Cambridge International Examinations Cambridge International General Certificate of Secondary Education

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1 Cambridge International Examinations Cambridge International General Certificate of Secondary Education * * DEVELOPMENT STUDIES 0453/01 Paper 1 October/November hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. You may use a pencil for any diagrams, graphs or rough working. DO NOT WRITE IN ANY BARCODES. Answer all the questions. You may not need all the answer lines for your answer. You should read and study the sources before answering the questions. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 16 printed pages. DC (NF/SW) 82099/3 [Turn over

2 1 (a) Study Fig. 1 which shows two development indicators for selected countries. 2 Energy use (Kg oil equivalent per person) 3000 South Africa 2500 Venezuela 2000 Chile Latvia China Indonesia 500 Angola India Rural population (%) Fig. 1 (i) What percentage of people in India live in rural areas? (ii) Describe the relationship between the percentage of people living in rural areas and the energy use per person. You should refer to examples and use figures in your answer.... [3] (iii) Oil is a non-renewable resource. What is the meaning of this term?

3 3 (b) Study Fig. 2 which shows the percentage of the population relying on different types of cooking fuels in the least developed countries Population (%) Key wood charcoal gas dung other Fig. 2 (i) What fuel do most people use for cooking in least developed countries? (ii) Fuel used by people in rural areas is often collected from the surrounding area. Describe the local environmental problems this may cause.... [4] [Turn over

4 4 (iii) Suggest the problems governments might face in providing electricity to rural areas.... [4]

5 (c) Large scale destruction of forests is a serious problem in many parts of the world. 5 Describe the methods used to reduce deforestation and protect forests. You should develop the points you make.... [6] [Total: 20 marks] [Turn over

6 6 2 (a) Millennium Development Goal 4 is to reduce child mortality. Study Fig. 3 which shows the change in the under-five mortality rate between 2006 and 2009 for selected countries. Child mortality rate (per 1000) Key under 5 mortality rate 2006 under 5 mortality rate Benin Cambodia China Costa Rica Malawi Namibia Pakistan Peru Fig. 3 (i) What was Malawi s child mortality rate in 2009? (ii) Describe the main features of the bar chart. Use examples of countries in your answer.... [3]

7 7 (b) Study Fig. 4 which is an extract from The Millennium Development Goals Report In sub-saharan Africa, diarrhoea, malaria and pneumonia are responsible for more than half the deaths of children under five. In Southern Asia, over half of all childhood deaths occur in the first 28 days after birth, pointing to the need for better post-natal care. In both regions, undernutrition is an underlying cause of a third of these deaths. Special efforts to fight pneumonia, diarrhoea and malaria, while bolstering nutrition, could save the lives of millions of children. Fig. 4 (i) Which three diseases cause most deaths in children under five in sub-saharan Africa? (ii) What is meant by the term post-natal care? (iii) Explain how the following diseases can be prevented. a) diarrhoea b) malaria [4] [Turn over

8 8 (c) Measles is another cause of child mortality. How can governments increase vaccination rates for diseases such as measles?... [4]

9 9 (d) Explain why it is important for a country to have healthy children and adults if economic development is to take place. You should develop the points you make.... [6] [Total: 20 marks] [Turn over

10 10 3 (a) Study Fig. 5 which gives information about the main countries involved in migration to and from Kenya. COUNTRY Destination / Country of Origin GDP per person (US$) HDI (max. 1.0) HDI WORLD RANKING in 2010 (out of 169 countries) AUSTRALIA D UNITED STATES D CANADA D UNITED KINGDOM D KENYA UGANDA D and O TANZANIA D and O SUDAN O ETHIOPIA O SOMALIA O 600 Not available Not available D = Destination country for migrants from Kenya O = Country of origin for migrants to Kenya Fig. 5 (i) Name a high income country to which people migrate from Kenya. (ii) What is the level of development of the countries from which people migrate to Kenya? (iii) The countries are ranked according to their HDI. What does the term ranked mean? (iv) What does the information in Fig. 5 show about the relationship between GDP per person and HDI?... [2]

11 11 (v) Why is the HDI regarded as a better indicator of development than GDP per person?... [2] (b) Study Fig. 6 which is taken from a newspaper report about refugees from Somalia fleeing to a camp in Kenya. It is more like a city than a refugee camp. It sprawls for 30 miles and its population could soon be half a million. Drought and famine in the Horn of Africa are driving hungry and exhausted people from hundreds of miles around to this arid corner of northern Kenya. Day after day, refugees flock here from Somalia trekking with their families through barren lands for up to a month. Fig. 6 (i) Identify the problems that are likely to be found in refugee camps such as the one in Fig [3] [Turn over

12 12 (ii) Explain the impact large numbers of refugees will have on the development of a country such as Kenya.... [4]

13 13 (c) Describe the benefits and the problems for families of economic migrants who travel to work in another country. You should develop the points you make.... [6] [Total: 20 marks] [Turn over

14 4 (a) Study Fig. 7 and Fig. 8 which show commercial farming activities. 14 Maize harvesting Rice spraying Fig. 7 Fig. 8 (i) Farming is part of the primary sector of the economy. What is the meaning of this term? (ii) State the type of technology shown in Fig. 7 and suggest why commercial farmers use this type of technology.... [3] (iii) Explain how farmers make use of the secondary and tertiary sectors of the economy.... [4]

15 15 (b) Study Fig. 9 which shows the growth in sales of Fairtrade bananas in the United Kingdom between 2000 and Sales (US $ millions) Year Fig. 9 (i) Describe the changes in Fairtrade banana sales shown by the graph.... [2] (ii) Explain how managers of Fairtrade banana plantations could make sure that their workers do not suffer from discrimination and that their working conditions are good.... [4] [Turn over

16 16 (c) Modern commercial farming is able to increase output in a number of ways. Explain the effects these methods may have on the natural environment. You should develop the points you make.... [6] [Total: 20 marks] Copyright Acknowledgements: Question 1 Figure Question 1 Figure 2 adapted: The Energy Access Situation in Developing Countries; World Health Organisation; Question 2 Figure 3 Question 2 Figure 4 Question 3 Figure Question 3 Figure 6 Ben Brown; An arid city crying out for help; The Sunday Telegraph; 10 July Question 4a Figure 7 Ref: AABXHF; INSADCO Photography; Bilderbox/Alamy; Corn/maize crop/harvesting; Question 4a Figure 8 Ref: AH5YH0 Chao-Yang Chan/Alamy; Farmer spraying pesticide on rice field; Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

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