1) The document provides information on the January 2011 Mark Scheme for the Edexcel GCE Geography exam.
2) It outlines the general marking guidance examiners should follow and gives subject-specific contact information for questions.
3) The document provides the mark scheme and answers for each question on the exam, detailing what responses would earn which number of marks.
This document provides the mark scheme for a media studies exam on critical perspectives in media. It outlines the requirements examiners must follow when assessing candidates' answers and awarding marks. The mark scheme describes four levels of performance from 1 to 4, with associated mark ranges and criteria for evaluating the quality of content, structure, examples, and use of terminology in candidates' responses. Examiners are instructed to award marks based on this scheme and not engage in external discussions about specific answers.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides the mark scheme and answers for the January 2011 GCE Business Studies/Economics and Business Unit 1 exam. It outlines the correct answers to multiple choice and short answer questions on topics like market segmentation, exchange rates, break even analysis, and supply and demand. Contact information is also provided for subject specialists available to answer questions about the exam content. The document is copyrighted by Edexcel Ltd.
Global challenges mark scheme january 2009Sally Longford
The document is a mark scheme for a GCE Geography exam administered by Edexcel in January 2009. It provides the questions, acceptable answers, and marks awarded for each question on the exam. The mark scheme offers guidance to examiners on how to evaluate students' responses for each question on the test, which covered topics such as plate tectonics, climate change, migration, and globalization. It aims to ensure examiners apply evaluation criteria consistently and accurately across all exam scripts.
Mark Scheme (Results) June 2011 GCE Geography 6GE01 Global Challenges
1. This document provides the mark scheme for the June 2011 GCE Geography exam on global challenges, outlining the answers and marks awarded for each question.
2. General guidance is given on marking approaches, such as looking for what candidates get right rather than wrong and awarding marks for extended explanations.
3. For each question, the expected answers and mark allocations are clearly outlined, along with examples of responses that should not receive credit.
Figure 1 shows the increasing percentage of China's population that is over 65 years old. This aging population will lead to high demand for elderly care, a shortage of workers, and increased need for financial support of the elderly. China could deal with these issues by implementing strategies to support its aging population.
Figure 2 shows that worker remittances, or money sent home by migrants, has greatly increased for developing countries from 1980 to 2002. One negative impact of emigration on source countries is a loss of skilled workers.
Figure 3 depicts migration routes from Africa to Europe. It shows increased movement from Africa to northern coastal areas like Italy and Greece. Conflict, poverty, and desire for better opportunities likely drive this migration, but
The document discusses updates on reforms to the CGIAR, a global agricultural research partnership. Key points include:
- Major achievements have been made in CGIAR reform, but more work remains in the "last mile" to ensure the reforms fully deliver on their promise.
- The reforms have established a CGIAR Consortium, Fund, and portfolio of CRPs (Collaborative Research Programs) to better coordinate research.
- Performance management systems still need improvement to set clear priorities and metrics for measuring outcomes of the CRPs.
- Partnerships also need more fulfillment of expectations through improved alignment and perception surveys.
- Continued priority issues are making the CRPs focused on clear outcomes and impact
This document provides the mark scheme for a media studies exam on critical perspectives in media. It outlines the requirements examiners must follow when assessing candidates' answers and awarding marks. The mark scheme describes four levels of performance from 1 to 4, with associated mark ranges and criteria for evaluating the quality of content, structure, examples, and use of terminology in candidates' responses. Examiners are instructed to award marks based on this scheme and not engage in external discussions about specific answers.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides the mark scheme and answers for the January 2011 GCE Business Studies/Economics and Business Unit 1 exam. It outlines the correct answers to multiple choice and short answer questions on topics like market segmentation, exchange rates, break even analysis, and supply and demand. Contact information is also provided for subject specialists available to answer questions about the exam content. The document is copyrighted by Edexcel Ltd.
Global challenges mark scheme january 2009Sally Longford
The document is a mark scheme for a GCE Geography exam administered by Edexcel in January 2009. It provides the questions, acceptable answers, and marks awarded for each question on the exam. The mark scheme offers guidance to examiners on how to evaluate students' responses for each question on the test, which covered topics such as plate tectonics, climate change, migration, and globalization. It aims to ensure examiners apply evaluation criteria consistently and accurately across all exam scripts.
Mark Scheme (Results) June 2011 GCE Geography 6GE01 Global Challenges
1. This document provides the mark scheme for the June 2011 GCE Geography exam on global challenges, outlining the answers and marks awarded for each question.
2. General guidance is given on marking approaches, such as looking for what candidates get right rather than wrong and awarding marks for extended explanations.
3. For each question, the expected answers and mark allocations are clearly outlined, along with examples of responses that should not receive credit.
Figure 1 shows the increasing percentage of China's population that is over 65 years old. This aging population will lead to high demand for elderly care, a shortage of workers, and increased need for financial support of the elderly. China could deal with these issues by implementing strategies to support its aging population.
Figure 2 shows that worker remittances, or money sent home by migrants, has greatly increased for developing countries from 1980 to 2002. One negative impact of emigration on source countries is a loss of skilled workers.
Figure 3 depicts migration routes from Africa to Europe. It shows increased movement from Africa to northern coastal areas like Italy and Greece. Conflict, poverty, and desire for better opportunities likely drive this migration, but
The document discusses updates on reforms to the CGIAR, a global agricultural research partnership. Key points include:
- Major achievements have been made in CGIAR reform, but more work remains in the "last mile" to ensure the reforms fully deliver on their promise.
- The reforms have established a CGIAR Consortium, Fund, and portfolio of CRPs (Collaborative Research Programs) to better coordinate research.
- Performance management systems still need improvement to set clear priorities and metrics for measuring outcomes of the CRPs.
- Partnerships also need more fulfillment of expectations through improved alignment and perception surveys.
- Continued priority issues are making the CRPs focused on clear outcomes and impact
The document provides guidance for examiners marking the GCE Geography exam. It outlines the general principles of marking, including rewarding qualities over faults, and ensuring all candidates receive equal treatment. It also provides specific guidance on using the mark scheme, such as how marks are awarded for each question and acceptable versus unacceptable answers.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides guidance for examiners marking the January 2010 GCE Geography exam. It outlines general principles for marking, such as rewarding correct application of knowledge rather than penalizing faults. It also provides specific guidance on how to apply the mark scheme for each question, including what type of responses are expected and how marks should be allocated. Examples of responses that should not receive credit are also given. The document aims to help examiners apply the mark scheme accurately and consistently across all exam scripts.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
This document provides information about Edexcel, an examining and awarding body, and details about their GCE qualifications and support services. It outlines Edexcel's network of UK and international offices that provide support to centres, and lists contact details for subject-specific questions about GCE content and exams. The document establishes Edexcel as an examining body and provides their contact information.
- This document is a mark scheme for a GCE Geography exam assessing global challenges. It provides guidance to examiners on how to apply marks consistently and use the full range of marks.
- The mark scheme then provides answers and marks for multiple choice and longer answer questions on topics like natural hazards, climate change impacts and telecommunications. Sample student responses are given for questions on these topics.
- Examiners are instructed to reward students for what they have shown they can do rather than penalizing omissions, and to mark answers according to the scheme rather than perceptions of grade boundaries.
This document provides a mark scheme for a GCE Geography exam from Edexcel. It outlines the general guidance examiners should follow when marking responses, including looking for what students do correctly rather than faults. It then provides indicative content and descriptors to guide examiners for each question on the exam. The mark scheme emphasizes rewarding students' understanding and use of geographical concepts and terminology.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Mark Scheme Unit 1 Global Challenges May 2009Sally Longford
This document provides a mark scheme for the GCE Geography exam for Edexcel. It outlines the answers and marks for each question on the exam. It provides details on what type of responses would be awarded marks and how many marks each response is worth. The mark scheme serves to ensure consistent and fair marking of the exams by defining the essential information and level of detail required in students' responses to receive marks. It also gives examiners guidance on question interpretation and scope to allow for accurate assessment of student answers.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
This document provides a Mark Scheme for the January 2011 GCE Business Studies exam. It outlines the exam structure, lists the exam questions and learning objectives, and provides the answers and mark allocations for each question. The purpose is to evaluate students and maintain standards for the GCE qualification in Business Studies. Edexcel is the examining body and provides a range of qualifications including academic and vocational programs in the UK and worldwide.
The document is an examiners' report from Edexcel on the January 2011 GCE Economics exam. It provides feedback on student performance on each question and common mistakes. For question 9 on airline mergers, it summarizes that most students could identify the type of integration but did not make sufficient use of the data. For part b, it notes that many students focused on explaining reasons for losses rather than evaluating them, and did not include the required diagram. For part c, it says contestability was generally understood well, with students discussing factors like economies of scale and potential collusion.
This document provides an examiners' report on the January 2011 GCE Economics exam. It summarizes the key points of each question, including common mistakes and effective exam techniques. For question 9, it notes that many candidates focused on explaining reasons for Iberia's losses rather than evaluating them, and that diagrams were often inaccurate. Overall, the report analyzes student performance on each question and provides feedback to help improve answers.
The document provides an examiners' report on the January 2012 GCE Economics exam. It summarizes the examiners' assessment of how students performed on each question. For several questions, students struggled to define key economic concepts accurately or apply concepts to the specific contexts. The examiners provide examples of high-scoring student responses and tips on how to earn full marks. Overall, the report finds that students who managed their time well and demonstrated strong exam technique tended to score higher on the exam.
The document provides guidance for participants on developing assessment items, scoring keys, and rubrics. It discusses:
1. Developing multiple choice items, short answer tasks, extended answer tasks, and extended performance tasks based on targeted content standards.
2. Creating scoring keys for multiple choice items that identify the single correct answer for each item.
3. Constructing rubrics using clear, concise language to describe varying levels of performance and assign point values across dimensions or criteria.
The document is a mark scheme for AQA's GCSE Geography exam. It provides guidance for examiners on how to mark students' responses. The mark scheme includes sample answers for questions and identifies the assessment objectives (AOs) that each part of an answer fulfills. It also provides general guidance on annotation, applying levels-based marking, and transferring marks. The purpose is to help ensure examiners apply the marks correctly and consistently.
1) The document is a Mark Scheme for the GCE Economics exam from Summer 2009. It provides marking guidance and mark allocations for questions on the exams.
2) It contains general marking guidance for examiners, followed by detailed mark schemes for two exam papers - 6EC01 and 6EC02. The mark schemes provide answers, explanations, and number of marks allocated for each question.
3) The document aims to ensure consistency across examiners by detailing the requirements to receive marks for answers. It also aims to give subject specialists at Edexcel a way to help with exam content questions through an "Ask the Expert" email service.
This document provides feedback on essays and guidance for improvement. Key points include:
1) Students must thoroughly review comments and grading rubrics to understand where marks were lost.
2) Essays should be several pages long and include a variety of recent, global case studies from different sources to earn high marks.
3) Introductions need to clearly establish the purpose and include relevant context. Conclusions should thoroughly summarize case studies.
4) Analysis must discuss both positive and negative impacts on people and consider a range of perspectives, rather than simplistic statements.
This document contains data analysis from sampling points in the Lace Market/Creative Quarter area. It includes bipolar raw and mean data from 20 points, as well as counts of pedestrians, cycles, cars, and other vehicles at each point. Additional data sections provide information on graffiti, vegetation, activity surveys, and a pie chart showing land use percentages.
The document provides guidance for examiners marking the GCE Geography exam. It outlines the general principles of marking, including rewarding qualities over faults, and ensuring all candidates receive equal treatment. It also provides specific guidance on using the mark scheme, such as how marks are awarded for each question and acceptable versus unacceptable answers.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides guidance for examiners marking the January 2010 GCE Geography exam. It outlines general principles for marking, such as rewarding correct application of knowledge rather than penalizing faults. It also provides specific guidance on how to apply the mark scheme for each question, including what type of responses are expected and how marks should be allocated. Examples of responses that should not receive credit are also given. The document aims to help examiners apply the mark scheme accurately and consistently across all exam scripts.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
This document provides information about Edexcel, an examining and awarding body, and details about their GCE qualifications and support services. It outlines Edexcel's network of UK and international offices that provide support to centres, and lists contact details for subject-specific questions about GCE content and exams. The document establishes Edexcel as an examining body and provides their contact information.
- This document is a mark scheme for a GCE Geography exam assessing global challenges. It provides guidance to examiners on how to apply marks consistently and use the full range of marks.
- The mark scheme then provides answers and marks for multiple choice and longer answer questions on topics like natural hazards, climate change impacts and telecommunications. Sample student responses are given for questions on these topics.
- Examiners are instructed to reward students for what they have shown they can do rather than penalizing omissions, and to mark answers according to the scheme rather than perceptions of grade boundaries.
This document provides a mark scheme for a GCE Geography exam from Edexcel. It outlines the general guidance examiners should follow when marking responses, including looking for what students do correctly rather than faults. It then provides indicative content and descriptors to guide examiners for each question on the exam. The mark scheme emphasizes rewarding students' understanding and use of geographical concepts and terminology.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Mark Scheme Unit 1 Global Challenges May 2009Sally Longford
This document provides a mark scheme for the GCE Geography exam for Edexcel. It outlines the answers and marks for each question on the exam. It provides details on what type of responses would be awarded marks and how many marks each response is worth. The mark scheme serves to ensure consistent and fair marking of the exams by defining the essential information and level of detail required in students' responses to receive marks. It also gives examiners guidance on question interpretation and scope to allow for accurate assessment of student answers.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
This document provides a Mark Scheme for the January 2011 GCE Business Studies exam. It outlines the exam structure, lists the exam questions and learning objectives, and provides the answers and mark allocations for each question. The purpose is to evaluate students and maintain standards for the GCE qualification in Business Studies. Edexcel is the examining body and provides a range of qualifications including academic and vocational programs in the UK and worldwide.
The document is an examiners' report from Edexcel on the January 2011 GCE Economics exam. It provides feedback on student performance on each question and common mistakes. For question 9 on airline mergers, it summarizes that most students could identify the type of integration but did not make sufficient use of the data. For part b, it notes that many students focused on explaining reasons for losses rather than evaluating them, and did not include the required diagram. For part c, it says contestability was generally understood well, with students discussing factors like economies of scale and potential collusion.
This document provides an examiners' report on the January 2011 GCE Economics exam. It summarizes the key points of each question, including common mistakes and effective exam techniques. For question 9, it notes that many candidates focused on explaining reasons for Iberia's losses rather than evaluating them, and that diagrams were often inaccurate. Overall, the report analyzes student performance on each question and provides feedback to help improve answers.
The document provides an examiners' report on the January 2012 GCE Economics exam. It summarizes the examiners' assessment of how students performed on each question. For several questions, students struggled to define key economic concepts accurately or apply concepts to the specific contexts. The examiners provide examples of high-scoring student responses and tips on how to earn full marks. Overall, the report finds that students who managed their time well and demonstrated strong exam technique tended to score higher on the exam.
The document provides guidance for participants on developing assessment items, scoring keys, and rubrics. It discusses:
1. Developing multiple choice items, short answer tasks, extended answer tasks, and extended performance tasks based on targeted content standards.
2. Creating scoring keys for multiple choice items that identify the single correct answer for each item.
3. Constructing rubrics using clear, concise language to describe varying levels of performance and assign point values across dimensions or criteria.
The document is a mark scheme for AQA's GCSE Geography exam. It provides guidance for examiners on how to mark students' responses. The mark scheme includes sample answers for questions and identifies the assessment objectives (AOs) that each part of an answer fulfills. It also provides general guidance on annotation, applying levels-based marking, and transferring marks. The purpose is to help ensure examiners apply the marks correctly and consistently.
1) The document is a Mark Scheme for the GCE Economics exam from Summer 2009. It provides marking guidance and mark allocations for questions on the exams.
2) It contains general marking guidance for examiners, followed by detailed mark schemes for two exam papers - 6EC01 and 6EC02. The mark schemes provide answers, explanations, and number of marks allocated for each question.
3) The document aims to ensure consistency across examiners by detailing the requirements to receive marks for answers. It also aims to give subject specialists at Edexcel a way to help with exam content questions through an "Ask the Expert" email service.
This document provides feedback on essays and guidance for improvement. Key points include:
1) Students must thoroughly review comments and grading rubrics to understand where marks were lost.
2) Essays should be several pages long and include a variety of recent, global case studies from different sources to earn high marks.
3) Introductions need to clearly establish the purpose and include relevant context. Conclusions should thoroughly summarize case studies.
4) Analysis must discuss both positive and negative impacts on people and consider a range of perspectives, rather than simplistic statements.
This document contains data analysis from sampling points in the Lace Market/Creative Quarter area. It includes bipolar raw and mean data from 20 points, as well as counts of pedestrians, cycles, cars, and other vehicles at each point. Additional data sections provide information on graffiti, vegetation, activity surveys, and a pie chart showing land use percentages.
This document contains resource materials for an exam on global challenges, including figures and data related to topics like natural disasters, climate change, globalization, migration, population change, and technological innovation. Specifically:
- Figure 1 shows the increasing number of reported natural disasters per year from 1900 to 2000.
- Figure 2 outlines the differences between climate change mitigation (reducing causes) and adaptation (preparing for consequences).
- Figure 5 presents UK immigration and emigration statistics from 1998 to 2008 that show immigration increasing while emigration decreases.
- Figures 7 and 10 illustrate the growth and changing distribution of world megacities, showing their increasing numbers, sizes, and locations over time.
This document contains notes from progress tests on various topics:
1. The grade boundaries for the progress test, ranging from A to E. Most students were expected to score between A-C.
2. Key points about average income and variations between countries. Developing countries rely on manufacturing or trade, while quality of life is improving. Oil wealth contributes significantly to variations between some countries.
3. Factors affecting internet connectivity between Europe and Africa. Physical barriers like mountains and deserts impact Africa more, while certain coastal areas and countries have better connectivity.
That's a high-level summary of the key information provided in the document in 3 sentences. Let me know if you need any clarification
Ethiopia belongs to the LDCs or Less Developed Countries. An example of an NIC is South Korea. NICs are middle-income industrializing nations like South Korea, Taiwan, and Brazil. Figure 4 shows evidence of a two speed world with wide differences in GDP per capita between advanced economies like the OECD nations and developing nations like the LDCs and NICs.
Contested planet resource booklet june 2010Sally Longford
The document provides information about the challenges facing biodiversity in Pacific small island developing states (SIDS). Key points include:
- Pacific SIDS have high levels of biodiversity but it is threatened, with up to 50% of species at risk. Threats include habitat loss, invasive species, pollution, and climate change.
- Coral reefs, forests, and marine life are ecologically and economically important but vulnerable to threats like overfishing, logging, and natural disasters exacerbated by climate change.
- Climate change poses severe risks like sea level rise, which could make some low-lying Pacific islands uninhabitable.
This document provides feedback on a mock exam. It includes:
- Grade boundaries for the exam of A=50, B=46, C=43, D=40, E=37.
- Feedback on student responses to different exam questions about rebranding an area, providing evidence from photos and discussing players involved.
- Tips for improving responses, such as being precise about sources and locations, and mentioning results from fieldwork and research.
Assessing the 4 options against the criteria in figure 10Sally Longford
The document assesses 4 energy options - nuclear power, shale gas, bioethanol, and concentrated solar power (CSP) - based on environmental impacts, cost, security of supply, and reliability. Nuclear power scores well on reliability but poorly on environmental impacts and cost. Shale gas has low costs in some areas but environmental and supply security concerns. Bioethanol could increase food prices and rely on harvests. CSP is expensive initially but long-lasting and reliable, relying on solar resources in stable regions.
This document provides an overview of key themes and considerations for choosing energy solutions in Europe:
1. Climate change is driving the need to reduce greenhouse gas emissions to mitigate global warming, as required by the Kyoto Protocol.
2. European countries want energy solutions that support economic growth while keeping costs low.
3. Solutions must achieve sustainable development by meeting current needs without compromising future generations' ability to meet their own needs.
Cutting energy demand through measures like insulation, efficiency improvements, and renewable energy adoption can also help address these issues. No single solution can resolve the challenges, and all options have pros and cons.
The Lace Market area in Nottingham has undergone various regeneration projects since the 1970s with some successes in attracting new developments like the National Ice Centre and Nottingham Contemporary arts center to boost the local economy, but full regeneration is still a work in progress as evidenced by mixed evidence found on street views of the area and businesses reporting increased foot traffic but galleries saying increased awareness will take more time.
The summary provides feedback on a student's mock AS exam, identifying several areas in need of improvement:
1) The student performed poorly and needs significant revision, as an A Level requires advanced understanding beyond GCSE.
2) Common mistakes included not knowing key topics, lacking examples, misreading questions, and weaknesses in understanding concepts like El Nino, volcanic eruptions, food insecurity and migration push/pull factors.
3) To improve, the student must thoroughly review mistakes, learn definitions, basics of topics like climate change and hazards, and study required case studies in detail.
Global Challenges Mark Scheme January 2012Sally Longford
The document provides a mark scheme for a geography exam on global challenges. It outlines the general marking guidance instructing examiners to mark candidates positively and use the full range of marks. It also provides specific guidance on marking for individual questions on the exam, identifying what examiners should award marks for in candidate responses.
The document provides instructions for a webquest to visualize and understand differences in development levels between countries over time using the Gapminder website. It guides the user to select countries and view graphs of changes in life expectancy and GDP per capita historically, and to capture screenshots of the graphs to paste into a Word document. It also directs the user to access maps and data on the Human Development Index (HDI), Gender Inequality Index (GII), and Inequality-Adjusted HDI on the UNDP website to further understand development gaps between nations.
This document summarizes information about the concentration of global economic power. It finds that power is concentrated in transnational corporations based mostly in North America and Europe. It also finds that the world's richest people and most influential global cities are predominantly located in these regions as well, suggesting economic power remains unevenly distributed globally, concentrated in Western nations.
Nottingham has undertaken several urban rebranding efforts to change its image and regenerate parts of the city. These include rebranding the Lace Market area near the new tram stop through environmental improvements and attracting new commercial and residential developments. Another project, The Hub, aimed to rebrand the run-down railway station area through a £60 million investment that included refurbishing the station, improving retail, and regenerating surrounding land. A third rebranding involved transforming the old canal district through landscaping and developments like the contemporary art gallery that boosted local business and tourism.
This document discusses various case studies of rural rebranding efforts:
1) National Forest in Great Britain was rebranded by planting millions of trees to attract tourism and make the area more sustainable.
2) Newstead Village was struggling after coal mine closure but won funds to build attractions like fishing lakes to employ youth and reduce crime.
3) Wirksworth in England rebranded through cultural festivals and events to attract artists and professionals and boost the local economy.
The document provides guidance for marking the GCE Geography exam paper. It outlines general marking principles and additional comments specific to the exam. It also provides a mark scheme for Question 1, including indicative content for parts (a) and (b) and level descriptors for scoring candidate responses.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
"Scaling RAG Applications to serve millions of users", Kevin GoedeckeFwdays
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectors
6 ge01 01_rms_20110309
1. Mark Scheme (Results)
January 2011
GSE
GCE Geography (6GE01) Paper 1
Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH
3. General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to
their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should
be used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to the mark
scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may be
limited.
• When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
• Mark schemes will indicate within the table where, and which strands of
QWC, are being assessed. The strands are as follows:
i) ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose and to
complex subject matter
iii) organise information clearly and coherently, using specialist vocabulary
when appropriate.
6GE01_01
1101
4. General Guidance on Marking
All candidates must receive the same treatment.
Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving
credit for incorrect or inadequate answers, but it does mean allowing candidates to be rewarded for
answers showing correct application of principles and knowledge.
Examiners should therefore read carefully and consider every response: even if it is not what is expected it
may be worthy of credit.
Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer
makes sense. Do not give credit for correct words/phrases which are put together in a meaningless
manner. Answers must be in the correct context.
Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the
Team Leader must be consulted.
Using the mark scheme
The mark scheme gives:
• an idea of the types of response expected
• how individual marks are to be awarded
• the total mark for each question
• examples of responses that should NOT receive credit.
1 / means that the responses are alternatives and either answer should receive full credit.
2 ( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to
get the sense of the expected answer.
3 [ ] words inside square brackets are instructions or guidance for examiners.
4 Phrases/words in bold indicate that the meaning of the phrase or the actual word is essential to
the answer.
5 ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question
is used correctly in answer to a later part of the same question.
Quality of Written Communication
Questions which involve the writing of continuous prose will expect candidates to:
• show clarity of expression
• construct and present coherent arguments
• demonstrate an effective use of grammar, punctuation and spelling.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated “QWC” in the mark scheme BUT
this does not preclude others.
6GE01_01
1101
5. Question Answer Mark
Number
1 (a) Drought 1
Floods 1
(2)
Question Answer Mark
Number
1 (b) B hazards x vulnerability / capacity to cope 1
(1)
Question Answer Mark
Number
1 (c) • Warmer ocean = more energy/higher wind speed
• Temperature of 26-27C needed may name key
affected areas
• More evaporation = heavier rain
• May comment on changes to tracks and populated
areas
• May comment on strength as well as frequency (3)
• Accept other factors e.g. Sea level rise leads to
more people at risk, or ENSO if correctly linked to
global warming
Question Answer Mark
Number
1 (d) • Better technology to detect earthquake events that
have happened
• Greater variety and coverage of media = wider
reporting; increase in social media
• Population natural increase in risky areas
• Migration into risky areas
• May have other ideas
Award mark for a basic outlined idea and an
additional mark for any extension and / or applied
example, not just named place. For full marks, must (5)
comment on the reporting and not just describe
increasing EQ disaster risk.
6GE01_01
1101
6. Question Answer Mark
Number
2(a) B 1
E 1
F 1
(3)
Question Answer Mark
Number
2(b) Strengths
• Makes basic point about lives / property saved
• Offers some description of how this may achieved
but do not credit ideas taken from 2(a)
• Recognises it may be only option for poor societies
• Necessary as some changes are now inevitable
• Accept benefits for some groups of no mitigation
Weaknesses
• Does not tackle underlying cause of climate change
• limited scale of many local strategies, meaning
little protection in a high-emissions scenario
• May provide details to support this view
• Human lives may be saved both other losses still
occur e.g. biodiversity
• High costs may be involved building defences
• May offer some details of costs (4)
Credit other valid ideas in both cases. Award up to
three marks in either case (strengths or weaknesses),
accept two extended points for 4 marks
Question Answer Mark
Number
2(c) Costs likely to consist of losses but some answers may
continue in same vein as (b) and discuss costs of
adaptation.
• Animals may die some farmers e.g. in semi-arid
Sahel belt may have to abandon their way of life
altogether
• Crops may need to change / adopt more drought
tolerant varieties which costs farmers money
• Positive benefits can be linked with increased rainfall
or other changes
• May take a broader look at economy e.g. could see loss
of tourism revenues if habitats are lost
• Accept other sensible suggestions (there will be many)
Maximum four marks for a list of economic impacts e.g.
farming, tourism, city businesses. For five marks, needs
some complexity e.g. different areas of Africa, groups,
positive/negative, linked impacts etc…
(5)
6GE01_01
1101
7. Question Answer Mark
Number
3 (a) South-east England 1
(1)
Question Answer Mark
Number
3(b) • Torrential rain / storm events increase flooding along
river valleys especially steep relief e.g. Boscastle
• Other hydrological cycle changes e.g. possible loss of
broadleaf tree canopy interception cover in a high-
emissions future so more overland flow flooding
• Storm surges may be driven inland more frequently
e.g. Thames estuary
• More extreme storm events cause urban / pluvial /
surface water floods may suggest examples
• Do not credit sea level rise unless clearly linked with
flooding of rivers/floodplains
• Credit other sensible suggestions
(4)
Up to three marks for either answer
Question Answer Mark
Number
3(c) • Future trends in GHG emissions are hard to forecast –
no-one knows for sure how much ice will melt how
much thermal expansion
• This is in turn due to difficulties in predicting economic
growth e.g. of China or anticipating speed of post-
Kyoto political developments
• Science of sea-level rise still not fully understood e.g.
operation of carbon sinks
• Unexpected positive feedback events / tipping points
e.g. albedo changes at Arctic
• Mechanisms of ice melting not understood so IPCC
ignored it in the scenario policy-makers use
• Natural causes of change could be mentioned and
award 1 mark for specific suggestions e.g. ice ages (5)
6GE01_01
1101
8. Question Answer Mark
Number
4 (a) Poland 1
(1)
Question Answer Mark
Number
4(b) D South America and Africa
(1)
Question Answer Mark
Number
4(c) • Lack of wealth / customer base may offer details
e.g. GDP figures for Saharan Africa
• Concentrating on making more profits elsewhere e.g.
UK / US markets and may offer details of emerging
Asian markets grabbing Tesco’s attention
• May suggest possible obstacles to market entry in South
America / Africa e.g. political instability and conflict
or trading laws / disputes / trade bloc ideas
(3)
Any three acceptable ideas = 3 marks
Question Answer Mark
Number
4(d) • Physical spread of new plants or stores achieved
through FDI either to build new facilities or
through mergers and acquisitions and may have
examples or details e.g. of low-cost labour
• Marketing success achieved through glocalisation
strategies and may have examples of TNCs
customising their products for locals
• Political factors include IMF / World Bank opening up
markets through SAPs and may have examples
• EU / NAFTA trade blocs make investing easier
• Geopolitical dimension e.g. US TNC investment in
places where military intervention occurred may
have examples e.g. South Korea
Accept a wide interpretation of ‘expand’ e.g. bigger (5)
profits, lower costs, more markets / countries
6GE01_01
1101
9. Question Answer Mark
Number
5 (a) 2004 1
(1)
Question Answer Mark
Number
5 (b) Arrival of A8 / eastern European/ Polish EU migrants 1
or expansion of EU (there are many variations in (1)
expression – but one of these two themes needs to
be conveyed)
Question Answer Mark
Number
5(c) • More immigration than emigration
• Both rise then fall
• Both uneven
• Identifies specific year when fall begins or similar
• May quote data (3)
Question Answer Mark
Number
5(d) • People are living longer so more retirees to
migrate and they are staying healthier e.g.
into their 80s so more fit to travel May offer
reasons for increased longevity
• Particular appeal of warm Mediterranean /
Spanish climate may offer specific details /
suitability for the elderly
• Role of low-cost airlines / jets may have
figures / specific airports
• Easier to stay in touch with family than in the
past / internet
• Economic pull factors include (past) Euro
exchange rate availability of cheaper (5)
property or other pulls may know specifics
• Up to 2 marks for specific / convincing UK push
factors that do not simply mirror the pull
factors
6GE01_01
1101
10. Question Answer Mark
Number
6(a) X 1
Y 1
(2)
Question Answer Mark
Number
6(b) • Increased availability contraception
• women’s changing aspirations
• legal abortion
• decline in marriage / rising marriage age
• there are a great many other possibilities (credit (1)
any sensible suggestion)
Question Answer Mark
Number
6(c) • (National) Census and may offer details of
availability online or recording periods or
shows it records both economic and social data
• Other written sources include parish registers
and may know online sources for researchers
• Oral histories of older people photographs,
diaries and other evidence of change
• There will be other valid suggestions
• Credit up to 2 marks for a range of
sources/techniques that study the present day only
For full marks, answer need not distinguish between (4)
economic and social changes but should imply local
Question Answer Mark
Number
6 (d) • These countries had Empires / colonies which
established a connection
• Generic pull factors for migrants may be listed
• Joining family
• Specifics could include English language skills of
ex-British colonies or other affinity with UK
• Recruiting drive e.g. NHS’s Indian doctors or
London Underground’s Jamaican recruitment
• Sense of responsibility / fewer restrictions for ex-
colonies / Commonwealth members (at first) (5)
• Specific push factors should be credited e.g.
UK/Ugandan Asians or France/Algeria
• There will be other suggestions
6GE01_01
1101
11. Question Number Indicative content
7 (a) Some places more than others – Many coastlines and island arcs are plate
boundaries; subduction occurs along many stretches. As a general rule
continental interiors are less affected. Hawaiian hot spot may be commented
on – factors such as mantle plume / thinner crust may be explored.
Risk of a major volcanic disaster – Figure 7 shows active or historically
active volcanoes. Good answers may additionally show a clear grasp of the
fuller dimensions of the risk equation. The worst disasters occur when
coastlines that have also attracted a great deal of human activity (reasons
may be offered e.g. trade, soils, aquaculture) experience tectonic activity.
Level Mark Descriptor
Level 1 1-4 Poorly structured. At top end, understands that areas not on plate boundaries
lack tectonic activity. Lacks real explanation of why this is so. Geographical
terminology is rarely used. There are frequent written language errors.
Level 2 5-7 Some structure. May comment on human factors as well as volcanic
processes. Some explanations of disaster risk, or a descriptive comparison,
but likely to be geographically narrow. Can explain processes but not always
in depth. May introduce own ideas. Some geographical terminology is used.
There are some written language errors.
Level 3 8-10 A well-structured, correct explanation of volcanic disaster risk (human and
physical factors), likely to provide more of an overview and can offer a
comparison with own examples. Appropriate geographical terms showing
understanding. Written language errors are minor.
Question Number Indicative content
7 (b) Philippines – volcanic & earthquakes (subduction zone so violent eruptions),
landslides, tsunami, floods and in the typhoon belt.
California – earthquakes (active faults but no volcanic risk), coastal mass
movements, El Nino flood years, drought & wildfires.
Affected by disaster– focus should be on varying risk and differing
vulnerability / capacity to cope found at these two disaster hotpots, and not
just differences in hazard severity / numbers of hazards.
Level Mark Descriptor
Level 1 1-4 Little structure. One or two descriptive ideas about hazard hotspots.
Geographical terminology is rarely used. There are frequent written language
errors.
Level 2 5-8 Some structure and provides a descriptive account of both hazard hotspots
experiencing disasters. Limited accurate details and narrow. May apply a
simple dollars/lives lost distinction. Some geographical terminology is used.
There are some written language errors.
Level 3 9-12 Structured account which discusses vulnerability but may have slightly
simplistic view. Examples of hazards are specific, as are the explanations
(e.g. correct account of the different plate boundaries). Reasonable range of
hazards discussed. Geographical terms show understanding. Written language
errors are minor.
Level 4 13-15 Well-structured and wide-ranging explanation. Physical processes and
differing vulnerability are well-explained. Good use of a range of examples of
hazard events for both hotspots. Uses appropriate geographical terms and
exemplification to show understanding. Written language errors are rare.
6GE01_01
1101
12. 8 (a) CO2 emissions – Figure 8 provides evidence both of total carbon footprint
(linked to population size) and per capita figures (linked to lifestyles & p.c.
energy / resource consumption). Both can be commented on.
Differences – Key themes likely to include level of development (Bangladesh
low), emerging economy of China (and its large population size / needs) and
role of US (as major economic superpower and energy user). If done well,
award full marks for these three (or others) so long as per capita and totals
both touched on. Other possible themes include degree of regulation, belief in
the science, attitudes of industry, etc. Also physical ‘needs’ (e.g. Saudi high
figure may reflect air conditioning, desalinisation etc).
Credit 2 done in detail or a range in less detail; both could achieve level 3
Level Mark Descriptor
Level 1 1-4 Little structure. Lists some data from Figure 8 and may assert that the US is
rich / selfish, or that some countries have more people. Geographical
terminology is rarely used. There are frequent written language errors.
Level 2 5-7 Some structure; attempt to suggest multiple reasons for differences. Some
geographical terminology is used. There are some written language errors.
Level 3 8-10 Well-structured account that provides explanations for a range of differences.
Progresses beyond assertions about wealth / population sizes. Appropriate
geographical terms show understanding. Written language errors are minor.
Question Number Indicative content
8 (b) Evidence - Can be historical sources that show GHG emissions rising recently
in an unprecedented way (e.g. ‘long-term’ ice cores) or modern ‘short-term’
CO2 data (Mauna Loa). ‘Medium-term’ likely to be defined as evidence for
change in recent centuries (e.g. ‘little ice age’ paintings). Credit the observed
evidence for climate change itself(rising sea levels, ecosystem change, ice
melt etc) if it is argued that this helps build a GHG hypothesis. Also accept
geological long-term (coal, sandstone as evidence for ancient change).
Climate change – Nitrous oxide and methane may be discussed alongside CO2.
Level Mark Descriptor
Level 1 1-4 One or two generalised statements, perhaps about how climate change is
being observed. Geographical terminology is rarely used. There are frequent
written language errors.
Level 2 5-8 Some structure. May suggest a key source of evidence e.g. ice cores but details
are generalised. May ignore the three suggested time scales. Some
geographical terminology is used. There are some written language errors.
Level 3 9-12 Structured account that deals with all three scales, or a good account of a
more narrow range of evidence (probably ice core analysis). Geographical
terms show understanding. Written language errors are minor.
Level 4 13-15 Well-structured account which discusses a range of evidence for the three
time scales in detail. May begin to examine accuracy/reliability of evidence.
Uses appropriate geographical terms and exemplification to show
understanding. Written language errors are rare.
6GE01_01
1101
13. Question Number Indicative content
9 (a) Shrinking world – a range of communications and transport technology
innovations are shown, all of which have contributed to time-space
compression as part and parcel of globalisation.
Technological innovations for many people – good answers will do more than
agree that a shrinking world exists; they will explore how this is experienced
by people, either in terms of the ability to move across large distances quickly
or to participate in real-time interaction with people across the world (e.g.
Facebook). The best answers will comment on ‘may have’ and will recognise
that people born later in the C20 have experienced the shrinking world to a
greater extent; or may recognise many people living in poverty today actually
have very little sense of a shrinking world (‘two-speed world’).
Level Mark Descriptor
Level 1 1-4 One or two generalised statements about all technology making it easier to
talk across or move across distances. Geographical terminology is rarely used.
There are frequent written language errors.
Level 2 5-7 Some structure and some discussion of a range of technologies and how they
contribute to a shrinking world. May categorise technology and transport.
Some geographical terminology is used. There are some written language
errors.
Level 3 8-10 Structured explanation of the effects of a range of technologies and transport
on different groups of people. May have good details of shrinking world. May
reflect on a two-speed world. Appropriate geographical terms show
understanding. Written language errors are minor.
Question Number Indicative content
9 (b) Global groupings – Expect knowledge of broad economic and political
groupings. Some are analytical categories (NICs, RICs, BRICs, LDCs, LEDCs)
others are formal groups with membership roster e.g. G7/8/20, OECD; also
trade blocs (EU / NAFTA) and OPEC cartel. Good answers should go well
beyond threefold LEDC/NIC/MEDC. May comment on dynamic nature of groups.
How nations are classified – Membership groups are self-explanatory.
Economic classification e.g. LDCs / NICs uses a range of indicators e.g.
GDP/GNI/PPP or HDI scores amongst others. The best answers may have an
evaluative style that recognises difficulties, grey areas and overlap when
trying to classify, etc.
Level Mark Descriptor
Level 1 1-4 One or two groups outlined / a few listed. Frequent written language errors.
Level 2 5-8 Some structure, with some groups described. Or has something to say about
development but does not recognise many examples of actual groupings.
Some geographical terminology is used. There are some written language
errors.
Level 3 9-12 Structured account which outlines a range of economic and/or political
groupings; or may attempt to show how classification is achieved, though
with fewer examples of actual groupings. Geographical terms to show
understanding. Written language errors are minor.
Level 4 13-15 Well-structured account which explains how a range of well exemplified
groupings are classified. May comment on the difficulties of grouping
countries/overlaps. Uses appropriate geographical terms and exemplification
to show understanding. Written language errors are rare.
6GE01_01
1101
14. Question Number Indicative content
10 (a) Megacity size – Figure 10 shows 7 rising to 26; importantly for the question,
it show a rising number reaching 15 million or more.
Distribution – Figure 10 shows a clear eastern shift in the pattern
Reasons for changes – Generic reasons may be offered of size increases
everywhere – more rural-urban migration, natural increase, globalisation and
FDI from TNCs building opportunities in global hubs. Specific reasons should
be given about why there is so much new growth in Pacific-Asia.
Level Mark Descriptor
Level 1 1-4 A few changes described using Figure 10. Basic explanation of rural job –
seekers at top of level. Geographical terminology is rarely used. There are
frequent written language errors.
Level 2 5-7 Some structure - describes size and implies distribution change (may show
changing geography by naming places where growth has occurred) and
suggests some reasons but is likely to be unbalanced. Some geographical
terminology is used. There are some written language errors.
Level 3 8-10 Structured examination with some balance between reasons for bigger cities
and changing distribution; Appropriate geographical terms show
understanding. Written language errors are minor.
Question Number Indicative content
10 (b) Challenges– how to minimise the negative externalities of growth e.g.
housing shortages, infrastructure, services, crime, pollution (emphasis differs
according to whether they are developed/ consolidating megacities or
developing/ emerging)
Using examples – expect good details at L3 / 4. The best answers may reflect
on the nature of ‘rapid’ growth and the planning problems arising from
hundreds of thousands of arrival per annum in say, Sao Paulo, when
compared with slower growth rates in New York.
Max 10 marks if no example of a rapidly growing megacity is used
Level Mark Descriptor
Level 1 1-4 Limited identification of one or two problems associated with megacities,
one of which may be named at top of level. Geographical terminology is
rarely used. There are frequent written language errors.
Level 2 5-8 Some structure in an examination that provides details of a range of generic
problems. Some geographical terminology is used. There are some written
language errors.
Level 3 9-12 Structured examination that includes a range of challenges. At the top end,
may recognise the nature of the challenges varies according to level of
development. Geographical terms show understanding. Written language
errors are minor. Good use of examples
Level 4 13-15 Well-structured account explains a range of specific challenges. Likely to
show awareness of the level of development / rapidity of growth that causes
these to vary. Uses appropriate geographical terms and detailed
exemplification to show understanding. Written language errors are rare.
6GE01_01
1101
15. Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone 01623 467467
Fax 01623 450481
Email publications@linneydirect.com
Order Code US026345
January 2011
For more information on Edexcel qualifications, please visit www.edexcel.com/quals
Edexcel Limited. Registered in England and Wales no.4496750
Registered Office: One90 High Holborn, London, WC1V 7BH
6GE01_01
1101