Explain how global interactions can lead to greater environmental awareness.

“Globalization is a constantly accelerating process.” Discuss this statement.

Responses may focus on examples of global environmental management, or possibly of greater awareness in a particular country/context. Examples of the former include response to transboundary pollution, such as oil spills or acid rain; global climate change governance; global ecological/conservation initiatives such as Ramsar, WWF, and UNESCO.

The work of a range of stakeholders at varying scales, including civil society organizations and NGOs, such as Greenpeace, or MGOs (UN, EU) can be described and explained. Consideration may be given to the environmental messages that are sent, the medium through which they are transmitted / type of global interaction (eg, internet, Facebook, etc) and their effectiveness.

Another approach is to argue that global interactions are often environmentally damaging and that we cannot help becoming aware of them in a media-saturated world (eg, Gulf of Mexico oil spill or climate change).

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to systematically analyse different environmental contexts (eg, climate, biodiversity, water quality). Another approach might be to analyse how different types of global interaction (social media, films, protest movements) can lead to greater awareness.

For band C (4–6), expect some weakly-evidenced outlining of global environmental awareness.

For band D (7–8), expect a structured, well-evidenced explanation that includes:

• either a varied account of growing environmental awareness led by different named stakeholders
• or a varied account of different kinds of global interaction (online, media reporting, tourist movements, global political agreements, etc.).

For band E (9–10), expect both band D traits.

Marks should be allocated according to the Paper 3 markbands Part (a) (available under the "Your tests" tab > supplemental materials).

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Any aspect of acceleration can be discussed: likely themes include faster types of transport and the arrival of the internet. Different aspects of globalization (migration, trade, idea flows) can be “weighed” separately for evidence of acceleration. A counter-argument is expected also. This may make use of recent current affairs (the UK’s “Brexit” vote of 2016, or protectionism in the USA), or earlier cessations in the growth of globalization (1939–45 war; 1970s OPEC oil crisis; 2008 financial crisis).

Possible applied themes (AO2) include knowledge and understanding (AO1) of:

• changing globalization participation data (KOF index) [Guide 1]
• growth in transport and telecommunications [Guide 2]
• accelerating ICT adoption [Guide 2]
• financial flows and the rate at which they have grown or lessened [Guide 3]
• labour and out-sourcing flows and their growth or reduction [Guide 3]
• the growing adoption of branded commodities and the diffusion of culture [Guide 5]
• the growth of multi-governmental organization and trading agreements [Guide 6]
• anti-global movements [Guide 6/7].

Good answers may synthesize (AO3) three or more of these themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3) that systematically discusses the acceleration or deceleration of different aspects of globalization (such as trade, migration and data flows). Another approach might be to discuss the extent to which acceleration has been constant over time, or whether any changes have been more complex. Another approach might be to examine whether there are limits to “constant” acceleration (given the implication of exponential growth).

For band C (5–8), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.

For band D (9–12), expect:

• either a structured synthesis that links together several well-evidenced and well-focused themes from the geography guide
• or a critical conclusion (or ongoing evaluation).

For band E (13–15), expect both of these traits.

Marks should be allocated according to the Paper 3 markbands Part (b) (available under the "Your tests" tab > supplemental materials).