Vídeo clase 26 de mayo_2AB
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Hi everyone, today we are going to see geography, okay? I'm going to explain you this document that you have on the aula virtual and it's a PDF with the selection of the pages that we are going to need for this class or for this lesson, okay?
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So if you see the number of the pages are too low because we have started a new book. Okay, the second one that is related to geography. Okay, so we can get apart from history now.
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and we are going to see the main information related to human geography, related to population, okay?
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Human geography is composed of different science or steps, and one of them is the population,
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and it's the one that we are going to see today.
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Eh, para que no haya ningún tipo de confusión, me vais a tener que entregar el cuaderno de ese tema, ¿vale?
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Entonces, todos los diagramas y esquemas que aparezcan en la presentación, que los vais a tener,
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tienen que aparecer en el cuaderno, y los apuntes o las notas que cojáis de la explicación también.
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¿Qué quiere decir? Que realmente a continuación del último tema de historia ponéis tema 1, geografía,
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Ahora os diré el título y ponéis toda la información ahí.
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Como va a ser bastante información, os doy hasta el 29, es decir, hasta este viernes,
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para subir los ejercicios que están al final de esta presentación y el cuaderno.
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No hace falta que...
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Si los tenéis, los podéis subir antes, pero los tenéis hasta el 29.
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Incluso después de hacer el cuestionario tenéis la opción de hacerlo de geografía.
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El 29 sería el último día para presentar el cuaderno de geografía, que sería sobre este tema.
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Habilitaré en el aula virtual un enlace.
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También la semana que viene os avisaré con tiempo, reservaré una o dos clases para corregir todos los ejercicios de la tercera evaluación que no hayamos corregido,
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como los del tema 6 y 8 y los de geografía.
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So, surely we will need two classes, I will let you know, I will put it in the schedule so that you have it, because even if I am not going to advance you, Mario, that you go to another, we continue giving classes, at least a few days to close those spots that could have been left.
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So, now we are going to see the presentation so that we can continue with the explanation.
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Okay, so here we have our presentation, and the title of this unit is going to be humangeography.population, okay?
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So we are going to see everything that I consider important to be explained in this topic, okay, human geography.
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So, like always, here we have the different topics that we are going to see today.
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So, there are a lot, but we are going to see in a brief way, so we have time to see everything.
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And if you have any questions, you can ask me, okay?
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So, if you see, it's everything related to population and demographic models and also migration with the different movements of people.
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So, first of all, we have to know the difference between population geography and demography, okay?
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The population geography is a part of the geography, okay, of the science,
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which is concerned with describing and explaining society
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and analyzing the relationship between the population and the space.
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Esto siempre se dice la relación el hombre-medio, ¿vale?
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El ser humano con el medio ambiente.
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And later we'll have the demography, that is the statistical study related to human population,
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and I'll see the status and distribution in a moment, okay?
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I'm sure you've heard this.
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So the demography is more mathematic,
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and the population geography is like established relationship between the environment and the human environment, okay?
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so we are going to start with population of the planet that is page 4 of our book
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okay so we need to understand how the population is distributed in the in the
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world okay so here we have three facts or three causes that allow people to be
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in one place or another.
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So, we have physical
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factors
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like the terrain,
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es decir, el terreno, no es lo mismo
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que sea flat, o sea, una llanura or a
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mountain.
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The climate and the water,
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the access to
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water, like rivers
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or fountains or whatever,
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and the climate is not the
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same to be in a desert or in a
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mountain or in a
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medium temperature.
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And also the soil, that means if we have a field, we have the opportunity to get crops or not.
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Also we have historical facts, that means the age of the settlement is not the same to be in Athens or to be in San Francisco, for example.
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The antiquity of the place is not the same, so the history affects the society that lives in that place.
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And the last, the socioeconomic, with the wars and the conflicts, and also the industry or the economic services that we have.
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So it depends, people used to choose a beneficial place to live.
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So, if people can choose to live in a very good weather, with water, without fertile soil, and without wars, they are going to live there.
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But sadly, most of the people can't choose where to live, at least at the beginning of their lives.
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So, here we have the factors of distribution.
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Okay, I'll repeat this a little bit.
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Throughout the history of humanity, the environment conditions where we settle.
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Normally, human beings look for flat terrains where they can settle their house and cultivate.
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Therefore, they need a fertile soil, that the climate is not too extreme, nor too cold, nor too hot,
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and that there are water sources, rivers, aquifers, to be able to supply the population.
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También es lo mismo vivir en una ciudad como Atenas, que tiene muchísima historia y muchísimo pasado,
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y también la configuración de la ciudad está condicionada por la historia,
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que a lo mejor una ciudad como San Francisco, que es mucho más moderna en Estados Unidos.
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Y luego también, a nivel socioeconómico, es importante distinguir los conflictos que puede haber.
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No es lo mismo vivir en una zona en conflicto que en una zona en paz.
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Y también, pues, las actividades económicas, si hay industrias, si hay servicios, etcétera, etcétera.
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Por lo tanto, la gente, si puede, normalmente elige zonas más fáciles en las que sobrevivir o en las que vivir y no tanto sobrevivir, ¿vale?
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Por lo tanto, tenemos aquí los factores de la distribución de la población.
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Okay, in this same page, we have the uneven distribution of population.
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That means how the people is distributed through the world.
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So, here we have a map showing us here the legend, the number of people living per kilometer squared, ¿ok?
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Por kilómetro cuadrado.
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So, here we have, how can we decide if a place is very low, low, moderate, or high occupied?
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Es decir, la densidad de la población es una fórmula matemática que, como vemos aquí, divide el número de habitantes en una población entre el área a ocupar en kilómetros cuadrados, ¿vale?
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Entonces, si cogemos una población que tenga, un país que tenga esa población, la dividimos en los kilómetros cuadrados y nos sale que hay 49,34 habitantes por kilómetro cuadrado, ¿vale?
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La densidad de población nos sirve para ver si una zona está muy poblada o poco poblada.
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Look here on the map, the darkest areas, Japan, Southeast Asia, India, look in Spain how Madrid is, and in Lisbon, Portugal, therefore the darkest areas are the ones with the most population, look how Siberia is, practically deserted, less than one inhabitant per square kilometer, because it is very complex, just like the zone of Australia, which is practically deserted, Greenland, the northern zone of Canada,
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zones or Amazonas zones where there are almost no people. So how do you calculate that people? Well,
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they have to give us the number of population and the number of kilometers. We divide and we get the
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figure. So we can establish if the density is very low, if there are less than 10 inhabitants
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per square kilometer, low if it is between 10 and 50, moderate if it is between 50 and 100 and high if it is
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more than 100. Therefore, the density of the population serves us to see the number of people
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that lives in an area and to know if it is very populated or not, it is as if you have a house of two
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rooms and five people live because it is very densely populated but if you have a room of
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ten rooms and only two people live because it is not densely populated, that is the idea, so here
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you have the total population and the density of the population, well, it is the relationship that exists
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between the area and the population, it is worth all these definitions, it is good that you have them in
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cuenta porque a lo mejor el año que viene seguramente las necesitéis, ¿vale?
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Okay, now we move to population structure.
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There is on page 8 and 9 of our first unit, okay?
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And here we have the first diagram.
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We are going to see how is the population organized, attending to the biological structure,
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the economy the economic structure okay and how this information is showing with the population
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parameters we're going to see don't worry so first of all we have two biological structure
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through age and through sex and in economic structure we have through activity and through
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economic sectors. So we're going to establish in the moral theory or in the
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population studies, we divided the population in three different groups.
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Young people 0 to 14, adult people between 15 and 64 and elderly more or
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or over 65 okay nowadays this is not so clear because nowadays people with 70 years sometimes
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are young and maybe we need to establish the elderly people through 75 but today we have these
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three groups so each group has different characteristics okay and in sex we have
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male and female like always okay so here in this graphic we have the evolution of males and females
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through these three groups of age so in the young group that means between
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In 0 to 14, we have more men than women.
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What does it mean?
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More men than women.
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Es decir, nacen más niños genéticamente, nacen más niños que niñas, ¿vale?
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But, in the adult life, or in the adult group, there are more men than women in these years,
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Okay, between the 25 to 29. But from this, they start to low. And in this point, in the limit with the elderly people, we have more women. Why? Because in this gap that we have here, okay, normally more men died.
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Why? Because of insane habits like smoke or drink alcohol or car accidents or difficulties in the jobs.
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So, normally, there are more men than women, also because of biological differences, because women are stronger sometimes because of the flu, debido al periodo.
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So here we have.
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It's the same as men because they lead.
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Before, more men died because of discrimination,
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because women practically did not expose themselves to any risk.
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Now, no.
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So, that balance is becoming the same.
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And also, women are more resistant, biologically,
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it is said, because of menstruation.
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So, they hold on more.
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Because of that, in the old age,
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we have more women than men.
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That is a bit the relationship of the biological structure.
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Normally, more children are born,
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more men die, more women survive.
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And with the population level of activity, we have active population and inactive population.
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That means people who can't work and people who cannot work.
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So, in the active population, we have people in age to be working.
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That means adult people.
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So, the adult people form the active population.
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Even they are not working, ¿qué quiere decir?
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O sea, aunque haya gente en paro, que no esté trabajando, tiene la opción de trabajar,
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por lo tanto forma parte de la población activa.
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La cosa es que esté trabajando o no, pero está disponible para trabajar, ¿vale?
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La población inactiva no está disponible para trabajar porque son niños por debajo de los 16 años,
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normalmente estudiantes, gente jubilada o gente que no puede trabajar por cuestiones físicas
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o cualquier otra cuestión, ¿vale?
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Entonces, en la población activa es toda aquella persona entre 15 y 64 años, ahora lo han alargado hasta los 67, que pueda trabajar.
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Aunque no esté trabajando, está en búsqueda de empleo.
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Y la población inactiva es aquella que, por ley, no puede trabajar.
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Bien, porque es menor de edad, menor de 16, porque estén estudiando, porque ya estén jubilados,
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o porque tengan algún tipo de dolencia que no les permita trabajar, ¿vale?
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¿Cómo calculamos la actividad o la tasa de actividad económica?
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Tenemos que tener el dato de la población activa, que eso siempre se ve en la seguridad social, la gente que está trabajando,
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y tenemos que conocer el dato de cuántas personas hay entre 16 y más de 16 años,
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es decir, gente que tenga derecho a trabajar.
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La del resto de la división lo multiplicamos por 100
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para que nos dé el porcentaje
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y tenemos la tasa de actividad económica,
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es decir, calculamos cuánta gente está trabajando
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de la que podría estar trabajando, ¿vale?
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Seguimos.
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Luego tenemos los sectores económicos.
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Esto es lo que vais a ver el año que viene.
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Los sectores económicos primarios, secundarios y terciarios,
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es decir, el campo, la industria y los servicios.
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¿Ok?
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So, thanks to this population pyramid,
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we can see this information in a...
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Ay, se me ha ido la palabra. En datos. Se me ha ido la palabra para datos.
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Bueno, ahora me meto.
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Okay, so here we have a population pyramid.
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It's the typical one.
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Okay, so here we have the numbers, base, trunk, and top.
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So here we have people who is young.
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In the middle we have the adults.
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and in the top we have the elderly one and here we have the parts that compose this part okay
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check it copy in your notebook but it's very easy it's a graphic with a vertical axis and
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a horizontal axis okay showing all the different ages and the different sex okay and the years of
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birth normalmente los hombres siempre se pintan en azul y las mujeres en naranja en rojo en rosa
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It is usually the typical legend of colors, so that there is no confusion.
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So, these pyramids of population, what they allow us to see through the years,
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how it has increased or decreased in the population.
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For example, this peak that we have here, coming out of men and women,
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is people who have been born between 86 and 90.
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Look, the people who have been born in the 30s or before, practically do not exist.
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Pero fijaros como entre el 15 y el 11 ha habido un repunte
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Nacieron más niños que entre el 6 y el 10
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Y a su vez han nacido más niños que entre la cohorte del 1 al 5
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Por lo tanto podemos ver la tendencia de la población
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Cuando hay más niños y cuando hay menos
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So here we have the different models or types
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That we can have for the population parameters
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Here we have the triangular, the bell and the urn.
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we have a lot of adult population and the one of Urna is already showing us
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aging population because look at the strip of more than 65 that normally is
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the triangular that is the typical there is a lot of population that means
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this is a rich country the population aged shows that it is a rich country
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because the rate of aging and the rate of life or life expectancy is greater
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Un país donde tenga la forma de campana es un país en vías de desarrollo, es decir, está entre medias de las dos. La triangular es un país pobre, donde no hay control de natalidad, nacen muchísimos niños y también muere mucha población, por eso se ve claramente el pico que tenemos aquí, ¿vale?
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So, well, this is the idea or the ideal pyramid, the prototypical, but obviously the data makes some bars come out to one side or to the other, but normally they are usually adjusted to these models.
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Okay, population dynamics and trends are in the page 12 and 13, okay?
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And here we have the population dynamics are composed by the natural movement and the migratory movement.
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That means el movimiento natural de la población, nacimientos y muertes, y el movimiento migratorio, inmigraciones y emigraciones.
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So here we have births, showing in the natality, and death, showing in the mortality, and immigration, and emigration.
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So, births. We have the birth rate, la tasa de nacimiento, the fertility rate, la tasa de fertilidad, and the average number of children per woman.
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¿Eso qué quiere decir? La tasa de hijos por mujer.
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Actualmente en España se considera que la tasa de hijos por mujer es 1,53.
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That is, according to the number of children who have been born and the number divided by the number of female population that could have children, it turns out that each woman has to have 1.53 children.
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As that is impossible, there are people who have 3, there are people who have 1 and there are people who do not have.
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But the fertility rate and the rate of children per woman shows the tendency of a population.
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If the rate is high, it means that there will be a generational rise and that there will be a lot of population.
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La tasa de hijos por mujeres bajas, es decir, no nacen niños, no va a haber relevo generacional, ¿vale?
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La tasa de nacimiento nos muestra el número de niños nacido en un año
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y la tasa de fertilidad nos muestra el número de mujeres en edad fértil para tener hijos, ¿vale?
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Death. We have death rate, tasa de mortalidad, es decir, cuántas muertes hay al año.
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Infant mortality rate, tasa de mortalidad infantil, es decir, cuántas muertes de niños hay al año,
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normalmente niños menores de un año, and the life expectancy, es decir, la esperanza de vida,
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cuántos años se cree que vamos a vivir, ¿vale? Estas son las fórmulas básicas.
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Also, we have the natural population growth, that means if the population are growing or not.
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So, here we have difference between the number of births and deaths,
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and the natural population growth rate expressed in percentage.
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That means we need to know birth rate and death rate, and we divide, sorry, make the difference between them and get a number.
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That is the percentage of this natural population growth.
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That means si la población crece o no.
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Si hay más nacimientos que muertes, la población crece.
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Si hay más muertes que nacimientos, la población está decreciendo, ¿vale?
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We have it here, positive if the population increases, negative if the population decreases.
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Oops, the word has gone here, sorry.
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And then, zero, that is, zero growth, there is no growth, the population is stagnant.
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They are born and die in the same number of people, okay?
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Here you have all the possible formulas that we can have at the moment of population, okay?
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La tasa de natalidad, la de fertilidad, la de mortalidad, mortalidad infantil y la tasa de crecimiento natural, que es esta.
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Vale, entonces, daros cuenta, esto va por 1.000 y esta va por 100.
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Vale, por lo tanto, estas tasas se muestran en tantos por 1.000 y esta se muestra en tantos por 100, ¿vale?
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vuelta a lo mismo
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si hubiéramos estado en clase
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pues habríamos practicado ejercicios
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para calcular tasas
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problemas, etc.
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pero no nos da tiempo
00:24:15
así que nos quedamos
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en el plano teórico
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here you have more examples
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of the different rates
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and the different stages
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high, medium and low
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por lo tanto podéis ver
00:24:29
si el porcentaje
00:24:30
si hacéis una cooperación
00:24:31
y te sale menos del 20 por mil
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es que el crecimiento es poco
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Si te sale más del 30, es que hay crecimiento.
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¿Ok?
00:24:38
Well, demographic models and patterns.
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This is on page 14 and 15.
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Ok, and here we have two graphics.
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Be careful with this.
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This is wrong.
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Ok, the initial phase is this, and the final phase is this.
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¿Ok?
00:24:57
So, here we have the demographic transition model.
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El modelo de transición demográfica.
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That means, from the beginning of humanity and from the actual, or nowadays, population.
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Eso es un gráfico que nos muestra cómo evoluciona la población en toda la historia.
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Tenemos dos maneras de ponerlo.
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El régimen preindustrial, es decir, antes del siglo XVIII, o llamarlo régimen antiguo.
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The demographic transition, that is, the transition from this regime to this one, which takes place between the 18th century and the first half of the 20th century.
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And then, from 1950, we have the modern demographic model, which is the one we have today.
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And now we are going to explain this.
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I have put a summary of the characteristics of the three stages, the old, the transition and the modern,
00:25:48
para que no quede ninguna duda y que lo podéis tener en el cuaderno copiado de manera bastante
00:25:53
clara. All demographic model or pre-industrial demographic model as you wish is characterized
00:26:00
by low population growth. That means the population doesn't grow a lot. Birth and death
00:26:06
rates are very high. That means it burns a lot of people but die a lot of people. So the growth
00:26:15
is too few
00:26:22
and the life expense
00:26:24
is very low.
00:26:25
I'm very tired already, guys.
00:26:32
So, we have
00:26:34
there is a low population growth
00:26:35
because a lot of people are born
00:26:37
but a lot of people die.
00:26:39
So, the growth is very little.
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Therefore, the life expectancy is low
00:26:43
because if a lot of people die
00:26:44
they die at a young age.
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They don't usually exceed 40 years.
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That is, people with 50 years old
00:26:49
and she was old, that's why people got married at 15, because otherwise you didn't have time to live, okay?
00:26:51
So here we see how the mortality rate goes up and down, look how high it is here, this could be
00:26:56
the fish, the epidemics, etc. Here we have moments of increase in natural growth, okay?
00:27:05
Because the birth rate is above the death rate. Here we see it the same, the mortality rate goes up
00:27:14
y la tasa de natalidad se mantiene
00:27:19
cuando vamos a cambiar de modelo
00:27:22
cuando la tasa de mortalidad baje
00:27:23
tanto, que automáticamente
00:27:25
la población crezca, y todo esto
00:27:27
hemos dicho que era la diferencia entre los
00:27:30
nacimientos y las muertes, eso quiere decir
00:27:31
gente que sobrevive, gente que aumenta
00:27:33
por lo tanto todo esto es
00:27:36
un crecimiento positivo
00:27:37
de la población, es decir, aumenta
00:27:39
la población, si recordamos
00:27:41
lo que teníamos aquí
00:27:44
positivo y negativo
00:27:44
si aumenta o no aumenta, ¿vale?
00:27:48
Bien, entonces,
00:27:51
tenemos el modelo demográfico antiguo,
00:27:52
es muy sencillo,
00:27:54
nacen muchos, mueren muchos, crecen poco, ¿vale?
00:27:55
El de la transición,
00:27:58
ahí es donde se complica un poquito más.
00:28:00
Si tenemos dos fases,
00:28:02
la inicial, ¿vale?
00:28:03
La primera fase,
00:28:04
con la inicial que es esta,
00:28:05
that means birds remain high,
00:28:07
los nacimientos se mantienen altos,
00:28:10
but the death rates decline,
00:28:12
that is the clue.
00:28:15
No significa que es que nazcan más gente
00:28:16
Sino que es que muere menos gente
00:28:19
Entonces al morir menos gente
00:28:21
Sobreviven más
00:28:22
Population explosion
00:28:23
That means a lot of people living
00:28:25
Here and here
00:28:27
And in the second phase
00:28:30
We have birth rate begins
00:28:32
Sorry for this letter
00:28:34
Begins to decrease
00:28:36
And death rates continue to fall
00:28:37
Aquí es donde se produce la explosión
00:28:39
Es decir, la mayor diferencia
00:28:42
Entre la mortalidad y la natalidad se produce aquí
00:28:43
¿Pero qué ocurre? Llega un momento en que la mortalidad también empieza a bajar, por cuestiones sociales, por cuestiones físicas, que eso lo vamos a ver ahora.
00:28:46
Entonces tenemos dos fases. La primera, boom, demográfico, quiere decir, sigue naciendo un montón de gente, pero como mueren menos, aumenta a tope la población.
00:28:55
En la segunda, la población ya no aumenta tan rápido porque nacen menos niños.
00:29:03
Como siguen muriendo pocos, se mantiene ese equilibrio y, por lo tanto, la población crece, aunque se va disminuyendo su crecimiento.
00:29:08
Y en el modelo demográfico actual, lo tenemos caracterizado por familias poco numerosas, que se caracterizan por uno o dos hijos, a lo mucho o a lo sumo.
00:29:18
Let's see if I'm able to go back to the PowerPoint.
00:29:32
I hope it keeps recording because I'm having a lot of problems with the recordings.
00:29:44
Well, we have the population is stagnant, it doesn't increase.
00:29:50
Look here, the mortality rate was higher, but it doesn't increase much either.
00:29:54
Normally people now have one or two children, before they had six.
00:29:59
Therefore, the birth rate of natality is very low.
00:30:02
The mortality rate also, therefore, survives a lot of people,
00:30:06
it manages to reach a lot of old people, but there are few young people.
00:30:09
There are few young people, because it is an aging country.
00:30:13
Really, the triangular pyramid is this moment,
00:30:16
the bell pyramid is this, and the urna pyramid is this.
00:30:19
We have that the life expectancy is high for the same reason,
00:30:25
because very few people die.
00:30:27
Pero como nacen pocos, el crecimiento es muy bajo, ¿vale?
00:30:29
Por eso es low down.
00:30:33
Okay, population registers.
00:30:35
These are from Unit 2, I think, or 3.
00:30:38
Let me check.
00:30:44
And this is only related to Spain, okay?
00:30:46
From this part related to Spain, we are only to see these population registers, que son las fuentes demográficas.
00:30:48
Unit 2, population in Spain, okay?
00:30:56
page 28.
00:30:58
Population
00:31:02
registers, that means
00:31:02
cómo registramos a la población.
00:31:04
To know the amount of people in Spain
00:31:06
we use the
00:31:08
National Statistics Institute
00:31:10
el Instituto Nacional de Estadística
00:31:12
el INE
00:31:14
to know the people
00:31:15
who live in Spain.
00:31:18
So we need the census
00:31:20
the municipal register of Padrón
00:31:22
and the civil
00:31:24
registers. El censo
00:31:26
el padrón y el registro civil.
00:31:28
En el censo se registra la población residente en un país
00:31:32
y su estatus económico, social y cultural.
00:31:35
Es decir, cuánto ganas al mes, cuánto cobras,
00:31:38
tu calidad de vida, tu nivel cultural,
00:31:41
es decir, cuántos estudios tienes, cuántos no, etc.
00:31:44
Se realiza cada 10 años.
00:31:46
Normalmente los años acabados en uno,
00:31:49
2001, 2011, 2021,
00:31:52
el año que viene tendremos censo.
00:31:55
to know how many people there are in Spain.
00:31:57
The standard records the population of the municipalities.
00:31:59
That is, when you standardize yourself in a place, you go to the standard,
00:32:04
which is like a population record that lives in a municipality,
00:32:08
and the responsibility of the municipalities, etc.
00:32:11
And the civil record is when someone is born, you go to the record,
00:32:15
and you record them, never better said, with their name, their last names.
00:32:19
When someone dies, you give them a civil record,
00:32:22
ya no tiene un DNI, ya no tiene ningún documento legal,
00:32:25
incluso cuando hay matrimonios, ¿vale?
00:32:29
Ese es el documento que te certifica que estás casado, que has nacido, que te has muerto.
00:32:30
Vale, como veis, de España, pues obviamente tendríamos que ver
00:32:35
cuál es la población, la pirámide de población de España,
00:32:39
cuál es el modelo demográfico de España, pero no nos da tiempo.
00:32:41
Entonces vamos a pasar directamente al tema 3, a la parte de migraciones,
00:32:45
que, si me dais un segundo, os digo ahora la página,
00:32:51
Y ya con esto acabamos, y os dejo ya de dar la turra, porque es mucha información e intento resumir todo lo posible, pero es que toda la parte de demografía, ¿vale?
00:32:54
Página 54 serían las migraciones.
00:33:03
Lo primero que vamos a centrar es en las causas de la migración y en los efectos que tiene.
00:33:06
Es lo único que vamos a ver de migraciones.
00:33:11
Causas económicas, sociales y naturales, y efectos económicos, sociales y naturales, o culturales, perdón.
00:33:13
Okay, causes of demigration.
00:33:19
In economic, we have reasons why people decide to flee from each country, okay?
00:33:21
Economic, maybe they don't have a job, they need more salary, whatever.
00:33:31
Social, they are refugees, they are fleeing from the war, they are persecuted, okay?
00:33:36
unnatural, floods,
00:33:43
roves, natural
00:33:46
disasters in general, ¿ok?
00:33:48
Por lo tanto, la gente, ¿por qué
00:33:50
se cambia de país? Por cuestiones económicas,
00:33:51
es decir, busca un mejor trabajo,
00:33:54
busca un mejor salario,
00:33:56
por cuestiones sociales, es un
00:33:58
refugiado de una guerra, o
00:34:00
le persiguen de alguna manera,
00:34:02
o naturales, tenemos
00:34:04
desastres naturales como inundaciones,
00:34:05
sequías, etcétera, etcétera.
00:34:08
¿Cuáles son los efectos
00:34:10
económicos, sociales y culturales
00:34:11
de la migración?
00:34:14
Pues los vamos a ver.
00:34:15
Economic.
00:34:17
Send savings.
00:34:18
That means people who are working
00:34:19
in another country
00:34:20
decide to send money
00:34:22
for their family
00:34:24
in their original country.
00:34:25
Es decir, gente.
00:34:27
Por ejemplo, gente que está trabajando en España,
00:34:28
pero que sea a lo mejor de Ecuador,
00:34:31
manda dinero desde España
00:34:33
a su familia en Ecuador.
00:34:34
¿Vale?
00:34:36
Por lo tanto, les está mandando ahorros.
00:34:36
Eso es una de las consecuencias económicas.
00:34:38
they increase the supply of labor
00:34:39
aumenta la mano de obra
00:34:42
en el país de destino
00:34:44
si viene más gente para trabajar
00:34:45
aumenta la mano de obra
00:34:47
stimulate economic expansion
00:34:48
why? because if we have more supply of labor
00:34:51
we can create
00:34:53
more jobs
00:34:55
or more industries
00:34:57
or whatever
00:34:59
but if we are increasing
00:35:00
we could not
00:35:02
but if we are in a prosperity
00:35:04
or economic prosperity
00:35:07
immigration stimulates
00:35:08
the economy. And also,
00:35:11
the immigrants pay taxes.
00:35:13
So, for the state, it's very useful
00:35:14
to have immigrants or people
00:35:17
working for the state, because you
00:35:19
have to pay taxes, okay?
00:35:21
Por lo tanto, la gente inmigrante
00:35:22
manda dinero a su país, eso hace
00:35:24
que se mueva el dinero a nivel mundial,
00:35:26
aumenta la mano de obra, salvo que
00:35:29
estemos en crisis y, por lo tanto, falta
00:35:30
trabajo y sobra mano de obra,
00:35:32
estimula, por lo tanto, la expansión
00:35:35
económica y paga impuestos al
00:35:36
Estado, por lo tanto enriquece las arcas públicas.
00:35:38
The social effects, the academic
00:35:42
or professional qualifications,
00:35:44
some of these immigrants
00:35:46
are very qualified people
00:35:48
who decide to move to another country
00:35:50
to look for
00:35:52
advantages or whatever.
00:35:54
No sé si os suena lo de la fuga de cerebros,
00:35:56
pero aquí en España con la crisis de hace
00:35:58
10 años, mucha gente
00:36:00
muy formada a nivel universitario se tenía
00:36:02
que ir a Reino Unido, a Holanda,
00:36:04
a Alemania, a buscar trabajo
00:36:06
porque aquí no había, y era gente muy
00:36:09
preparada, eran fugas,
00:36:10
los sabios que se van, ¿vale?
00:36:12
Pues eso ocurre a nivel mundial.
00:36:14
Change demographic
00:36:17
patterns, that means
00:36:18
if we are in an elderly
00:36:20
population, es decir, una población
00:36:22
envejecida, and we have new
00:36:25
immigrants with
00:36:26
children, they
00:36:28
create a society,
00:36:30
a younger society, es decir,
00:36:33
crean una sociedad más joven, porque
00:36:34
si la población está envejecida y no nacen niños,
00:36:36
pero vienen niños de otros
00:36:39
países por parte de los inmigrantes, rejuvenece
00:36:40
la población. Por lo tanto, cambia el
00:36:43
patrón demográfico.
00:36:44
And, negative
00:36:47
consequences is that
00:36:49
foreigners normally concentrate
00:36:51
or are isolated in neighborhoods.
00:36:52
Los hundetos son, a veces,
00:36:55
ciertos barrios que predomina
00:36:57
un tipo de población, o
00:36:58
barrios en los que se les aísla,
00:37:00
por rechazo, ¿vale?
00:37:04
Por lo tanto, la inmigración es un problema social
00:37:06
que, a pesar de que la sociedad actual
00:37:08
es bastante tolerante,
00:37:10
queda mucho por hacer.
00:37:12
And the last part, the cultural effects,
00:37:13
we have the challenges and difficulties of integration,
00:37:16
okay, very related to the previous idea.
00:37:19
The languages, traditions, values and cultures,
00:37:24
new ones that can mix with the old ones,
00:37:26
contact with different cultures and integration, okay?
00:37:31
This is the most important one, to be all the same, all human beings, okay?
00:37:34
It doesn't care where you came from.
00:37:40
And that's it.
00:37:44
Okay, this is all the theory, and this is all the things that you have to do.
00:37:45
This one, as I told you, you have to copy in your notebook the diagrams and the notes that you have taken from this presentation, okay?
00:37:50
And you have to deliver your notebook this day, on Friday, okay?
00:37:57
in the aula virtual. But apart from the diagram, you have to include these exercises. So you have
00:38:03
exercise one and three from this page. Please check the PDF that you are going to have in the
00:38:10
aula virtual to be secure about the pages, okay? These questions, AB, I have copied for you,
00:38:16
exercise one, page 14, and these four questions, okay? Everything must be in the aula virtual
00:38:25
all this day you have till friday to do it and if you have any question while you are doing please
00:38:31
ask me okay and i will answer you and that's it if you don't have any question
00:38:37
you can only do the task and the rest is perfect okay so bye
00:38:45
- Subido por:
- Marta N.
- Licencia:
- Todos los derechos reservados
- Visualizaciones:
- 97
- Fecha:
- 25 de mayo de 2020 - 23:50
- Visibilidad:
- Clave
- Centro:
- IES FEDERICO GARCIA LORCA
- Duración:
- 38′ 54″
- Relación de aspecto:
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- 1920x1080 píxeles
- Tamaño:
- 81.74 MBytes
