This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
This document provides 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.
The document is a summary of the 2012 summer exam for GCE Geography on global challenges. It provides instructions and guidelines for examiners on how to mark exam responses for different questions. Some key points include:
- The exam contains questions on topics like drought in Australia and its links to El Nino, factors influencing changes in Earth's climate over long time periods, and the economic and food security impacts of climate change.
- Model answers and mark schemes are provided for different questions testing knowledge of these topics. Marks are awarded for specific points or explanations within answers.
- Instructions are given to examiners on what to accept or not accept for marks, and how many marks different parts of a response can receive
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.
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.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
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.
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 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.
The document is a summary of the 2012 summer exam for GCE Geography on global challenges. It provides instructions and guidelines for examiners on how to mark exam responses for different questions. Some key points include:
- The exam contains questions on topics like drought in Australia and its links to El Nino, factors influencing changes in Earth's climate over long time periods, and the economic and food security impacts of climate change.
- Model answers and mark schemes are provided for different questions testing knowledge of these topics. Marks are awarded for specific points or explanations within answers.
- Instructions are given to examiners on what to accept or not accept for marks, and how many marks different parts of a response can receive
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.
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.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
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.
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.
BNI provides referrals that help with business visibility and credibility, allowing members to profit and improve their life. BNI offers a buffet of benefits like learning, sharing, marketing, branding, and developing friendships and professional relationships. It is a system that helps with research, networking, leadership skills like public speaking and elevator pitches, and making meaningful connections that are difficult to achieve with online social media alone.
This document lists potential sources of support for an individual, including mentors, previous mentors, people helped, co-workers, family and friends, members of non-business groups, former managers and supervisors, and religious leaders and groups. It suggests tapping into one's network of relationships for guidance and assistance.
National organic agriculture seminar 2012wongkaiyuen
The speaker discusses how to market and brand organic products. A key point is that the market can help, but first organic producers must get the market to help them. The speaker recommends starting with compelling content about your unique proposition, using channels like face-to-face interactions and social media to sustain conversations, and adopting a new paradigm of giving to the market to get help from the market through collaboration instead of competition.
Delusion No. 1 is that you will always get referrals directly from the referral source when with them, but most referrals happen without your presence so you need to train clients and partners. Delusion No. 2 is that constantly switching networking groups maximizes referrals, but building long-term relationships through spending time with groups works better. Delusion No. 3 is that customers are the best referral source, but partners you refer business to and share target customers with can provide more consistent referrals over time.
An international assessment conducted by 400 scientists over 3 years concluded that while agricultural technologies have increased productivity in the past, pesticides and fertilizers now threaten the environmental sustainability of agriculture. Greenpeace and scientists argue that organic agriculture, which emphasizes ecological farming practices, can feed the world through higher organic yields, biological nitrogen fixation, and huge savings on public health and environmental damages. They call for a radical overhaul of agricultural policies to prioritize small farmers and support the transition to more sustainable and ecological farming systems.
This document summarizes a presentation about a healthy food retail and restaurant business. It discusses the company's niche in organic and natural vegetarian and some meat dishes. The target markets are identified as foodies interested in food, eco-conscious people, health-conscious people, and success-conscious people. It also discusses the company's referral generator program with benefits for community members who sign up, with a goal of 500 new members by December 2009.
The document summarizes a study on the role of biomechanics in maximizing golf shot distances. The study measured muscle activation and joint angles during the golf swing of amateur and professional golfers. Key findings were that professionals had higher angular velocities, producing greater club head speeds and longer shots. The study concluded understanding biomechanics can help improve golf technique and reduce injuries.
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.
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.
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.
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.
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 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.
- 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 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.
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.
This document provides guidance for students on conducting geographical investigations into crowded coasts. It discusses potential fieldwork activities that could be done, such as land use surveys, questionnaires, and beach quality assessments. Students are advised to provide details about their fieldwork methods, equipment used, and real places visited when preparing notes. Example fieldwork activities are outlined for different crowded coasts issues that could be investigated over one or two days. Follow-up revision activities are also suggested, such as a fieldwork methodology write-up, data presentation and analysis, and reviewing results and limitations. The document emphasizes selecting relevant details from fieldwork and revising thoroughly for the exam.
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 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.
PROJECT RISK MANAGEMENT 2
Project Risk Management
MPM344-1701B-01 Project Risk Management
March 8, 2017
Ronald Burke
Contents
Project Outline 3
Risk Management Justification 3
Project Risks Identification 6
Project Risks Responses Strategy 6
Project Risks Responsibility Plan 6
Project Risks Monitoring and Control Plan 7
Project Risks WBS and Budget Updates 7
Project Risks Communication Plan 7
Reference List 9
Introduction To Project Risk ManagementProject Outline
Brief description of the project.
Today, the United Kingdom and the United States have been receiving an overwhelming number of international students from all over the world. However, the number of the international students is larger compared to students from other countries. Several of these students study English while in the foreign institutions because, at their homeland, they are only shallow English that can only be used to answer examination questions (Lin 2014). The students are faced with a lot of challenges that they have to overcome in order to achieve what brought them to a foreign land. This paper will, therefore, aim at getting a better understanding of how it feels like to learn English as a second language especially for the Chinese students studying abroad. Risk Management Justification
Carrying out a study that involves international students requires that I get data from the international students and their professors. For the student are not within my reach, then some finances will be required to aid the success of the project. Therefore, there is a need to ensure that funds are well managed to avoid overspending.
Project risk management has some advantages which include availing time to have a project being assessed; risks are documented such that future researchers can have a reference since the projects are usually planned, it allows the researcher to provide responses without delay to questions asked, and confidence level increases on the investment decisions.
Project risk management involves an eight-step process. To start with, the researcher has the responsibility of identifying the causes of the risk, that is, every factor that is likely to pose a challenge and delay the meeting of objectives. Here, the researcher is also granted with an opportunity to explore the factors that would enhance the meeting of the objectives. Secondly, the cause of the risk should be identified. Thereafter, the researcher should come up with the controls whose aim is to prevent the occurrence of the risk. In the next step, the researcher should identify the consequences that may arise as a result of the risk and also what impact that the control measures will have on the project. Then, the researcher should come up with a rating description and then the researcher should come up with the Cther controls. In the last steps, the researcher should come up with a decision depending on.
BNI provides referrals that help with business visibility and credibility, allowing members to profit and improve their life. BNI offers a buffet of benefits like learning, sharing, marketing, branding, and developing friendships and professional relationships. It is a system that helps with research, networking, leadership skills like public speaking and elevator pitches, and making meaningful connections that are difficult to achieve with online social media alone.
This document lists potential sources of support for an individual, including mentors, previous mentors, people helped, co-workers, family and friends, members of non-business groups, former managers and supervisors, and religious leaders and groups. It suggests tapping into one's network of relationships for guidance and assistance.
National organic agriculture seminar 2012wongkaiyuen
The speaker discusses how to market and brand organic products. A key point is that the market can help, but first organic producers must get the market to help them. The speaker recommends starting with compelling content about your unique proposition, using channels like face-to-face interactions and social media to sustain conversations, and adopting a new paradigm of giving to the market to get help from the market through collaboration instead of competition.
Delusion No. 1 is that you will always get referrals directly from the referral source when with them, but most referrals happen without your presence so you need to train clients and partners. Delusion No. 2 is that constantly switching networking groups maximizes referrals, but building long-term relationships through spending time with groups works better. Delusion No. 3 is that customers are the best referral source, but partners you refer business to and share target customers with can provide more consistent referrals over time.
An international assessment conducted by 400 scientists over 3 years concluded that while agricultural technologies have increased productivity in the past, pesticides and fertilizers now threaten the environmental sustainability of agriculture. Greenpeace and scientists argue that organic agriculture, which emphasizes ecological farming practices, can feed the world through higher organic yields, biological nitrogen fixation, and huge savings on public health and environmental damages. They call for a radical overhaul of agricultural policies to prioritize small farmers and support the transition to more sustainable and ecological farming systems.
This document summarizes a presentation about a healthy food retail and restaurant business. It discusses the company's niche in organic and natural vegetarian and some meat dishes. The target markets are identified as foodies interested in food, eco-conscious people, health-conscious people, and success-conscious people. It also discusses the company's referral generator program with benefits for community members who sign up, with a goal of 500 new members by December 2009.
The document summarizes a study on the role of biomechanics in maximizing golf shot distances. The study measured muscle activation and joint angles during the golf swing of amateur and professional golfers. Key findings were that professionals had higher angular velocities, producing greater club head speeds and longer shots. The study concluded understanding biomechanics can help improve golf technique and reduce injuries.
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.
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.
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.
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.
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 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.
- 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 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.
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.
This document provides guidance for students on conducting geographical investigations into crowded coasts. It discusses potential fieldwork activities that could be done, such as land use surveys, questionnaires, and beach quality assessments. Students are advised to provide details about their fieldwork methods, equipment used, and real places visited when preparing notes. Example fieldwork activities are outlined for different crowded coasts issues that could be investigated over one or two days. Follow-up revision activities are also suggested, such as a fieldwork methodology write-up, data presentation and analysis, and reviewing results and limitations. The document emphasizes selecting relevant details from fieldwork and revising thoroughly for the exam.
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 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.
PROJECT RISK MANAGEMENT 2
Project Risk Management
MPM344-1701B-01 Project Risk Management
March 8, 2017
Ronald Burke
Contents
Project Outline 3
Risk Management Justification 3
Project Risks Identification 6
Project Risks Responses Strategy 6
Project Risks Responsibility Plan 6
Project Risks Monitoring and Control Plan 7
Project Risks WBS and Budget Updates 7
Project Risks Communication Plan 7
Reference List 9
Introduction To Project Risk ManagementProject Outline
Brief description of the project.
Today, the United Kingdom and the United States have been receiving an overwhelming number of international students from all over the world. However, the number of the international students is larger compared to students from other countries. Several of these students study English while in the foreign institutions because, at their homeland, they are only shallow English that can only be used to answer examination questions (Lin 2014). The students are faced with a lot of challenges that they have to overcome in order to achieve what brought them to a foreign land. This paper will, therefore, aim at getting a better understanding of how it feels like to learn English as a second language especially for the Chinese students studying abroad. Risk Management Justification
Carrying out a study that involves international students requires that I get data from the international students and their professors. For the student are not within my reach, then some finances will be required to aid the success of the project. Therefore, there is a need to ensure that funds are well managed to avoid overspending.
Project risk management has some advantages which include availing time to have a project being assessed; risks are documented such that future researchers can have a reference since the projects are usually planned, it allows the researcher to provide responses without delay to questions asked, and confidence level increases on the investment decisions.
Project risk management involves an eight-step process. To start with, the researcher has the responsibility of identifying the causes of the risk, that is, every factor that is likely to pose a challenge and delay the meeting of objectives. Here, the researcher is also granted with an opportunity to explore the factors that would enhance the meeting of the objectives. Secondly, the cause of the risk should be identified. Thereafter, the researcher should come up with the controls whose aim is to prevent the occurrence of the risk. In the next step, the researcher should identify the consequences that may arise as a result of the risk and also what impact that the control measures will have on the project. Then, the researcher should come up with a rating description and then the researcher should come up with the Cther controls. In the last steps, the researcher should come up with a decision depending on.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docxmattjtoni51554
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three 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 Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
The document provides an examiner's report on NEBOSH's International General Certificate in Occupational Health and Safety (IGC2) exam from March 2009. It includes general comments on candidate performance, comments on individual exam questions, and examples of expected answers. The report finds that while many candidates were well-prepared, some showed a lack of knowledge or understanding of how to apply concepts to workplace situations. It provides feedback on common mistakes and gives sample answers for several questions to help guide future study.
This document provides guidance for students on conducting fieldwork for the iGCSE Geography exam. It outlines the steps of the enquiry process, including planning, data collection, presentation, analysis and evaluation. It then describes various fieldwork opportunities organized by topic area and exam unit. For each opportunity, it provides details on skills needed, aims, location, hypotheses, data collection techniques, risks, and potential exam questions. The document aims to help students plan and carry out fieldwork investigations that meet the requirements of the iGCSE Geography exam.
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.
The document is an assessment task sheet for a geography assignment on landforms and landscapes in Australia. It outlines three parts to the assessment:
Part A requires students to create an action plan by September 16th explaining the steps they will take to research a chosen landform/landscape.
Part B involves writing a 500-1000 word newsletter article by September 21st using provided questions to explain the significance of the chosen landform/landscape.
Part C on September 21st consists of an evaluation of the research process and self-reflection on skills learned with goals for improvement.
New York Survey DataInstructionsA consulting firm was hired to.docxcurwenmichaela
New York Survey Data
Instructions
A consulting firm was hired to perform a survey on people living in New York City. The survey was completed monthly for six months by 445 randomly selected people in different boroughs. There were a number of items on the survey, but six basic biographical items will be studied for this exercise. The data for the people surveyed in one of these monthly surveys can be found in the Excel file SURVEY. The variables that were used for the basic biographical data are found on the last page of the exercise.
In this exercise, some of the estimation techniques presented in the module will be applied to the New York survey results. You may assume that these respondents represent a simple random sample of all potential respondents within the community, and that the population is large enough that application of the finite population correction would not make an appreciable difference in the results.
New York City governmental agency personnel like to have point estimates regarding variables describing the biographical information of the people living within the different boroughs. It is very helpful for them to have some idea regarding the likely accuracy of these estimates as well. Therein lies the benefit of the techniques presented in this module and applied here.
1. Item A in the description of the data collection instrument lists variables 1 through 5, which represent the respondent’s general attitude toward each of the five boroughs. Each of these variables has numerically equal distances between the possible responses, and for purposes of analysis they may be considered to be of the interval scale of measurement.
1. Determine the point estimate, and then construct the 95% confidence interval for μ1= the average attitude toward Manhattan.
2. Repeat part (a) for μ2through μ5, the average attitudes toward Brooklyn, Queens, The Bronx and Staten Island, respectively.
2. Given the breakdown of responses for variable 6 (highest level of education), determine the point estimate, then construct the 95% confidence interval for π6= the population proportion of doctoral degrees.
3. Given the breakdown of responses for variable 7 (marital status of respondent), determine the point estimate, and then construct the 95% confidence interval for π7 = the population proportion in the “single or other” category.
4. Assume the governmental agencies requested estimates of the mean attitudes towards each borough with a margin of error of 0.05 for each borough. If the governmental agency personnel want to have 95% confidence that the sample mean will fall within this margin of error, how large should the sample sizes be for each borough?
Paper Requirements
· Write a report that uses the Written Assignment Requirements under the heading Expectations for APA format.
· Items that should be included, at a minimum, are a title page, an introduction, a body that answers the questions posed in the problem, and a conclusion paragraph that add ...
This document provides the syllabus for an upper level workplace writing and organizational communication course. It outlines the course description, objectives, key terms, assignments, grading policy, schedule, and instructor contact information. The course will take a rhetorical approach to examining workplaces and organizational communication. Students will investigate theories of language, rhetoric, and analysis and explore common workplace writing genres and practices through readings, case studies, and a final recommendation report project. The syllabus details major assignments, reading requirements, and due dates for the semester.
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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 will expect candidates to:
• Show clarity of expression
• Construct and present coherent arguments
• Demonstrate an effective use of grammar, punctuation and spelling.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated “QWC” in the mark
scheme BUT this does not preclude others.
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 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 Question
Number
1(a)
QWC (i, ii, iii)
Series Indicative content
Data reveals several patterns (or distributions / characteristics of
extreme weather):
• Highest risks in NW Italy.
• Highest risk from snow + ice (x6). Some risk from thunderstorms
(x2), rain (x2) and wind (x1).
• Only one occurrence of ‘very dangerous’; 5 x ‘dangerous’ and 4 x
‘potentially dangerous’.
• Southern + NE flank of Italy not generally at risk / no weather
risk.
Credit a description rather than explanation.
Also provide some credit to candidates who may reflect on the
resolution of the data in terms of its accuracy / ability to reveal
patterns.
Level Mark Descriptor
Level 1-4 Limited structure and very basic response using one or two lift-offs only,
1 rather than any mention of patterns or distribution. Vague / may include
errors. Considerable errors in language.
Level 5-7 Some use of data to comment on either type (icons) or level (colours) of
2 risk, but may lack balance. Patterns / distribution may be mentioned.
Some structure, and some written language errors. Some use of
terminology.
Level 8-10 A clear understanding of, and effective use of, a range of data from
3 map. Comments on both level and type; patterns also included. Well
structured response. Written language errors are rare. Good use of
terminology.
6. Question Question
Number
1(b)
QWC (i, ii, iii)
Series Indicative content
Various techniques could be used to investigate flood risk:
Fieldwork Basic land use map. Flooding evidence can come from
(primary): qualitative sources, e.g. historic / eye witness accounts. Use
of interviews / focus groups. Evidence of levels may be
anecdotal, i.e. come from marks on walls, ‘strand-lines’ etc.
Also could measure river discharge; bankfull measurements,
infiltration etc. Also credit primary weather data collection
(and flood risk). Various flood risk maps.
Research Use of various sources to get a picture of flood risk, especially
(secondary): GIS EA maps; also flood risk maps for insurance companies;
gauging station data Historic newspaper cuttings / reports and
other documentary evidence e.g. newscasts, blogs, YouTube.
National Rivers Flow Archive. The best responses will provide
evidence of specific sources, e.g. specialist weather / flood
websites detailed etc, rather than ‘the internet’.
Credit a focus on design i.e. locations for collecting data, sampling
approaches etc. Some work on recording the weather etc may also be
appropriate and should be given credit.
For Level 4, expect fieldwork and research to be clearly linked to a study
location.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described. Fieldwork will probably
1 not be appropriate / linked to flood risk. Lacks structure. Considerable
errors in language.
Level 5-8 Some statements about fieldwork / research approaches vaguely linked to
2 some aspect of flooding. 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 some fieldwork and /or research approaches linked to flooding and
3 partially flood risk, but may lack balance. 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 balanced range of flood risk fieldwork
4 and research techniques in detail, with good use of terminology. Written
language errors are rare.
7. Question Question
Number
1(c)
QWC (i, ii, iii)
Series Indicative content
This is a big topic, so expect a range of strategies, including sustainable
options. May be split short term vs longer term.
Managing impact likely to involve a mixture of improved water harvesting and
distribution techniques, together with water conservation measures (voluntary
or forced via payment). Sustainable approaches are likely to protect or
improve the quality / nature of the existing water resource.
A range of countries and regions can be used to illustrate solutions, e.g. USA,
Australia, Cyprus, China, parts of Africa etc; also UK, e.g. SE England.
Farming is a big user of water so modification of crops and practices may
form part of the solution.
Developed, e.g. UK Developing, e.g. parts of
Africa
New Seek out new supplies..issue of exploitation
supplies
Reducing Hosepipe bans etc, paying for consumption (water meters) &
demand public campaigns, education etc
Water - abstract water from - use bunds, line of stones, etc
collection aquifers – - fit pumps, repair or dig new
and - water from reservoirs in wells
distribution Wales - communally owned/built
- repair leaking infrastructure facilities
- government or business - help from aid and NGOs
decisions
Adapting - reduce irrigation use - change from nomads to
farming - shift to Mediterranean cultivators
techniques crops - use of drought resistant
- use gene technology crops
- use of intermediate
technology
Recycling - recycle more river water - collect and store rain water
and - use more ‘grey’ water underground until dry season
conserving - reduce water footprint - separate ‘clean’ and re-
water (meters) usable water
Some answers may contrast types of solution, e.g. community-led vs top-
down / government or choose to contrast locations. Credit other suitable
management strategies and ideas.
Level Mark Descriptor
Level 1-4 Basic and generalised with one or two ideas only relating to ‘more supply’ or
1 ‘use less’. Very weak or no exemplification. Lacks structure and very limited
use of geographical terminology. Considerable errors in language.
8. Level 5-7 Some strategies explained, but lacks range or depth. Some exemplification is
2 present but may be generalised and / or not very well selected. Some
structure and some written language errors.
Level 8-10 Explanation of a range of strategies supported by examples with some detail,
3 linked to managing drought. Well structured and balanced response.
Written language errors are rare.
9. Question Question
Number
2(a)
QWC (i, ii, iii)
Series Indicative content
Photo 2a: Milford Haven
• Large natural harbour / sheltered position
• Flat land = easier construction of infrastructure
• Rural/not built up (limited NIMBYism)
• Close to industry which may use gas.
• Coastline appears stable; lack of erosion.
Photo 2b: Miami
• Long flat beaches / golden sands
• Ideal location for hotels due to flat land / close to beach.
• River/lagoon is ideal for yachts/swimming/ water front
properties.
• Large urban hinterland (Miami) can be seen in distance = large
possible catchment for the coast. Trading opportunities.
• Attractive environment for development.
• Warm coastal seas / climate = ideal tourist area
Credit other sensible suggestions. No knowledge of Milford Haven or
Miami is assumed.
Response needs to focus on the 2 images shown, but give credit for
other exemplification if relevant.
Credit the factors that made the two areas initially attractive for
development as well as current factors.
Level Mark Descriptor
Level 1-4 Basic response only with limited range / detail. Restricted to simple lift-
1 offs from the images; no factors. May be one image only. No real
understanding of resource. Considerable errors in language.
Level 5-7 Uses resource to identify some factors. May be unbalanced. Some focus
2 on coastal development. Expect some written language errors, but
generally satisfactory structure.
Level 8-10 A clear response with effective use of both images. Identifies a range
3 of factors with some detail and focus on development. Well structured
good use of correct terminology. Written language errors are rare.
10. Question Question
Number
2(b)
QWC (i, ii, iii)
Series Indicative content
Pressures will overlap with impacts, e.g. social (e.g. antisocial
behaviour, noise), economic (over-reliance on tourism income) and
environmental (e.g. litter, pollution etc). For the vast number of
students, however, fieldwork in coastal areas could focus on a range of
themes such as beach pollution, trampling, litter, visitor surveys /
activity patterns, ecosystem condition, patterns of growth etc. All of
these are relevant and should be rewarded. Coastal defences could add
pressure also, such as one area’s defences affecting another downdrift.
Fieldwork Field sketches, video / dvd, focus groups and
(primary): extended interviews with community groups, resort
managers, local authorities etc, activity map.
Also: footpath analysis, litter surveys, graffiti
surveys, biodiversity surveys (using plant keys etc)
or assessment of ecological value, conflict matrix,
landscape assessment sheet etc.
Research A range of historical documents may support
(secondary): impacts, e.g. newspaper extracts, postcards, local
reports etc. Historic census for population increases.
Old maps and postcards to see growth. Also GIS
mapping using Google Earth to provide digitised
backdrops. Water quality surveys from local
authority / Blue Flag Award etc.
Provide credit for possible reference to sampling strategies, e.g.
systematic and stratified, number of people interviewed etc; also some
candidates may have used a pilot survey, e.g. to format questionnaires.
Reward fieldwork and research which seems to be focused on
pressures, rather than general coastal activities, e.g. beach profiles
etc.
For Level 4, expect fieldwork and research to be clearly linked to a
study location.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described. Fieldwork will
1 probably not be appropriate / linked to pressure / human activities.
Lacks structure. Considerable errors in language.
Level 5-8 Some statements about fieldwork / research vaguely linked to pressure
2 / human activities. 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 some fieldwork and/or research approaches linked to
3 pressures and human activities, but may lack balance. Some use of
geographical terminology. Response shows some structure, limited
written language errors.
11. Max 10 if only fieldwork or research.
Level 13- Structured account which describes a balanced range of fieldwork and
4 15 research techniques in detail linked to coastal pressures and human
activities, with good use of terminology. Written language errors are
rare.
12. Question Question
Number
2(c)
QWC (i, ii, iii)
Series Indicative content
Coastal development may take various forms including urban
expansion, new buildings / facilities, or increasing economic importance.
Development is likely also to be associated with more tourists and
greater population numbers. There may be a number of environmental
costs.
Environmental cost
• Land-take at coastal margin
• Land / coastal area degradation
• Possible marine pollution affecting beach / corals etc.
• Ecosystem damage / reduction in ecosystem quality
(especially for ‘high value’ environments)
• Loss of biodiversity / specialist habitats
• Visual impact / loss of aesthetic quality
• Increasing traffic / transport congestion + pollution
• Problems of fresh water supplies, e.g. Spanish Costas
• Impacts of coastal defences e.g. interference with
longshore drift.
Examples can be interpreted as either locations (i.e. Dibden Bay,
Southampton water etc, plus a host of examples from overseas) or
examples could be seen as different types of environmental costs.
Level Mark Descriptor
Level 1-4 Limited structure and descriptive response using one or two basic ideas
1 only. Likely to have little or no exemplification. Considerable errors in
language.
Level 5-7 Some environmental costs explained, but lacks range or depth. Some
2 exemplification is present but may be generalised and / or not very well
selected. Some structure and some written language errors.
Level 8-10 Explanation of a range of environmental costs supported by examples
3 with some detail, linked to coastal development. Well structured and
balanced response. Written language errors are rare.
13. Question Question
Number
3(a)
QWC (i, ii, iii)
Series Indicative content
Credit should be given for both a description and attempts at
explanation as well as comments on the patterns revealed by the two
maps.
Carlisle / Cumbria /Scottish Brighton / south coast
Border
• Much lower density of all • Large number of both types
facility types. of facilities especially
• Only concentration is Carlisle concentrated in urban areas.
(urban area) (population)
• None in remoter rural areas • Other facilities tend to be
(fewer settlements or roads). found along roads.(access)
• Fewer sports halls compared • Coastal strip (linked to
to grass pitches, which are population density) has
cheaper) greatest number (tourism,
• Wide separation of points visitors to south coast)
(lower pop density, rural • Fairly even number of grass
areas). pitches and sports halls
• Follow transport routes to (more people to use the more
some extent (access) expensive facilities)
• South is wealthier.
Accept sensible descriptions / reasons as part of comments on the two
maps, which may include use of own fieldwork or case study material.
Unequal provision could be within one area, or between areas.
Level Mark Descriptor
Level 1-4 One or two basic items of data described from the resource, but limited
1 to simple description. Lacks structure and considerable errors in
language.
Level 5-7 A range of comments linked to the resource including one or two
2 statements about unequal provision. Considers both maps, or one in
detail. Some structure; there are some written language errors.
Level 8-10 A clear response with good use of both maps which makes reference to
3 unequal provision. Well structured and expect use of specific places on
the maps. Written language errors are rare.
14. Question Question
Number
3(b)
QWC (i, ii, iii)
Series Indicative content
There are a range of possibilities here – they may include:
Collect Credit both fieldwork and research ideas here, e.g.
Fieldwork: Accessibility audit of the urban
environments, focusing on key groups, i.e. wheelchair
users (using photos to support and describe), location
of ‘dial a ride’, zones of exclusion etc. Could
culminate in a local town accessibility map. Maps
which examine the geography of access in terms of
public transport, parking etc. Questionnaires /
interviews / oral histories – how and why groups of
people are excluded or feel inequality. EQ surveys
may also feature.
May also be surveys of crime, graffiti or 24hr city
ideas, e.g. land-use maps linked to exclusion.
Research: Use of internet blogs, forums etc to find
the ‘hidden’ or excluded, e.g. skateboarders (who
frequently do not have a voice). Research access to
employment, education, higher-order shopping.
Creation of personal / group isochrone maps, e.g. for
access to services.
Researching ‘geo-demographic’ data, e.g.
neighbourhood profiles, census etc.
Present: Choice will be largely influenced by data type, e.g.
quantitative lends itself to graphs such as the
ubiquitous pies, line, scatter, histogram, whereas
qualitative analysis may use more descriptive
narrative techniques, e.g. to describe a particular
photograph illustrating change. Data can be spatially
represented, e.g. mini-pictures of evidence of changes
in village on a large scale base map of the study area.
• Note – urban or rural.
• For Level 4, expect fieldwork and research to be clearly linked to
a study location.
• For Level 4, expect some mention of both collection and
presentation.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described poorly linked to
1 inequality. Lacks structure. Considerable errors in language.
Level 5-8 Describes some fieldwork / research and possibly presentation vaguely
2 linked to inequality. A description that lacks focus on the question.
Unbalanced and lacking detail. Limited use of geographical terminology.
There are some written language errors.
15. Level 9-12 Describes some collection / presentation of fieldwork and/or research
3 linked to inequalities; response may lack balance / depth. Some use of
geographical terminology. Response shows some structure, limited
written language errors.
Max 10 if only fieldwork or research.
Level 13- Structured account which describes a balanced range of fieldwork and
4 15 research techniques in detail linked to inequality, including how the data
was both collected and presented, with good use of terminology.
Written language errors are rare.
16. Question Question
Number
3(c)
QWC (i, ii, iii)
Series Indicative content
Management of inequalities may be difficult for a number of reasons,
depending on examples chosen, these may be urban, rural or both:
Rural Urban
• Inequality / deprivation may • May be a culture of inequality
be ‘hidden’ in rural areas (linked to deprivation) which
(e.g. no graffiti litter etc). is difficult to overcome;
Isolated individuals. multi-generational
• Lack of rural employment deprivation.
opportunity, e.g. limited new • Continuing structural
business start-up grants; economic change (de-
planning constraints and poor industrialisation, long-term
transport and e- unemployment, job losses).
infrastructure. • Uneven distribution of
• New technologies may not be resources and power
available to some remote (schools, health services).
communities. • Social barriers, e.g. age,
• Rural people may have less income, disability, religion,
‘voice’ / political sway or culture etc.; ghettoisation
interest. and white-flight; racism –
• Landownership – landed –v- creates marginalised groups
landless divides / ingrained who lack resources.
socio-cultural divides. • Political system may reinforce
• Remoteness from core areas inequality; political
/ decision makers. marginalisation, lack of
access to power and decision
making.
All management requires resources and political will in the long term.
Accept any reasonable ideas from developed and developing world.
Note areas could be rural and urban, or similar areas characterised by
subtle differences / issues.
Level Mark Descriptor
Level 1-4 Basic and generalised with few ideas on features of inequality. Lacks
1 structure and very limited use of geographical terminology. Very
limited or no reference to examples. Considerable errors in language.
Level 5-7 Some understanding of problems and management of inequality. Some
2 structure. Likely to be lacking in either range or depth, some use of
examples. There are some written language errors.
Level 8-10 A clear response which shows an understanding of the difficulties of
3 managing inequality. Well structured and balanced response which uses
example(s) effectively. Written language errors are rare.
17. Question Question
Number
4(a)
QWC (i, ii, iii)
Series Indicative content
The diagram shows a range of rural rebranding strategies. Expect
some description of strategies combined with explanation of how they
could help rural areas rebrand. Some may contribute / be more
important more than others:
Strategy A: Can be large scale, drawing a large number of
Rural tourism visitors to an area. Important in terms of linked
businesses, rural employment, perhaps
development of improved infrastructure. Often the
focus of rural rebranding.
Strategy B: Low key and small scale, limited impact on areas.
Renting May encourage diversification of rural economy.
buildings Can create a ‘tidier’ environment. Used in
combination with other approaches.
Strategy C: Reliant on consumer conscience. Tends to be
Adding value pretty localised and small scale, but may reach
locally wider through internet marketing etc. May be of
increasing significance as the buy local movement
gains momentum.
Strategy D: An increasingly important aspect of farming to
Env farm make it viable. Could be fairly small scale and
schemes localised and used in combination with another
strategy.
Note answers may focus on the economic regeneration aspects of
rebranding and / or the reimaging of rural areas.
Credit any other sensible ideas, which may include use of own
fieldwork or case study material.
Note candidates are required to choose 2 strategies.
Level Mark Descriptor
Level 1-4 One or two basic items of data described from the resource, but
1 limited to simple lift-offs. May describe one / two strategies. Lacks
structure and considerable errors in language.
Level 5-7 Describes strategies used to rebrand rural areas with some
2 suggestions as to how the strategies might help rebrand the rural
area. Some structure; there are some written language errors.
Max 6 one strategy only.
Level 8-10 Detailed comments on two strategies; suggests reasons for how the
3 strategies contribute to rural rebranding. Well structured good use of
geographical terminology. Written language errors are rare.
18. Question Question
Number
4 (b)
QWC (i, ii, iii)
Series Indicative content
There are a range of possibilities here – they may include:
Collect Credit both fieldwork and research ideas here, e.g.
Fieldwork: Visit location(s), collect qualitative and
quantitative 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’ and imaging urban people.
Opportunity at busy rural or urban rebranded
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
branding process.
Research:
Photos / postcards illustrating change, changes in
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.
Present: Choice will be largely influenced by data type, e.g.
quantitative lends itself to graphs such as the
ubiquitous pies, line, scatter, histogram, whereas
qualitative analysis may use more descriptive
narrative techniques, e.g. to describe a particular
photograph illustrating change through the process of
rebranding. Data can be spatially represented, e.g.
mini-pictures of evidence of changes in village on a
large scale base map of the study area.
• Note – urban or rural.
• For Level 4, expect fieldwork and research to be clearly linked to
a study location.
• For Level 4, expect some mention of both collection and
presentation.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described poorly linked to
1 rebranding. Lacks structure. Considerable errors in language.
Level 5-8 Describes some fieldwork / research and possibly presentation vaguely
2 linked to rebranding. A description that lacks focus on the question.
Unbalanced and lacking detail. Limited use of geographical terminology.
There are some written language errors.
19. Level 9-12 Describes some collection / presentation of fieldwork and/or research
3 linked to rebranding; response may lack balance / depth. Some use of
geographical terminology. Response shows some structure, limited
written language errors.
Max 10 if only fieldwork or research.
Level 13- Structured account which describes a balanced range of fieldwork and
4 15 research techniques in detail linked to rebranding, including how the
data was both collected and presented, with good use of terminology.
Written language errors are rare.
20. Question Question
Number
4(c)
QWC (i, ii, iii)
Series Indicative content
Success may be interpreted a number of ways, socially, economically,
environmentally or politically. There may be a number of reasons as to
why projects may are not always fully successful:
• Value for money in terms of costs –v – benefits of the strategy.
• Failure to deliver promised outcomes / legacy e.g. Sydney’s
‘green games’ or Athens legacy. Issues of legacy for big
infrastructure projects. Might argue that it is too early to judge in
case of London 2012.
• Social benefits – failure to reach all people within an area / region
e.g. Docklands impact on local people.
• Who benefits e.g. jobs going to migrants rather than locals.
• Schemes designed to bring environmental benefits but actually
bring problems of visitor numbers / congestion etc.
• Flagship / landmarks projects which fail to act as a catalyst for
additional benefits economic regeneration.
• Money runs out / put on hold due to economic downturn.
• Lack of customers / market e.g. Earth Centre in Doncaster.
• Failure to attract e.g. rural areas with a ‘brand image’ that does
not attract visitors.
• One areas success leads to another to decline e.g. new shopping
centres versus traditional high streets.
Expect examples to include major sporting events, e.g. Barcelona,
Sydney and London 2012 etc. Also rural projects, Eden Project, Jamie’s
15 etc.
Level Mark Descriptor
Level 1-4 Basic and generalised; descriptive of schemes. Lacks structure and very
1 limited use of geographical terminology. Limited or no reference to
examples. Considerable errors in language.
Level 5-7 Some description of schemes and understanding of their success or lack
2 of it. Expect some weaknesses of schemes at top of band. Some
structure. Likely to be lacking in either range or depth, some use of
examples. There are some written language errors.
Level 8-10 Well structured response with a range of reasons for lack of success
3 which uses specific, located, rebranding strategies effectively. Written
language errors are rare.
21.
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