher.

(a) Which country gives primary school students thebest access to primary education?

(b) How many students are there for every primaryschool teacher in the Central African Republic?

(c) Prepare your own pictogram to display theinformation in the following table.

Illiteracy rate for people aged 15 and over, 2000

3. Why is there a large drop-out rate from schools indeveloping countries?

4. Look carefully at the article on education in Sudansnomadic communities.(a) Write a diary entry of eleven-year-old Bhahkitas

day.(b) What domestic duties does Bhahkita undertake

before school? Compare these to the activitiesundertaken by her brothers. Why do you thinkthere is a difference?

(c) How do social customs affect the education ofgirls in Sudans North Kordofan State?

(d) What do you think is the most appropriate type ofeducation for children in this region?

5. Go to www.jaconline.com.au/geoactive/geoactive1and click on the Girls Education weblink for thischapter. Why are more boys educated than girls?Why is education for girls a privilege rather than aright? Describe the improvements to reduce thegender gap in Afghanistan, Burkina Faso, Ethiopia,Papua New Guinea, India, Bolivia, Nepal andTurkey. Present your answers as a PowerPointpresentation.

Worksheets10.4 Scatter graphs

Female Male

Australia 0% 0%

Burkina Faso 86% 66%

China 22% 8%

Iraq 45% 75%

Pakistan 72% 43%

Papua New Guinea 37% 19%

Vietnam 9% 6%

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Many opportunities in life remain out of reachfor poor, rural, uneducated females living indeveloping countries. While some women are freeto express their opinions and earn an incomeequal to men, there are millions who are discrim-inated against from birth, just because they wereborn a girl.

The majority of poor people in the world arewomen. Females make up 70 per cent of the1.5 billion people of the world living in absolutepoverty. More than three-quarters of a billionwomen live on less than $1 a day. Women oftenlack access to resources that might help them

get out of poverty, including education, credit,land, inheritance or a say in the government.The high rate of poverty among women isreferred to as the feminisation of poverty.

There are poor women in all countries, asmass poverty in developing countries and aspockets of poverty amid wealth in developedcountries. For example, of the 35 million

Americans who live below the poverty line,60 per cent are women and 41 per cent aresingle mothers. The poorest tend to be unedu-cated single mothers, indigenous and ethnic

minorities.

In 1996 the Taliban captured Kabul, the capitalof Afghanistan. They ruled until 2001 when theywere overthrown by American forces in a warthat followed the September 11 attack on

America. During the Taliban rule in Afghanistan,women suffered severe discrimination. They wereexpelled from the workforce, banned fromattending schools and universities, compelled towear the burqa (a costume that completely coversthe body, leaving only a small opening through

which to see), prohibited from being examined bymale doctors and forced to appear in public onlywith their father, brother or husband.

Afghani woman in burqa

THE EFFECTS OF TON WOMEN

DIFFERENT LIFE

OPPORTUNITIES FOR WOMEN

Women constitute the majority of theworlds poor. According to the UnitedNations, women do two-thirds of theworlds work yet they earn only five percent of the worlds income.

Women receive less education than menand make up 66 per cent of the illiteratepopulation.

Poverty and illiteracy make womenmore vulnerable to sexually transmitteddiseases, unwanted pregnancies andsocial abuse. Every day, 1400 girls andwomen die giving birth.

Women make up 43 per cent of theglobal agricultural workforce, yet theyown less than one per cent of the worldsland and cannot borrow funds toimprove their lives.

10.9

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Providing women with an education and paying

women for their labour helps improve the qualityof life of their family and their country. A womanin Sweden, for example, with the opportunity forhigher educational qualifications, is able toexpress informed opinions on the governing ofher country as well as earn a high income thatenables her to enjoy the luxuries of a goodquality of life. An educated woman in Bangla-desh increases food supplies by learning aboutimproved farming methods, reduces infant deathrates by learning about clean water and healthyliving, can earn an income for her labour and isable to express her opinions on communityactivities, such as the importance of sanitation.

Women in developing countries can improvethe quality of life of their family if given theopportunity. For example, Maisana used to workhusking rice with a wooden mallet in her land-lords house from 6 am to 7 pm in return for halfa kilogram of broken rice. She was able to get asmall loan from the Grameen Bank in Bangla-desh to purchase mustard seeds to crush on her

OPPORTUNITY OF ANEDUCATION IMPROVESQUALITY OF LIFE

fathers old machine. As she began to work her

way out of poverty, Maisana took out furtherloans to finance the rebuilding of her house, and

purchase a new machine, oxen and land.

1. Why does a poor woman living in a developingcountry lack the same opportunities as a womanliving in a developed country?

2. What is meant by the feminisation of poverty?3. Explain why education of women is important in a

developing country.

4. Observe the table below and draw pictogramsto show the difference between two aspects of thelife of a woman in Sweden and a woman inBangladesh. An example of a pictogram can befound on page 215.

5. Non-government organisations from the global to thelocal scale have given women the opportunity to

improve their quality of life. Go to www.jaconline.com.au/geoactive/geoactive1 and click on the Oxfamand Grameen Bank weblinks for this chapter.Research two activities that have allowed women toexperience a better quality of life.

Quality of life comparison between women in Sweden and Bangladesh

Quality of life measures Sweden Bangladesh

GDP per capita $25 400 $1700

Below the poverty line (percentage of population) 0% 35.6%

Life expectancy 82 years 48 years

Infant mortality rate 1/170 1/6

Average number of children per family 12 56

Attend school (percentage of population) 100% 33%

Attend university (percentage of population) 38% 3%

Access to paid work (percentage of population) 52% 14%

Professionals 40/100 3/100

This woman in Bangladeshnegotiated a loan from theGrameen Bank and liftedher family out of poverty.
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issues such as HIV/AIDS, the illegal trade indrugs and small arms, and illegal immigrationremain an ongoing priority for AusAID programs.If left unchecked, these issues pose a seriousthreat to regional development and security.

The Australian Agency for International Devel-opment (AusAID) manages the Australian Gov-ernments official overseas aid program. Themain objective of this program is to reduce thegap between rich and poor countries by helpingdeveloping countries reduce poverty and achievesustainable development. AusAID works closelywith Australian businesses, non-governmentorganisations (such as World Vision and Care

Australia) and international agencies (such asthe Red Cross and the United Nations).

Foreign aid is the transfer of money, food and ser-vices from developed countries to developing coun-tries. Australia gives aid to helpreduce world poverty and toimprove our regional security(aid improves regionalsecurity by helping toensure that neighbouringcountries are morestable). Australias over-seas aid program isfunded by the FederalGovernment and man-aged through AusAID.From 200304, Australiaprovided $1.894 billionworth of aid about$1.70 per person perweek. This amounts toaround one per cent ofthe Federal Govern-ments total expenditure.

Every year the Aus-

tralian overseas aid pro-gram reaches more than58 million people livingin poverty. The programalso responds to humani-tarian and emergencyrelief situations such ashelping the victims ofnatural disasters, ter-rorism, war and famine.

A range of growing global

AUSTRALIAS FOREIGN AID

AUSTRALIAN

OVERSEAS AID

Food aid and supplies are loadonto HMAS Wewak. The carg

funded by AusAID, will transported to the islan

of Tikopia and Anudevastated by cyclon

in December 200

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1. What is AusAID and how does it help reduce globalinequalities?

2. What are the three main types of aid given? Providean example for each.

3. What type of aid do you think the AustralianGovernment could have offered the IndonesianGovernment after the Bali bombing in 2002?

4. Explain why it is important that Australia consultswith the citizens of the countries that are receivingaid in the aid programs.

Interpreting a theme mapTheme maps give a great deal of information about atopic in a specific region. The map below shows notonly where Australian aid was given in 2003, butalso how much was given to each country.

1.What do the pins on the map represent?

2. Who supplied the aid and when was it distributedto the countries?

3. Which two countries receive the most aid fromAustralia? Why do you think this is the case?

4. Africa is not a neighbour of Australia. Why do youthink Australia offers aid to countries in this region?

5. Why do you think Iraq appears as an exception tothe general pattern shown on the map?

TOOLBOX

Labels such as country names help thereader identify regions within the map.

The title of the mapexplains what the mapis about and can specifythe time period the mapis showing, in this casethe year 2003.

The source showswhere the informationused to compile themap has come from.

Legends help unlock theinformation shown onthe map so thatpatterns can be quicklyidentified. The pinsshow an AusAIDproject has taken place.The colour of the pinshows how much aidhas been given.

BHUTAN

PAKISTAN

NEPALIRAQJORDAN

Australian aid, 2003

0 2000 4000 km

Over $300 million

$10 to $100 million

Under $10 million

CIS

NIUE

TONGA

SAMOAFIJI

VANUATU

KIRIBATI

TUVALU

MICRONESIA

NAURU

SOLOMON ISLANDS

PAPUA NEW GUINEA

EAST TIMOR

INDONESIA

PHILIPPINES

MONGOLIA

CHINA

INDIA

BANGLADESH

LAOS

CAMBODIA

VIETNAMTHAILAND

SRI LANKA

MALDIVES

MYANMAR

KENYA

UGANDA

TANZANIA

MOZAMBIQUE

MALAWI

ZAMBIA

BOTSWANA

SWAZILAND

LESOTHO

ANGOLA

SOUTH AFRICA

$100 to $300 millio

N

Source: AusAID, 2003Australian aid to developing countries, 2003

Humanitarian and emergency

relief 10%

Iraq humanitarian efforts and thereconstruction of Iraq following the 2003 warEast Timor increased access to clean waterand sanitation

Rural development 12%

Vietnam training programs for farmers

Multisector* 13%India helped reduce atmospheric pollutionfrom a major steelworks

Multisector included direct expenditure oncross-cutting issues such as gender, environment

and food security

Governance 22%

Solomon Islands trained 104 new policerecruits and committed troops and funds torestore democracy to the Solomon Islands

Education 16%

Papua New Guinea trainedteachers and provided textbooks

Infrastructure 14%

Cook Islands upgraded power supplies byproviding new diesel generators

Health 13%Kenya training on HIV transmission and thecare of people living with AIDS

*

AusAIDs direct expenditure by sector, 200203

5. Imagine that you run a non-government aid

agency. Prepare an advertising poster that

describes your aid program. The poster should

be aimed at encouraging people to donate tothe fund to help needy people in overseas

countries.

6. Go to www.jaconline.com.au/geoactive/

geoactive1 and click on the AusAID weblink

for this chapter to find information on one AusAID

project. Design a one-page information sheet

on the project.

Worksheets10.5 Help!
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Check & Challenge

APPLICATION

1. Look carefully at the table below.(a) Define the following terms:

developed regions

developing regions malnutrition

illiterate.

(b) Do most people live in developed or developing

regions?

(c) Imagine all of the worlds resources as one cake.

How would the cake be divided between

developed and developing regions?

(d) What could be done to help make the world amore equal place to live? List three actions thatwould help to change the world (e.g. limit wateruse, sponsor a child, recycle waste). Explain inwriting how you could help implement each

action on your list.2. Look carefully at the case study of Andy Bado

opposite.(a) Find information in the table below to suggest

why many developing countries of the worlddont have eye-care clinics.

(b) Which non-government organisation helpedAndy Bado?

(c) List three other health problems faced bychildren in developing countries.

Global divide between the haves and the have nots

Developing regions Developed regions

Regions Africa, Asia, Latin America USA, Japan, western Europe, Australia

Population 75% of the worlds population 25% of the worlds population

Wealth/resources 25% of the worlds wealth and resources 75% of the worlds wealth and resources

Food/health 30% of the worlds food consumption25% of people suffer from malnutrition

70% of the worlds food consumptionObesity, heart disease and diabetes

Health spending 6% of the worlds spending on health 94% of the worlds spending on health

Education 11% of the worlds spending on education842 million illiterate adults

89% of the worlds spending on educationFree compulsory educationAccess to private schools and universities

Using geographic information systems (GISs)A geographic information system(GIS) is a set of computerprograms designed to deal with databases, able to collect,store, retrieve, manipulate, analyse and display mapped datafrom the real world. They assist organisations in planning forthe future. The Famine Early Warning Systems Network(funded by aid from the United States) uses GISs to helpAfrican countries manage the risk of famine.

1. Which areas of Kenya had well below average rainfall coastal or inland areas?

2. What problems might farmers growing crops andraising livestock experience due to low rainfall?

3. Which region in Kenya has the largest area affectedby well below average rainfall?

4. What other information might be useful to help plannersin Kenya prepare an even better GIS to help forecast therisk of famine?

This map of Kenya shows rainfall from March to June (the mainrain season). Poor rainfall was recorded in many areas. Thisfollowed low rainfall for the previous two years.

TOOLBOX

Mandera

Wajir

Baringo

Turkana

Samburu

Marsabit

Isiolo

Moyale

WestPokot

Garissa

Nairobi

Lamu

Tana River

Malindi

Kilifi

Kwale

KituiMakueni

Kajiado

Laikipia

Nakuru

Narok

Mwingi

Taita Taveta

Ijara

SOMAL

TANZANIA

UGANDA

SUDANETHIOPIA

KENYA

Well below ave

Well above ave

Below average

Average

Above average0 40 80 km

N
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Andy Bado is three years old. He is having his eyesight testedfor the first time. In March 2001, teams of Britishoptometrists and opticians working through the charityVision Aid Overseas gave up two weeks of theirprofessional time to set up eye-care clinics in a number ofdeveloping countries. This mission was prompted by concernabout the appalling lack of eye care in developing countries.The teams carried thousands of carefully sorted spectaclesdonated for recycling by British people. One team went toBurkina Faso, accompanied by a British photographer whoalso offered his services free of charge.

INTERPRETING A

PHOTOGRAPH

1. Look carefully at the following photograph of ashantytown.(a) Describe the materials used to build these

shelters.

(b) What problems do residents of shantytowns face?

(c) Imagine you are living in a developing country

and are homeless. Describe your access to life

opportunities.

2. One initiative of the United Nations (UN) is to ridformer war zones of buried mines. The photographbelow shows a dog handler and his dog (who sniffsout mines by detecting gunpowder) in a trainingcamp in Kabul in 2001. Though there are thought tobe around ten million buried mines in Afghanistan,UN advice is that only seven dogs have died fromstepping on mines. Write a short article about how

you would feel as a handler of one of these dogs.Why would you do it? What would you fear?

RESEARCH

1. The challenges faced by developing nations todayseem daunting. Yet there have been impressive gains.A child born today can expect to live eight years

longer than a child born 30 years ago. More peoplecan now read and write. Many more people haveaccess to safe drinking water and enjoy a higherstandard of living. In small groups, research and writea set of articles for a newsletter. The aim of thisnewsletter is to raise awareness within your schoolcommunity of the positive outcomes that have beenachieved in developing countries in recent years.

2. Select one humanitarian organisation (e.g. RedCross, Amnesty International, Community AidAbroad).(a) Research its aims, goals, objectives and

examples of the assistance it provides.

(b) Design and conduct a survey to find outpeoples opinion on the aid that humanitarian

organisations provide. (Check with your

extended family and friends/friends parents.)

How many people make donations, and to

which charities and causes? What would

encourage them to give more? Present your

results in a graph of your choice. What did your

results tell you about peoples attitudes to

humanitarian aid?

geo1-2e-ch10

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