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.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
Jan 2009 Global Challenges Mark SchemeHarpal Bains
The document is a mark scheme for the January 2009 GCE Geography exam from Edexcel. It provides the exam questions, acceptable answers, and number of marks awarded for each question. The mark scheme serves to evaluate student responses on the exam in a standardized way. It aims to provide transparency around what constitutes a complete or partial answer for each question.
(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.
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 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.
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.
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.
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.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
Jan 2009 Global Challenges Mark SchemeHarpal Bains
The document is a mark scheme for the January 2009 GCE Geography exam from Edexcel. It provides the exam questions, acceptable answers, and number of marks awarded for each question. The mark scheme serves to evaluate student responses on the exam in a standardized way. It aims to provide transparency around what constitutes a complete or partial answer for each question.
(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.
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 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.
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.
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.
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.
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.
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.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
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.
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.
Mark scheme for the geographical enquiryDavid Rogers
This document outlines a mark scheme for assessing a geographical enquiry. It provides descriptors for assessing students' knowledge and understanding, application, and skills. For knowledge and understanding, it evaluates the details students recall about their hypothesis, the terms they use, their understanding, and the conclusions they draw. For application, it assesses how students apply their knowledge to geographical ideas, concepts and theories. For skills, it evaluates the techniques students use to collect, present, and analyze data, how they evaluate their methods and data, and their communication skills. It also provides notes advising students that they do not need to write a methodology, and giving strategies for students to access marks related to applying their wider geographical understanding. Finally, it outlines some
- 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.
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.
- The document is a mark scheme that provides guidance to examiners on assessing exam responses for a GCE Geography exam.
- It includes general marking guidance on principles like treating all candidates equally and awarding marks for what is shown rather than penalizing omissions.
- The mark scheme then provides indicative content and mark descriptors to help examiners apply marks for questions related to topics like natural hazards, climate change, migration, and ethical trade.
This presentation proposes reconceptualizing Daggett's Rigor and Relevancy Framework to better align with modern education standards and assessments. The original framework focused on abstract categories of rigor that lacked emphasis on deep content knowledge. The proposed reconceptualization addresses this by positioning content-specific knowledge as the foundation, with skills like critical thinking and collaboration built upon that foundation. It also provides examples of project-based assessments that integrate multiple subject areas to develop both literacy and numeracy in real-world applications. The presentation concludes by arguing this approach better prepares students for college, careers and civic participation than assessments focused solely on basic skills.
This multi-day lesson plan introduces students to severe weather, focusing on tornados. Day 1 introduces severe weather types and hazards through videos, websites, and assignments. Day 2 focuses specifically on tornados, their characteristics and forming process. Students work in groups to design a tornado safety plan. Both lessons assess learning through quizzes and observation of students completing technology-based activities exploring severe weather topics. The lessons aim to prepare students for later lessons on severe weather problems and solutions.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
The document provides feedback on a student submission for a neurobiology module. The feedback comments that the student's handouts included good figures and diagrams and an appropriate bibliography, but their knowledge was limited and understanding could be improved. Areas for improvement include being able to fully explain the figures and diagrams chosen. A grading rubric is also included, outlining the characteristics and expectations for different grade levels from exceptional first class work to incompetent fails.
HIS 200 Week 2 Short Response Guidelines and Rubric Ove.docxsimonithomas47935
HIS 200 Week 2 Short Response Guidelines and Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with
course content.
Prompt: During the second week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Week 2,
you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question;
otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are
listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Theme: Approaches
to History, learning block 2-4 (page 3), before exporting to Word for submission to your instructor in the learning environment.
Question 1 What types of primary and secondary sources will you need to use to support the topic you are examining
in your essay? You do not need the actual sources yet, but you should have an idea of what they might be
(such as an eyewitness account of an event, for example).
Theme: Approaches to History,
Learning Block 2-2 (page 4)
Question 2 What are two or three keywords you could use to look for sources to answer this question? Theme: Approaches to History,
Learning Block 2-3 (page 2)
Question 3 What subject terms can you use to continue your search? Theme: Approaches to History,
Learning Block 2-3 (page 2)
Question 4 When you search for CONSTRUCTION, you get a lot of extraneous answers. What Boolean operators and
corresponding search terms could you use to narrow your search?
Theme: Approaches to History,
Learning Block 2-3 (page 2)
Rubric
Guidelines for Submission: Your response to Question 1 should be between 2 and 3 sentences in length. Your responses to Questions 2, 3, and 4 may be
answered in incomplete sentences. Follow the instructions at the bottom of Theme: Approaches to History, learning block 2-4 (page 3), to download your work
and submit it to your instructor as a single Microsoft Word document uploaded in the learning environment. Refer to the Submitting Webtext Assignments
Guide for assistance on downloading, saving, and submitting this assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Engagement Written responses completely
address all short answer
prompts
(100%)
Written responses completely
address the majority of short
answer prompts
(85%)
Written responses address the
minority of short answer
prompts
(55%)
No written responses provided
to address any short answer
prompts
(0%)
30
http://snhu-media.snhu.edu/files/course_repository/undergraduate/his/his200/submitting_webtext_assignments_guide.pdf
http://snhu-media.snhu.edu/files/course_repository/undergraduat.
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.
This document provides guidance for students on investigating crowded coasts as part of a geography unit. It outlines various fieldwork and research techniques students could employ organized under four strands: competition for coasts, coping with pressure, increasing risks, and coastal management. Examples of one-day and two-day fieldwork itineraries are given to demonstrate how different techniques could be combined at coastal locations. The document also discusses opportunities for follow-up research and preparation for examinations through activities like methodology write-ups, data analysis and presentation, and fieldwork evaluations. Revision tips are provided, emphasizing selection of key details from fieldwork and location-specific knowledge.
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docxcoubroughcosta
AES coursework 1
by Abdulhadi S H A Alshati
Submission dat e : 30- Jan- 2019 09:04 AM (UT C+0000)
Submission ID: 100002355
File name : 07 85- 1819_94 26998_114 16002_AES_co ursewo rk_1.do cx
Word count : 24 60
Charact e r count : 13261
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2
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8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
30%
SIMILARIT Y INDEX
10%
INT ERNET SOURCES
4%
PUBLICAT IONS
28%
ST UDENT PAPERS
1 12%
2 4%
3 3%
4 3%
5 2%
6 1%
7 1%
8 1%
9 1%
AES coursework 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Leeds Beckett University
St udent Paper
www.rieti.go.jp
Int ernet Source
Submitted to University of Sussex
St udent Paper
Submitted to Study Group Worldwide
St udent Paper
Submitted to University of Lincoln
St udent Paper
Submitted to Macquarie University
St udent Paper
Submitted to University of Houston System
St udent Paper
Submitted to University of Ulster
St udent Paper
www.theparliamentmagazine.eu
Int ernet Source
10 1%
11 <1%
12 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches Of f
www.hsj.gr
Int ernet Source
Submitted to Sim University
St udent Paper
"Entrepreneurship Ecosystem in the Middle
East and North Af rica (MENA)", Springer
Nature, 2018
Publicat ion
FINAL GRADE
/100
AES coursework 1
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
autho rity?
Comment 2
I'm no t sure this is relevant to so urce evaluatio n.
Comment 3
Ho w will yo u use it in yo ur essay?
PAGE 2
Comment 4
Did yo u get this so urce o nline? If so yo u sho uld ref erence it as a website.
Comment 5
What do yo u mean?
Comment 6
Which is?
Comment 7
T heref o re relating to develo ped co untries?
Comment 8
Plagirised
PAGE 3
Comment 9
Go o d
Comment 10
Go o d
PAGE 4
Comment 11
Currency relates to published date no t the autho r.
Comment 12
Go o d
PAGE 5
Comment 13
Full essay questio n needed
Comment 14
T here is no mentio n o f develo ped and develo ping co untries/
Comment 15
Which co untries?
Comment 16
T o o general.
Comment 17
Acco rding to yo ur intro ductio n, this sho uld be in the intro ductio n.
Comment 18
T his is a heading no t a
to pic sentence
PAGE 6
Comment 19
What is the impact o f replacing humans? Do es this ref er to develo ped o r develo ping co untries?
Comment 20
No t a to pic sentence
Comment 21
inf o rmal
Comment 22
Do yo u mentio n this in yo ur essay?
Comment 23
Yo u sho uld ref er to develo ped and develo ping co untries.
PAGE 7
Comment 24
Academic? Reliable?
Comment 25
Yo u canno t use this in Harvatrd Style.
Comment 26
last accessed date?
Comment 27
Ref erence as a website
Comment 28
T here are quite a f ew .co m websites and even a magazine. Co nsider if yo u sho uld use them f o r
an academic essay.
RUBRIC: GRADEMARK RUBRIC CW1 IFY_IY1
SELEC / EVAL.
0 - 1
2 - 3
4 - 5
6 - 7
8 - 10
UNDERST ANDING
0 - 1
2 - 3
4 - 5
6 - 7.
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
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 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.
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.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
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.
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.
Mark scheme for the geographical enquiryDavid Rogers
This document outlines a mark scheme for assessing a geographical enquiry. It provides descriptors for assessing students' knowledge and understanding, application, and skills. For knowledge and understanding, it evaluates the details students recall about their hypothesis, the terms they use, their understanding, and the conclusions they draw. For application, it assesses how students apply their knowledge to geographical ideas, concepts and theories. For skills, it evaluates the techniques students use to collect, present, and analyze data, how they evaluate their methods and data, and their communication skills. It also provides notes advising students that they do not need to write a methodology, and giving strategies for students to access marks related to applying their wider geographical understanding. Finally, it outlines some
- 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.
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.
- The document is a mark scheme that provides guidance to examiners on assessing exam responses for a GCE Geography exam.
- It includes general marking guidance on principles like treating all candidates equally and awarding marks for what is shown rather than penalizing omissions.
- The mark scheme then provides indicative content and mark descriptors to help examiners apply marks for questions related to topics like natural hazards, climate change, migration, and ethical trade.
This presentation proposes reconceptualizing Daggett's Rigor and Relevancy Framework to better align with modern education standards and assessments. The original framework focused on abstract categories of rigor that lacked emphasis on deep content knowledge. The proposed reconceptualization addresses this by positioning content-specific knowledge as the foundation, with skills like critical thinking and collaboration built upon that foundation. It also provides examples of project-based assessments that integrate multiple subject areas to develop both literacy and numeracy in real-world applications. The presentation concludes by arguing this approach better prepares students for college, careers and civic participation than assessments focused solely on basic skills.
This multi-day lesson plan introduces students to severe weather, focusing on tornados. Day 1 introduces severe weather types and hazards through videos, websites, and assignments. Day 2 focuses specifically on tornados, their characteristics and forming process. Students work in groups to design a tornado safety plan. Both lessons assess learning through quizzes and observation of students completing technology-based activities exploring severe weather topics. The lessons aim to prepare students for later lessons on severe weather problems and solutions.
This was a 45-minute presentation on Depth of Knowledge to Secondary Principals on 2/27/2014 as a preview of training to be delivered to Northshore School District teachers.
The document provides feedback on a student submission for a neurobiology module. The feedback comments that the student's handouts included good figures and diagrams and an appropriate bibliography, but their knowledge was limited and understanding could be improved. Areas for improvement include being able to fully explain the figures and diagrams chosen. A grading rubric is also included, outlining the characteristics and expectations for different grade levels from exceptional first class work to incompetent fails.
HIS 200 Week 2 Short Response Guidelines and Rubric Ove.docxsimonithomas47935
HIS 200 Week 2 Short Response Guidelines and Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with
course content.
Prompt: During the second week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Week 2,
you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question;
otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are
listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Theme: Approaches
to History, learning block 2-4 (page 3), before exporting to Word for submission to your instructor in the learning environment.
Question 1 What types of primary and secondary sources will you need to use to support the topic you are examining
in your essay? You do not need the actual sources yet, but you should have an idea of what they might be
(such as an eyewitness account of an event, for example).
Theme: Approaches to History,
Learning Block 2-2 (page 4)
Question 2 What are two or three keywords you could use to look for sources to answer this question? Theme: Approaches to History,
Learning Block 2-3 (page 2)
Question 3 What subject terms can you use to continue your search? Theme: Approaches to History,
Learning Block 2-3 (page 2)
Question 4 When you search for CONSTRUCTION, you get a lot of extraneous answers. What Boolean operators and
corresponding search terms could you use to narrow your search?
Theme: Approaches to History,
Learning Block 2-3 (page 2)
Rubric
Guidelines for Submission: Your response to Question 1 should be between 2 and 3 sentences in length. Your responses to Questions 2, 3, and 4 may be
answered in incomplete sentences. Follow the instructions at the bottom of Theme: Approaches to History, learning block 2-4 (page 3), to download your work
and submit it to your instructor as a single Microsoft Word document uploaded in the learning environment. Refer to the Submitting Webtext Assignments
Guide for assistance on downloading, saving, and submitting this assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Engagement Written responses completely
address all short answer
prompts
(100%)
Written responses completely
address the majority of short
answer prompts
(85%)
Written responses address the
minority of short answer
prompts
(55%)
No written responses provided
to address any short answer
prompts
(0%)
30
http://snhu-media.snhu.edu/files/course_repository/undergraduate/his/his200/submitting_webtext_assignments_guide.pdf
http://snhu-media.snhu.edu/files/course_repository/undergraduat.
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.
This document provides guidance for students on investigating crowded coasts as part of a geography unit. It outlines various fieldwork and research techniques students could employ organized under four strands: competition for coasts, coping with pressure, increasing risks, and coastal management. Examples of one-day and two-day fieldwork itineraries are given to demonstrate how different techniques could be combined at coastal locations. The document also discusses opportunities for follow-up research and preparation for examinations through activities like methodology write-ups, data analysis and presentation, and fieldwork evaluations. Revision tips are provided, emphasizing selection of key details from fieldwork and location-specific knowledge.
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docxcoubroughcosta
AES coursework 1
by Abdulhadi S H A Alshati
Submission dat e : 30- Jan- 2019 09:04 AM (UT C+0000)
Submission ID: 100002355
File name : 07 85- 1819_94 26998_114 16002_AES_co ursewo rk_1.do cx
Word count : 24 60
Charact e r count : 13261
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
30%
SIMILARIT Y INDEX
10%
INT ERNET SOURCES
4%
PUBLICAT IONS
28%
ST UDENT PAPERS
1 12%
2 4%
3 3%
4 3%
5 2%
6 1%
7 1%
8 1%
9 1%
AES coursework 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Leeds Beckett University
St udent Paper
www.rieti.go.jp
Int ernet Source
Submitted to University of Sussex
St udent Paper
Submitted to Study Group Worldwide
St udent Paper
Submitted to University of Lincoln
St udent Paper
Submitted to Macquarie University
St udent Paper
Submitted to University of Houston System
St udent Paper
Submitted to University of Ulster
St udent Paper
www.theparliamentmagazine.eu
Int ernet Source
10 1%
11 <1%
12 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches Of f
www.hsj.gr
Int ernet Source
Submitted to Sim University
St udent Paper
"Entrepreneurship Ecosystem in the Middle
East and North Af rica (MENA)", Springer
Nature, 2018
Publicat ion
FINAL GRADE
/100
AES coursework 1
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
autho rity?
Comment 2
I'm no t sure this is relevant to so urce evaluatio n.
Comment 3
Ho w will yo u use it in yo ur essay?
PAGE 2
Comment 4
Did yo u get this so urce o nline? If so yo u sho uld ref erence it as a website.
Comment 5
What do yo u mean?
Comment 6
Which is?
Comment 7
T heref o re relating to develo ped co untries?
Comment 8
Plagirised
PAGE 3
Comment 9
Go o d
Comment 10
Go o d
PAGE 4
Comment 11
Currency relates to published date no t the autho r.
Comment 12
Go o d
PAGE 5
Comment 13
Full essay questio n needed
Comment 14
T here is no mentio n o f develo ped and develo ping co untries/
Comment 15
Which co untries?
Comment 16
T o o general.
Comment 17
Acco rding to yo ur intro ductio n, this sho uld be in the intro ductio n.
Comment 18
T his is a heading no t a
to pic sentence
PAGE 6
Comment 19
What is the impact o f replacing humans? Do es this ref er to develo ped o r develo ping co untries?
Comment 20
No t a to pic sentence
Comment 21
inf o rmal
Comment 22
Do yo u mentio n this in yo ur essay?
Comment 23
Yo u sho uld ref er to develo ped and develo ping co untries.
PAGE 7
Comment 24
Academic? Reliable?
Comment 25
Yo u canno t use this in Harvatrd Style.
Comment 26
last accessed date?
Comment 27
Ref erence as a website
Comment 28
T here are quite a f ew .co m websites and even a magazine. Co nsider if yo u sho uld use them f o r
an academic essay.
RUBRIC: GRADEMARK RUBRIC CW1 IFY_IY1
SELEC / EVAL.
0 - 1
2 - 3
4 - 5
6 - 7
8 - 10
UNDERST ANDING
0 - 1
2 - 3
4 - 5
6 - 7.
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
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.
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 summarizes water issues and conflicts in South and East Asia, focusing on the Himalayan region. It discusses how the Himalayas are a key water source for major rivers through glacial melt and seasonal monsoon rains. Billions depend on this water but population growth and urbanization are increasing demand while climate change is reducing supply by causing glacial retreat. This creates tensions, as seen in territorial disputes and conflicts over dam construction between countries that share these cross-border rivers. Future food and water security could be threatened for over 3 billion people in the region unless these issues are effectively addressed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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3. 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 and candidates will be expected 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.
4. Additional Comments specific to 6GE02
• Always credit bullet points and similar lists, but remember if the list is the only
response, then this is unlikely to be able to get into the top-band (L3 or L4) based on
QWC shortcomings. However, bullets and lists as part of a response should permit
access to the top band.
• Credit reference to the full investigative fieldwork and research process when referred
to in any sections of the paper.
• Credit reference to virtual fieldwork, where appropriate
• Credit reference to GIS as a fieldwork and research tool in all questions.
• Credit reference to candidates own fieldwork and research across ALL questions
• Credit use of case studies and exemplar material where relevant.
5. Question Number Question
1(a)
QWC (i, ii, iii)
Series Indicative content
There are a number of differences relating to the economic impacts
that might be commented on i.e. using data to make suggestions
about its significance.
Tornado Flooding
• Property damage ranges from • Property damage ranges from
$420m 2005 – $1760m in $650 (2002) to $3770m in
2008 2006.
• Seems to be lots of variability • Much higher than tornado
in property damage. • Less variability in property
• High variation in crop damage – generally >
damage from $7m to $82m in $1000m
2005 but numbers generally • Crop damage generally high,
low compared to flood. but with high variability from
• Weakish correlation / linkage year to year – ranges from
between property damage $82m to $2177m.
and crop damage • Limited linkage between
flooding and crop damage.
Important is idea of differences and comparisons. Credit reference to
own knowledge and understanding of topics. May talk about path,
speed and intensity of tornadoes etc (i.e. whether they tracked over
settlements); also number + frequency in year.
For flooding may consider relative scale and impact in comparison
with tornado, i.e. widespread versus more localised etc. Credit use of
own data, examples, wider knowledge and understanding not on
Figure 1.
Level Mark Descriptor
Level 1-4 Basic and generalised with one or two ideas only relating to data
1 provided or making little use of Figure 1. Likely to do tornadoes OR
Flooding, not both. Lacks structure and very limited use of
geographical terminology. Considerable errors in language.
Level 5-7 Some data commented on, but likely to be restricted either in range
2 and or depth. Mentions both tornadoes and flooding, likely to be
unbalanced. Expect some comparison. Some structure and some
written language errors.
Level 8-10 A response where some range of data and differences are commented
3 on providing depth, including reference to Figure 1. Some reasons
may also be given. Reasonably balanced in terms of tornadoes and
flooding (uses both tables). Well structured; written language errors
are rare.
6. Question Number Question
1(b)
QWC (i, ii, iii)
Series Indicative content
Note this question is focused on results and conclusions, but may also
include elements of data presentation and analysis (should be linked
to outcomes).
Results and • Results are outcomes / data gathered during
conclusions fieldwork or from research.
• May provide a summary of the fieldwork and
research data collected (e.g. patterns of flood
risk etc), with reference to particular places.
• May include evaluation and comments on
reliability.
• Moves towards providing conclusions based on
data and evidence.
Expect a wide variety of ideas discussed, but also credit approaches /
methodology to provide a context / setting for the results and
conclusions.
Credit responses may make links to previous flood events and
therefore able to comment on degree of risk, especially how flood risk
changes over time.
NB: do not credit coastal flooding / risk. Rubric.
Level Mark Descriptor
Level 1-4 A limited description of fieldwork / research undertaken. May not be
1 well linked to flooding. Lacks structure. Considerable errors in
language.
Level 5-8 May be a description of fieldwork/research with some link to flooding /
2 risk.
Likely to be unbalanced and lacking detail. Expect limited use of
geographical
terminology. There are some written language errors.
Max 8 if case study with no indication of own fieldwork or research.
Level 9-12 Some range of results and/or conclusions from the candidate’s own
3 fieldwork / research linked to flood risk. Some use of geographical
terminology. Response shows some structure, limited written
language errors.
Max 10 if only fieldwork or research.
Level 13-15 Structured account which summarises a range of results and
4 conclusions of the
candidate’s own fieldwork and research and comments on increasing
flood risks. Good use of terminology. Written language errors are
rare.
7. Question Question
Number
1(c)
QWC (i, ii,
iii)
Series Indicative content
Candidates may choose one from a range of extreme weather events –
hurricanes, floods, tornado, heatwave, or drought.
Approaches to reduce impacts include:
Preparation e.g. building design, landuse planning, community preparedness
and education; evacuation plans etc.
Prediction: range of ideas, technology likely to be especially important:
• Better computer modelling to forecast / predict locations, durations and
likely impacts, e.g. GIFS Global Interactive Forecasting System which
uses advanced grid computation technology.
• Weather radar – rainfall density over a large area. Doppler radar allows
accurate measurement of wind systems in severe storms.
• Satellites can be used to estimate rain rate etc – help in the forecasting of
floods.
• GIS can be used to prepare mathematical models for extreme weather
forecasting – it can process complex spatial information and therefore
contribute to the early warning.
In addition response could be mentioned e.g. role of emergency services,
evacuation, aid and longer term responses.
May have developed versus developing countries comparative solutions or top
down versus bottom up approaches to reduce impacts.
‘Approaches’ can be interpreted to mean strategies and examples of schemes.
If two or more extreme weather event types are done, credit the best.
Level Mark Descriptor
Level 1-4 Basic with one or two general ideas on approaches, limited link to reducing
1 impacts. No exemplification. Lacks structure and very limited use of
geographical terminology. Considerable errors in language.
Level 5-7 Some approaches examined. Likely to be restricted either in range and or
2 depth but has some links to reducing impacts. Some limited exemplification
present. Some structure and some written language errors.
Level 8-10 A clear response which refers to 2 or more different approaches, well linked to
3 reducing the impacts of the chosen extreme weather event. Well structured
and balanced response which uses the examples effectively. Shows range and
or detail through response. Written language errors are rare.
8. Question Number Question
2(a)
QWC (i, ii, iii)
Series Indicative content
The information in the resource provides lots of material, there is a
range of possible ideas to draw on, e.g.:
• Bird watching conflicts with camping / caravanning; agriculture
conflicts with camping
• Most activities are compatible, e.g. sunbathing and fishing
(rarely conflicting). Note some activities are marine whereas
others are land based and these are likely to rarely conflict.
• Many activities are incompatible but chance of conflict is low.
• Military use is a little unusual in that it is incompatible but
conflict is rare with all activities.
Expect candidates to use own knowledge and understanding to
comment on reasons for individual conflicts. Credit any other ideas
which may be related to reliability of data used in matrix and rationale
/ decisions it is based on.
Credit reference to examples from own fieldwork and research where
relevant.
Level Mark Descriptor
Level 1-4 Basic and generalised with one or two descriptive ideas only relating
1 to data provided. Picks on a very limited range of activities. Lacks
structure and very limited use of geographical terminology.
Considerable errors in language.
Level 5-7 Some data commented on, but likely to be restricted either in range
2 and or depth / reasons. Expect some comment relating to the degree
of conflict. Some structure and some written language errors.
Level 8-10 A response where some range of conflicts are discussed with some
3 details. Some reasons may also be given. Reasonable range in
terms of number of activities selected and discusses how degree of
conflict varies. Well structured; written language errors are rare.
9. Question Number Question
2(b)
QWC (i, ii, iii)
Series Indicative content
Note this is focused on results and conclusions, but may also include
elements of data presentation and analysis (should be linked to
outcomes).
Results and • Results are outcomes / data gathered during
conclusions fieldwork or from research.
• May provide a summary of the fieldwork and
research data collected (e.g. landuse etc), with
reference to particular places.
• May include evaluation and comments on
reliability.
• Moves towards providing conclusions based on
data and evidence.
Expect a wide variety of ideas discussed, but also credit approaches /
methodology to provide a context / setting for the results and
conclusions.
Credit responses may make links to historical development and
therefore able to comment on change over time.
Coastal development may refer to urbanisation, coastalisation,
industry, tourism, conservation developments, energy developments,
building / developing coastal defences (the latter could be linked to
land use maps, sketches, photos, old maps etc.)
NB: ‘hold the line’ type answers or ones focussed on rates of coastal
erosion are unlikely to answer the question successfully.
Level Mark Descriptor
Level 1-4 A limited description of fieldwork / research undertaken. May not be
1 well linked to coastal development. Lacks structure. Considerable
errors in language.
Level 5-8 May be a description of fieldwork/research with some link to coastal
2 development. Likely to be unbalanced and lacking detail. Expect
limited use of geographical terminology. There are some written
language errors.
Max 8 if case study with no indication of own fieldwork or research.
Level 9-12 Some range of results and/or conclusions from the candidate’s own
3 fieldwork / research linked to coastal development. Some use of
geographical terminology. Response shows some structure, limited
written language errors.
Max 10 if only fieldwork or research.
Level 13-15 Structured account which summarises a range of results and
4 conclusions of the
candidate’s own fieldwork and research and comments on coastal
development. Good use of terminology. Written language errors are
rare.
10. Question Number Question
2(c)
QWC (i, ii, iii)
Series Indicative content
Credit discussion/ definitions of integrated coastal management /
ICZM. Large coastal cells are broken down into smaller units and then
action is taken via SMP (Shoreline Management Plans).
Sustainable coastal defence / management attempts to
accommodate, copy or work alongside natural systems and processes,
with ecosystems often playing a key role. Typically such approaches
are small scale, localised and bottom-up or community driven.
• They have the advantages of being environmentally friendly,
sometimes cheaper and longer-lasting.
• Consideration needs to be taken so that schemes are
compatible with adjacent coastal areas. Managed retreat is
where the sea is allowed to flood parts of the intertidal zone –
thus creating mudflats and valuable salt marsh habitat.
• Coastal realignment may be more controversial since it involves
‘retreating the line’, e.g. Kent, N. Norfolk and Essex. Is often
viewed by local residents as the do-nothing and easy opt out.
Politically can be difficult to execute.
Credit discussion of why some / all hard defences are not sustainable
/ as sustainable e.g. breakwaters, gabions, geotextiles, groyne fields,
revetments, rock armour and rip-rap, sea walls etc. Costly to install
but can be effective at particular locations. Often used in combination
with other strategies in high value coastal environments, e.g. resort
beaches etc.
Examples can mean examples of places or approaches.
NB Answers which explain a management strategy for a coastline
with very limited link to ‘why sustainable approaches..’ are used are
likely to score low L2 marks (5).
Level Mark Descriptor
Level 1-4 Basic and generalised with a few ideas on coastal management. No /
1 little appreciation of sustainable coastal management. Descriptive.
Lacks structure and very limited use of geographical terminology.
Considerable errors in language.
Level 5-7 Some ideas on sustainable and / or integrated approaches with partial
2 explanations of why these strategies are used. Likely to be restricted
either in range and or depth. Some structure and some written
language errors. Some use of geographical terminology.
Level 8-10 A clear response with examples of sustainable coastal management.
3 Well structured and balanced response which explains why they are
used. Shows range and or detail through response. Appropriate use
of geographical terminology. Written language errors are rare.
11. Question Number Question
3(a)
QWC (i, ii, iii)
Series Indicative content
The degree of inequality between Clearing and Englewood is huge –
therefore there are very obvious differences between the two areas
e.g.
• Englewood is mainly African American, whereas there is a very
low % (0.6) in Clearing.
• Far more poverty in Englewood with nearly half the population
below the poverty line, whereas Clearing 6.9%.
• Another significant difference is crime (robberies and murders)
e.g. Clearing 1 and 33 versus Englewood 20 and 565.
• Candidates may explore weaknesses in the data e.g. some data
not present
Much more data can be extracted from the table – income, median
household income
Overall the data does show significant inequalities in terms of social
and economic differences.
Especially reward those who recognise just how big the differences
are (i.e. the degree)and begin to offer possible suggestions, linking
idea of inner city suburb vs outer suburb.
Some candidates may use the data in an implied way whilst others
may quote it.
Level Mark Descriptor
Level 1-4 One or two basic items of data described from the resource but
1 limited to simple lift-offs (with probably no data support). May
discuss one district only. Lacks structure and considerable errors in
language.
Level 5-7 A range of descriptive comments linked to resource including one or
2 two ideas relating to degree of differences. Likely to use data from
the resource. Comments on both districts. Some structure; there are
some written language errors.
Level 8-10 A clear response with good use of resource (both districts)
3 commenting on the degree of difference. Uses data well. Some
reasons may also be given. Well structured and appropriate use of
geographical terminology. Written language errors are rare.
12. Question Number Question
3(b)
QWC (i, ii, iii)
Series Indicative content
Lack of access to services which can lead to inequality may take many
forms:
• Technology, e.g. mobile phone reception, wi-fi, high speed
broadband etc
• Bus / train / rail / port infrastructure proximity and frequency
• Places for entertainment and leisure (affordability and
availability)
• Basic services such as electricity, sanitation etc
• Healthcare – quality, range of services, distance and
affordability
• Education/training – choice, distance to travel
Inequality will be worse where it is difficult to access services, but it
may affect different groups (e.g. the elderly, the young, unemployed,
single parents, disabled, ethnic minorities etc) to different degrees.
In MEDCs inequality more likely to be driven by physical barriers (e.g.
mountains / hills), remoteness or the economics of delivery of a
particular service. Population density (potential market) will also be a
factor which links to marginalisation. Expect candidates to refer to
lack of high speed broadband or poor mobile phone reception. LEDCs
other factors at play.
Candidates may just do MEDC or LEDC.
Note – can be examples from rural or urban locations (not both).
These could refer to types of service within a place or different places.
Level Mark Descriptor
Level 1-4 Identifies one or two basic ideas only. Very limited understanding of
1 lack of access to services. Likely to be not located. Little structure
and very limited use of geographical terminology. Considerable errors
in language.
Level 5-7 Uses a place/service to support response. Some structure. Likely to
2 be lacking in either range or depth, but shows some understanding of
how inequality may be linked to access to services. There are some
written language errors.
Level 8-10 A clear response which shows understanding of how a lack of access
3 to services can be linked to inequality. Well exemplified through
places and/or services. Well structured and balanced response in
which written language errors are rare.
13. Question Number Question
3(c)
QWC (i, ii, iii)
Series Indicative content
There are a range of fieldwork and research opportunities – expect
these to include some of the following:
Fieldwork Visit location(s), collect qualitative and quantitative
(primary): evidence, e.g. oral histories of change, perception
of reputation, looking for evidence of change in
functional hierarchy etc. Looking for evidence of
improvements to ‘place image’, ‘product’ image etc.
Opportunity at busy rural or urban locations to
determine sphere of influence etc (use of
questionnaire?). Lots of photographic and video
evidence expected, e.g. architectural icons / design
features. Especially important as part of urban
schemes (linked to rebranding).
Research Photos / postcards illustrating change, changes in
(secondary): employment, visitor profile and published
catchment survey data etc. Urban areas, e.g.
crime statistics, visitor numbers / footfall patterns.
Data from town / city centre management.
Also use of geo-demographic data, e.g. postcode
checkers on the internet etc.
Particular data relating to actual schemes.
Provide credit for possible reference to sampling strategies, e.g.
systematic and stratified, no of people interviewed etc; also some
candidates may have used a pilot survey, e.g. to format
questionnaires.
In reality it is quite difficult to get evidence – credit any
acknowledgment that results may be partial and tentative; based on
more subjective observations.
Note can be either urban or rural.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described. Fieldwork may
1 not be appropriate / linked to inequality. Lacks structure.
Considerable errors in language.
Level 5-8 Descriptive style but with some statements about either fieldwork or
2 research approaches linked to inequality or schemes. May be a
description that lacks focus on the question / less relevant techniques.
Likely to be unbalanced and lacking detail. Expect limited use of
geographical terminology. There are some written language errors.
Level 9-12 Describes a range of fieldwork and/or research approaches linked to
3 schemes to reduce inequality. Expect some mention of success and /
or schemes. Some use of geographical terminology. Response shows
some structure, limited written language errors.
Max 10 if only fieldwork or research.
Level 13-15 Structured account which describes a good range of fieldwork and
4 research linked to schemes to reduce inequality. ‘Success’ also forms
part of the answer. Shows good use of own / group fieldwork, with
good use of terminology. Written language errors are rare.
14. Question Number Question
4(a)
QWC (i, ii, iii)
Series Indicative content
Rebranding often involves the removal of old land-uses to make way
for the new (image). Often these changes may create conflict (which
could range from a mild disagreement up to direct action against
development) as there is no doubt disruption and disturbance, noise
etc; changes may not be to the benefit of all people within an area or
region. Conflict could occur at different stages in the rebranding
process and responses may refer to this.
Table indicates possible groups associated with each image.
Image 1a Traditional industries Image 1b Traditional industries
/ light manufacturing / light manufacturing
Image 2a Developers and Image 2b Games visitors +
residents in buildings tourists
Image 3a Residents Image 3b Games visitors
Candidates may also discuss the role of players (links to groups of
people). Also credit candidates who bring in own knowledge and
understanding of the issues relating to London Olympics or any other
places which seem reasonable.
Many other conflicts could be discussed that are not directly linked to
the images, such as between local residents and developers, or
builders and shop keepers etc. Credit mentioning of these. Credit
ideas that the rebranding process does not necessarily create
conflicts.
Expect reference to Figure 4, but candidates may also discuss other
examples of conflict as a result of rebranding.
Level Mark Descriptor
Level 1-4 One or two basic items of data described from the resource, but no
1 real ideas about conflicts; limited to simple lift-offs of what pictures
show, likely from one or two images only. Lacks structure and
considerable errors in language.
Level 5-7 A range of descriptive comments linked to resource including one or
2 two ideas regarding possible conflicts linked to rebranding, may
mention groups. May move beyond images provided. Some
structure; there are some written language errors.
Level 8-10 A clear response which makes valid comments linking together
3 rebranding, conflicts and groups using images and possibly own ideas
/examples. Well structured; written language errors are rare.
15. Question Number Question
4(b)
QWC (i, ii, iii)
Series Indicative content
Rebranding can be used as a tool or catalyst to improve quality of
places. Sustainability might link to economic, social and
environmental aspects of rebranding. There are a range of linked
ideas here. Inward investment attracting other businesses etc and
positive spirals. Perhaps important is the idea of longer-term success.
Credit definition of sustainability in the context of rebranding.
Urban Rural
• Employment opportunities • Economically viable providing
close to communities, a range of employment
reducing transport footprint opportunities
• Preservation of heritage and • Limited use of artificial
culture chemicals in any production
• Innovative energy efficient methods (ideally organic);
design local food etc.
One of the issues with rebranding is to what extent schemes actually
benefit all communities / groups / players, especially those that are
the most deprived or have least say.
Places can be urban or rural, and at a range of scales, e.g. regional to
local.
Credit discussion of top-down, bottom-up and partnership
approaches.
Level Mark Descriptor
Level 1-4 Basic and generalised with few ideas on rebranding. Lacks structure
1 and very limited use of geographical terminology. Limited or no
reference to a real place. Sustainability concept largely absent.
Considerable errors in language.
Level 5-7 Some structure. Likely to be lacking in either range or depth, but
2 may show some understanding of sustainability and its use as a part
of rebranding. Reference to at least one place. There are some
written language errors.
Level 8-10 A clear response which shows how 2 or more named places have used
3 rebranding to become more sustainable. Well structured and balanced
response. Written language errors are rare.
16. Question Number Question
4(c)
QWC (i, ii, iii)
Series Indicative content
There are a range of fieldwork and research opportunities – expect
these to include some of the following:
Fieldwork Visit location(s), collect qualitative and quantitative
(primary): evidence, e.g. oral histories of change, perception
of reputation, looking for evidence of change in
functional hierarchy etc. Looking for evidence of
improvements to ‘place image’, ‘product’ image etc.
Opportunity at busy rural or urban locations to
determine sphere of influence etc (use of
questionnaire?). Lots of photographic and video
evidence expected, e.g. architectural icons / design
features. Especially important as part of urban
schemes (linked to rebranding).
Research Photos / postcards illustrating change, changes in
(secondary): employment, visitor profile and published
catchment survey data etc. Urban areas, e.g.
crime statistics, visitor numbers / footfall patterns.
Data from town / city centre management.
Also use of geo-demographic data, e.g. postcode
checkers on the internet etc.
Particular data relating to actual schemes.
Provide credit for possible reference to sampling strategies, e.g.
systematic and stratified, no of people interviewed etc; also some
candidates may have used a pilot survey, e.g. to format
questionnaires.
In reality it is quite difficult to get evidence – credit any
acknowledgment that results may be partial and tentative; based on
more subjective observations.
Note can be either urban or rural.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described. Fieldwork may
1 not be appropriate / linked to rebranding. Lacks structure.
Considerable errors in language.
Level 5-8 Descriptive style but with some statements about either fieldwork or
2 research approaches linked to rebranding or schemes. May be a
description that lacks focus on the question / less relevant techniques.
Likely to be unbalanced and lacking detail. Expect limited use of
geographical terminology. There are some written language errors.
Level 9-12 Describes a range of fieldwork and/or research approaches linked to
3 rebranding. May be some indication of success and / or schemes.
Some use of geographical terminology. Response shows some
structure, limited written language errors.
Max 10 if only fieldwork or research.
Level 13-15 Structured account which describes a good range of fieldwork and
4 research linked to rebranding. ‘Success’ forms part of the answer as
does a mention of scheme(s). Shows good use of own / group
fieldwork, with good use of terminology. Written language errors are
rare.
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