UC Irvine Countries Classified Through Demographic Transition Questions

UC Irvine Countries Classified Through Demographic Transition Questions

UC Irvine Countries Classified Through Demographic Transition Questions


Question Description

I’m studying and need help with a Sociology question to help me learn.

Question One

This first question is to ensure that you understand the concept of the demographic transition and the relationship among mortality, fertility, and income. More broadly, it will encourage you to think critically by having to come up with a theoretical reason for your choices. It will also expose you to a variety of sources of demographic data and will give you experience in creating charts and maps. Your grade will depend on the neatness and clarity of your maps and charts, the thoughtfulness with which you answer the questions, and your understanding of the course lectures and readings.

  1. Early in this quarter, we talked about how data get put into categories and how arbitrary some of those categories are. We used race as an example, but many other categories must be defined arbitrarily. In this exercise, you have an opportunity to define some categories of your own. You are to group countries according to their stage in the demographic transition. Based on your reading of the textbook, your class notes, and the article by Ronald Lee, you will have to create the criteria for each stage based on available data (see accompanying Excel file) and then sort countries into each category. To make this exercise a little more manageable, you should restrict your analysis to the African continent. Provided for you

    in an accompanying file are data from the 2019 World Data Sheet

    from the Population Reference Bureau, but you can also find data from the United Nations at


    (Links to an external site.)

    ), and the United States Census Bureau’s international database (


    (Links to an external site.)


Then you will map your choices by country (mapchart.net is easy to use and free). Once you have made a map and labeled it according to the stage of the demographic transition, download it so that you can embed it in your final exercise. Remember to title the map. Then, in no more than two double-spaced pages, explain your criteria for creating the categories that you did. Why do you think those criteria are reasonable? Do you see any patterns in the map? If so, what?

In the accompanying file you will find a map

that I made of the demographic transition in countries in the Middle East. For some reason, the map for the Middle East did not provide country names, but you should be able to get them for Africa. If I were writing up a summary of these countries, I would start by defining each stage of the demographic transition. Next, I would assign specific levels of mortality, fertility, and other variables to specific stages. For instance, any country with below-replacement fertility clearly should be in Stage 4. Then I would argue that because of the history of warfare in this region, no regional development patterns really stand out. Currently war-torn Yemen (deep red) is the only country in the Middle East that arguably still seems to be in Stage 1 of the demographic transition because of its high infant mortality rate (43) and high total fertility rate (3.9). No other country in the region has mortality or fertility rates that high. Iraq, also war-torn, and the Palestinian Territories appear to be in Stage 2, although at the lower end, heading to Stage 3. I left them at Stage 2 because their TFRs were above 3. [Note: This is my arbitrary interpretation of the cut-off between Stage 2 and Stage 3

for this region

. Recall that historically, different parts of the world maintained different fertility levels in Stage 1, so you may need to set your cut-off for the various stages of the demographic transition in Africa at a different place than I did.] Most of the countries in the Middle East seem to be in Stage 3 of the demographic transition because of their relatively low infant mortality rates and total fertility rates, which are only slightly above replacement level. Saudi Arabia’s TFR is at replacement level, but its somewhat higher IMR and lower life expectancy suggest that it has not yet reached Stage 4. Several countries, such as Turkey, Bahrain, and Lebanon, appear to have crossed the threshold into Stage 4, because their mortality rates are below 10 and their TFRs are at or below replacement level of 2.1 children per woman. Two such countries – Cyprus and the United Arab Emirates – have reached very low levels of fertility, at 1.5 or below. I could not assign a stage to Israel, because it is an outlier. It is the only highly developed country in the world with a high TFR (3.1).


As you write up this assignment, you may want to be more specific about the cut-off points you used for each stage, since you will be dealing with more countries.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.