global pespective
Andrexa Pelusoabout global perspective
2 years ago
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files (7)2023CambridgeSyllabus20-1.pdf
500wordpartoftheessay.docx
9239_Learner_Guide_AS_Level_for_examination_from_202325-1.pdf
MLA-9-Sample-Paper-1-1.pdf
2023EssayMarkScheme-RUBRICONLY-1.pdf
- ESSAYOUTLINA.docx
- MostUsedMLACitations-1.pptx
2023CambridgeSyllabus20-1.pdf
Cambridge International AS & A Level Global Perspectives & Research 9239 syllabus for 2023, 2024 and 2025.
18 www.cambridgeinternational.org/alevel Back to contents page
Component 2 – Essay 40 marks, externally marked
Candidates write an essay of 1750–2000 words on a global issue of their own choice from topics studied during the course.
Candidates must choose an essay title that is a single question. The choice of essay question must provide opportunities to develop globally contrasting perspectives.
In their research, candidates should identify and explore the context and basis of arguments that respond to the question from different global perspectives. They should identify globally contrasting perspectives, understand the arguments, reasoning or claims upon which these perspectives are based and offer a critical view of them. Sources selected should offer firmly supported judgements or conclusions. Evaluation of sources and perspectives should form a substantial element of candidates’ essays. Candidates should reach a personal, supported view on the question.
In the essay, candidates should demonstrate AO1, AO2 and AO3 skills. They will be assessed on their ability to:
• analyse their chosen question (AO1) • synthesise arguments to build contrasting perspectives (AO1) • select and refer to a range of sources (AO1) • assess and justify the appropriateness of the sources selected (AO1) • compare and evaluate contrasting perspectives (AO1) • reflect on the impact of alternative perspectives on their viewpoint (AO2) • suggest further relevant research (AO2) • write a clear, structured essay using effective referencing (AO3).
The essay must be written in continuous prose and include a list of sources used. Quotations must be fully referenced. The essay must be 1750–2000 words and an accurate word count must be clearly stated on each essay. The word count excludes the title, references and citations. Work beyond the 2000 word maximum will not be marked. The essay must be submitted electronically.
Essay: the role of the teacher
A class may work together to carry out background research on a global issue, but each candidate must devise their own question. Teachers should support candidates in formulating appropriate questions.
Candidates should be given sufficient time to plan and prepare their research. During this preparation, teachers should support each candidate to:
• understand the nature of the task • identify a suitable issue to research • formulate an appropriate global question • develop a suitable approach to the research • develop organisational skills • cite and reference their sources • focus on reconstruction and reflection • write effectively and concisely to stay between 1750 and 2000 words • include an accurate word count.
continued
500wordpartoftheessay.docx
Hoyos 1
To what extent have guerrillas affected security dynamics?
Guerrilla warfare, waged by irregular rebel forces against established governments, has become a prominent topic of global security, rebels a group or a person who rises in opposition or armed resistance against an established government or ruler. Particularly in developing countries across South America, Africa, and the Middle East, guerrilla activity has sparked heated debates. Some view guerrillas as champions for the oppressed, fighting against corrupt regimes, and they see guerrillas as an escape from poverty, and this occurs typically in low-income areas. Others see them as dangerous insurgents wielding extremist ideologies such as communism and fascism or religious beliefs, destabilizing entire regions, and in some cases taking control over entire areas or even the entire country.
This complex phenomenon has demonstrably impacted security dynamics worldwide. Guerrillas disrupt state power, challenge conventional military strategies, and influence international intervention, such as the US sending troops to Colombia to fight guerrillas. By examining historical and contemporary examples, we can explore the multifaceted ways guerrillas have reshaped security environments, forcing governments and militaries to adapt to their approaches, and their harsh type of war and the strategies they use to gain power and finance their warfare.
Those who sympathize with guerrillas view them as a necessary resistance against oppressive governments. In situations where the government systematically violates human rights, ignore the needs of the citizens, and suppressed dissent, guerrillas can be seen as a desperate fight for justice. From this perspective, guerrillas are freedom fighters challenging a corrupt system with limited resources.
Economic disparity is another factor fueling guerrilla movements. In countries with vast wealth concentrated in the hands of a selected few, while the majority fights and struggles against poverty, those fighting for a fairer distribution of resources may resort to armed resistance. Guerrillas, in these cases, aim to empower marginalized communities and achieve a more equitable distribution of wealth.
The struggle for indigenous rights is another powerful motivator. For indigenous peoples whose land and culture have been systematically disregarded by dominant governments, guerrilla warfare can be a means of reclaiming their heritage and defending their way of life. The Zapatista Army of National Liberation (EZLN) in Mexico is a prime example of this.
Pro-guerrillas voices acknowledge the violence inherent in such conflicts. However, they often argue that is in response to the violence and injustice that some governments do, such as government brutality, massacres, and forced disappearances as justifications for armed resistance.
One big example is that in Colombia there are “false positives” with guerillas, and false positives is when the army kills innocent’s civilians such as farmers and low income individuals and then dress them as guerrilla fighters after that they say that they kill guerrilla individuals, and this is a big violation to human rights and cause a lot of negative impacts in the security of the country, as well it cause the ONU to investigate the action taken by the government, and it gives more reasons for guerrillas to fight against this inequality.
9239_Learner_Guide_AS_Level_for_examination_from_202325-1.pdf
Learner Guide
25Cambridge International AS Level Global Perspectives and Research 9239
The websites listed below are useful resources to help you study for your Cambridge International AS Level Global Perspectives & Research course.
Cambridge Assessment International Education is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site’s owners (or their products/services).
The website pages referenced in this guide of work were selected when the guide was produced. Other aspects of the sites were not checked and only the particular resources are recommended.
Developing critical evaluation skills is an important part of Global Perspectives and Research and there are several websites that offer useful advice and support:
www.nuigalway.ie/academic-skills/criticalthinking/evaluatingargumentsandevidence/# Evaluating Arguments and Evidence – National University of Ireland Galway.
www.futurelearn.com/info/courses/logical-and-critical-thinking/0/steps/9137 Logical and Critical Thinking – Future Learn.
www.khanacademy.org/test-prep/lsat/lsat-lessons/logical-reasoning/a/logical-reasoning--article--types-of-evidence Types of Evidence – The Khan Academy.
Becoming a reflective learner is an important life skill and is assessed in components 2 and 3. More information of reflective learning cycles can be found at: www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle University of Edinburgh.
Note taking skills are an important part of being a successful researcher: https://help.open.ac.uk/notetaking-techniques The Open University.
Developing successful approaches to research is also important: https://warwick.ac.uk/fac/soc/ier/ngrf/effectiveguidance/research/research_skills Warwick University.
You should engage with a wide range of research materials that emanate from around the world. Below is a short list of potential sources of information from around the world. This is not an exhaustive list; it is designed to give you a feel for the wide range of source material available: www.scmp.com/ South China Morning Post.
www.aljazeera.com/ Al Jazeera. News and analysis from the Middle East.
www.e-ir.info/ E-International Relations is an international relations website with unique content aimed at academics, general interest readers and learners.
https://neweralive.na/ The New Era is a daily national newspaper owned by the government of Namibia.
www.cfr.org/ The Council on Foreign Relations is an independent think tank based in the US.
https://apnews.com/ The Associated Press is an independent global news organization dedicated to factual reporting.
www.thejakartapost.com/ The Jakarta Post is a daily English-language newspaper in Indonesia.
Section 7: Useful websites
MLA-9-Sample-Paper-1-1.pdf
Smith 1
Jane Smith
Dr. Williams
Eng. 101
2 Jan. 2017
Sample Paper in MLA Format: The Great World and Other Stuff
The world is full of interesting trivia. For example, events in history often have strange back
stories. When a copy of Darwin’s Origin of Species was sent to an important British publisher, the
editor said the book was nice but wouldn’t sell. Bryson explains how Darwin’s editor advised him to
write a nice book on pigeons because, of course, everyone likes pigeons (381). Names are also
interesting. Although few have heard of “Yippies,” they were a short lived group in the 60’s who staged
some poorly planned protests (Holloway 214-15). Even animals have strange names. A cat
encyclopedia describes a Ragdoll as a cat, not a toy (“Ragdoll” 112). Although the name brings up
images of stupidity, the Dodo is just an extinct bird that was unable to fly (“Dodo”).
Not all the stories behind the names are believable, however. The book, A Short History of
Nearly Everything, tells how explorers came back with strange tales of the “homo caudatus” or “man
with a tail” (Bryson 382). Just as strange are some of the laws on the books. For example, according to
one source, it is illegal to walk around in high-heeled shoes in Carmel-by-the Sea, California (James).
Places can be interesting, too. One science website mentions how a person can “see both the Atlantic
and Pacific oceans on a clear day from the Republic of Panama” (Loveridge). Even fairy tales have
interesting origins. According to legend, the Man in the Moon was placed in the moon as punishment for
collecting sticks on Sunday (“Manic Man”). So a lot of interesting, if useless, information can be
discovered in the most unlikely of places. This all just goes to show we live in a really quirky world!
MLA Format: double-
spaced, 12 point font,
Times New Roman, 1 inch
margins
Smith 2
For Websites: If a website
has no publication date,
skip it, but add an Accessed
date to the end of the entry.
Works Cited
Bryson, Bill. A Short History of Nearly Everything. Broadway, 2003.
“Dodo.” Encyclopaedia Britannica Online, Encyclopaedia Britannica, 2009.
Holloway, David. “Yippies.” St. James Encyclopedia of Popular Culture, edited by Tom Pendergast,
vol. 5, St. James, 2000.
James, Tom. “Little-Known Foot Laws.” Podiatry Management, Mar. 2003, pp. 143-45. General
OneFile.
Loveridge, John. “The Middle Man.” NewScientist.com, Reed Business Information,
www.newscientist.com/id=lw498. Accessed 15 Aug. 2015.
“The Manic Man in the Moon.” All Info about Nursery Rhymes, 30
July 2015, www.nurseryrhymes.allinfoabout.com.
“Ragdoll.” The Encyclopedia of the Cat, edited by Bruce Fogle, DK, 1997, pp. 112-13.
MLA Formatting Style
1. MLA Header: Include a standard MLA header in the header section of each page in the top-right
corner. The header should be your last name and page number: Smith 1.
2. Standard MLA Format: Double space the entire paper, and use a standard 12-point font such as
Times New Roman. Use 1-inch margins.
3. Standard MLA Heading: Begin with the normal MLA heading (your name, instructor's name, course
section, and date each on a separate line) in the top-left corner.
4. Title: On the next line after the heading, center the title of your paper.
5. Body: On the line after your title, begin the body of your paper (no extra lines). Indent the first line
of each paragraph half an inch.
6. In-Text Citations: Include in-text citations in parenthesis ( ) throughout the body of your paper
whenever you borrow words or ideas from an outside source. See the Library’s Quick Guide for
MLA In-Text Citations for additional information.
7. Works Cited Page: The last page of your research paper should be a list of all the sources you’ve
cited throughout your paper. Title this page Work(s) Cited, and then list your sources in MLA
format. The entries should be in alphabetical order and have a hanging indent.
For additional formatting information, Ask-A-Librarian or see The MLA Style Center’s Website
(https://style.mla.org/formatting-papers/).
Works Cited Page:
The last page of your
paper; entries should
be in alphabetical
order with a hanging
indent.
2023EssayMarkScheme-RUBRICONLY-1.pdf
9239/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2023
Page 4 of 6© UCLES 2020
AO1 Research, analysis and evaluation
AO1a Analysis of question
AO1b Building perspectives
AO1c Range of sources AO1d Appropriateness of sources
AO1e Comparative evaluation
Undertakes a sustained analysis of a wide range of implications of the chosen question
5 marks
Builds two (or more) coherent and contrasting perspectives by synthesising individual arguments, demonstrating critical insight into the links among source material
5 marks
Engages with a wide range of source materials covering diverse global contexts
5 marks
Assesses and justifies the appropriateness of the key sources against a wide range of relevant criteria
5 marks
Offers a critical comparison of contrasting perspectives which leads to a supported judgement
5 marks
Undertakes a sustained analysis of some implications of the chosen question
4 marks
Builds two coherent and contrasting perspectives by synthesising individual arguments, demonstrating awareness of the links among source material
4 marks
Engages with a range of source materials covering diverse global contexts
4 marks
Assesses and justifies the appropriateness of the key sources against a range of relevant criteria
4 marks
Offers a descriptive comparison of contrasting perspectives which leads to a supported judgement
4 marks
Undertakes an analysis of some implications of the chosen question
3 marks
Builds two contrasting perspectives through the juxtaposition of individual arguments, demonstrating partial awareness of the links among source material
3 marks
Makes some reference to a range of source materials covering diverse global contexts
3 marks
Assesses the appropriateness of a range of selected sources against one or more criteria
3 marks
Offers a comparison of contrasting arguments which leads to a supported judgement
3 marks
Identifies some implications of the chosen question
2 marks
Builds two contrasting perspectives through the juxtaposition of individual arguments
2 marks
Makes some reference to a range of source materials
2 marks
Assesses the appropriateness of a single selected source
2 marks
Attempts some comparison of contrasting arguments which leads to a judgement
2 marks
9239/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2023
Page 5 of 6© UCLES 2020
AO1a Analysis of question
AO1b Building perspectives
AO1c Range of sources AO1d Appropriateness of sources
AO1e Comparative evaluation
Identifies a specific question
1 mark
Builds a single perspective or perspectives that have no effective contrast
1 mark
Makes some reference to source material
1 mark
Asserts the appropriateness of selected source(s)
1 mark
Begins to compare arguments
1 mark
No creditable response 0 marks
No creditable response 0 marks
No creditable response 0 marks
No creditable response 0 marks
No creditable response 0 marks
AO2 Reflection
AO2a Consideration of contrasting perspectives
AO2b Reflection and impact on personal viewpoint
AO2c Further research
Demonstrates balance in considering contrasting perspectives
3 marks
Undertakes clear reflection on how the work carried out has affected the candidate’s viewpoint
3 marks
Justifies a specific suggestion for further research relevant to the chosen question
3 marks
Considers elements of contrasting perspectives
2 marks
Undertakes some reflection on how the work carried out has affected the candidate’s viewpoint
2 marks
Identifies a specific suggestion for further research relevant to the chosen question
2 marks
Offers generic acknowledgement of contrasting perspectives
1 mark
Presents minimal reflection on the work carried out
1 mark
Suggests a generic requirement for further research relevant to the chosen question
1 mark
No creditable response 0 marks
No creditable response 0 marks
No creditable response 0 marks
9239/02 Cambridge International AS & A Level – Mark Scheme For examination SPECIMEN from 2023
Page 6 of 6© UCLES 2020
AO3 Communication
AO3a Structure AO3b Referencing
The essay has a coherent structure which fully supports the arguments being made
3 marks
All sources used to support the argument are accurately cited and referenced using an appropriate system of citation
3 marks
The essay has an organised structure which supports the arguments being made
2 marks
Most of the key sources used to support the argument are clearly cited and referenced
2 marks
The essay has some structure. The structure does not consistently support the arguments being made
1 mark
Some of the sources used are cited or referenced 1 mark
No creditable response 0 marks
No citation or bibliography 0 marks
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