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GCE JAN 2010 : (A2 1) Human Inteactions and Global Issues - Revised

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Sp N ec e i w ca tio n ADVANCED General Certificate of Education January 2010 Geography assessing Human Interactions and Global Issues AG211 Assessment Unit A2 1 [AG211] TUESDAY 26 JANUARY, MORNING TIME 1 hour 30 minutes. INSTRUCTIONS TO CANDIDATES Write your Centre Number and Candidate Number on the Answer Booklet provided. Answer three questions. Section A: answer two questions, one from each of the optional units you have studied. Section B: answer one question from this section. INFORMATION FOR CANDIDATES The total mark for this paper is 90. Quality of written communication will be assessed in all questions. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. You are strongly recommended to read through and consider the questions before choosing those you are going to answer. This paper is accompanied by a Resource Booklet. 5172.03R Section A Option A: Impact of Population Change 1 (a) Describe global contrasts in rates of HIV/AIDS infection. [4] (b) Study Resources 1A and 1B (pages 2 3 of the Resource Booklet), which concern fertility in countries which have had anti-natalist policies. (i) Resource 1A uses Total Fertility Rate as a measure of fertility. Name one other way in which fertility can be measured and explain how it is calculated. [3] (ii) Use Resources 1A and 1B to demonstrate that fertility rates may be affected by economic, social and political factors. [8] (c) With reference to case study material, explain how migration can have implications on service provision in both an area of origin and an area of destination. [15] 2 (a) Distinguish between economic migrants and asylum seekers. [3] (b) Study Resources 2A and 2B (page 4 of the Resource Booklet) which relate to the fertility of women in the town of Aranjuez, Spain, where demographic transition took place between 1871 and 1931. (i) Describe and explain the relationship between births, children per woman and childhood deaths in Resource 2A, including changes over time. [8] (ii) How does the data in Resource 2B help to explain why fertility changed over time? [4] (c) Evaluate the impact of fertility and migration policies with reference to your two national case studies. 5172.03R 2 [15] [Turn over Option B: Planning for Sustainable Settlements 3 (a) Study Resource 3A (page 6 of the Resource Booklet) which presents data from the Global Footprint Network on global contrasts regarding the built-up land footprint . The Global Footprint Network uses satellite imagery to estimate this built-up land footprint , capturing infrastructure for housing, transport and industrial production as well as reservoirs and hydroelectric dams. (i) Use the Resource to help you explain why urban ecological footprints vary between different places. [6] (ii) Explain why this measure underestimates full urban ecological footprints. [4] (b) Study Resources 3B and 3C (page 7 of the Resource Booklet) and contrast these images of residences in Belfast and Berlin in terms of their defensible space. [5] (c) Urban land use and planning influence the sustainability of a settlement. Discuss this statement with reference to your small-scale case study of land use, planning issues and policies. 4 [15] (a) Study Resources 4A 4D (pages 8 9 of the Resource Booklet) which show traffic and transport in the Asian city of Taipei, which has over 2.5 million people and is the capital of Taiwan. (i) Use the Resources to explain the traffic management strategies of Taipei. [6] (ii) Use the principles of urban conservation to comment on the relationship between North Gate and the elevated road (Resource 4D). [3] (b) Study Resource 4E (page 10 of the Resource Booklet) which details six aims put forward in 2005 by the Government of Rwanda, a small country in central Africa, as it seeks to promote sustainable development. Use the Resource to help you discuss the social and environmental considerations that lie behind such aims. [6] (c) Explain the ways in which Local Agenda 21 has influenced planning for sustainability in your small-scale case study. [15] 5172.03R 3 [Turn over Option C: Issues in Ethnic Diversity 5 (a) Define ethnicity and explain how any two primary factors help create an ethnic group. [6] (b) Study Resource 5 (page 11 of the Resource Booklet) relating to Aboriginal people in Australia. (i) Resource 5 claims that the Australian government acted in this way towards the Aboriginal people because successive governments were opposed to multiculturalism. Suggest possible reasons for this opposition. [4] (ii) Resource 5 details subsequent changes in Australia s treatment of the Aboriginal people. Evaluate the success of this change in policy. [5] (c) With reference to your national case study of ethnic conflict: explain the causes of the ethnic conflict; describe the outcomes and responses to the conflict. 6 [15] (a) Explain why unequal distribution of resources and political power often result in ethnic conflict. [5] (b) Study Resource 6 (page 12 of the Resource Booklet) relating to Catalonia in Spain. (i) Resource 6 refers to autonomy. Explain the meaning of this term. [2] (ii) Use the Resource to help you discuss the extent to which you agree that autonomy can be a positive response to ethnic conflict. [8] (c) With reference to your case study of an ethnically diverse city, discuss the economic, social and spatial outcomes that have resulted from its ethnic diversity. [15] 5172.03R 4 [Turn over Section B Global Issues Answer one question from this section 7 (a) Briefly describe how human activity gives rise to one of the following secondary gaseous pollutants: ozone; PANs. [4] (b) With reference to your primary data collection relating to air pollution, describe one data collection technique used and comment briefly on the effectiveness of this technique. [6] (c) With reference to a small scale study: outline the impacts of air pollution upon people and the environment; describe and evaluate the strategies implemented to manage the pollution issue in this location. 8 [20] (a) Briefly describe one of the following applications of nuclear energy: power generation; medical uses. [4] (b) With reference to your primary data collection relating to nuclear energy, describe one data collection technique used and comment briefly on the effectiveness of this technique. [6] (c) With reference to the British Isles and other places for illustration, evaluate the extent of the actual and potential problems associated with nuclear energy generation. 5172.03R 5 [20] [Turn over 9 (a) Briefly describe one positive impact that the use of technologically advanced inputs can have on agriculture. [4] (b) With reference to your primary data collection relating to agricultural change, describe one data collection technique used and comment briefly on the effectiveness of this technique. [6] (c) The use of GM crops is the only way forward if we want to avoid serious food shortages and increased food prices. Discuss the extent to which you agree with this statement. [20] 10 (a) Briefly describe the Butler Model of tourism change. [4] (b) With reference to your primary data collection relating to tourism, describe one data collection technique used and comment briefly on the effectiveness of this technique. (c) Ecotourism cannot exist. Discuss the extent to which you agree with this statement. [6] [20] THIS IS THE END OF THE QUESTION PAPER 5172.03R 6 [Turn over A2G1W9 5172 7 [Turn over 110564R Sp N ec e i w ca tio n ADVANCED General Certificate of Education January 2010 Geography assessing Human Interactions and Global Issues [AG211] TUESDAY 26 JANUARY, MORNING RESOURCE BOOKLET 5172.02 AG211 Assessment Unit A2 1 RESOURCE 1A TOTAL FERTILITY RATE BY TYPE OF RESIDENTIAL AREA IN SELECTED AFRICAN COUNTRIES 7.0 Total fertility rate 6.0 5.0 4.0 3.0 2.0 1.0 0 Cameroon Rural Kenya Urban slum Nigeria Urban non-slum UNFPA 5172.02 2 [Turn over RESOURCE 1B FERTILITY IN CHINA 1. China's single children have one-child families A concession to China's one child policy is that couples who were single children themselves can have a second child. But a recent survey conducted by the Beijing Administrative Institute showed 52% did not want two children. The figure includes over a quarter who did not want any offspring, with many citing the financial burden of bringing up a child. Just 24% said they would like to have two children. The poll also found that people with higher educational qualifications have a stronger desire for more children because they are financially more secure. Telegraph Media Group Limited, 2010 2. China's rich flout one-child policy China's new rich are sparking a population crisis by disregarding the nation's one-child rule. Under the controversial policy introduced in 1979, families face fines if they have two or more children. But rising incomes, especially in the affluent cities in eastern and coastal regions, mean that more people can pay to have as many offspring as they like. According to a recent survey, the number of wealthy people and celebrities deciding to have more than one child has increased rapidly, despite fines that can be as high as 200,000 yuan ( 13,000) for each extra child. Almost 10% of high earners are now choosing to have three children because large families are associated with wealth, status and happiness in China. This trend is prompting public anger at a time when the widening gap between rich and poor is being seen by the government as a threat to the country's stability. More than 60% of respondents to another survey thought it was unfair that the rich and famous could by-pass the one-child rule. Adapted from The Daily Telegraph, 8 May 2007 5172.02 3 [Turn over RESOURCE 2A BIRTHS AND CHILDHOOD DEATHS PER WOMAN, ARANJUEZ, 1871 1930 8 Births per woman 7 Mean number 6 5 4 Children per woman (surviving beyond 5 years) 3 2 Childhood deaths (under 5 years) per woman 1 31 0 19 -1 92 19 26 21 -1 19 93 5 0 92 5 -1 16 19 19 11 -1 91 91 0 5 19 19 06 -1 -1 90 0 01 -1 96 18 18 91 -1 89 90 5 0 89 5 18 86 -1 88 0 18 81 -1 88 -1 76 18 18 71 -1 87 5 0 Years Adapted from David Sven Reher and Alberto Sanz-Gimeno (2007) Rethinking historical reproductive change: Insights from longitudinal data for a Spanish town , Population and Development Review, 33.4, pp. 703-727, published by Wiley-Blackwell RESOURCE 2B REPRODUCTIVE PERIOD IN ARANJUEZ, 1871 1930 42 40 Mean age at birth of last child Woman s age 38 36 14 12 10 34 32 Mean reproductive period 30 8 6 26 Mean age at birth of first child 24 22 20 31 19 30 -1 9 26 25 -1 9 19 19 21 20 -1 9 16 15 19 -1 9 11 10 19 -1 9 06 05 -1 9 19 19 01 00 -1 9 96 95 18 -1 8 91 90 18 -1 8 86 85 18 -1 8 81 80 -1 8 18 18 76 75 2 0 -1 8 71 18 Notes: 4 Reproductive period (years) 16 Years The reproductive period is the number of years between a woman giving birth to her first and last child. The data comprises 860 completed reproductive histories of fertile couples. Adapted from David Sven Reher and Alberto Sanz-Gimeno (2007) Rethinking historical reproductive change: Insights from longitudinal data for a Spanish town , Population and Development Review, 33.4, pp. 703-727, published by Wiley-Blackwell 5172.02 4 [Turn over BLANK PAGE 5172.02 5 [Turn over 5172.02 6 [Turn over 60 S 30 S 0 30 N 60 N 150 W 120 W WORLD 0.08 NORTH AMERICA 0.44 90 W 30W 0 30 E AFRICA 0.05 60 E 90 E MIDDLE EAST & CENTRAL ASIA 0.07 120 E 150 E 0.06 - Global hectares per person ASIA-PACIFIC 0.06 180 E Source: map drawn from data from the Global Footprint Network, Ecological Footprint and Biocapacity, 2006 Edition. 60W LATIN AMERICA 0.09 EUROPEAN UNION 0.16 REST OF EUROPE 0.07 BUILT-UP LAND FOOTPRINTS BY REGION RESOURCE 3A RESOURCE 3B BELFAST A cul-de-sac of semi-detached villas in Belfast, built c. 1900 RESOURCE 3C BERLIN A complex of multi-storey flats in central Berlin with common entrances and passageways, built c. 1900 Photographs: Chief Examiner 5172.02 7 [Turn over RESOURCE 4A ROOSEVELT ROAD, A MAIN THOROUGHFARE IN TAIPEI RESOURCE 4B BIKE RACKS, ROOSEVELT ROAD, TAIPEI Note: the bike racks are next to a metro (underground railway) station. 5172.02 8 [Turn over RESOURCE 4C PEDESTRIAN CROSSING IN CENTRAL TAIPEI Notes: The orange numbers count down the time in seconds until pedestrians can no longer cross. The sign at top right forbids parking on the pavement (sidewalk) and threatens that cars left will be towed away. RESOURCE 4D NORTH GATE, TAIPEI Notes. North Gate used to be an entrance into Taipei through the town walls, which are now demolished. North Gate dates from the late 19th century and is the oldest surviving building in the city. The structure behind it is an elevated road. Photographs: Chief Examiner 5172.02 9 [Turn over RESOURCE 4E SUSTAINABLE DEVELOPMENT AIMS IN RWANDA 1. Conserve the environment, people and their habitats. 2. Protect the environment with the intention of promoting the use of natural resources. 3. Promote the social welfare of the population, considering equal distribution of wealth. 4. Consider the sustainability of resources with an emphasis on equal rights of present and future generations. 5. Guarantee to all Rwandans sustainable development which does not harm the environment and social welfare of the population. 6. Restore the degraded environment. Source: Adapted from Tim Short (2008) 'Sustainable development in Rwanda: industry and government', Sustainable Development 16, pp. 56-69. 5172.02 10 [Turn over RESOURCE 5 THE STOLEN GENERATIONS OF ABORIGINAL CHILDREN IN AUSTRALIA Between 1910 and 1970, approximately 100 000 Aboriginal children, most under five years old, were taken forcibly from their families by police or welfare officers. They were raised in Church or state institutions or were adopted by white families. They received little education and were expected to go into low paid domestic and farming work. The children were taken as part of the Australian government s policy to prevent multiculturalism and to populate Australia with people of European culture only. The Government wanted to assimilate Aboriginal children over one or two generations into the wealthier Australian mainstream. The children were forbidden to speak their own language or to practise their ceremonies. Usually, they were taken a long distance from their homes, some were even sent out of Australia. Parents were never told the whereabouts of the children and were forbidden to attempt to trace them. The children were told they were orphans. In the 1990s, a national enquiry was set up to investigate the claims made by the Aboriginal people and it concluded that the Australian governments had been guilty of human rights abuses. The Government made some attempts to help Aboriginal people trace their missing family members but no financial compensation has been made available. In February 2008, the new Australian Government offered a public apology to the Aboriginal community. However, this proved to be controversial and has not received overwhelming support across all sectors of Australian society. At present the Aboriginal people continue to be a disadvantaged group within Australia. In 2008: 72% live below the poverty line average weekly income of $278 is $200 below the national average unemployment at 16% is three times higher than the national average 6% go to higher education, the national average is 25% life expectancy is 20 years below the national average infant mortality rate is three times the national average. Source: Adapted from an article published on the following website http://www.eniar.org/stolengenerations.html and from data published by The Australian Bureau of Statistics 2008 5172.02 11 [Turn over RESOURCE 6 CATALONIA WINS GREATER AUTONOMY Spain is made up of 17 regions each with its own regional assembly. The level of autonomy varies from one regional assembly to another. Some regions such as Catalonia in the north-east have their own language and a strong sense of identity and culture. Catalonia is one of the wealthiest regions in Spain as measured by GNP per capita, accounting for one fifth of Spain s economy even though it has only one sixth of Spain s population. For many years the Catalans campaigned for greater control over their own affairs and, following a referendum in 2006, the province was granted further autonomy with greater control over matters such as taxation, transport and immigration. The Spanish Government backed the decision to grant Catalonia these powers but there is considerable opposition in some areas. Opponents of increased autonomy for Catalonia fear that this move will open up increased demands from other regional assemblies and perhaps lead to the break up of the country as a whole. There are particular concerns about the neighbouring Basque provinces where an armed separatist struggle has persisted for over 30 years. However, the Government maintained that the progress of Catalonia s autonomy may have helped to bring about the ceasefire announced by the Basque separatists earlier in 2006. This ceasefire lasted less than a year as some separatists felt that their demands were not being met. N FRANCE ANDORRA Catalonia (Catalu a) SPAIN Balearic Islands PORTUGAL Basque region International boundary Autonomous region boundary (Spain) Canary Islands 0 km 200 Source: Principal Examiner 5172.02 12 [Turn over Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright holders may have been unsuccessful and CCEA will be happy to rectify any omissions of acknowledgement in future if notified. 1312-036-2

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