1. Populations in Transition

1. Populations in transition (a) Referring to the graph, describe how female empowerment in politics varied between regions in 1997. [3 marks] Scandinavia as a region has the greatest with approximately 36 % involved in government [1 mark]; the Middle East has the lowest involvement of women in government with approximately 3 % [1 mark]; the rest of the world averages between 10 % and 14 % [1 mark]. No quantification or only a list with values should be awarded [2 marks] maximum.

(b) Suggest reasons why female empowerment in politics has risen since 1997. [4 marks] Any four valid reasons should be awarded [4 marks]. Any two valid reasons that are fully developed and/or make use of examples should be awarded [2×2 marks]. Cultural – changing value systems; Policies designed to increase female participation; Education – more women qualified; many of the MDG’s promote women’s rights; Decreased family size/later marriage – women’s roles changing; Legal rights increasing in some countries. Italics relate to the syllabus bullet point – gender and change

(c) Analyse the pro-natalist policy of a country you have studied. [5 marks] A valid country and policy should be chosen as an example [1 mark]. Award additional marks for further description of the specific policy [2 marks]. The final [2 marks] are reserved for some analysis where candidates break down the policy in order to bring out the essential elements.

(a) With reference to the graph, describe the regional trends in the progress made towards meeting the 2015 target. [3 marks] Developed regions have experienced a very slight decrease over the 15 year period [1 mark]. Developing regions have experienced an increase over the 15 year period but are further from the targeted 100 % [1 mark]. Other valid trends should be credited. Some quantification is needed for the final [1 mark].

(b) Suggest two reasons why developing regions have made good progress towards meeting this MDG. [2+2 marks] Two reasons should be identified and explained for [2+2 marks]. For example: “Increased government investment in education [1 mark] increases the number of schools so the percentage enrolled in education has risen [1 mark].” Other reasons could be: more schools being built using international aid money; the work of civil society and governments in increasing the number of girls attending school which will impact on overall numbers; rapid urbanization is making schools more accessible to the children of former rural populations; debt relief allowing governments to spend more money on education.

(c) Explain how progress in education can help regions advance towards meeting one other MDG. [5 marks] Award [1 mark] for identifying a valid MDG (eradicate poverty and hunger; promote gender equality; reduce child mortality; improve maternal health; combat disease; environmental sustainability; develop a global partnership). The rest of the response should look at how progress towards increased primary education will help a country/region progress towards meeting that MDG. Award [1 mark] for each basic explanation, with additional [1 mark] for extension and/or exemplification. Possible [4×1 marks] or [2×2 marks]. Possible explanations will be determined by the MDG chosen. For example: MDG reduced child mortality [1 mark]. As female literacy rates increase through primary education, infant and child mortality rates tend to fall [2 marks]. Literate women are more knowledgeable about primary health care e.g. Kerala India [2 marks]. 3. Patterns in environmental quality and sustainability (a) Identify which country or region has the lowest emissions of CO2 per person. [1 mark] India.

(b) Explain why some countries have higher CO2 emissions per person than others. [4 marks] Emissions are related to factors such as industry, manufacturing, energy demands, economic growth, standard of living, sources of energy, transport needs, climate (heating/cooling) and levels of consumption. Award [1 mark] for each valid idea with a further [1 mark] for development and/or exemplification, up to the maximum [4 marks] available. Full marks should only be awarded if it is clear that the response is talking about per capita emissions.

(c) Explain the relationship between atmospheric greenhouse gases and the temperature of the Earth’s surface. [5 marks] Greenhouse gases in the atmosphere include carbon dioxide, water vapour, methane, nitrous oxide, and tropospheric ozone. Award [1 mark] for correctly identifying two or more greenhouse gases. Award a further [1 mark] for correctly identifying the relationship between greenhouse gasses and the Earth’s surface temperature. Award [3 marks] for an accurate explanation of how the greenhouse effect works: incoming solar/short wave radiation; outgoing terrestrial/long-wave radiation; absorbed/trapped by the greenhouse gases. There may be alternative valid approaches e.g. a historical analysis of the relationship, or an annotated diagram. These should also be awarded marks appropriately.

4. Patterns in resource consumption (a) Define ecological footprint. [2 marks] An ecological footprint is the theoretical measurement of the amount of land and water a population requires to produce the resources it consumes [1 mark] and to absorb its waste under prevailing technology [1 mark].

(b) Describe how the pattern of ecological footprints shown by the graph reflects economic development. [2 marks] The relationship is that countries with higher economic development have larger footprints [1 mark]. Award a further [1 mark] for quantification.

(c) (i) Outline a strategy at a local or national scale which is designed to reduce the consumption of one named resource. [2 marks] The strategy may involve resource substitution, conservation, recycling or waste reduction. Award [1 mark] for a valid, located strategy.

Award a further [1 mark] for explaining how this reduces consumption. If no resource is named, no credit can be given. (ii) Explain two reasons why the strategy described in (c)(i) either has or has not been a success. [2+2 marks]

There are many possible reasons. Award [1 mark] for identifying each valid reason, with a further [1 mark] for explanation. Award a maximum of [2 marks] in the event that the strategy is not clearly linked to the response given in (c)(i). 5. “Government attempts to control population growth are ineffective.” Discuss this statement. [15 marks] There are many possible approaches to this question. Most responses are likely to consider both pro- and anti-natalist policies, but it is equally acceptable to focus on only one of these, provided a variety of examples or strategies are discussed. A discussion of pro-natalist policy could consider incentives such as family credit and tax allowances, advertising, encouraging immigration and lifting restrictions. A discussion of anti-natalist policy could consider direct policies (control of fertility through coercion or persuasion, abortion and sterilization) and/or indirect policies (reduction of fertility through improving status of women, birth control, delaying marriage, banning polygamy, providing primary health care, financial incentives). Governments can influence population growth by a variety of migration policies. Responses that consider whether government attempts are effective or not are likely to be credited at bands E / F. Marks should be allocated according to the markbands.

6. “Of all the environmental challenges we face, soil degradation is the most serious.” Discuss this statement. [15 marks] A good response may define the term “soil degradation”, which includes erosion (wind, water), or nutrient depletion, salinization, duricrust growth, loss of soil structure, and others. There are a number of possible responses as the environmental challenges in the syllabus relate to soil and also to climate change, water, biodiversity and sustainability in general. The focus of the answer should be on assessing the importance of soil degradation, but reference to other issues is needed as well in discussing the statement as it calls for some evaluation. However, a candidate cannot dismiss soil and write an essay on climate change; they must answer the question posed and use their knowledge of soil degradation to explain why it is serious or why it is less serious than other challenges we face. Responses must develop a substantiated argument that agrees or disagrees with the statement (either by saying other challenges are more important or that soil degradation does not prevent all forms of food production e.g. aquaculture). Responses demonstrating a thorough knowledge and understanding of soil degradation with specific and accurate case study material and offering some evaluation of the statement will reach level E and F. Marks should be allocated according to the markbands.

7. Examine why most countries want to reduce their dependence on oil. [15 marks] It is likely that there would be some introductory comments on the degree of dependence on oil (proportion of energy mix) and/or recognition that it is a finite resource. Responses should examine several reasons for a desire to reduce dependence on oil. These might include the following: geo-political – insecurity about supplies (e.g. US dependence on an unstable Middle East, Venezuela), the rundown of internal sources (US, North Sea); economic – the rising cost of oil (possibly with some evidence, such as changes in the cost per barrel); environmental – concern about the contribution of oil to global warming, the increased public awareness of the damage done to the environment, the Kyoto Agreement; alternative energy sources – competition from these sources as their costs fall. The strongest responses, accessing bands E / F, will incorporate most aspects of the reasons listed above, though these need not all be examined in equal depth.