Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
SHS STEM General Chemistry 2 Study Notes in Chemical Equilibrium (Problem Set) EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Directions; Please read the case analysis and follow the Case Assessuzannewarch
Directions; Please read the case analysis and follow the Case Assessment Checklist. Page Amount is 1and a half pages. I will upload the case analysis after I have chosen the individual to complete the assignment.
Case Analysis Assessment Checklist
Criteria
Poor/
Not met
Fair/
Partially met
Good/
Partially met
Better/
Partially met
Best/
Fully met
I. Introduction.
A well-written introduction succinctly identifies the setting, key people, and current situation. The introduction:
Is succinct
Identifies the setting
Identifies key people
Summarizes the current situation
II. Problem Formulation.
To set the stage for action, a strong problem formulation
explains
what causes the problem in a concise, thoughtful, critical, and useful way. The problem formulation:
Includes essential elements of the case:
·
·
·
·
·
·
·
Incorporates attention to the presenting problem, why this was a problem, and the need to act.
Asserts explanatory relationships between elements in the simplest, appropriate way.
Clarifies why deciding and/or acting was difficult for the protagonist (i.e., decision maker) in the situation.
Impartial to strategies (i.e., it does not presume a strategy)
Frames the problem in a way amenable to intervention by the protagonist (i.e., decision-maker) at the time.
III. Contextual Analysis.
A strong, comprehensive contextual analysis provides an argument
explaining
how essential elements relate, and
justifying
the problem formulation. The contextual analysis:
Is factually correct.
Explains how and why the facts of the case matter.
Attends to multiple system levels (e.g., micro, meso, macro) and integrates thinking across those levels.
Uses topic sentences that make a clear and sequential argument.
Provides support for each part of the argument using analysis of case data, relevant theory, practice/empirical knowledge, and/or ethics.
Attends fairly to strengths and weaknesses of the argument.
Offers a compelling argument.
IV. Alternative Strategies.
After identifying a successful outcome, a strong set of alternative strategies will represent plausible options for responding to the presenting problem and underlying issues.
Identifies what a successful outcome requires.
As a group, the strategies:
Address the presenting problem as well as underlying causes.
Are unique and distinct from each other.
Are something the protagonist (i.e., decision-maker) can do or facilitate at the time.
Discussion of each strategy (distinguished by strategy number 1, 2, and 3 below):
Responds to all essential elements of the problem formulation.
Considers relevant ethical principles and legal and policy contexts, ...
Strategic Decision MakingComprehensive Capstone Case Study Instr.docxsusanschei
Strategic Decision Making
Comprehensive Capstone Case Study Instructions
The aim of this assignment is to provide students the opportunity to perform a thorough case analysis. Select your company and get approval from your course professor before working on it. The case analysis should include the following elements:
Title Page
Executive Summary
Background
· Introduce the company and provide the reader with background information about the company.
Situation Analysis
· The Environment – PESTLE Analysis
1. Political environment
2. Economic environment
3. Social environment
4. Technological environment
5. Legal/Regulatory environment
6. Environmental environment
· The Industry – Porter’s Five Forces Analysis
1. Bargaining power of suppliers
2. Threat of new entrant
3. Rivalry among existing competitors
4. Bargaining power of competitors
5. Threat of substitutes
· The Firm
1. What is the mission and vision of the firm?
2. What are the strengths of the firm?
3. What is the firm’s financial condition?
4. What are the constraints and weaknesses of the firm (i.e. financial condition, organizational conflict)?
5. What is the management philosophy?
6. What does the organizational structure tell you about how decisions are made?
· The Product
1. What good and/or service does the organization offer?
2. What consumer need does the product solve?
3. What promotional mix, channels of distribution, and pricing strategies are being used by the organization?
4. What competitive advantage does the marketing strategy offer?
SWOT Analysis
· Strengths
· Identify strengths of the organization and answer the following questions:
· How does this strength affect the operations of the organization?
· How does this strength assist the company in meeting the needs of its target market(s)?
· Weaknesses
· Identify weaknesses of the organization and answer the following questions:
· How does this weakness affect the operations of the organization?
· How does knowledge of this weakness assist the organization in meeting the needs of its target market(s)?
· Opportunities
· Identify opportunities in the industry (and/or external environment) and answer the following questions:
· How is this opportunity related to serving the needs of our target market?
· What actions must the organization take to capitalize on this opportunity?
· Threats
· Identify threats in the industry (and/or external environment) and answer the following questions:
· How is this threat related to serving the needs of our target market?
· What actions must the organization take to prevent this threat from limiting the capabilities of the organization?
Problem Statement
· What is the primary problem in the case? Secondary problems? What are the ramifications of these problems in the long run? Short run? Include quantitative and qualitative analysis in your response.
Strategic Plan
· Based on the problem identified, develop a 5-year strategic plan for the company. This plan should i.
Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
SHS STEM General Chemistry 2 Study Notes in Chemical Equilibrium (Problem Set) EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Directions; Please read the case analysis and follow the Case Assessuzannewarch
Directions; Please read the case analysis and follow the Case Assessment Checklist. Page Amount is 1and a half pages. I will upload the case analysis after I have chosen the individual to complete the assignment.
Case Analysis Assessment Checklist
Criteria
Poor/
Not met
Fair/
Partially met
Good/
Partially met
Better/
Partially met
Best/
Fully met
I. Introduction.
A well-written introduction succinctly identifies the setting, key people, and current situation. The introduction:
Is succinct
Identifies the setting
Identifies key people
Summarizes the current situation
II. Problem Formulation.
To set the stage for action, a strong problem formulation
explains
what causes the problem in a concise, thoughtful, critical, and useful way. The problem formulation:
Includes essential elements of the case:
·
·
·
·
·
·
·
Incorporates attention to the presenting problem, why this was a problem, and the need to act.
Asserts explanatory relationships between elements in the simplest, appropriate way.
Clarifies why deciding and/or acting was difficult for the protagonist (i.e., decision maker) in the situation.
Impartial to strategies (i.e., it does not presume a strategy)
Frames the problem in a way amenable to intervention by the protagonist (i.e., decision-maker) at the time.
III. Contextual Analysis.
A strong, comprehensive contextual analysis provides an argument
explaining
how essential elements relate, and
justifying
the problem formulation. The contextual analysis:
Is factually correct.
Explains how and why the facts of the case matter.
Attends to multiple system levels (e.g., micro, meso, macro) and integrates thinking across those levels.
Uses topic sentences that make a clear and sequential argument.
Provides support for each part of the argument using analysis of case data, relevant theory, practice/empirical knowledge, and/or ethics.
Attends fairly to strengths and weaknesses of the argument.
Offers a compelling argument.
IV. Alternative Strategies.
After identifying a successful outcome, a strong set of alternative strategies will represent plausible options for responding to the presenting problem and underlying issues.
Identifies what a successful outcome requires.
As a group, the strategies:
Address the presenting problem as well as underlying causes.
Are unique and distinct from each other.
Are something the protagonist (i.e., decision-maker) can do or facilitate at the time.
Discussion of each strategy (distinguished by strategy number 1, 2, and 3 below):
Responds to all essential elements of the problem formulation.
Considers relevant ethical principles and legal and policy contexts, ...
Strategic Decision MakingComprehensive Capstone Case Study Instr.docxsusanschei
Strategic Decision Making
Comprehensive Capstone Case Study Instructions
The aim of this assignment is to provide students the opportunity to perform a thorough case analysis. Select your company and get approval from your course professor before working on it. The case analysis should include the following elements:
Title Page
Executive Summary
Background
· Introduce the company and provide the reader with background information about the company.
Situation Analysis
· The Environment – PESTLE Analysis
1. Political environment
2. Economic environment
3. Social environment
4. Technological environment
5. Legal/Regulatory environment
6. Environmental environment
· The Industry – Porter’s Five Forces Analysis
1. Bargaining power of suppliers
2. Threat of new entrant
3. Rivalry among existing competitors
4. Bargaining power of competitors
5. Threat of substitutes
· The Firm
1. What is the mission and vision of the firm?
2. What are the strengths of the firm?
3. What is the firm’s financial condition?
4. What are the constraints and weaknesses of the firm (i.e. financial condition, organizational conflict)?
5. What is the management philosophy?
6. What does the organizational structure tell you about how decisions are made?
· The Product
1. What good and/or service does the organization offer?
2. What consumer need does the product solve?
3. What promotional mix, channels of distribution, and pricing strategies are being used by the organization?
4. What competitive advantage does the marketing strategy offer?
SWOT Analysis
· Strengths
· Identify strengths of the organization and answer the following questions:
· How does this strength affect the operations of the organization?
· How does this strength assist the company in meeting the needs of its target market(s)?
· Weaknesses
· Identify weaknesses of the organization and answer the following questions:
· How does this weakness affect the operations of the organization?
· How does knowledge of this weakness assist the organization in meeting the needs of its target market(s)?
· Opportunities
· Identify opportunities in the industry (and/or external environment) and answer the following questions:
· How is this opportunity related to serving the needs of our target market?
· What actions must the organization take to capitalize on this opportunity?
· Threats
· Identify threats in the industry (and/or external environment) and answer the following questions:
· How is this threat related to serving the needs of our target market?
· What actions must the organization take to prevent this threat from limiting the capabilities of the organization?
Problem Statement
· What is the primary problem in the case? Secondary problems? What are the ramifications of these problems in the long run? Short run? Include quantitative and qualitative analysis in your response.
Strategic Plan
· Based on the problem identified, develop a 5-year strategic plan for the company. This plan should i.
Year after year, organizations find that becoming more strategic is primarily a communications problem, not a problem of ideas but of influencing behavior. Management vocabulary is largely to blame, but it can change.
PART ONEHow to Analyze a Case Study Knowing how to anal.docxdanhaley45372
PART ONE:
How to Analyze a Case Study
Knowing how to analyze a case will help you attack virtually any business problem.
A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization or decision. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization, the people within the organization or decision. Students are then asked to identify alternative courses of action to deal with the problems or decision they identify.
A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps (FICER):
Facts- select the most important facts surrounding the case.
Issues-identify the most important issues in the case
Courses of action-Specify alternative courses of action.
Evaluate- each course of action.
Recommend- the best course of action.
Let's look at what each step involves.
Identify the most important facts surrounding the case.
Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The "correctness" of your conclusions may depend on the assumptions you make.
Identify the key issue or issues.
Use the facts provided by the case to identify the key issue or issues (or decision) facing the person(s) or organization. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company or person(s). You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization or person(s). You will need to explain why the problem occurred.
Specify alternative courses of action.
List the courses of action the company or person(s) can take to solve its problem or meet the challenge it faces. For instance, for information system-related problems, do these alternatives require a new information system or the modification of an existi.
ECO 605 Final Project DocumentOverviewThe final project.docxSALU18
ECO 605: Final Project Document
Overview
The final project for this course is a research and analysis paper on a relevant environmental issue. The final product represents an authentic demonstration of
competency, because this project is designed to guide you through the process of applying the key components of the econometrics as introduced in this course.
Natural resource economists are often involved in situations relating to intentional or unintentional impacts on the environment that stem from problems with
supply, demand, and the allocation of natural resources. It is the responsibility of an economist to better understand and educate others on the issues present, as
well as to propose ways to solve the problems with environmentally friendly, sustainable methods. For the final project, you will need to research and analyze an
environmental issue that is relevant today. Your instructor must approve your topic selection in Milestone One. Examples of possible topics include recycling,
fracking, water markets, and climate changes.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Six. The final project will be submitted in Module Nine.
Outcomes
This assignment will assess your mastery with respect to the following course outcomes:
Assess use and allocation of resources for their role in environmental and resource management issues
Compare the incentives and techniques used in the management of public goods and services with those used in the management of private goods
Evaluate the cost effectiveness of the use of naturally replenishable and non-depletable resources
Compare and contrast revealed preference and stated preference economic techniques for their use in measuring the value of non-market goods
Propose economic methods for addressing environmental problems based on the efficient use of resources
Prompt
The final project requires you to research and analyze a relevant economic environmental issue. Specifically, the following critical elements must be addressed:
I. Problem. Give a general background for an environmental issue.
A. What is the issue, and how has it impacted the environment? How long has this issue been a problem?
B. Which groups are directly and/or indirectly impacted by the situation? How and to what extent is each group affected?
C. What resources are present in this issue, and how are they being utilized? Discuss the resources as they relate to this issue and as they are used
generally.
D. For the resources identified, how are they being distributed? Is the allotment of these resources consistent over time in this situation? Is the
distribution appropriate? Explain. Discuss the resources as they relate to this issue and as they are allocated in a general sense.
II. Use of Goods and Services. Does the issue affect public or ...
Case Analysis Guide1.) Describe what is going on by notingaogglili
Case Analysis Guide
1.) Describe what is going on by noting:
a. Who are the key actors? What do we know about each of them?
b. What are the key systems involved? What do we know about each?
c. What does the problem seem to be? What are the underlying problems/issues?
d. What are the key sources of tension? What has lead up to this decision moment? What has changed to make this particular moment such a difficult one to negotiate?
2.) Explore the key sources of tension by considering:
a. What roles do different actors play in creating/sustaining a tension?
i. How can you make sense of these roles? How does an actor’s background, attributes, culture, beliefs, etc., shape his/her perceptions? His/her behaviors? It may help spur your thinking to consider: How might things be different if a male actor were female? If a Black actor were white?
b. What roles do systems play in creating/sustaining a tension (issue/problem)?
i. How can you make sense of these roles? How does a system’s structure, organization, functionality, resources, location, rules, norms, expectations, etc., shape the kinds of experiences the key actors are having?
c. How do interactions among actors and systems relate to a tension?
3.) Assess how additional knowledge and/or theory could deepen your understanding of the key sources of tension, and integrate that additional knowledge:
a. What is known about people with the attributes of the key actors? (e.g. developmental stages, cultural differences, gender differences, life transitions, people experiencing particular types of stressors, etc.) – look for both theories and empirical evidence!
b. What is known about systems like those at the center of this case? (e.g. bureaucratic systems, hierarchical versus flat organizational structures, segregated neighborhoods, the impact of high job stress and low resources on worker productivity, strengths-based versus deficit-based service environments, etc.) – look for both theories and empirical evidence!
c. How does this additional knowledge shape your thinking about the key sources of tension?
4.) Develop a problem formulation that focuses attention on the central tension/issue that must be addressed if the decision-maker is to move things forward in a productive way, while clarifying the key individual and systems factors that are most salient to why/how this issue has come to be.
5.) Develop alternative strategies that the decision-maker could realistically use to address the central issue. Be sure that each strategy begins in the specific moment/situation in which the decision-maker finds him/herself – that is, if the decision-maker is in the midst of a heated argument, do not suggest a strategy that will start tomorrow, assuming that somehow he/she has gotten through the argument. Your strategy will often extend from the current moment into the near future, but you must articulate your strategy for getting from where things are right now, to a point where the key iss ...
Final Project Part Two1The Name of the Program .docxtjane3
Final Project: Part Two
1
The Name of the Program or Project
Student Name
Walden University
The Name of the Program or Project
Introduction
Part 1
Place part 1 here. It will not be graded but the connections between part 1 and part 2 are needed.
Part 2: Methodology and Evaluation Plan
A brief introduction to part 2 and what will be addressed.
Methodology
Program Description
State the importance of the program and what your program will (a paragraph or two). .
Research Design
This research design will be quantitative OR qualitatitve …..state the type of quantitative design that will be used (survey, experimental) or the qualitative design (open ended questions, case study, etc.). State the reason for the design chosen and briefly how it will be used. Use sources here to define the type of design and how it will be used (a full paragraph).
Human Subjects
The participant population will consist of ….are they children, adults? How old are they? What is the requirement? (i.e. must be homeless women with children). (a full paragraph).
Study Validity and Reliability
State what validity is and which one you are using (use resources) and how validity will be used in your program (a full paragraph). Use resources in this section to define validity and reliability and the type you will use.
Do the same for reliability (a full paragraph).
Assumptions and Limitations
First identify the assumptions of the research and program. You can make assumptions about the length of time that participants will be treated, assume what will be applied to the participants (therapies or training or any service that you are providing). You can make assumptions about how these services are provided and the purpose of them. There are also assumptions you can make about the research design you are using (at least a full paragraph).
Limitations are anything that limits the research for the program. There can be limitations for the length of time, the place, getting participants to return or remain in the study. There are also limitations to the type of research design (at least a full paragraph).
Again, use resources here to define some of the assumptions or limitations.
Timeline (sample below)
Activity
Time Frame
Instrument/Survey Development
Weeks, months, etc.
Pilot Testing
State the length
Subject Recruitment
State the length
Application of therapy or service
State the length
Other possible services
State the length
Add in anything else that take time (i.e. parental education)
State the length
Add anything that takes time
State the length
Data Entry and Cleaning
State the length
Data Analysis
State the length
Report Generation
State the length
Analysis
Give a brief paragraph on how the analysis will be handled (most of this will be covered in the evaluation section).
Non-personnel Resources
Discuss ANY and all non-personnel resources. This can be buildings or rooms (even if no cost), pens/pencils/paper, printers, computers, clipboards, fol.
1. Choose option
A Level Geography (2030)
Command and Key Words
Command words
Analyse
Break down the content of a topic, or issue, into its constituent elements in order to provide an in-depth account and convey an understanding of it.
Annotate
Add to a diagram, image or graphic a number of words that describe and/or explain features, rather than just identify them (which is labelling).
Assess
Consider several options or arguments and weigh them up so as to come to a conclusion about their effectiveness or validity.
Compare
Describe the similarities and differences of at least two phenomena.
Contrast
Point out the differences between at least two phenomena.
Comment on
Make a statement that arises from a factual point made – add a view, or an opinion, or an interpretation. In data/stimulus response questions, examine the stimulus material provided and then make statements about the material and its content that are relevant, appropriate and geographical, but not directly evident. Candidates are being invited to ‘think like a geographer’.
Critically
Often occurs before ‘Assess’ or ‘Evaluate’ and invites an examination of an issue from the point of view of a critic with a particular focus on the strengths and weaknesses of the points of view being expressed.
Define.., What is meant by..
State the precise meaning of an idea or concept. There is usually a low tariff of marks for this.
Describe
Give an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship).
Discuss
Set out both sides of an argument (for and against), and come to a conclusion. There should be some evidence of balance, though not necessarily of equal weighting.
2. Non-confidential 2 of 4
Evaluate
Consider several options or arguments and come to a conclusion about their importance/success/worth.
Examine
Consider carefully and provide a detailed account of the indicated topic.
Explain.., Why.., Suggest reasons for...
Set out the causes of a phenomenon and/or the factors which influence its form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill than description and this is often reflected in its greater mark weighting.
Justify (at AS)
Give reasons for the validity of a view or idea or why some action should be undertaken. This might reasonably involve discussing and discounting alternative views or actions.
Justify (at A2)
Give reasons for the validity of a view or idea or why some action should be undertaken. This might reasonably involve discussing and discounting alternative views or actions. At A2 level each of the views present or options available will have positives and negatives. For the outcome(s) chosen, the positives outweigh the positives. Candidates should be able to explain all of this review process.
Outline..., Summarise...
Provide a brief account of relevant information.
To what extent ...
Form and express a view as to the merit or validity of a view or statement after examining the evidence available and/or different sides of an argument.
Key words
Appropriate
Whether actions or solutions are fit for purpose and realistic.
Benefits
The advantages/positive impacts of something (social, economic, environmental).
Causes
The reasons for the form/character of a phenomenon – for example, why a process occurs or why a phenomenon displays its characteristic features.
Challenges
Difficult, large-scale problems that require solutions.
Characteristics
The key features of a phenomenon.
Concerns
Aspects of an issue or problem that are worrying to people.
3. Non-confidential 3 of 4
Conflicts
Issues over which two or more groups of people disagree.
Consequences
The results of an action, change or process; they can be positive or negative.
Costs
The disadvantages/negative impacts of an action, change or process (social, economic, environmental).
Distribution
The geographical locations of specified phenomenon/phenomena, most often shown on a map. It may or may not present as a pattern.
Economic
Connected with the economy and therefore, often to do with employment, industry and welfare, and measurable in money terms.
Effects
The results/outcomes of an event, action or process.
Environmental
Connected with the environment – water, air and land, and the organisms which occupy it and natural resources obtainable from it.
Factors
The underlying causes of a phenomenon or problem or issue and the elements which influence it.
Impacts
The results/outcomes of events, actions or processes on people and the environment. They can be positive or negative.
Implications
What happens or might happen as a results/consequence of events, actions or processes.
Interrelationships
Links between two or more phenomena, such that changing one leads to changes in the other(s).
Issues
Matters which cause concern to people and about which there may be differing views, and may therefore, be a source of conflict.
Lifestyle
The way in which people live their lives on a regular basis.
Management
The design and implementation of policies and strategies to minimise or reduce impacts or problems and enhance outcomes. Management implies a degree of deliberation and planning.
Patterns
Regularities in the occurrence or distribution of phenomena, geographically most often shown on a map.
Political
Connected with the distribution and exercise of power, the promotion of different viewpoints and policies, the resolution of any such differences and the consequent decisions.
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Problems
Difficulties, risks or issues that worry people and indicate a response is required.
Process
A sequence of at least two related events that causes a change to take place.
Responses
The ways in which people react to an event or possible event – some may be as an individual, some may be as groups; some are planned, some are unplanned.
Scale
The area or scope of a phenomenon or focus of study – local, regional, national, international, global.
Social
Connected with people, their quality of life, health, education, prosperity and welfare.
Strategies
An overarching view and approach which indicates methods used to manage a problem or issue.
Sustainable
That which is capable of being maintained into the foreseeable future without prejudice to its own continuation or damage to the environment.
Trends
The general direction of a change – increasing, decreasing, fluctuating.
Variation
How far a phenomenon differs from the norm or the average.