Before we start discussing the issue of development, it is best to get a total picture by looking at the map. Where would you expect to find the most and the least development, and why? Have you ever visited any highly developed as well as totally undeveloped areas? Tell the other learners about it, or write it down, and compare notes.
Now we can broadly divide the country into
DEVELOPMENT AREAS or areas where a lot of development has already taken place. By including the former TBVC countries (find out what the latter means), the areas will to a large extent agree with the present
nine provinces , i.e.
Western Cape (the present Western Cape and parts of the
Northern Cape) [Western Cape]
Northern Cape (parts of the Western Transvaal and
Bophuthatswana) [Northern Cape]
Orange Free State (Qwaqwa and Bophuthatswana) [Free State]
Development in Regions 4, 5 and 7 was important, as UNEMPLOYMENT figures were very high. To ensure development,
job opportunities were needed and workers needed to be
employed to improve their quality of life and earn money to buy the most basic provisions. (What do you regard as vital steps in creating new job opportunities? Why does the government not simply hand out money to the poor? A sensible answer is needed if you intend to take part in planning the future).
Map of the RSA with development centres
Second step: Development of regions/towns
Specific centres of development already exist.
It is important to know where these regions are and to realise that development contributes to the lifestyle and quality of life of the inhabitants of those particular regions. (Give examples.)
Now start your research on the development and activities in
regions/towns that are regarded as centres of a specific area. Include the following:
Large urban areas, e.g. four main industrial areas. First decide which areas you would like to study, and why. Then collect information on the locality, history, climate, natural resources, industries, farming, business enterprises, tourism and social development or services (educational institutions, hospitals, organisations, sporting and other activities) in these particular areas. How would you recognise a typical developed landscape? What type of lifestyle do the inhabitants enjoy, and what would they not be familiar with at all? Why? Would you prefer to live in an urban and developed area yourself? Why?
Deconcentration points, e.g. Atlantis (Cape Town); Imbali (Durban); Babelegi (North of Pretoria). “Deconcentration” means that the centres of activity are moving outwards, so that centres of development are no longer concentrated in the urban areas only. “Concentration” happens when everything evolves around a single point, while “deconcentration” means spreading out from one point. In language studies we would call them “opposites”. You should be able to apply this grammatical term to Geography. (Think about other forms of “opposites” or “contrasts” occurring in other countries or regions. You could even try to write a poem on geographical contrasts, or illustrate it in a work of art. It could also serve as a topic for an oral discussion or essay in any of the official languages.)
Discuss the large centralised industrial development areas, e.g. George; Vredenburg-Saldanha; Mafikeng; Queenstown; Richards Bay; etc.
Find out which other industrial centres have potential, but have not yet been fully developed. What do you regard as the possibilities or potential of these particular areas? What type of initiatives would serve to speed up development in such areas? Think of cheaper railway transport, lower electricity tariffs, housing, financial aid, private initiatives by entrepreneurs, etc.
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
