Cambridge IGCSE Development Studies 0453 — 2008 Oct/Nov Paper 1 · Variant 1

This document consists of 10 printed pages and 2 blank pages. SP (CW/CGW) T63504/7 R © UCLES 2008 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. 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, highlighters, glue or correction fluid. You may use a pencil for any diagrams, graphs or rough working. Answer all the questions. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. * 1 6 4 3 0 9 8 5 2 5 * DEVELOPMENT STUDIES 0453/01 Paper 1 October/November 2008 2 hours Additional Materials: Answer Booklet/Paper www.XtremePapers.com

2 0453/01/O/N/08 © UCLES 2008 1 Study Figs 1A and 1B, which show information about tourism in selected countries. 0 5 Australia Bahamas Barbados Botswana Jamaica Malaysia S Africa Sri Lanka Thailand USA 10 15 20 25 30 35 40 45 Average number of tourists visiting selected countries average number of tourists per year (millions) Fig. 1A 0 500 Australia Bahamas Barbados Botswana Jamaica Malaysia S Africa Sri Lanka Thailand USA 1000 1500 2000 2500 3000 3500 4000 4500 5000 Average annual profits from tourism tourist profits (US$ per head of population) Fig. 1B (a) (i) Which country has the highest average number of tourists? [1] (ii) How much profit in US$ per head of the population is made in the Bahamas? [1] (iii) Tourist profits are gained when foreign tourists spend more in a country than its own residents spend abroad. Suggest why the USA does not make a lot of profit from tourism. [1]

3 0453/01/O/N/08 © UCLES 2008 [Turn over (b) Study Fig. 2, which gives information about Antigua, a tropical island in the Caribbean. Antigua Tourism is big business in Antigua. When a jumbo jet arrives from Britain, Germany or the USA it is the biggest thing on the island. The vast cruise ships which dock in the port of St. John’s dwarf the surrounding buildings. More than half a million tourists visit Antigua each year. Antigua is a small island of only 280 square kilometres, with a permanent resident population of 66 000. It was originally settled by South American tribal peoples and was named by Christopher Columbus, who sighted the island in 1493. In 1794 the English Admiral Nelson supervised the construction of the famous Dockyard. Sugar plantations were developed by the British in the seventeenth century and most of the population is descended from African slaves, who were shipped here to work in the sugar industry. The sugar industry declined, but in the last fifty years tourism has taken its place. Infant mortality is 18 per 100 live births, life expectancy is 75 years and literacy is 95%. Many of the major international tourist companies operate in Antigua and they have brought work and prosperity to the island. Fig. 2 (i) Suggest three different reasons why Antigua is a successful tourist destination. [3] (ii) What evidence is there to show that tourism has brought prosperity to Antigua? Justify your answer. [3] (iii) More than half a million tourists visit Antigua each year. Suggest some environmental problems for places such as Antigua that may result from mass tourism. You may refer to examples you have studied. [5] (c) Suggest some of the social and economic disadvantages of a country relying on tourism as a major source of income. [6] [Total: 20 marks]

4 0453/01/O/N/08 © UCLES 2008 2 Study Fig. 3, which shows information about production. enterprise craft production factory (industrial) production factors of production: land, labour and capital Fig. 3 (a) (i) What is meant by land as a factor of production? [1] (ii) Name two types of capital used in industry. [2] (iii) What is the purpose of enterprise in the industrial process? [1] (iv) How do labour and technology used in factory production differ from those used in craft production? [2]

5 0453/01/O/N/08 © UCLES 2008 [Turn over (b) Study Fig. 4, which shows information about a large clothing company. Gap Gap is a world leader in the clothing industry. The company has created an image of fashionable, affordable clothing. It has become one of the most profitable and fastest growing clothing retailers, with shops in the USA, UK, France, Germany, Canada, and Japan. At first the company sold clothing which was sewn in the USA from home-grown cotton. More recently it has become one of the world’s leading clothing companies, buying products from suppliers in approximately 50 countries. Its brand names are Gap, Old Navy and Banana Republic. Like other multinational (transnational) companies, Gap takes advantage of new opportunities in global manufacturing to make it more efficient. It saves money by having products made by companies in free trade zones in developing countries. It also uses the specialised skills of different regions, for example Asian people who are skilled at working with silk. The management, research and development departments of Gap are in the USA and are continually adjusting its products as fashions change. Fig. 4 (i) In what type of country does Gap have its shops? [1] (ii) What is meant by: A free trade zones; [1] B specialised skills? [1] (iii) Explain fully how Gap is typical of a multinational company. [5] (c) Multinational companies are often located in developing countries. Describe some of the advantages and disadvantages of this to a developing country and its citizens. [6] [Total: 20 marks]

6 0453/01/O/N/08 © UCLES 2008 3 Study Fig. 5 opposite, which shows the world’s major coffee exporting countries and importing countries. (a) (i) Which continent exports the largest percentage of the world’s coffee? [1] (ii) What percentage of the world’s coffee is exported by Colombia? [1] (iii) Which country imports almost a quarter of the world’s coffee? [1] (iv) Which type of country imports most of the world’s coffee? [1]

7 0453/01/O/N/08 © UCLES 2008 [Turn over Colombia Mexico major coffee exporting countries Key major coffee importing countries percentage of world total coffee exports 30 0 30 20 10 20 10 0 30 0 30 0 30 0 30 0 30 0 30 0 30 0 30 0 Brazil USA Japan Vietnam Indonesia India Uganda Ivory Coast Germany France UK Netherlands Belgium Italy Spain Honduras Guatemala Equator Tropic of Cancer Tropic of Capricorn Major coffee importing countries USA Other Belgium Spain UK Italy Germany France Japan Netherlands 30 0 20 10 20 10 20 10 20 10 20 10 20 10 20 10 20 10 20 10 Fig. 5

8 0453/01/O/N/08 © UCLES 2008 (b) Study Fig. 6, which is about coffee growing in Guatemala. My cousin is growing poppies for drugs – it is illegal but he makes more money. I stopped growing food in order to grow more coffee. The price of coffee has not been so low for 30 years. I cannot afford to feed and clothe my children. How can I send them to school? The price of coffee is always going up and down. It has dropped by a third in the last three years. What coffee farmers say Fact File The World Bank and the government of Guatemala encourage farmers to grow coffee Farmers have cleared the forest to grow coffee Six international companies control over half of the world’s coffee exports Two huge companies control over half of the coffee sold in the shops Farmers only get 7% of the shop price for a jar of coffee Fig. 6 (i) Why do governments want farmers to grow coffee for export? [1] (ii) Two huge companies control over half of the world’s coffee sold in shops. Explain why this causes problems. [2] (iii) Give three reasons why the price of farm products like coffee is always going up and down. [3] (c) Describe some of the ways that the incomes of farmers might be improved with the help of their governments. [4] (d) Explain why increased cash crop production may result in environmental and social problems. [6] [Total: 20 marks]

9 0453/01/O/N/08 © UCLES 2008 [Turn over 4 Study Fig. 7, which is about the United Nations Millennium Goals. The United Nations Millennium Goals Millennium Goal 1 is “to eradicate extreme poverty and hunger”. The targets of Goal 1 are that between 1990 and 2015: (a) the proportion of people whose income is less than US$1 a day will have been halved and (b) the proportion of people who suffer from hunger will have been halved. Two indicators that show what progress has been made towards Goal 1 in each country are: the percentage of the population living on less than US$1 a day and the percentage of children below 5 who are severely underweight. Fig. 7 (a) (i) If the United Nations reaches these targets by 2015, will there be no more poverty? Explain your answer. [1] (ii) Many underweight children suffer from malnutrition. What is meant by malnutrition? [1] (iii) The percentage of the population living on less than US$1 a day is used as an indicator of extreme poverty. Do you think that this is a good indicator? Justify your answer. [2]

10 0453/01/O/N/08 © UCLES 2008 (b) Study Fig. 8, which shows some of the factors that may contribute to the children in rural areas being underweight. poor people in rural areas (low social status, poor education, rural isolation) access to land income family eating habits sanitation infection family nutrient intake food resources underweight and inadequate growth in children, especially girls traditional health practices and local medical services Fig. 8 (i) Explain how access to land may affect the amount of food available to poor people in rural areas. [2] (ii) Give two reasons why it is difficult for poor people in rural areas to avoid infection. [2] (iii) Give two reasons why family eating habits may affect the nutrient intake of family members. [2] (iv) Suggest ways that local medical services can improve the health of babies and small children. You may refer to examples you have studied. [4] (c) Explain why it is difficult for people to break out of the cycle of rural poverty. [6] [Total: 20 marks]

12 0453/01/O/N/08 BLANK PAGE Copyright Acknowledgements: Question 1 Fig. 2 © http://www.geographia.com/antigua-barbuda/jollybeachhome.jpg Question 3 Fig. 5 © Teaching Geography, Geographical Association; 2006. 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. University of 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2008 question paper 0453 DEVELOPMENT STUDIES 0453/01 Paper 1, maximum raw mark 80 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2008 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 1 (a) (i) USA. [1] (ii) 4340. Allow 4300 to 4400 [1] (iii) Because so many US citizens spend money as tourists outside the USA. [1] (b) (i) Three points: Sunshine/tropical Sea/sandy beaches/beautiful scenery Historical interest Facilities to dock cruise ships/airport can take large jets High quality tourist facilities/hotels/swimming pools etc Uncrowded/peaceful [3] (ii) 1 mark for stating evidence: There is much employment in tourism The infant mortality rate is low Life expectancy is high Literacy rate is high. There is infrastructure such as airport, port etc. 2 marks for justification: A small resident population and large tourist numbers Improved healthcare Better standard of living Improved levels of education Money to spend on advanced infrastructure etc [3] (iii) MAX 4 for four different ideas. 1 reserved for development. 1 idea can be developed to MAX 4. Clearance of forests for tourist facilities
destruction of natural habitats
loss of wildlife ⇒ impact on food chain etc Destruction of coral reefs by scuba divers
loss of species/dwindling resources of coral etc Problems of water and sewage disposal
need to build reservoirs
further loss of land and habitats etc Problems of waste disposal/rubbish tips
plastic and toxic materials
dangers to wildlife etc No credit for merely stating types of pollution unless source well explained No credit for global environmental problems [5]

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 (c) Levels marking: Level 1 (1 or 2 marks) Simple statements with basic points made: E.g. tourist numbers can decline Tourists may bring in unwanted/unfortunate cultural influences Tourist may introduce disease etc Multinational tourist companies make most of the money Children may get false idea of luxury life Level 2 (3 or 4 marks) A sound attempt with points being developed or exemplified: E.g. tourism can fluctuate with specified local or world conditions leading to loss of income/unemployment Tourists may bring in unwanted/unfortunate cultural influences which dilute local culture/religion Tourist may introduce diseases such as AIDs etc/crime such as prostitution Multinational tourist companies make most of the money and take it out of the country Children may get false idea of luxury life – learn to beg etc Level 3 (5 or 6 marks) A comprehensive attempt with points being developed or exemplified: E.g. tourism can fluctuate with specified local or world conditions, value of currencies may alter and profits may be lost/examples such as 7/11 leading to unemployment and crime Tourists may bring in unwanted/unfortunate cultural influences, which dilute local culture/religion and country may lose some of its traditional social values Tourist may introduce diseases such as AIDs etc leading to local population suffering from new disease with the associated medical costs etc Multinational tourist companies make most of the money, they import food and hotel facilities from overseas Children may get false idea of luxury life – learn to beg etc. – find it difficult to work in a place where the majority of people are on holiday [6] [Total: 20] 2 (a) (i) Land – natural resources or raw materials – soil, wildlife, water, fish, minerals, rocks etc/ site of production [1] (ii) Two types of capital – money capital and capital goods – tools machinery etc [2] (iii) Enterprise brings the other three factors together – it organizes them/takes the three factors and uses them in production/takes the risks [1] (iv) Labour in factory production is less labour intensive than in craft production – because it uses more capital goods and machinery. Technology in factory production is more complex, instead of simple hand tools it uses complicated machinery and computers. No credit for reference to skills [2]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 (b) (i) In industrialized countries/rich countries/developed etc. [1] (ii) A. Free trade zones: areas where companies do not have to pay import or export taxes/ excise duties. [1] Areas where there is free movement of goods within a trading bloc. B. Specialised skills: the ability to do work which requires experience/patience/ training/expertise. [1] (iii) No credit for direct lift off Fig.4. Five points: It started in a developed country It first developed branches and suppliers in its home country It developed sales branches in other developed countries It out-sourced its products from other countries/developing countries It maintained its research and development in home country It learned to adjust production to take advantage of the global market Its headquarters are in a developed country It takes advantage of cheap labour It takes advantage of free trade zones to reduce costs It uses brand names Etc No credit for ‘high prices’ or ‘specialisation’ [5] (c) Levels marking: Level 1 (1 or 2 marks) Simple statements with basic points made about advantages and disadvantages: e.g. advantages they attract multinational and foreign investment they create jobs for local people they give opportunities for local businesses to develop disadvantages foreign companies may not stay very long they employ people on low wages they employ people to work long hours/under bad conditions most of the profit goes overseas Level 2 (3 or 4 marks) A sound attempt with points being developed or exemplified: e.g. advantages they attract investment which can be used to improve a country’s infrastructure they create jobs for local people who learn new skills and expertise they give opportunities for local businesses to develop as people spend their wages disadvantages foreign companies may suddenly close a business and cause unemployment they employ people on low wages who cannot afford to live in good conditions they employ people to work long hours/under bad conditions which may affect their long term health most of the profit goes overseas and taxes are not paid to the government

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 Level 3 (5 or 6 marks) For 6 marks, both advantages and disadvantages must be developed. A comprehensive attempt with points being developed or exemplified: e.g. advantages they attract multinational and foreign investment, this acts as a multiplier effect attracting other investment which may be used to improve services for local people they create jobs for local people who learn new skills and expertise, which may enable the workers to progress to better jobs or set up their own business they give opportunities for local businesses to develop as people spend their wages, these include all sorts of services such as banking, office machinery, food stores etc disadvantages foreign companies may not stay very long and may suddenly close a business, throwing people out of work/they have no loyalty to the country they are in/examples may be quoted they employ people on low wages who cannot afford to live in good conditions, and the workers are not allowed to join trade unions which would seek to improve working conditions they employ people to work long hours/under bad conditions which may affect their long term health, giving them industrial diseases/bad eyesight/chest complaints etc or giving specific examples most of the profit goes overseas so that overall the country has not gained from the investment especially as multinational companies exploit the natural resources and cause air and water pollution which affects health/there may be examples e.g. chemical companies/aluminium companies [6] [Total: 20] 3 (a) (i) South America. [1] (ii) 12. Allow 11-13. [1] (iii) USA. [1] (iv) Developed/industrial/rich [1] (b) (i) In order to earn foreign currency To improve the balance of trade/to create an export orientated economy No credit for ‘to improve the economy’ [1] (ii) Two reasons: Because the large companies: Control the market and keep down the prices paid to farmers Keep prices high in the shops Make it difficult for new companies to compete/problem of monopolies [2] (iii) Explanation making three points: Variations in world production/supply/demand Changes in supply/quality depending on climatic variation/hazards/seasons Changes in demand due to fashion/food scares/recession etc Changes in the price of inputs Farmers react to changes in the world prices resulting in cycles of over production Speculation on the world commodity markets Currency fluctuations [3]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 (c) Allow development of one idea to 1 max: By fixing a fair guaranteed price for their products By setting up coffee processing/food processing industries By subsidizing the farmers inputs/fertilizers/hybrid seeds By helping them to diversify into other products By encouraging farmers to grow more foodstuffs By encouraging “fair trade” cooperatives By education in new techniques through extension workers By providing loans for farm improvements etc [4] (d) Levels marking: Level 1 (1 or 2 marks) Simple statements with basic points made about environmental and social problems: E.g. Forests are being cleared Fertilisers/pesticides run off into water courses Children are not being properly fed Children are not getting a proper education as farmers need to spend money buying food Illegal drug production is increasing Etc Level 2 (3 or 4 marks) A sound attempt with points being developed or exemplified: E.g. Forest are being cleared, resulting in soil erosion on the hills/loss of habitat Fertilizers/pesticides run off into water courses and kills fish Children are not being properly fed because farmers have switched from food production and become malnourished Children are not getting a proper education as farmers cannot afford school fees so there is a low literacy rate Illegal drug production is increasing, which leads to further crime Etc Level 3 (5 or 6 marks) For 6 marks, both environmental and social problems must be developed. A comprehensive attempt with points being developed or exemplified: E.g. Forest are being cleared, resulting in soil erosion of the hills causing silting of river basins/destruction of habitat and loss of species/an increase in carbon dioxide in the atmosphere contributing to global warming Fertilizers run off into water courses and cause eutrophication/decline of aquatic life which impacts on the food chains Children are not being properly fed because farmers have switched from food production, which will result in malnutrition which leads to inability to fight disease/e.g. of disease/makes them too weak to work/causes stunted growth Children are not getting a proper education because farmers cannot afford the school fees, which will affect the country because it will not have a skilled population/has a low earning capacity Illegal drug production is increasing which leads to further crime and the problems of illicit drug trafficking/drug barons Etc [6] [Total: 20]

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 4 (a) (i) No, because it will only have reached a half of the two targets/poverty will have been reduced not ended [1] (ii) Malnutrition: is a condition in which a person suffers from lack of essential nutrients and vitamins/lack of a balanced diet [1] (iii) Yes, because it is not enough money to buy good food and essential needs/to survive It is a measure of poverty understandable all over the world It is not an average like GNP/head [2] (b) (i) Two examples: Some farmers may not have enough land to grow all the food the family need Some farmers may be tenant farmers and may have to pay for their rent in cash crops Some farmers may work as labourers on other people’s farms and not earn enough to buy food If farmers have enough land to plant cash crops as well, the income may buy more food Allow specific examples [2] (ii) Two reasons: Lack of good sanitation Lack of medical services/vaccinations etc Lack of pure water supplies Prevalences of certain common diseases e.g. malaria, insect borne diseases, bilharzia etc. Lack of knowledge about primary health care Poor nutrition which makes the body weak/unable to fight disease [2] (iii) Two reasons: People may eat too much of a staple food thus getting mainly carbohydrates People may have taboos about eating certain foods e.g. eggs The family may have only one good meal a day Men and boys may get priority Children may go to school without breakfast etc [2] No credit for ‘families do not eat a balanced diet’ (iv) Three ideas with development of one idea to 1 max By providing local maternity and baby clinics By teaching mothers/girls about good nutrition By teaching people about hygiene By immunizing children against the common diseases By teaching people about AIDs etc [4] (c) Levels marking: Level 1 (1 or 2 marks) Simple statements with basic points made about the trap of rural poverty: They do not produce enough food on their land They are poor therefore they cannot afford – good food, health care, education etc They cannot find alternative employment off the land

Page 8 Mark Scheme Syllabus Paper IGCSE – October/November 2008 0453 01 © UCLES 2008 Level 2 (3 or 4 marks) A sound attempt with points being developed or exemplified: They do not produce enough food on their land, because it is not large enough/fertile enough They cannot afford to pay for/to travel to – medical health care, so they become sick They cannot afford to educate their children and help them to get better jobs etc They cannot find alternative employment off the land, because there are not enough alternative jobs in rural areas/they lack the skills required Level 3 (5 or 6 marks) A comprehensive attempt to explain how people are caught in the cycle of poverty with points being developed or exemplified to show how their situation becomes reinforced by their circumstances: They do not produce enough food on their land; because it is not large enough/fertile enough and they cannot afford to buy fertilizers etc to increase their production They cannot afford to pay for/to travel to – medical health care, so they become sick and cannot work so they become poorer They cannot afford to educate their children and help them to get better jobs, so that they in turn can help the family out of poverty They cannot find alternative employment off the land, because there are not enough alternative jobs in rural areas and they lack skills due to poor education so income remains low [6] [Total: 20]