Chapter 10

AN UNEQUAL WORLD
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 identies 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 identies 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)

People collect water from the village well in Niger, western Africa. More than three-quarters of Niger is desert and it is one of the hottest countries in the world. It is also a very poor country. Life expectancy averages only 42 years. Less than 20 per cent of the population can read and write.

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absolute poverty: the condition of having so little food, money or resources that the people, no matter where they live in the world, can barely survive aid: charitable donations of money, goods and services offered to developing countries from developed countries commodity: an article of trade or commerce contours: the shape of the land. On maps, contour lines join places of equal height above sea level. developed countries: countries that have high economic productivity, relatively high standards of living and relatively democratic systems of government developing countries: term used to describe and group the worlds poorest countries in which most people have a low economic standard of living diarrhoea: the worlds largest killer of children. It is a condition that leads to uid like bowel motions causing dehydration. European Union (EU): the worlds largest trading group, consisting of 25 member countries from Europe. It was formerly known as the European Economic Community. famine: a severe shortage of food in a region caused by wars, droughts, oods or pests geographic information system (GIS): a set of computer programs designed to deal with databases, able to collect, store, retrieve, manipulate, analyse and display mapped data from the real world gross domestic product (GDP) per capita: a measure of a countrys wealth. For example, a country with a GDP of $10 000 per capita produces $10 000 worth of goods and services in a year for every person that makes up its population. HIV/AIDS: AIDS is the acquired immune deciency syndrome, a usually fatal condition that develops after being infected with HIV. illiteracy: the condition of not being able to read or write infant mortality rate (IMR): the number of deaths per 1000 babies under one year of age malnutrition: the condition suffered when a person does not get enough nutrition to sustain normal bodily functions because of a poor diet non-government organisation (NGO): a private organisation, usually not-for-prot, with a charitable, community or environmental focus pandemic disease: a disease that spreads throughout an entire country or continent, or the whole world sanitation: the practices in place for the disposal of waste products, 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 embarrassment sustainable development: development that meets the needs of the present population without endangering the ability of future generations to meet their own needs transnational corporation (TNC): a company or organisation which possesses and controls the means of production, such as factories, mines, farms and nancial organisations, in more than one country

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10.1
POVERTY AND WEALTH
LIVING IN POVERTY
Eleven-year-old Thabiso has just completed fth grade and dreams of becoming a teacher. He is just one of the thousands of orphaned children from Lesotho in Africa. Thabisos home district of Leribe suffers from a high rate of HIV/ AIDS infection and severe food shortages resulting from widesp read d rought. Thanks to monthly food distributions from the CARE aid agency, children such as Thabiso are saved from starvation and the necessity to leave school and nd sources of income to support themselves. Thabiso lives in absolute poverty and requires regular food packages to survive. His life expectancy is just 40 years. Thabisos country, Lesotho, is one of the poorest on Earth. Nearly half of the population lives on less than $1 per day. For every 1000 children born in Lesotho, 133 die before they reach the age of ve. Only 78 per cent of the population has access to clean water and annual deaths from AIDS climbed to 25 000 in 2001.
Thabiso waits for the CARE food packages to be unloaded from the trucks.

unequal access to resources. In the 1950s, nations were described as being developed or undeveloped, reecting the obvious differences between their wealth, opportunities, infrastructure and living conditions. More recently, terms such as developed countries and developing countries have been used. For consistency, this chapter uses the terms developed and developing countries.

Absolute poverty is the condition of having so little food, money or resources that the people, no matter where they live in the world, can barely survive. Relative poverty is where there is not a lack of sufcient resources to meet basic needs, but a lack of resources required to be able to participate in the lifestyle enjoyed by other people in the country.

THE GLOBAL PATTERN

We live in an unequal world where the wealthiest 20 per cent of the population receives 85 per cent of the worlds income. Hunger is not due to scarcity of food as there is enough food produced in the world to feed the whole population. It is due to

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 agree with this statement? Explain why or why not. 3. What is the difference between relative and absolute poverty? 4. Draw a mind map that explains how events in Thabisos life can inuence other parts of his life. For example, his parents die and therefore he needs to nd food. 5. Outline what else you need besides money for a happy life. 6. Go to www.jaconline.com.au/geoactive/geoactive1 and 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 the country. Worksheets 10.1 Needs and wants

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TOOLBOX
Interpreting a choropleth map
Choropleth maps use darker and lighter shades of the same colour group to show a pattern. The darker shades represent the most and the lighter shades represent the least. Choropleth maps enable users to see overall patterns very quickly. The following choropleth map illustrates the pattern of global wealth in 2000. 1. Using the country names given on the map, select one example for each category in the legend. 2. Give two examples of continents that contain mainly developed countries. 3. Give two examples of continents that contain mainly developing countries. 4. Given Australias geographic location, select one developing country that you think would benet from aid programs from Australia.

Shades in between the darkest and lightest have been used to colour the categories in between these two extremes. The lightest shade of yellow has been used to colour those countries with the lowest GDP per capita (under US$200). Note these countries. The darkest shade of orange has been used to colour those countries with the highest GDP per capita (over US$10 000). Note these countries.

Can you see any patterns? For example, which continent has the lowest GDP per capita?

Arctic Circle NORWAY RUSSIA CANADA FRANCE MONGOLIA UNITED STATES OF AMERICA

IRAN LIBYA Tropic of Cancer INDIA NIGER

CHINA

JAPAN

Countries north of this line are seen as the wealthy nations of the world, with high standards of living.

AT L A N T I C OCEAN PACIFIC OCEAN

PAPUA NEW GUINEA

ETHIOPIA Equator KENYA DEMOCRATIC REPUBLIC OF CONGO

AT L A N T I C OCEAN
Tropic of Capricorn

INDIAN OCEAN

BRAZIL

MOZAMBIQUE AUSTRALIA

SOUTH AFRICA

LESOTHO

Gross domestic product per capita (GDP), 2000 (US$) Under 200 1000 to 5000 200 to 500 500 to 1000 5000 to 10 000 Over 10 000

The coloured legend clearly explains the different categories being shown.
SOUTHERN OCEAN
0

Countries south of this line generally have a lower standard of living. There are obvious exceptions such as Singapore and Saudi Arabia.

ARGENTINA

2000

4000km

Cylindrical Equal Area Projection

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

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10.2
FOOD FOR A HUNGRY WORLD
In the next hour, 9000 babies will be born and by this 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. Since 1960 there has been a decrease in the number 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 nished in 2003 following the war in Iraq.

FAMINE VERSUS HUNGER

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, oods and pests can cause crop failures and food shortages. Famine also leads to skyrocketing food prices, reducing the access of more and more people to food.

ACTIVE CITIZENSHIP
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.

A R C T I C

O C E A N

AT L A N T I C O C E A N PA C I F I C O C E A N

AT L A N T I C OCEAN

I N D I A N O C E A N

Percentage of population undernourished, 2001 0.1 to 4.9 5.0 to 19.9 20.0 to 34.9 35.0 and over

S O U T H E R N

O C E A N

No data available

Hunger around the world

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Are there too many people on Earth to feed?

Birth rates are falling around the world and food production is increasing at a faster rate than population.

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 the agricultural work. They do: 30% of ploughing, 50% of planting, 70% of weeding, 60% of harvesting , 50% of caring for livestock, and 85% of processing and storing crops.

How much food does the world produce?

300 kilograms of grain (wheat, rice, millet) per person per year enough food to feed everyone on Earth. Some countries stockpile surplus food.

Do all countries produce enough food?

Eighty-nine countries do not produce enough food to feed their population and they lack the money to import the shortage. One in ve Africans now depend on imported food.

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.

Is there enough farmland to grow food?

The best land is generally used for growing cash crops such as coffee (80% of Ethiopias exports), cotton (50% of Sudans exports) and drugs (Afghanistan, Myanmar and Colombia).

Why do countries export food when they have hungry people?

The money earned from food exports helps reduce poverty in developing countries. India has the largest number of hungry people in the world, but it still sells food on the world market.

Would land reform help?

More land given to poor farmers would help reduce food insecurity. In Bolivia 85% of the rural population has no land to grow crops; in the Philippines 78%, in Peru 75% and in Mexico 60%.

How much food is enough?

The average requirement to remain healthy is 2200 to 2400 calories per person per day. Hungry, malnourished people receive less than 2100 calories per day.

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 sufcient 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 hungerrelated 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 actions you would take to ensure food supply to a region. 7. Go to www.jaconline.com.au/geoactive/geoactive1 and 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? Worksheets 10.2 Survive

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10.3
A GLOBAL FOOD MARKET
Food is a commodity that is bought and sold on the global market. Australia exports live lambs to Saudi Arabia, rice to Japan, beef and wine to the USA and wheat to China, Iraq and Vietnam. At the same time our local supermarket shelves are lled with mangoes from Kenya, cocoa from the Ivory Coast, grapes from Chile, tea from India, coffee from Colombia and avocados from South Africa.
wer

CONTROLLING WORLD FOOD PRODUCTION

Much of the worlds food trade is controlled by transnational corporations (TNCs). Nestl, the worlds largest food manufacturer, has factories in more than 80 countries and a turnover of A$97 billion. These large, global companies can determine how much food is produced, where it is grown, where it will be sold and at what price. Pressure to grow cash crops such as coffee, cocoa and tea to supply large TNCs has resulted in land in developing countries being devoted to crops that developed countries will buy. Less land is devoted to local food, essential to feed hungry populations.

Who gets most of the money?

Wake up and smell the coffee

Whether it is exotic mocha java, decaf, skim or latte, coffee is sold in busy cafes all over the

ARCTIC

OCEAN

PAC I F I C OCEAN AT L A N T I C OCEAN

INDIAN OCEAN

world. It is grown in more than 45 countries, mostly located around the tropics. About 70 per cent is exported from Latin America and the Caribbean, followed by African and Asian countries, such as Cameroon, Ivory Coast, Indonesia and Papua New Guinea. Coffee is the second most traded global commodity, after oil. Four TNCs Sara Lee, Kraft, Procter & Gamble and Nestl buy 50 per cent of the worlds coffee, mostly from developing countries. They sell two out of every three bags of coffee to the United States and the European Union. Large TNCs undertake contracts with farmers, selling them seeds, fertilisers and pesticides, and in return buying their harvests at low prices. As a result, 25 million small coffee farmers receive only 25 to 50 cents for every kilogram of coffee sold. Today millions of farmers are facing hunger as the price of coffee plummets. This has led to the growth of non-government organisations (NGOs) such as Oxfam who promote a fair trade movement for producers in developing countries. Fair AT L A N T I C trade supports a higher price for OCEAN farmers by distributing their coffee through democratically run cooperatives and allowing them a share of the prots. As a result 500 000 farmers now produce and sell coffee to 35 000 shops.
Main coffee-producing countries, 2003

SOUTHERN OCEAN

Coffee producers

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TOOLBOX
Drawing a proportional graph
Pictograms are one form of proportional graph that allows the reader to quickly comprehend data. In this example, different sized sacks of coffee are used to show the main coffee importers in the world. The ags of the importing countries are used to help the reader instantly recognise the country. 1. Which two nations are the worlds biggest coffee importers? 2. Which ags did you nd easy to recognise? Which ags did you nd difcult to recognise? 3. Draw a similar pictogram to represent the coffee producers shown in the table to the right. You may need to research the ags of the countries. Coffee production, 2003 Country Brazil Colombia Ethiopia Indonesia Papua New Guinea USA Vietnam Coffee (metric tons) 2 493 520 696 840 220 000 622 646 62 500 3 400 688 700

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 a transnational corporation? 3. Interview a grandparent about the type of food they ate as a child. Compare their diet with your diet. 4. Find ve items of food in your pantry that were grown, grazed or shed in a country other than Australia. 5. Answer these key geographical questions about the global 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 coffee industry give to developing countries? (d) How can inequalities in the coffee industry be improved? 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 this chapter. Investigate the programs Nestl runs to help local communities in developing countries. Use this information to prepare an advertisement about how Nestl is helping to reduce global inequalities. Your advertisement 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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10.4
SAFE WATER SHORTAGE
Water is Earths most lack of access to water in precious resource. About 80 Africa, Asia and Latin per cent of the world is America is linked to poverty. covered by water, yet only In many communities in the three per cent of it is fresh. developing world, women and Three-quarters of this fresh children may have to walk for water is frozen in icecaps hours to collect water. and most of the remainder is found underground. This leaves about one-half of one WATER QUALITY per cent of the worlds fresh AND DISEASE water for our use. If 100 In the developing world the litres represents all the water crisis has arrived. As This little Kenyan girl waits for private water worlds water, less than half suppliers to open the tap. Like many young many as one in every ve of a teaspoon of it is fresh African children, she may have walked many people in the world lacks water we can use. kilometres to access this clean water supply. access to clean drinking Over the past 100 years we water. One in three lacks have greatly expanded our basic sanitation. Drinking and washing in use of water to meet the needs of industry, agriculwater from polluted rivers and ponds is believed ture and the exploding population. Australians to be responsible for 80 per cent of the diseases are one of the highest consumers of water in the that affect developing countries. Nearly half of world about 350 litres per person per day. the deaths are due to diarrhoea that kills People in Asia, Africa and Latin America use nearly ve million children under ve every year. 50100 litres per day and people in the USA use Polluted water also brings people into contact 400500 litres per day. Water scarcity is the single greatest threat to human health, the environment with other water-related diseases such as maland the global food supply. It also threatens global aria, schistosomiasis and hookworm. peace, as countries in Asia and the Middle East seek to cope with freshwater shortages. Little can be done to increase precipitation or ground water but more sustainable development of limited water supplies is essential for Worms penetrate Eggs are released long-term survival. Recycling of water and the use skin or enter the into the water of drought-tolerant crops and desalination plants body through is essential. In Burkina Faso and Mali, with the drinking water and urine assistance of Oxfam, the local community has and mate in placed lines of stones along the contours of the human sloping ground to slow water run-off and reduce body the amount of water required to grow crops.

UNEVEN DISTRIBUTION OF SAFE WATER

Water is essential for our survival and, like other natural resources, it is unevenly distributed around the world. Even if wealthy countries are relatively dry like Australia they are fortunate to have enough money to build dams, irrigate crops and improve water quality. In contrast, the

Worms emerge after 37 weeks

Larvae hatch

Larvae penetrate snail

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

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A R C T I C

O C E A N

Percentage of population with access to safe drinking water, 2000 Under 40 40 to 59 60 to 79 80 to 90 Over 90 PA C I F I C O C E A N No data available

AT L A N T I C OCEAN

I N D I A N O C E A N

AT L A N T I C O C E A N

S O U T H E R N

O C E A N

Global access to safe drinking water, 2000

Malaria Schistosomiasis Diarrhoea: typhoid, dysentery Hookworm KEY Thousands of deaths per year 1000

100

10

Water-related diseases causing most deaths per year

1. What is the difference between access to quantity of water and access to quality of water? Why are they both important? 2. Why is the quantity and quality of water unevenly distributed 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 the local water supply. 5. Diarrhoeal diseases such as cholera, typhoid, hepatitis and schistosomiasis can be reduced by children washing their hands after going to the toilet. What prevents children in some countries from doing this? 6. Observe the map of access to safe drinking water and consult an atlas to answer the following questions. (a) Which continent has the worst access to safe drinking water?

(b) Which three continents have the best access to safe drinking water? (c) List the countries with the worst access to safe drinking water. (d) Identify a neighbouring country to Australia with poor access to safe drinking water. (e) In which regions of the world do you think deaths from diarrhoea might be greatest? Give reasons to support your answer. 7. By 2025, fresh water available for use is projected to be 5100 cubic metres per person enough to meet human needs if distributed equally among the worlds population. Imagine you are working for an organisation to improve access to both the quantity and quality of water in developing countries. Describe what you would do. 8. Prepare a report on one of the following international water hotspots Israel, Vietnam, Bangladesh, Philippines, Moscow, southern Africa, Kenya. Go to www.jaconline.com.au/geoactive/ geoactive1 and click on the Water Hotspots weblink for this chapter.

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10.5
A ROOF OVER OUR HEADS
Among the 4.4 billion people living in developing countries, about one in four lives in substandard housing. Many others have no home at all, displaced by war and the need to be continually moving on in the search for better food and water supplies. Nairobi was founded by the British around 100 years ago. It is Kenyas principal economic, administrative and cultural centre, and one of the largest and fastest growing cities in Africa. Its multiracial population is now over two million. Nairobi also has a large tourist industry which makes it a city of contrasts. Nairobis centre lies on a relatively at plain, while the areas to the west and north are hilly. In general, Nairobis wealthy residents live to the west of the city centre, whereas the least wealthy residents live to the east. Temporary shantytowns have grown up adjacent to some residential areas. Nairobis slums house 60 per cent of Nairobis population. The Mathari Valley, built in an old rock quarry, is the oldest, largest and worst slum in the city. Nearly half a million people live in its cluster of tin-roofed shanties, open sewers, bars and brothels. A yellow haze hovers over the valley, which has the highest suicide, murder and infant mortality rate of any of Nairobis many slums. For the tourist to Nairobi, there are theatres, ve-star restaurants, email facilities and rstclass accommodation. The entertainment sectors of the city are constantly alive, especially at night. Kenyas wealth is not evenly disLake tributed and a Rudolf large percentage of its people live in poverty. Many Lake people from rural areas migrate to INDIAN the cities each OCEAN year, hoping to nd a better lifestyle. Most have low education levels and lack the skills employers want, therefore nding it difcult to gain stable employment. As a result they usually end up living in run-down, diseaseinfested slums.
Places where poor people live are overcrowded. Their shelter is often temporary, and they frequently lack access to water and sanitation, and to health services. Poverty-stricken families may live under bridges, beside rivers, adjacent to landlls and near railways when they rst come to Nairobi from surrounding country areas.

Kenya the statistics (compared with Australia)

Population (2002) Population under 15 Access to safe drinking water Infant mortality rate (per 1000 live births) Life expectancy Persons per doctor (1998) Literacy rate Deaths from AIDS (2001) Kenya 31.2 million 42% 57% 120 49/50* years 7576 78% 190 000 Australia 19.5 million 20% 100% 5 76/82* years 417 100% fewer than 100

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

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1. 2.

3.

4.

(b) Construct and perform the lyrics of a rap song written by a teenager living in the slums. (c) Roleplay, with a partner, what happens when a wealthy tourist (touring the slums area) comes Outline the reasons why Nairobi is a city of contrasts. face to face with one of its poor inhabitants. Draw a table with two columns headed Push 5. It is not only cities in developing countries that have factors and Pull factors. Complete it with as many homeless people. Discuss as a class: entries as you can for the rural people who migrate (a) why a developed country like Australia has to Kenyan cities. homeless people In groups of three or four, work as a strategy (b) why young people, in particular, might be planning team of the Nairobi City Council. Your task homeless is to devise a 15-year strategy to eliminate the slum (c) what can be done to help Australias Nairobi receives signicant revenue areas from Nairobi. What will you do? As a group, homeless young people. from tourism. present your plan to the class with an accompanying Nairobi has an ultra-modern PowerPoint presentation. skyline with many ve-star hotels. Refer to the labelled illustration. Use it to help you complete one of the following. (a) Write a short biography about a person who starts his/her life in the slums of Nairobi.
Some international tourists go on safaris in the surrounding countryside to see lions, elephants and giraffes. People can also visit Giraffe Manor where a giraffe may join them for their meals.

Living conditions in Nairobi demonstrate the divide that exists between the rich and the poor in many cities of the world. Houses may be made from cloth, cardboard, corrugated iron, scrap wood, boxes, tarpaulins and rope.

International tourists have the services of over 250 cafes, restaurants and snack bars as well as clubs, casinos and discotheques in Nairobis congested city centre. They can visit the city market, the National Museum and the Kenya National Archives, and horseracing meets.

Nairobi has one of the worlds highest rates of people infected with the AIDS virus.

Children working on the streets are more susceptible to respiratory infections, pneumonia and other illnesses, and face a high risk of injury or death from motor vehicles. They can be used to assist with drug deals, robberies and extortion. Some are even forced into child prostitution. In the long term, there is little chance of these children gaining meaningful employment.

Many of the citys streets and highways are regularly in poor condition and subject to oods in times of heavy rainfall.

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10.6
INEQUALITIES IN HEALTH
Everyone has the right to adequate health, including food and medical care. Unfortunately not all people have access to doctors, hospitals, drugs, clean water, sanitation and a balanced diet. Inequalities in health exist between countries and within countries between rural and urban areas, men and women, and ethnic groups. expanded. However, infant mortality rates rose due to diarrhoeal diseases (caused by polluted water and poor hygiene). When women went back to breastfeeding infant mortality rates fell.

HOW LONG DO PEOPLE LIVE?

The life expectancy of people around the world varies greatly. People in countries with high standards of living live much longer than people in countries that suffer food shortages, unhygienic living conditions, diseases such as AIDS, and warfare. At a local scale, a persons environment, work and lifestyle have an impact on how healthy they are and how long they expect to live. For example, most people who live in Potosi, Bolivia, do not live beyond their fortieth birthday. They suffer from silicosis and other forms of lung poisoning, caused from long hours working in the mines.

INFANT MORTALITY
Almost 12 000 of the 350 000 babies born each day will die within their rst month of life and 98 per cent of these deaths will occur in developing countries. It is estimated that one and a half million babies die each year because they are not breastfed. Breastfeeding in developing countries rapidly declined when the market for formula milk
Inequality in health indicators related to poverty

1. The three largest global killers are malnutrition (11.7 per cent), tobacco (5.3 per cent) and unsafe water (5.3 per cent). Which of these do you think occurs mainly in developing countries and why? 2. Rank each of the seven countries shown in the table from best (1) to worst (7) for each category. Tally the results. Write a report card for the worst performing country, outlining where they are performing well and where they can improve in the future. 3. Look carefully at the pictogram comparing gross domestic 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 nd this information go to www.jaconline.com.au/geoactive/ geoactive1 and click on the Travel Warnings weblink for this chapter. Worksheets 10.3 Comparing statistics

Country Yemen Philippines Honduras Nicaragua Burkina Faso Mali Australia

Percentage Percentage Percentage Percentage of population of of Death of of births Health with access population population mothers per attended by expenditure to affordable living below under100 000 skilled per capita Persons essential $1 a day nourished births people ($) per doctor drugs 15.7 33 850 22 69 4 348 5079 14.6 23 240 56 167 813 5079 23.8 21 220 54 165 1 202 049 82.3 29 250 65 108 1 168 049 58.4 69 1400 31 37 29 412 5079 72.8 20 630 24 32 21 276 5079 0 0 6 100 2213 417 95100

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TOOLBOX
Comparing theme maps
Comparative maps can be used to look for relationships between different sets of data or, in this case, to view a pattern over time. Look for regions where there are similarities or differences in an attempt to see a pattern. Use the infant mortality rate maps and an atlas to identify examples of the following:
1960 ARCTIC OCEAN

(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 100 in 2000.

PACIFIC OCEAN

AT L A N T I C OCEAN

Infant mortality rate (deaths per 1000 live births) 0 to 10 11 to 50 51 to 100 101 to 150

AT L A N T I C OCEAN

INDIAN OCEAN

151 to 200 Over 200 No data available

SOUTHERN OCEAN

World infant mortality rates

2000

ARCTIC

OCEAN

PACIFIC OCEAN

AT L A N T I C OCEAN

AT L A N T I C OCEAN

INDIAN OCEAN

SOUTHERN OCEAN

YEARS

80

YEARS

70

YEARS

60

YEARS

50

YEARS

40

Japan Australia (81 years) (79 years) $37 494 $20 298

Brazil (69 years) $3484

Papua New Guinea (58 years) $710

Kenya (49 years) $342

Mozambique (38 years) $195

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

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10.7
AIDS A GLOBAL KILLER
Eleven-year-old orphan Nkosi Johnson addressed the 2000 World AIDS Conference in Durban. He had suffered AIDS from the day he was born. Nkosi knew that he had deed the odds to survive so long. He stood on the stage and pleaded for people to show compassion to AIDS sufferers. You cannot catch AIDS from hugging or kissing or holding hands, he said. We are normal, we are human beings. Less than 12 months later Nkosi died, after the virus attacked his brain leaving him speechless and unable to move. girls and women make it difcult for them to avoid unsafe sex if they have to feed their families. 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.

THE AFRICAN TRAGEDY

Due to insufcient educational programs and nancial resources, the number of HIV/AIDS cases in Africa has risen dramatically. In some countries, such as Zambia and Botswana, 20 per cent or more of the adult population is infected with HIV the virus that develops into AIDS. Tragically, the children of Africa suffer the most from this pandemic disease. AIDS has orphaned more than 12 million children in Africa, leaving many with the disease. For more than 90 per cent of these children the virus is transmitted from their mother. Of thirty children born to HIV-positive mothers, ten will acquire the virus simply by being born and another four will become infected from breastfeeding. Many orphans take on the responsibilities of caring for younger siblings and running the household, with little time to attend school. Most of these children will not live to see their fth birthday.

THE AIDS EPIDEMIC

Acquired immunodeciency syndrome (AIDS) is a sexually transmitted virus that damages the bodys immune system leaving it defenceless against infection. HIV/AIDS is the worlds fourth largest killer and as yet there is no cure. There are over 42 million people living with AIDS and 78 000 deaths a day caused by AIDS. Sixty per cent of new cases are under 25 years old and 70 per cent of them live in Africa. HIV typically spreads AIDS sufferer Nkosi Johnson addresses the 2000 World Aids through unsafe drug use Conference in Durban. and sexual activity. The malnutrition, poor sanitation, overcrowding and substandard healthcare facilities typically associated with poor communities together with certain cultural practices and lack of education are helping to spread the disease. Stigma keeps victims from being tested; infected women dont tell their partners for fear of violence or abandonment. Social and economic circumstances of

FACING THE AIDS CHALLENGE

In response to this global crisis UNICEF, UNAIDS, the World Bank and governments (e.g. AusAID) have raised nancial and human resources to support AIDS awareness and support programs. Non-government organisations (NGOs) like Aids Orphans Education Trust in Uganda, provide education to poor, forgotten AIDS orphans. Uganda has managed to drop the adult HIVprevalence rate from 8.3 per cent in 1999 to 4.5 per cent in 2003. An extensive prevention campaign has led to: delayed age of rst sexual encounter less casual sex high condom-user rates

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 reduction in the stigma associated with the disease by bringing discussion of sexual behaviour out into the open the ABC program (Abstain, Be faithful, or use Condoms) that focuses on what individuals themselves can do to reduce risk of infection.
The African AIDS epidemic

BURKINA FASO NIGERIA

CENTRAL AFRICAN REPUBLIC CAMEROON

ETHIOPIA

IVORY COAST

GHANA

1. What is AIDS and what impact has it had on the world? 2. Outline the relationship between poverty and AIDS. 3. Draw a concept map that traces the life of an AIDS orphan. 4. Observe the African map. (a) Which African countries have more than 500000 orphans? (b) For Zimbabwe describe: the number of people with HIV/AIDS the number of AIDS orphans. (c) Imagine you work for a major aid organisation. The map has been presented to you as evidence of the HIV/AIDS crisis in Africa. Which countries would you select for the most urgent action and why? 5. Look carefully at the photograph taken in Kitwe, Zambia. (a) Who is the target audience for the sign shown 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 cent of women between 15 and 49 years are HIV-positive, compared with 12.8 per cent of men. Why do you think this is happening? How could this trend be changed? 7. AIDS is a global contemporary geographical issue. Give examples for how action can be taken at the: local scale national scale global scale. 8. Go to www.jaconline.com.au/geoactive/ geoactive1 and click on the AIDS weblink for this chapter. (a) What is UNAIDS? (b) What does UNAIDS try to achieve? (c) Search the UNAIDS website and prepare a PowerPoint presentation about one UNAIDS project.
AIDS poster, Kitwe, Zambia

UGANDA DEMOCRATIC REPUBLIC KENYA OF CONGO RWANDA

BURUNDI

People with HIV/AIDS, 2001 Under 100 000 100 000 to 999 999 1 000 000 to 2 000 000 Over 2 000 000 Orphaned due to AIDS, 2001 100 000 to 500 000

INDIAN TANZANIA OCEAN

ZAMBIA

MOZAMBIQUE

Over 500 000

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10.8
EDUCATION FOR ALL
Imagine your life without school, exams and teachers. To many students this sounds the ideal life, but the ability to read your wage slip, warning signs on a poisonous container, order food in restaurants and read street signs are important life skills. Without the ability to read, write and calculate, your choice of jobs is limited. Unfortunately, this human right is not equally distributed as 25 per cent of adults living in developing countries can not read or write and, of the 115 million primary-aged children who do not attend school, 60 per cent are girls. Keeping students at school in developing countries is difcult as 35 per cent who start primary school drop out before they have completed four years, often to work so their family can survive. Large class sizes, insufcient trained teachers and out-ofdate resources all contribute to lack of interest in school and the desire to leave. Education is important for the development of a country. It is more than a source of knowledge. Education empowers people to understand important issues such as:
Australia 17 students

providing clean drinking water and adequate sanitation to reduce disease improving farming methods to reduce hunger and malnutrition the problems of overpopulation and sexually transmitted diseases such as AIDS.

GOOD NEWS ON LITERACY

Global illiteracy has been reduced from 25 per cent in 1990 to 19 per cent in 2003. Many countries have success stories such as the increase in the number of students since school fees were abolished in Kenya, and the Internet project to provide every student with free access to email and online learning in South Africa.
Denmark 10 students

Pakistan 44 students

Central African Republic 74 students

Primary students per teacher, 2000

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1. Explain why education is important for the development of a country. 2. Observe the pictogram showing the number of primary students per teacher. (a) Which country gives primary school students the best access to primary education? (b) How many students are there for every primary school teacher in the Central African Republic? (c) Prepare your own pictogram to display the information in the following table. Illiteracy rate for people aged 15 and over, 2000 Female
Schoolgirls from the Rashaida nomadic group, Sudan

Male 0% 66% 8% 75% 43% 19% 6%

Education, the essential success factor for girls in Sudans nomadic communities
KHARTOUM, 7-7-2003 (UNICEF)
Gaining access to education is no mean feat for children in the remote nomadic communities of Sudans North Kordofan State, but the challenges are even greater for girls, as domestic duties and traditions pose signicant hurdles. Eleven-year-old Bhahkitas day starts at 5 am. First she milks the goats, then boils the milk, washes the kitchen utensils and prepares tea for the family, as well as readying things for the 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 the school break just after midday, she runs home together with two of her girlfriends, Leila and Hawa, to collect jerry cans and donkeys to fetch water from one of the hand pumps located some ve kilometres from the village. On their return, the donkeys are ofoaded and the girls take them out again to collect rewood. This takes them about eight kilometres away from home in another direction. At least twice a week, the girls must also ll up the 400-litre drum that provides water for the school. Bhahkita aspires to be an engineer so that she can build water pumps and better houses in my community. Her teacher praises 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 gives Bhahkita a four-year cushion, but her odds for early marriage may be even greater as her family proudly proclaims Bhahkitas domestic abilities. Bhahkita has proven herself a strong and capable teacher and this may ensure broader opportunities for her in the future. It is girls like Bhahkita who are tasked with female adult literacy as the male teachers appointed by the Ministry of Education to work with Sudans 80 nomadic communities are forbidden all dealings with adult women.

Australia Burkina Faso China Iraq Pakistan Papua New Guinea Vietnam

0% 86% 22% 45% 72% 37% 9%

3. Why is there a large drop-out rate from schools in developing countries? 4. Look carefully at the article on education in Sudans nomadic 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 activities undertaken by her brothers. Why do you think there is a difference? (c) How do social customs affect the education of girls in Sudans North Kordofan State? (d) What do you think is the most appropriate type of education for children in this region? 5. Go to www.jaconline.com.au/geoactive/geoactive1 and click on the Girls Education weblink for this chapter. Why are more boys educated than girls? Why is education for girls a privilege rather than a right? Describe the improvements to reduce the gender gap in Afghanistan, Burkina Faso, Ethiopia, Papua New Guinea, India, Bolivia, Nepal and Turkey. Present your answers as a PowerPoint presentation. Worksheets 10.4 Scatter graphs

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10.9
DIFFERENT LIFE OPPORTUNITIES FOR WOMEN
Many opportunities in life remain out of reach for poor, rural, uneducated females living in developing countries. While some women are free to express their opinions and earn an income equal to men, there are millions who are discriminated against from birth, just because they were born a girl. The majority of poor people in the world are women. Females make up 70 per cent of the 1.5 billion people of the world living in absolute poverty. More than three-quarters of a billion women live on less than $1 a day. Women often lack 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 is referred to as the feminisation of poverty. There are poor women in all countries, as mass poverty in developing countries and as pockets of poverty amid wealth in developed countries. For example, of the 35 million Americans who live below the poverty line, 60 per cent are women and 41 per cent are single mothers. The poorest tend to be uneducated single mothers, indigenous and ethnic minorities.

THE EFFECTS OF T ON WOMEN

In 1996 the Taliban captured Kabul, the capital of Afghanistan. They ruled until 2001 when they were overthrown by American forces in a war that followed the September 11 attack on America. During the Taliban rule in Afghanistan, women suffered severe discrimination. They were expelled from the workforce, banned from attending schools and universities, compelled to wear the burqa (a costume that completely covers the body, leaving only a small opening through which to see), prohibited from being examined by male doctors and forced to appear in public only with their father, brother or husband.

Women constitute the majority of the worlds poor. According to the United Nations, women do two-thirds of the worlds work yet they earn only ve per cent of the worlds income. Women receive less education than men and make up 66 per cent of the illiterate population. Poverty and illiteracy make women more vulnerable to sexually transmitted diseases, unwanted pregnancies and social abuse. Every day, 1400 girls and women die giving birth. Women make up 43 per cent of the global agricultural workforce, yet they own less than one per cent of the worlds land and cannot borrow funds to improve their lives.
Afghani woman in burqa

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This woman in Bangladesh negotiated a loan from the Grameen Bank and lifted her family out of poverty.

OPPORTUNITY OF AN EDUCATION IMPROVES QUALITY OF LIFE

Providing women with an education and paying women for their labour helps improve the quality of life of their family and their country. A woman in Sweden, for example, with the opportunity for higher educational qualications, is able to express informed opinions on the governing of her country as well as earn a high income that enables her to enjoy the luxuries of a good quality of life. An educated woman in Bangladesh increases food supplies by learning about improved farming methods, reduces infant death rates by learning about clean water and healthy living, can earn an income for her labour and is able to express her opinions on community activities, such as the importance of sanitation. Women in developing countries can improve the quality of life of their family if given the opportunity. For example, Maisana used to work husking rice with a wooden mallet in her landlords house from 6 am to 7 pm in return for half a kilogram of broken rice. She was able to get a small loan from the Grameen Bank in Bangladesh to purchase mustard seeds to crush on her

fathers old machine. As she began to work her way out of poverty, Maisana took out further loans to nance the rebuilding of her house, and purchase a new machine, oxen and land.

1. Why does a poor woman living in a developing country lack the same opportunities as a woman living 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 pictograms to show the difference between two aspects of the life of a woman in Sweden and a woman in Bangladesh. An example of a pictogram can be found on page 215. 5. Non-government organisations from the global to the local scale have given women the opportunity to improve their quality of life. Go to www.jaconline. com.au/geoactive/geoactive1 and click on the Oxfam and Grameen Bank weblinks for this chapter. Research two activities that have allowed women to experience a better quality of life.

Quality of life comparison between women in Sweden and Bangladesh Quality of life measures GDP per capita Below the poverty line (percentage of population) Life expectancy Infant mortality rate Average number of children per family Attend school (percentage of population) Attend university (percentage of population) Access to paid work (percentage of population) Professionals Sweden $25 400 0% 82 years 1/170 12 100% 38% 52% 40/100 Bangladesh $1700 35.6% 48 years 1/6 56 33% 3% 14% 3/100

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10.10
AUSTRALIAN OVERSEAS AID
The Australian Agency for International Development (AusAID) manages the Australian Governments ofcial overseas aid program. The main objective of this program is to reduce the gap between rich and poor countries by helping developing countries reduce poverty and achieve sustainable development. AusAID works closely with Australian businesses, non-government organisations (such as World Vision and Care Australia) and international agencies (such as the Red Cross and the United Nations). issues such as HIV/AIDS, the illegal trade in drugs and small arms, and illegal immigration remain an ongoing priority for AusAID programs. If left unchecked, these issues pose a serious threat to regional development and security.
Food aid and supplies are loaded onto HMAS Wewak. The cargo, funded by AusAID, will be transported to the islands of Tikopia and Anuta, devastated by cyclones in December 2003.

AUSTRALIAS FOREIGN AID

Foreign aid is the transfer of money, food and services from developed countries to developing countries. Australia gives aid to help reduce world poverty and to improve our regional security (aid improves regional security by helping to ensure that neighbouring countries are more stable). Australias overseas aid program is funded by the Federal Government and managed through AusAID. From 200304, Australia provided $1.894 billion worth of aid about $1.70 per person per week. This amounts to around one per cent of the Federal Governments total expenditure. Every year the Australian overseas aid program reaches more than 58 million people living in poverty. The program also responds to humanitarian and emergency relief situations such as helping the victims of natural disasters, terrorism, war and famine. A range of growing global

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Humanitarian and emergency relief 10% Iraq humanitarian efforts and the reconstruction of Iraq following the 2003 war East Timor increased access to clean water and sanitation Rural development 12% Vietnam training programs for farmers Multisector* 13% India helped reduce atmospheric pollution from a major steelworks

Governance 22% Solomon Islands trained 104 new police recruits and committed troops and funds to restore democracy to the Solomon Islands Education 16% Papua New Guinea trained teachers and provided textbooks Infrastructure 14% Cook Islands upgraded power supplies by providing new diesel generators Health 13% Kenya training on HIV transmission and the care of people living with AIDS

* Multisector included direct expenditure on

cross-cutting issues such as gender, environment and food security

AusAIDs direct expenditure by sector, 200203

TOOLBOX
Interpreting a theme map
Theme maps give a great deal of information about a topic in a specic region. The map below shows not only where Australian aid was given in 2003, but also 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 distributed to the countries?
The title of the map explains what the map is about and can specify the time period the map is showing, in this case the year 2003. The source shows where the information used to compile the map has come from. Legends help unlock the information shown on the map so that patterns can be quickly identied. The pins show an AusAID project has taken place. The colour of the pin shows how much aid has been given.

3. Which two countries receive the most aid from Australia? Why do you think this is the case? 4. Africa is not a neighbour of Australia. Why do you think Australia offers aid to countries in this region? 5. Why do you think Iraq appears as an exception to the general pattern shown on the map?
Labels such as country names help the reader identify regions within the map.
Australian aid, 2003 Under $10 million $10 to $100 million $100 to $300 million Over $300 million
PHILIPPINES VIETNAM CAMBODIA MICRONESIA TUVALU NAURU INDONESIA EAST TIMOR PAPUA NEW GUINEA
N

MONGOLIA BHUTAN MYANMAR CHINA LAOS

JORDAN

IRAQ

NEPAL

PAKISTAN INDIA BANGLADESH SRI LANKA UGANDA KENYA MALAWI ZAMBIA ANGOLA SOUTH AFRICA TANZANIA MOZAMBIQUE BOTSWANA SWAZILAND LESOTHO 0 2000 MALDIVES THAILAND

KIRIBATI SOLOMON ISLANDS SAMOA FIJI NIUE TONGA

VANUATU

COOK ISLANDS

4000 km

Australian aid to developing countries, 2003

Source: AusAID, 2003

1. What is AusAID and how does it help reduce global inequalities? 2. What are the three main types of aid given? Provide an example for each. 3. What type of aid do you think the Australian Government could have offered the Indonesian Government after the Bali bombing in 2002? 4. Explain why it is important that Australia consults with the citizens of the countries that are receiving aid in the aid programs.

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 to the 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 nd information on one AusAID project. Design a one-page information sheet on the project. Worksheets 10.5 Help!

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Check & Challenge

A P PL IC ATION
1. Look carefully at the table below. (a) Dene 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? Global divide between the haves and the have nots Developing regions Regions Population Wealth/resources Food/health Health spending Education Africa, Asia, Latin America 75% of the worlds population 25% of the worlds wealth and resources 30% of the worlds food consumption 25% of people suffer from malnutrition 6% of the worlds spending on health 11% of the worlds spending on education 842 million illiterate adults Developed regions USA, Japan, western Europe, Australia 25% of the worlds population 75% of the worlds wealth and resources 70% of the worlds food consumption Obesity, heart disease and diabetes 94% of the worlds spending on health 89% of the worlds spending on education Free compulsory education Access to private schools and universities (d) What could be done to help make the world a more equal place to live? List three actions that would help to change the world (e.g. limit water use, sponsor a child, recycle waste). Explain in writing 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 world dont have eye-care clinics. (b) Which non-government organisation helped Andy Bado? (c) List three other health problems faced by children in developing countries.

TOOLBOX
Using geographic information systems (GISs)
A geographic information system (GIS) is a set of computer programs designed to deal with databases, able to collect, store, retrieve, manipulate, analyse and display mapped data from the real world. They assist organisations in planning for the future. The Famine Early Warning Systems Network (funded by aid from the United States) uses GISs to help African 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 and raising livestock experience due to low rainfall? 3. Which region in Kenya has the largest area affected by well below average rainfall? 4. What other information might be useful to help planners in Kenya prepare an even better GIS to help forecast the risk of famine?
This map of Kenya shows rainfall from March to June (the main rain season). Poor rainfall was recorded in many areas. This followed low rainfall for the previous two years.
SUDAN ETHIOPIA
Turkana Marsabit Wajir Mandera Moyale

UGANDA

West Pokot Baringo

SOMALIA
Samburu Laikipia Isiolo

Nakuru Nairobi

KENYA
Mwingi

Garissa

Narok

Ijara Tana River Lamu Malindi Taita Taveta Kilifi

Well below average Below average Average Above average Well above average

Kitui Makueni Kajiado

TANZANIA
N

Kwale
0 40 80 km

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2. One initiative of the United Nations (UN) is to rid former war zones of buried mines. The photograph below shows a dog handler and his dog (who sniffs out mines by detecting gunpowder) in a training camp in Kabul in 2001. Though there are thought to be around ten million buried mines in Afghanistan, UN advice is that only seven dogs have died from stepping 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?

Andy Bado is three years old. He is having his eyesight tested for the rst time. In March 2001, teams of British optometrists and opticians working through the charity Vision Aid Overseas gave up two weeks of their professional time to set up eye-care clinics in a number of developing countries. This mission was prompted by concern about the appalling lack of eye care in developing countries. The teams carried thousands of carefully sorted spectacles donated for recycling by British people. One team went to Burkina Faso, accompanied by a British photographer who also offered his services free of charge.

RE S EAR CH
1. The challenges faced by developing nations today seem 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 people can now read and write. Many more people have access to safe drinking water and enjoy a higher standard of living. In small groups, research and write a set of articles for a newsletter. The aim of this newsletter is to raise awareness within your school community of the positive outcomes that have been achieved in developing countries in recent years. 2. Select one humanitarian organisation (e.g. Red Cross, Amnesty International, Community Aid Abroad). (a) Research its aims, goals, objectives and examples of the assistance it provides. (b) Design and conduct a survey to nd out peoples 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?

INT ER PR ETING A PH O TOGR APH

1. Look carefully at the following photograph of a shantytown. (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.

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