ࡱ> TRABCDEFGHIJKLMNU @ EbjbjVV d r<r<;,,,,   $0P( 40;(Z 0 Dt $ $AR    @  ,,    ,     8@ D nN PR 0;pM MD00,,,,D&M j    00z j00 Edexcel International GCSE 2012 in Geography (4GE0) and Edexcel Level 1/Level 2 Certificate in Geography (KGE0) Editable scheme of work  Practical support to help you deliver these Edexcel qualifications Scheme of work We have produced this scheme of work to help you implement the Edexcel International GCSE and/or Certificate in Geography qualifications. It is an example of one possible model that you can adapt to meet your needs and is not intended to be in any way prescriptive. It is available in an editable format to make it easy for you to adapt. Other support for planning a course You will find other support for planning a course in the Teacher Support Material for these qualifications. This is a free downloadable resource that you can access at www.edexcel.com Teaching resource exemplars This scheme of work gives you suggestions for resources that you can use to support your teaching. You may also want to use a wider range of resources that meet the needs of your students. Other Edexcel teaching resources include: Student Books full colour textbooks matched to the specification. ActiveBook a digital version of the Student Book. Revision guides that help students to prepare for their examinations. Further details can be found at  HYPERLINK "http://www.pearsonschools.co.uk" www.pearsonschools.co.uk Edexcel Subject Advisors Edexcel has a team of specialist subject advisors who can help you to implement these qualifications. You can contact them by email or phone. Email:  HYPERLINK "mailto:GeographySubjectAdvisor@edexcelexperts.co.uk" GeographySubjectAdvisor@edexcelexperts.co.uk Telephone: 0844 372 2185. Edexcel additional support Ask the Expert puts you in direct email contact with over 200 of our senior subject experts. Edexcels community forum these message boards are designed to enable you to access peertopeer support from fellow Edexcel teaching and delivery staff in schools and colleges. Health and safety The practical work and fieldwork suggestions in this scheme of work are those that we believe are not restricted in any way and which are currently used in most schools and colleges. The International GCSE and Certificate in Geography encourage fieldwork and the development of practical skills within the context of geographical enquiry. Assessment of geographical skills is part of the written examination for the qualifications. We advise teachers and technicians to discuss the merits of the suggested practical work and fieldwork when deciding what to carry out and how. You may have other ideas for practical work and fieldwork. As in all practical work and fieldwork, risk assessments are an important precursor to ensure health and safety. Schools and colleges may refer to the CLEAPSS service:  HYPERLINK "http://www.cleapss.org.uk/" http://www.cleapss.org.uk/ for guidance and support in conducting practical work and fieldwork. Health and safety in the field is referred to in the specification for these qualifications. Edexcel International GCSE 2012 in Geography (4GE0) and Edexcel Level 1/Level 2 Certificate in Geography (KGE0) 120140 guided learning hours are required for these qualifications. This equates to approximately 2 hours per week over 60 weeks and reflects how centres will use time for practical activities differently. Guided learning hours are all the times when a teacher is present to give guidance to students. Scheme of work overview: The specification contains four sections : Section A: The Natural Environment Section B: People and their Environments Section C: Practical Geographical Enquiry Section D: Global Issues. Within Sections A, B and D there are topic options as shown below: Section A The Natural Environment (24 weeks)Choose 2 topics fromTopic 1 River environments Topic 2 Coastal environments Topic 3 Hazardous environments 8 teaching weeks + 3 weeks on Section C + 1 assessment week (12 weeks) x 2Section B People and their Environments (24 weeks)Choose 2 topics fromTopic 4 Economic activity and energy Topic 5 Ecosystems and rural environments Topic 6 Urban environments8 teaching weeks + 3 weeks on Section C + 1 assessment week (12 weeks) x 2Section D Global Issues (10 weeks)Choose 1 topic fromTopic 7 Fragile environments Topic 8 Globalisation and migration Topic 9 Development and human welfare9 teaching weeks + 1 assessment week (10 weeks)2 weeks at the end of the 2year course for final revision and exam preparation. Please note the 5 exam skills focus suggestions embedded in assessment weeks.For Section C, Practical Geographical Enquiry, students are advised to carry out two enquiries per Section A and Section B topic i.e. a total of 8 investigations. In this scheme of work the time allocated to the Section C enquiries is integrated into the 12week time periods for each topic in Section A and Section B. In this scheme of work CS refers to case study; these are outlined in column 4 of the specification content. Assessment refers to question numbers in the Sample Assessment Materials (SAMs) and the June 2011 IGCSE paper (NB the structure of the 2011 examination paper is slightly different to the SAMs for this specification (4GE0) but centres may find some of the questions are useful for preparing students.) Section A: The Natural Environment, Topic 1 River environments The worlds water supply is contained within a closed system the hydrological cycle. Water is transferred between its various stores (1.1 1.3). Running water has a significant influence on the development of landforms (1.4 & 1.5). Water is vital to people and varies in its availability and therefore needs careful management (1.6 1.8) WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 1.1 /1.2 The hydrological cycle and drainage basin characteristicsStudents will be assessed on their ability to: Describe the components of the hydrological cycle; stores and transfers. Explain how this is a closed system. Outline the processes of transfer between stores. Name and describe the features of a drainage basin, including watershed and channel network (CS of a drainage basin).Labelling an outline hydrological cycle with flows and transfers. ActiveBook CD animation on precipitation. Card sorting: matching hydrological cycle key terms (stores and transfers) to their definitions. Labelling the channel network and watershed on an OS map (use contours to define watershed).Edexcel IGCSE Geography Student Book pages 15. BBC Bitesize Geography: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/background_rivers_rev1.shtml"BBC Bitesize rivers Encyclopaedia of the Earth: HYPERLINK "http://www.eoearth.org/article/Hydrologic_cycle"Hydrological cycle 2Key idea 1.3 Hydrograph and river regimesStudents will be assessed on their ability to: Describe and label the component s of a hydrograph. Explain the discharge of contrasting river regimes. Explain how precipitation, temperature, land use, water abstraction and dams can affect the shape of the hydrograph.Assessment: Edexcel IGCSE June 2011 Q1a Labelling the components on an outline hydrograph. Drawing contrasting discharge lines for urban, forested, steep drainage basins. Matching river regime graphs to climate zones.Edexcel IGCSE Geography Student Book pages 57. USGS water cycle, streamflow and hydrographs: HYPERLINK "http://ga.water.usgs.gov/edu/watercyclestreamflow.html"USGS streamflow 3Key idea 1.4 Physical processes in drainage basinsStudents will be assessed on their ability to: Describe and explain weathering processes (e.g. chemical, biological and mechanical). Describe and explain how material is moved downslope by mass movement (e.g. creep, slumping).Writing definitions of weathering types. Drawing a fully labelled diagram of a slump. Spider diagram of factors affecting mass movement risk/rate.Edexcel IGCSE Geography Student Book pages 78. BBC Bitesize weathering: HYPERLINK "http://www.bbc.co.uk/schools/ks3bitesize/science/environment_earth_universe/rock_cycle/revise6.shtml"Weathering 4Key idea 1.4 Physical processes in drainage basinsStudents will be assessed on their ability to: Describe and explain how sediment is eroded (abrasion, corrosion, hydraulic action), transported (traction, saltation, suspension, solution) and deposited in rivers. Link these processes to differences in climate, stream velocity, slopes and geology.Card matching: definition of erosion and transportation processes to key terms. Drawing a diagram of the four river transport processes. Considering how the relative importance of the processes varies from source to mouth.Edexcel IGCSE Geography Student Book pages 910. BBC Bitesize erosion types: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/river_processes_rev1.shtml"Erosion in rivers 5Key idea 1.5 River landforms formationStudents will be assessed on their ability to: Describe landform change along a river long profile (valley shape, interlocking spurs, waterfalls, meanders, oxbow lakes, flood plains and levees. Explain how the named landforms are formed by physical processesAssessment: SAMs Question 1b ActiveBook CD animation on formation of oxbow lakes. Labelling a river long profile outline with landforms and minidiagrams down its course. Use of OS maps to spot landforms / valley shape from source to mouth.Edexcel IGCSE Geography Student Book pages 1014, including a CS of the River Tay + map analysis skills. Scottish Agricultural College on long profiles: HYPERLINK "http://www.sac.ac.uk/mainrep/pdfs/geographystreamsandrivers.pdf"Long profile 6Key idea 1.6 Human use of water supplies, and supply variationStudents will be assessed on their ability to: Outline the different, and vital, uses of water (agriculture, industry, human hygiene and leisure) Contrast the pattern of areas of water shortage with those with a surplus e.g. globally and within a country. Outline the rising demand for water, and its causes, in one country (CS).Assessment: SAMs Question 1a Spider diagram of personal water use over a week (+ consider virtual water on page 21, Fig 1.29). Labelling a world map of water deficit / surplus (see page 18 in textbook) to explain the differences. ActiveBook CD animation on precipitation linked to research into the UK CS. Edexcel IGCSE Geography Student Book, pages 1618, including the CS of water demand in the UK pages 1820. World Water Council: HYPERLINK "http://www.worldwatercouncil.org/index.php?id=25"Water facts UNEP trends in water use: HYPERLINK "http://www.unep.org/dewa/vitalwater/article43.html"Water statistics 7Key idea 1.7 Water quality variations and management Students will be assessed on their ability to: Explain why water quality varies due to pollution (sewage, industry, agriculture) Explain how clean water is supplied (pipelines, treatment works), and how it is stored (dams and reservoirs) with respect to a CS of a water storage project to include construction, management and impacts (e.g. Three Gorges Dam)Assessment: SAMs Question 1c Assessment: SAMs Question 1d Draw a flow diagram summarising the supply of water from source to tap. Use a table to evaluate the eco/soc/env costs and benefits of a water storage project e.g. the Three Gorges Dam.Edexcel IGCSE Geography Student Book pages 2125 including a CS of the Three Gorges Dam in China pages 2526. International Rivers, Three Gorges Dam: HYPERLINK "http://www.internationalrivers.org/china/three-gorges-dam"Three Gorges Dam Chinas Three Gorges Corporation: HYPERLINK "http://www.ctg.com.cn/en/"CTG.com.cn  WeekContent coverageLearning outcomesExemplar activitiesExemplar resources8Key idea 1.8 Flooding: causes and controlStudents will be assessed on their ability to: Explain the causes of river flooding (rainfall intensity, snowmelt, steep slopes, impermeable surfaces, human activities. Outline ways in which flooding can be controlled. Assessment: Edexcel IGCSE June 2011 Q1c Rank the factors in Table 1.3 page 27 in order of importance in terms of flood risk. Classroom debate: can Bangladesh be protected from floods?Edexcel IGCSE Geography Student Book, pages 2631, including the CS of Bangladesh on pages 3031. Environment Agency flood management plans: HYPERLINK "http://www.environment-agency.gov.uk/research/planning/33586.aspx"Flood planning The Geographical Association flood risk pages: HYPERLINK "http://www.geography.org.uk/resources/flooding/"GA Floods 9Fieldwork investigations Prefieldwork planning designing a Fieldwork investigations, as per the qualification content.(1) Measuring water quality (2) Measuring channel characteristics Location (maps/GIS) and site choice Question and aims linked to theory Background research Equipment, recording sheets Health and safetySee pages 18 and 19 of Edexcel Teachers Guide for further details. See pages 2023 in the specification. Assessment: SAMs Question 7 10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Range of indicators e.g. pH, turbidity/colour, nitrates, odour. Also kick sampling to determine invertebrates. (2) Width, depth, discharge ,gradient, bedload etc.FSC foldout key to rivers fieldwork and guide to water quality see  HYPERLINK "http://www.field-studiescouncil.org" http://www.fieldstudiescouncil.org BBC Bitesize for a useful introduction to rivers in the landscape Environment Agency online GIS maps for water quality11Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Spec A or B (see Edexcel website) are a good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas.12Assessment weekConsolidation and assessment Exam skills Focus 1: Focus on interpreting Figure (data stimulus skills) and answering short 12 mark questions, including multiple choice questions.Use some of the Examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also in the ActiveBook CD).Edexcel IGCSE Geography Student Book page 32. Section A: The Natural Environment, Topic 2 Coastal environments Physical processes give rise to characteristic coastal landforms (2.12.3). Distinctive ecosystems develop along particular stretches of coastline (2.42.6). Management of both physical processes and human activities is needed to sustain coastal environments (2.7 & 2.8). WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 2.1 Coastal processes: marine and subaerialStudents will be assessed on their ability to: Explain the physical processes that affect and shape coastlines including marine processes (wave action (constructive/ destructive), erosion, longshore drift, deposition). Explain subaerial processes of weathering and mass movement.Assessment: Edexcel IGCSE June 2011 Q2b ActiveBook CD animations of constructive and destructive waves. Draw a fully labelled diagram of longshore drift. Label a cliff cross section with the location of weathering, mass movement and erosion processes.Edexcel IGCSE Geography Student Book, pages 3335. BBC Bitesize coasts: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/"Coasts 2Key idea 2.2 Coastal landforms: erosional and depositionalStudents will be assessed on their ability to: Describe a range of erosion coastal landforms (headlands and bays, cliffs, wave cut platforms/notches, caves, arches, stacks and stumps). Describe depositional landforms (beaches, spits, bars). Explain how these landforms are formed by physical processes.Assessment: SAMs Question 2a and 2b Assessment: Edexcel IGCSE June 2011 Q2a Assessment: Edexcel IGCSE June 2011 Q2d ActiveBook CD animations of the formation of a wave cut platform and spit. Use OS maps to identify coastal landforms.Edexcel IGCSE Geography Student Book pages 3540. University of Wisconsin coastal processes and landforms: HYPERLINK "http://www4.uwsp.edu/geo/faculty/ritter/geog101/textbook/coastal_systems/coastal_landforms_and_processes.html"UWSP Coasts 3Key ideas 2.3 Factors affecting coasts and coastal changeStudents will be assessed on their ability to: Outline the impacts of geology, vegetation, people and sea level change (submergent/ emergent) on coasts. Key ideas 2.12.3 should be studied with respect to two geologically contrasting coastlines (CS).Use free internet map websites to view contrasting coastlines (emergent/submergent). Edexcel IGCSE Geography Student Book pages 4043. European Environment Agency coasts pages: HYPERLINK "http://www.eea.europa.eu/themes/coast_sea"EEA coasts 4Key idea 2.4/2.5 Coastal ecosystems: physical aspectsStudents will be assessed on their ability to: Define the terms ecosystem and biodiversity. Describe the characteristics, distribution and biodiversity of coastal ecosystems (coral reefs, mangroves, sand dunes, salt marshes). Explain the physical factors that affect the distribution of coastal ecosystems.Use an outline world map to show the distribution of coral reefs and mangroves; label to explain the distribution. Use a table format to compare coastal ecosystems in terms of vegetation types, position, threats, value to humans (also 2.6, below).Edexcel IGCSE Geography Student Book pages 4348 Your climate your life coastal ecosystems: HYPERLINK "http://www.yourclimateyourlife.org.uk/a_coasts_ecosys.html"Intro to coastal ecosystems 5Key idea 2.6 Coastal ecosystems: value and threatsStudents will be assessed on their ability to: Outline the value of coastal ecosystems to humans. Explain the threats to the survival of coastal ecosystems from tourism and other factors (industrialisation, agriculture, deforestation). Use a CS of one coastal ecosystem.Assessment: SAMs Question 2d Consider Figure 2.27 on page 51 of the student book in terms of whos to blame for Mangrove destruction. Use websites to research the CS in more depth. Edexcel IGCSE Geography Student Book pages 4853 Reefbase detailed info on reef threats: HYPERLINK "http://www.reefbase.org/"Reefbase National Geographic mangroves: HYPERLINK "http://ngm.nationalgeographic.com/2007/02/mangroves/warne-text"NG mangroves Natural England sand dunes: HYPERLINK "http://www.naturalengland.org.uk/ourwork/conservation/designatedareas/nnr/1006001.aspx"NatEng Ainsdale 6Key idea 2.7 Coastal conflicts between usersStudents will be assessed on their ability to: Outline a range of conflicts between different users of the coast. Examine the conflict between development on the coast and the need for conservation.Use the St Lucia CS on pages 4950 of the student book to draw up a conflict matrix a similar matrix could be used for Southampton Water on pages 5455. Role play based on the group in Figure 2.35 to find ways of minimising conflicts.Edexcel IGCSE Geography Student Book pages 5458: USGS coastal conflicts: HYPERLINK "http://pubs.usgs.gov/circ/c1075/conflicts.html"USA coastal conflicts BBC Bitesize coastal conflicts: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/coastal_management_rev1.shtml"Coastal conflicts 7Key idea 2.8 Coastal retreatStudents will be assessed on their ability to: Outline the reasons for coastal retreat and the need for management. With respect to a CS of retreating coastline causes, impacts and management.Use Google Earth/Google Maps satellite images to view the coastlines mentioned in the student book. This works especially well for the Holderness Coast (Fig 2.36). Explain the choice of actions for the Isle of Wight coastline on Figure 2.40 page 61.Edexcel IGCSE Geography Student Book pages 5859, including CS of Abbots Farm on pages 6162 East Yorkshire Coastal Observatory (Holderness): HYPERLINK "http://www.hull.ac.uk/coastalobs/general/index.html"Coastal Obs Royal Geographical Society Jurassic Coast: HYPERLINK "http://www.rgs.org/OurWork/Schools/Geography+in+the+News/Ask+the+experts/Jurassic+Coast.htm"Jurassic Coast 8Key idea 2.8 Coastal protection and management Students will be assessed on their ability to: Describe a range of coastal protection measures both hard and soft engineering. Explain how these protect the coast and evaluate their costs and benefits.Assessment: SAMs Question 2c Assessment: Edexcel IGCSE June 2011 Q2c Use a table format to evaluate the costs and benefits of different types of coastal protection.Edexcel IGCSE Geography Student Book pages 5962 Coastal portal with many pages on coastal management : HYPERLINK "http://www.coastalwiki.org/coastalwiki/Main_Page"Coastal Wiki 9Fieldwork investigations Prefieldwork planning designing a fieldwork investigation, as per the qualification content.(1) Measuring beach profiles and sediment characteristics (2) Investigating the conflicts between development and conservation on a stretch of coastline Location (maps/GIS) and site choice Question and aims linked to theory Background research Equipment, recording sheets Health and safety.See pages 20 and 21 of the Edexcel Teachers Guide for further details. See pages 2023 in the specification.10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Transects up the beach (slope gradient), changes in sediment size and shape. (2) Views of different stakeholders, questionnaires, conflict matrices, photographic evidence.FSC coastal fieldwork website particularly useful for fieldwork in relation to coasts Environment Agency shoreline management plans  HYPERLINK "http://www.environment-agency.gov.uk/research/planning/104939.aspx" http://www.environmentagency.gov.uk/research/planning/104939.aspx BBC Bitesize coastal management 11Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Geography specification A or B (see Edexcel website) are a good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas. 12Assessment weekConsolidation and assessment Examination skills Focus 2: Focus on answering shorter 3 or 4 mark questions and drawing / labelling diagrams.Use some of the Examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also in the ActiveBook CD)Edexcel IGCSE Geography Student Book page 63. Section A: The Natural Environment, Topic 3 Hazardous environments Some places are more hazardous than others (3.13.3). Hazards have an impact on people and the environment (3.4 and 3.5) Mitigating the consequences of hazards involves taking actions before, during and after the event (3.63.8). WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key ideas 3.1/ 3.2 Types of hazard and distributionStudents will be assessed on their ability to: Define and classify different types of natural hazard (climatic, tectonic). Describe and explain the global distribution of tropical storms, earthquakes and volcanoes.Card sorting: using cards with named hazards sorted into geological, climatic, biological and technological hazard types. Mapping (roughly) the distribution of earthquakes, active volcanoes and tropical storms onto an outline world map consider areas of multiple risk as well as physical explanations.Edexcel IGCSE Geography Student Book pages 6468. World Meteorological Organisation on natural hazards: HYPERLINK "http://www.wmo.int/pages/themes/hazards/index_en.html"WMO hazards USGS on natural hazards: HYPERLINK "http://www.usgs.gov/natural_hazards/"USGS Hazards 2Key ideas 3.2 / 3.3 Hazard characteristics and weather monitoringStudents will be assessed on their ability to: Explain the physical causes of volcanic eruptions and earthquakes (plate tectonics, plate margin types) and the causes and development of tropical storms Outline a range of methods to monitor weather conditions (satellites, radar).Assessment: SAMs Question 3b Assessment: SAMs Question 3c Assessment: Edexcel IGCSE June 2011 Q3a & Q3b ActiveBook CD animation of constructive, destructive, conservative and fold mountain plate margins. Drawing labelled diagrams of different plate margins. Viewing real time weather data using the MetOffice of NOAA website.Edexcel IGCSE Geography Student Book pages 6873 and for weather conditions 7374. BBC Bitesize natural hazards: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/"BBC Bitesize NASA Earth Observatory hazards pages: HYPERLINK "http://earthobservatory.nasa.gov/NaturalHazards/"NASA EO hazards 3Key idea 3.4 Natural disaster impactsStudents will be assessed on their ability to: Contrast the impacts of natural disasters, both short and long term, in countries at different levels of development with respect to earthquakes and volcanic eruptions.ActiveBook CD animation of earthquake in California. ActiveBook CD animation of the 1995 Montserrat volcanic eruption. Using a table format to compare the impacts of named tectonic disaster impacts. Edexcel IGCSE Geography Student Book pages 6870. If possible use HYPERLINK "http://www.youtube.com/"YouTube for recent events, but view clips prior to showing them to a class to check content / language is suitable. Montserrat Volcano Observatory: HYPERLINK "http://www.mvo.ms/"MVO 4Key idea 3.4 Natural disaster impactsStudents will be assessed on their ability to: Outline, as a CS, the comparative impacts of a tropical storm on an HIC versus an LIC.Assessment: SAMs Question 3d Assessment: Edexcel IGCSE June 2011 Q3c Wider research on chosen tropical storms using the internet. Using a table to compare physical characteristics as well as economic and social impacts.Edexcel IGCSE Geography Student Book pages case studies on Hurricane Mitch and Hurricane Floyd on pages 7579 The BBC News online archive can be used to search for info/data on past tropical storms: HYPERLINK "http://news.bbc.co.uk/1/hi/210851.stm"BBC hurricane Mitch NASA and Oxfam have pages on Tropical cyclone Nargis in 2008: HYPERLINK "http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=19860"NASA Nargis 2008 HYPERLINK "http://www.oxfam.org.uk/oxfam_in_action/emergencies/myanmar_cyclone.html"Oxfam Nargis 2008 5Key idea 3.5 Living with risk in hazard areasStudents will be assessed on their ability to: Examine the reasons why people continue to live in areas at risk from hazardous events. Evaluate the benefits against the risks.Assessment: SAMs Question 3a Produce a photo/ image storyboard to explain why people live in areas of risk e.g. close to Mt Etna or Mt Vesuvius in Italy, or Iceland.Edexcel IGCSE Geography Student Book pages 7981. How stuff works on Vesuvius with links to other sites: HYPERLINK "http://history.howstuffworks.com/european-history/mount-vesuvius.htm"Vesuvius 6Key idea 3.6 Prediction and preparation for hazardsStudents will be assessed on their ability to: Explain how some hazards can be predicted (volcanic eruptions, tropical storm landfall) using early warning systems Outline the role of education, shelters and defences in hazard preparation.Assessment: Edexcel IGCSE June 2011 Q3d Produce a list of the top 10 items to go into a personal earthquake survival kit. Compare the degree to which different hazards can be predicted. Edexcel IGCSE Geography Student Book pages 8185 USGS hazard preparation advice: HYPERLINK "http://earthquake.usgs.gov/prepare/"USGS prepare 7Key idea 3.7 Coping during hazardsStudents will be assessed on their ability to: Explain how places cope during hazard events using evacuation and mitigation measures. Explain the management of one tectonic event (CS).Produce a photomontage of different buildings that have been damaged by earthquakes in LICs and HICs and explain the differences. Design an earthquakeproof house for an LIC. Produce a flyer explaining evacuation procedures for residents in a tropical storm risk area.Edexcel IGCSE Geography Student Book pages 8687 Pacific Disaster Centre in Hawaii, including some details of evacuation and mitigation: HYPERLINK "http://www.pdc.org/iweb/tsunami_zones.jsp"PDC 8Key idea 3.8 Consequences of hazards: short and long termStudents will be assessed on their ability to: Outline the consequences of hazards both short term (emergency aid & disaster relief) and long term (risk assessment, rebuilding, view and adjustment; improving prediction and preparation). With respect to a CS of either the management of river flooding or coastal flooding.Use Figure 3.30 on page 88; redraw the red line for named disaster events to compare one to another. Research disaster response using the ReliefWeb website. YouTube has many videos of disaster events, e.g. the 2010 Haiti earthquake and 2011 Japanese tsunami.Edexcel IGCSE Geography Student Book pages 8789. The ReliefWeb can be used to search for maps and data on past natural disasters:  HYPERLINK "http://reliefweb.int/http://reliefweb.int/" http://reliefweb.int/http://reliefweb.int/ 9Fieldwork investigations Prefieldwork planning designing a fieldwork investigation, as per the qualification content.(1) Measuring and recording weather data (2) Investigating peoples views on the management of a hazard event (river flooding, coastal retreat, tropical storms or tectonic events) Location (maps/GIS) and site choice Question and aims linked to theory Background research Equipment, recording sheets Health and safety.See pages 22 and 23 of the Edexcel Teachers Guide for further details. See pages 2023 in the specification. Assessment: SAMs Question 8 10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Recording local weather data, e.g. pressure, temperature, rainfall; microclimate variability. Internet data sources. (2) Questionnaire design for various stakeholders; past records and evidence.XC weather live weather feeds http://www.xcweather.co.uk/ Weather Underground alternative source of live feeds  HYPERLINK "http://www.wunderground.com/wundermap/" http://www.wunderground.com/wundermap/ Royal Horticultural Society the factors that can influence microclimate11Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Geography specification A or B (see Edexcel website) are a good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas.12Assessment weekConsolidation and assessment Exam skills Focus 2 Focus on answering shorter 3 or 4 mark questions and drawing / labelling diagrams.Use some of the examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also in the ActiveBook CD).Edexcel IGCSE Geography Student Book page 90. Section B: People and their Environments, Topic 4 Economic activity and energy Economic activity sustains people and involves output from a number of different economic sectors (4.14.3). The location and growth of particular types of economic activity are influenced by a range of factors (4.4 & 4.5). Increased economic production creates a rising demand for energy and/or energy efficiency (4.64.8). WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 4.1 Economic sectorsStudents will be assessed on their ability to: Define and illustrate primary, secondary, tertiary and quaternary sectors. Give example of different jobs types. Describe variations in sectoral balance between countries. Assessment: SAMs Question 4a Picture card matching activity: match pictures of jobs/ workers to correct sector. Table of advantages and disadvantages of working in each sector. Research to compare countries (HIC/MIC/LIC).Edexcel IGCSE Geography Student Book pages 9192. BBC Bitesize economic sectors HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/economic_change/"Sectors BBC Bitesize economic change videos HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/video/economic_change/"Economic change videos2Key ideas 4.2/4.3 Sectoral change and informal employmentStudents will be assessed on their ability to: Describe how sectoral balance has changed over time (preind/industrial/postind). Use of a CS of sectoral shift in one HIC and one LIC. Explain the causes of informal employment and its characteristics.Assessment: SAMs Question 4b Using a version of Fig 4.2, add the current P/S/T/Q balance for other countries to the graph and discuss their position. Write a letter to a government minister outlining the problems and abuses of informal employment.Edexcel IGCSE Geography Student Book pages 9399, including CSs of sectoral shifts in Ethiopia, China and the UK on pages 9597. Data source for sectors: http://data.worldbank.org/ WIEGO information on informal employment: HYPERLINK "http://wiego.org/informal-economy/about-informal-economy"Women in informal employment 3Key idea 4.4 Changing locations: quaternary and tertiaryStudents will be assessed on their ability to: Describe and explain the growth of tertiary and quaternary sectors with reference to causal factors (prosperity, new technology, accessibility, transport, government policy). Use of a CS of the factors affecting the development and location of one hitech industry.Assessment: Edexcel IGCSE June 2011 Q4a & 4c Use an OS or similar map of a city to identify the advantages /disadvantages of the CBD versus the urban fringe as a location.Edexcel IGCSE Geography Student Book pages 99103 including a CS of the biotechnology industry on pages 102103. Website of Newcastle upon Tynes Centre for Life (Biotech) and Science Village: http://www.life.org.uk/sciencevillage4Key idea 4.5 Changing locations: manufacturingStudents will be assessed on their ability to: Describe and explain global shifts in manufacturing. Outline the factors affecting manufacturing location change (TNCs, raw materials, labour, new technology, government policy).Spider diagram of the advantages of the M4 corridor as a location. Research Reading International Business Park.Edexcel IGCSE Geography Student Book pages 103105. Reading international business park HYPERLINK "http://www.readinginternationalbusinesspark.co.uk/"Readinginternationalbusinesspark 5Key idea 4.5 Changing locations: deindustrialisationStudents will be assessed on their ability to: Use a CS of a deindustrialised area to show the causes and consequences of change. Outline subsequent development in the area. Assessment: SAMs Question: 4d Research an area of deindustrialisation e.g. parts of the UK or Detroit. Produce a factfile on the area focusing on causes of decline and evidence of renewal.Edexcel IGCSE Geography Student Book pages 9697 (UK CS). CNN Assignment Detroit journalists spent a year in the declining city and posted many videos (both negative and about renewal) HYPERLINK "http://money.cnn.com/news/specials/assignment_detroit/"Assignment Detroit 6Key idea 4.6 Energy demand risingStudents will be assessed on their ability to: Define primary, secondary, renewable, nonrenewable and sustainable energy. Describe trends in global energy demand, and the pattern of global energy production and consumption. Illustrate the energy gap.Use the maps on pages 106107 to contrast areas of energy consumption and production. Produce a personal energy audit of daily or weekly energy use (split into primary, secondary and specific sources). Assess the degree to which the UK has an energy gap (pages 109110).Edexcel IGCSE Geography Student Book pages 106108 Energy demand from ExxonMobil: HYPERLINK "http://www.exxonmobil.com/Corporate/files/news_pub_eo.pdf"ExxonMobil BBC Global energy guide HYPERLINK "http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/06/global_energy/html/introduction.stm"BBC energy 7Key idea 4.7 Finite energy and energy efficiencyStudents will be assessed on their ability to: Explain the need for energy efficiency. Outline the finite nature of some energy resources (coal, oil, gas, nuclear power).Assessment: Edexcel IGCSE June 2011 Q4d Use the energy audit from 4.6 and consider ways of reducing it. Compare the remaining lifespan of fossil fuel and fuelwood resources.Edexcel IGCSE Geography Student Book pages 108110. Science Museum energy futures (quizzes on energy) HYPERLINK "http://www.sciencemuseum.org.uk/energy/site/quiz3.asp"Energy futures 8Key idea 4.8 Evaluating renewable and nonrenewable energyStudents will be assessed on their ability to: Outline the nature of nonrenewable energy resources (wind, tidal, solar). Weigh up the relative merits of using renewable and nonrenewable energy sources.Assessment: SAMs Question 4c Use a table format to compare (and also rank) different energy resources in terms of their advantages and disadvantages. Criteria might include cost, reliability, environmental impact, social acceptability.Edexcel IGCSE Geography Student Book pages 110112 BBC Bitesize energy HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtml"Bitesize energy9Fieldwork investigations Prefieldwork planning designing a fieldwork investigation, as per the qualification content.(1) Investigating the location factors of factories or services. (2) Investigating peoples conflicting views on the use and impact of renewable and nonrenewable energy. Location (maps/GIS) and site choice Question and aims linked to theory. Background research Equipment, recording sheets Health and safety.See pages 24 and 25 of the Edexcel Teachers Guide for further details. See pages 2023 in the specification.10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Visits, interviews, questionnaires, distributions. Focus may be a single service e.g. banks in a town. (2) Questionnaires to various groups plus internet/newspaper search.Report: attitudes and knowledge about renewables by the public  HYPERLINK "http://webarchive.nationalarchives.gov.uk/ +/" http://webarchive.nationalarchives.gov.uk/ +/ Energy efficiency/awareness questionnaire http://www.york.ac.uk/biology/energy/BaseQuestionnaireResponse.pdf11Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Geography Spec A or B (see Edexcel website) are a good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas.12Assessment weekConsolidation and assessment Examination skills Focus 3 Focus on the 6 mark questions , which often use the command word explain .Use some of the Examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also on the ActiveBook CD).Edexcel IGCSE Geography Student Book page 113. Section B: People and their Environments, Topic 5 Ecosystems and rural environments Ecosystems exist at a range of scales and involve the interaction of living and nonliving components (5.15.3) Farming is the principal means of livelihood in most rural environments (5.45.6). Rural environments are changing (5.7 & 5.8) WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 5.1 BiomesStudents will be assessed on their ability to: Define key terms biosphere, biomes, biodiversity, biomass. Describe the global pattern of biomes and their characteristics/ adaptations. Explain the pattern with reference to climate factors.Use an outline world map to plot the distribution of major biomes (especially TRF and temperate grasslands see below). Label the map to explain the biome locations in terms of climate factors.Edexcel IGCSE Geography Student Book pages 114116 Blue planet biomes: information on each biome type: HYPERLINK "http://www.blueplanetbiomes.org/world_biomes.htm"Blueplanetbiomes A more detailed site from UCMP Berkeley: HYPERLINK "http://www.ucmp.berkeley.edu/glossary/gloss5/biome/"Berkeley biomes 2Key idea 5.2 Ecosystems & processesStudents will be assessed on their ability to: Outline the components (living and nonliving) (inputs, stores, outputs) of an ecosystem (rock, soil, climate, vegetation, fauna). Explain how key ecosystem processes operate (adaptation, succession, zonation, food webs, and biodiversity) with reference to a CS of an ecosystem.Assessment: Edexcel IGCSE June 2011 Q5a Print out a picture of a small scale ecosystem e.g. dunes or a pond and label its living and non living components and the process links between them. Draw a food chain for a small ecosystem and label the levels (see Fig 5.5).Edexcel IGCSE Geography Student Book pages 116118. BBC Bitesize ecosystems HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems"Bitesize ecosystems Natural Resources Canada on forests and the value of forests: HYPERLINK "http://cfs.nrcan.gc.ca/pages/64"NRCan 3Key idea 5.3 Temperate grasslandsStudents will be assessed on their ability to: Outline the value of ecosystem goods and services. Describe the characteristics of the temperate grassland biome. Outline the use of this biome for farming, and the issues this has generated.Assessment: Edexcel IGCSE June 2011 Q5b Write a factfile on temperate grasslands including a soil profile, labelled diagram of grasses, a climate graph and human uses and environmental problems.Edexcel IGCSE Geography Student Book pages 118120 Grasslands Conservation Council of British Columbia: HYPERLINK "http://www.bcgrasslands.org/grasslands/ecosystemprocesses.htm"bcgrasslands The Wild Classroom on temperate grasslands: HYPERLINK "http://www.thewildclassroom.com/biomes/grasslands.html"Wild classroom grasslands 4Key idea 5.4 Rural environmentsStudents will be assessed on their ability to: Outline the characteristics of rural environments (employment, population size and structure, land use (quarrying, recreation, tourism), accessibility, conservation). Use a CS of a protected area to illustrate reasons for protection and management.Assessment: SAMs Question 5d Use flashcards with rural and urban characteristics to distinguish between rural and urban areas. Visit the Lake District NP website to contextualise the CS and research how and why it is protected.Edexcel IGCSE Geography Student Book pages 121123 including a CS of the Lake District National Park. Website of the LDNP and useful factsheets: HYPERLINK "http://www.lakedistrict.gov.uk/learning/educational_publications_and_resources_"Lake District NP 5Key idea 5.5 The farm systemStudents will be assessed on their ability to: Outline the inputs, processes and outputs of the farm system. Contrast different farming systems (arable/pastoral/mixed, commercial / subsistence, intensive / extensive).Assessment: SAMs Question 5a Use photographs of different farming types and classify them (see 2nd bullet, left) Draw a farm system diagram (Figure 5.12) for a specific type of farming e.g. wet rice or hill sheep.Edexcel IGCSE Geography Student Book pages 123127. BBC Bitesize farm system: HYPERLINK "http://www.bbc.co.uk/scotland/learning/bitesize/standard/geography/farming/"Farming 6Key idea 5.6 Food shortagesStudents will be assessed on their ability to: Describe and explain two ways (CS) in which farm production can be raised e.g. irrigation, glasshouses, GM, HYV crops. Outline the causes and consequences of food shortages in LICs.Assessment: SAMs Question 5b Assessment: Edexcel IGCSE June 2011 Q5d Use a table format to weighup the costs and benefits (soc/eco/env) of different ways to increase food production. Personal food audit (day or week) to judge how much food is local versus imported.Edexcel IGCSE Geography Student Book pages 128131 including a CS of GM crops in the USA and irrigation in Bangladesh. Edexcel IGCSE Geography Student Book pages 134135. International Food Policy Research institute 3 page summary of the Green Revolution. HYPERLINK "http://www.ifpri.org/sites/default/files/pubs/pubs/ib/ib11.pdf"Green Revolution 7Key idea 5.7 LIC rural settlement changeStudents will be assessed on their ability to: Explain causes of rural settlement change in LICs shift to cash crops Explain causes of rural urban migration and its impacts.Assessment: SAMs Question 5c Write the life story of the girl on the railway line in Figure 5.27; include reasons why she left a rural area as well as her quality of life now. Edexcel IGCSE Geography Student Book pages 136138 BBC Learning Zone rural urban migration HYPERLINK "http://www.bbc.co.uk/learningzone/clips/poverty-in-india-rural-urban-migration/3210.html"India poverty rural urban 8Key idea 5.8 HIC rural settlement changeStudents will be assessed on their ability to: Outline rural changes across different types of rural area Explain the causes of counterurbanisation in the commuter belt; depopulation in some areas; changing service provision.Use Figure 5.29 on page 139; label a large version of the diagram to compare the characteristics of the 4 rural areas. Consider population movements and structure as well as economic activities, services change.Edexcel IGCSE Geography Student Book pages 138143. BBC Bitesize rural areas HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/rural_environments/"HIC rural change 9Fieldwork investigations Prefieldwork planning designing a fieldwork investigations, as per the qualification content.(1) Investigating a smallscale ecosystem or rural aid project (2) Investigating how a farm works as a system Location (maps/GIS) and site choice Question and aims linked to theory Background research Equipment, recording sheets Health and safety.See pages 26 and 27 of Edexcel Teachers Guide for further details. See pages 2023 in the Specification. Assessment: SAMs Question 9 10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Pond, sand dune, salt marsh, heathland, scrubland etc transects, soil, species diversity. (2) Interviews, land use/crop maps (including historical), soil characteristics surveys.School grounds ecosystem survey instructions http://www.geographyteachingtoday.org.uk/fieldwork/info/locallearning/fieldworkintheschoolgrounds/schoolgroundsecosystemsstudy/ FSC urban ecosystems website  HYPERLINK "http://www.field-studiescouncil" http://www.fieldstudiescouncil. org/urbaneco/ Farm business survey for background information http://www.farmbusinesssurvey.co.uk/regional/GOR.asp11Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Geography Spec A or B (see Edexcel website) are a good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas.12Assessment weekConsolidation and assessment Examination skills Focus 4: Focus on the Section C questions. These combine data stimulus and data handling, as well as the need to relate questions to personal enquiry skills.Use some of the examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also on the ActiveBook CD).Edexcel IGCSE Geography Student Book page 144. Section B: People and their Environments, Topic 6 Urban environments A growing percentage of the worlds population lives in urban areas (6.1 and 6.2). Urban environments can be characterised by the distribution of different land uses and of people of different economic status and ethnic background (6.36.5). Changes occur as urban environments age and the needs of people change (6.66.8). WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 6.1 UrbanisationStudents will be assessed on their ability to: Define urbanisation and urban areas. Outline the factors causing urbanisation (and suburbanisation; counterurbanisation) and affecting its rate. Explain the emergence of megacities.Assessment: SAMs Question 6b Use flashcards with rural + urban characteristics to distinguish between rural and urban areas. Use % urbanisation data from the CIA World Factbook website to plot specific countries onto a copy of Figure 6.5 (page 147). Use a world outline map to plot the distribution of megacities and label it to explain the pattern.Edexcel IGCSE Geography Student Book pages 145152 BBC News urbanisation change and interactive graphic: HYPERLINK "http://news.bbc.co.uk/1/shared/spl/hi/world/06/urbanisation/html/urbanisation.stm"BBC urbanisation CIA World Factbook data: HYPERLINK "https://www.cia.gov/library/publications/the-world-factbook/"CIA World Factbook Megacities map from National Geographic: HYPERLINK "http://ngm.nationalgeographic.com/ngm/0211/feature3/map.html"NG megacities map 2Key idea 6.2 Urbanisation problemsStudents will be assessed on their ability to: Outline a range of problems linked to rapid urbanisation (congestion, transport problems, employment issues, crime and environmental quality).Research the problem of living in a rapidly urbanising area e.g. Mumbai. Watch the opening scenes of Slumdog Millionaire.Edexcel IGCSE Geography Student Book pages 152153 UNEP urban issues homepage: http://www.unep.or.jp/ietc/issues/urban.asp3Key idea 6.3 Urban landuseStudents will be assessed on their ability to: Outline the factors causing some land uses to concentrate (locational needs, accessibility, land values in the CBD). Use a CS of one city to show the pattern of land use (relate to urban zones).Use OS or similar maps (or Google Earth, which can show services) of a local city to consider the location of the PLVI. Write an advert for a vacant CBD property stating its locational advantages. Compare the CS city to the model of urban land use shown in Figure 6.16 on page 155.Edexcel IGCSE Geography Student Book pages 154156 including a CS of NewcastleuponTyne (Figure 6.14) BBC Bitesize urban environments: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/urban_environments/"BBC bitesize urban 4Key idea 6.4 Landuse & social issuesStudents will be assessed on their ability to: Illustrate the processes and consequences of segregation e.g. by socioeconomic group and ethnicity. Use a CS to illustrate the distribution of social / ethnic groups.Consider the relative importance of the factors shown in Figure 6.18 on page 157. Produce a photomontage of housing types in different areas of the CS city to compare conditions (size, density, building materials). Edexcel IGCSE Geography Student Book pages 156159 including a CS of Zomba, Malawi. The US Census American Factfinder website can be used to digitally map ethnic and social segregation in US cities: HYPERLINK "http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml"American Factfinder 5Key idea 6.5 Urban issues in LICsStudents will be assessed on their ability to: Outline the consequences of rapid urbanisation in LICs e.g. shanty towns/ squatter settlements. Use a CS to illustrate the location, growth, problems and management (e.g. self help) of shanty towns in a LIC; contrast with unmanaged shanties.Assessment: SAMs Question 6a Assessment: SAMs Question 6d Assessment: Edexcel IGCSE June 2011 Q6d Draw a diagram of a typical shanty town/squatter settlement house as well as an improved (selfhelp) one. Use Google Earth to find the locations of such settlements in a named city e.g. Sao Paulos favelas.Edexcel IGCSE Geography Student Book pages 159161 including a CS of Sao Paulo. UN Habitat for information on urban areas in the developing world:  HYPERLINK "http://www.unhabitat.org/" http://www.unhabitat.org/ BBC News online, Brazils shanty towns 2010: HYPERLINK "http://news.bbc.co.uk/1/hi/8565164.stm"BBC Brazil shanties 6Key idea 6.6 Urban change in HICsStudents will be assessed on their ability to: Outline the changes taking place at the edge of HIC cities (retail complexes, business parks, industrial estates) (CS). Explain the advantages and disadvantages of Greenfield and Brownfield sites.Assessment: SAMs Question 6c Assessment: Edexcel IGCSE June 2011 Q6a & 6b Use OS or similar maps, or Google Earth, to view the edge of an HIC city and examine the mixed nature of the land use. Use a table format to compare the advantages and disadvantages of greenfield and brownfield sites.Edexcel IGCSE Geography Student Book pages 161165 including a CS of Southampton. BBC Bitesize cities: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/urban_environments"Bitesize urban 7Key idea 6.7 Deprivation and poverty in HICsStudents will be assessed on their ability to: Describe the pattern of deprivation/poverty in an HIC city (CS). Explain the symptoms and locations of deprived areas.Label Figure 6.26 (or a similar map of deprivation/the IMD) to explain the reasons for high levels in inner city and city edge locations. Draw a version of Figure 6.28 on page 169 and add to it ways to break the cycle of poverty in inner city areas. Edexcel IGCSE Geography Student Book pages 166172 including a CS of the pattern of deprivation/ poverty in Birmingham Figures 6.26/7. The UK Census Neighbourhood Statistics website Map Viewer can be used to map deprivation and poverty: HYPERLINK "http://www.neighbourhood.statistics.gov.uk/dissemination/"Neighbourhood statistics 8Key idea 6.8 Urban regenerationStudents will be assessed on their ability to: Examine the factors leading to inner city decline and change. Explain the role of decision makers (planners, politicians, developers and industrialists) in urban regeneration and rebranding (CS).Draw a pushpull diagram to explain why people and businesses were pushed away from inner cities and pulled towards the city edge. Research an example of regeneration/ rebranding using the internet. Focus on decision makers and outcomes.Edexcel IGCSE Geography Student Book pages 172174 including a CS of reimaging Bradford. Salford City Council section on regeneration: HYPERLINK "http://www.salford.gov.uk/regeneration.htm"Salford regeneration Pdf document showing the history of renewal in Salford since the 1980s HYPERLINK "http://www.salford.gov.uk/d/milestones_v2.pdf"Salford Quays milestones 9Fieldwork investigations Prefieldwork planning designing a fieldwork investigation, as per the qualification content(1) Investigating change in environmental quality survey (2) Investigating change in land use Location (maps/GIS) + site choice Question and aims linked to theory Background research Equipment, recording sheets Health and safety.See page 28 and 29 of Edexcel Teachers Guide for further details. See page 2023 in the Specification. Assessment: SAMs Question 10 10Fieldwork investigations Primary field skills undertaking a field investigation; the need for sampling, data collection and recording techniques.(1) Transect through two areas, various EQAs and photos. (2) Systematic transect from outer to inner CBD recording changes at intervals.Neighbourhood statistics for population data  HYPERLINK "http://www.neighbourhood.statistics.gov.uk/dissemination/" http://www.neighbourhood.statistics.gov.uk/dissemination/ UpMyStreet for geodemographic data FSC foldout key to CBD fieldwork http://www.fieldstudiescouncil.org/publications/pubsinfo.aspx?Code=OP11411Fieldwork investigationsPresentation, analysis, conclusions and evaluation skills using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.(1) (2)Controlled Assessment exemplars from Edexcel GCSE Spec A or B (see Edexcel website) are a very good source of ideas for presentation, analysis, conclusions and evaluation techniques and ideas.12Assessment weekConsolidation and assessment Examination skills Focus 4: Focus on the Section C questions. These combine data stimulus and data handling, as well as the need relate questions to personal enquiry skills.Use some of the examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also on the ActiveBook CD).Edexcel IGCSE Geography Student Book page 175. Section D Global Issues, Topic 7 Fragile environments Environmental abuse has serious consequences. Its causes need to be tackled to ensure a more sustainable future. WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 7.1 Fragile environments and sustainabilityStudents will be assessed on their ability to: Outline the reasons for increasingly fragile environments (population growth; resource consumption). Define and explain the term sustainability (link with ecological footprints). Brainstorming a definition of sustainability and then comparing it to the Brundtland definition (page 177). Calculating personal ecological footprints using a website. Comparing per capita country footprint and explaining the differences using the WWF Living Planet Report. Redrawing the cartoon Figure 7.5 on page 179 to show a sustainable future.Edexcel IGCSE Geography Student Book pages 176179 WWF Living Planet report 2010 HYPERLINK "http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/"Living Planet 2010 Ecological footprint calculator:  HYPERLINK "http://footprint.wwf.org.uk/" http://footprint.wwf.org.uk/ 2Key idea 7.2 Soil erosion & desertificationStudents should be able to, with reference to a CS: Outline the processes contributing to soil erosion and the meaning of desertification and its causes (drought, population pressure, fuel supply, overgrazing, migration).Assessment: Edexcel IGCSE June 2011 Q7a Produce a flow diagram to show the causes and consequences of soil erosion and/or desertification. Use the internet to find images of eroded and desertified areas and labelling these to explain the processes.Edexcel IGCSE Geography Student Book pages 180185 including a CS of desertification in the Sahel, Africa. USGS desertification pages: HYPERLINK "http://pubs.usgs.gov/gip/deserts/desertification/"USGS desertification Also see YouTube for videos of desertification and its impacts.3Key idea 7.3 Consequences & managementStudents should be able to, with reference to a CS: Explain the consequences (reduced agricultural output, malnutrition, famine, refugees). Explain ways of managing soil erosion e.g. terracing.Assessment: SAMs Question 11c Add to the Sahel CS through research. Use the Famine Early Warning Systems Network (FEWSNET) website to examine current areas of drought and potential food shortage. Research ways of managing soil erosion using the Practical Action NGO website.Edexcel IGCSE Geography Student Book pages 185187 Practical Actions work in Darfur, Sudan: HYPERLINK "http://practicalaction.org/region_sudan_aim1_greendarfur"Greening Darfur Famine early warning system website: http://www.fews.net/Pages/default.aspx4Key idea 7.4 DeforestationStudents will be assessed on their ability to: Outline the causes of deforestation (commercial timber, agriculture, mining, transport, settlement). CS of an area of threatened tropical forest.Using Google Earth to look for evidence of forest clearance in the Amazon and other areas. Researching Amazonia in detail (also for 7.5 and 7.6).Edexcel IGCSE Geography Student Book pages 187190 including a CS of deforestation in the Amazon (Part 1) The Mongabay website on deforestation in Amazonia: http://www.mongabay.com/brazil.html5Key idea 7.5 Consequences Students will be assessed on their ability to: Explain the consequences of deforestation (loss of biodiversity, contribution to global warming, economic development). Use of a CS of a tropical forest area (see 4, above).Assessment: Edexcel IGCSE June 2011 Q7b Draw a labelled diagram of the layers in a TRF i.e. the biodiversity. Use a table to categorise the consequences of deforestation as local or global.Edexcel IGCSE Geography Student Book pages 190194 including Amazon CS Part 2. Rainforest concern website:  HYPERLINK "http://www.rainforestconcern.org/" http://www.rainforestconcern.org/ 6Key idea 7.6 Managing rainforestsStudents will be assessed on their ability to: Outline ways of managing rainforests in sustainable ways e.g. agroforestry, with respect to a CS. Describe how international programmes and treaties can help manage deforestation.Assessment: SAMs Question 11d Write an explanation, based on Figure 7.25 on page 195, of how rainforests can be managed in sustainable ways. For methods AE on Fig 7.25 use a table to examine the soc/eco/env benefits of each strategy. Use websites to research international actions.Edexcel IGCSE Geography Student Book pages 194 196 Worldland Trust details of rainforest reserves: HYPERLINK "http://www.worldlandtrust.org/projects/ecuador" \l "reserve"Ecuador reserves WWF work on protecting rainforests: HYPERLINK "http://www.worldwildlife.org/what/wherewework/amazon/arpa.html"WWF rainforests 7Key idea 7.7 The Global Warming debateStudents will be assessed on their ability to: Explain what global warming is (enhanced greenhouse effect). Outline the main causes (deforestation, fossil fuels, air pollution, agricultural change). Outline the natural causes of climate change (orbital changes, volcanic activity, solar output).Assessment: SAMs Question 11a Assessment: Edexcel IGCSE June 2011 Q7c Draw a fully labelled diagram of the greenhouse effect. Formal classroom debate for and against global warming following research; pairs or individuals take the role of key players.Edexcel IGCSE Geography Student Book pages 197199. National Geographic online content on global warming: HYPERLINK "http://environment.nationalgeographic.com/environment/global-warming/"NG global warming BBC Bitesize content on climate change: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/climate_change/"Bitesize climate change 8Key idea 7.8 ConsequencesStudents will be assessed on their ability to: Explain the consequences of global warming (rising sea levels, more hazards, ecosystem change, employment opportunities, changing settlement patterns, health and wellbeing, food supply) The above with respect to one country CS.Assessment: SAMs Question 11b Spider diagram of expected impact in an LIC such as Bangladesh compared to an HIC such as the UK. Use key websites to research impacts on one named country e.g. IPCC, UNEP. Edexcel IGCSE Geography Student Book pages 200206 including a CS of the consequences for Bangladesh. Websites of the IPCC and UNEP:  HYPERLINK "http://www.unep.org/" http://www.unep.org/ http://www.ipcc.ch/ Oxfam slideshow on the impact of climate change on Bangladesh: HYPERLINK "http://www.oxfam.org.uk/get_involved/campaign/climate_change/bangladesh-audio-slideshow.html"Oxfam Bangladesh 9Key idea 7.9 Managing the causes and adapting Students will be assessed on their ability to: Explain how global warming might be managed by antipollution legislation, alternative energy, adaptation (CS of one country). Explain how international cooperation could contribute (CS of international attempts to tackle global warming).Assessment: SAMs Question 11b Assessment: Edexcel IGCSE June 2011 Q7d Draw up a table of management options for the UK, including ways to reduce emissions and adaptation. Produce a timeline of international actions from Montreal to Copenhagen; include an evaluation of each key agreement/summit.Edexcel IGCSE Geography Student Book pages 206211 including a CS of international cooperation. US Environmental Protection Agency website for kids:  HYPERLINK "http://www.epa.gov/climatechange/kids/" http://www.epa.gov/climatechange/kids/ 10Assessment weekConsolidation and assessment Exam skills focus 5: Focus on the longer 9 mark questions, which require longer answers and can use the command word discuss.Use some of the Examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also on the ActiveBook CD). Edexcel IGCSE Geography Student Book page 212. Section D Global Issues, Topic 8 Globalisation and migration Globalisation is making the nations of the world increasingly interdependent. Major movements of people are both a cause and a consequence of this interdependence. WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 8.1 Global economyStudents will be assessed on their ability to: Define the term globalisation. Outline the growth of the global economy in terms of production and commodity chains. Explain how a range of factors (trade, foreign investment, aid, labour, transport and IT) have contributed to the growth of the global economy.Assessment: SAMs Question 12c Ignition activity: students look at made in labels on bags, books, clothes, phones etc to see the extent of globalisation. Drawing flow diagrams of production chains including commodity sources and components; mapping production chains on outline world maps. Edexcel IGCSE Geography Student Book pages 213215 BBC Bitesize globalisation video HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_video.shtml"Globalisation video 2Key idea 8.2 Global ShiftStudents will be assessed on their ability to: Describe the global shift in manufacturing. Outline the reasons for this (labour costs, resources, profiteering). Use of a CS of China and Indias role in the global economy; reasons and consequences. Labelling production chains on maps (see above) to explain the advantages of different locations for different types of production. Factfile on India and China (outsourced IT in India versus manufacturing in China). Edexcel IGCSE Geography Student Book pages 215217 TUC (UK union organisation) web pages on globalisation: HYPERLINK "http://www.tuc.org.uk/theme/index.cfm?theme=globalisation"TUC globalisation BBC Bitesize globalisation: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/"Globalisation 3Key idea 8.3 TNCsStudents will be assessed on their ability to: Define the term TNC and how TNCs are organised (CS of the global operations of a TNC or a TNCs operations in an LIC). Outline the role of TNCs in the global economy. Examine of the benefits and costs of TNCs.Assessment: SAMs Question 12a Assessment: Edexcel IGCSE June 2011 Q8c Brainstorming the names of TNCs then classifying them by HQ country and business sector. Research into the global operations of a TNC using a corporate website e.g. Tesco, Apple. Use a table format to examine the costs and benefits of TNCs (soc/env/eco)Edexcel IGCSE Geography Student Book pages 217221 including a CS of Tesco and Rio Tinto, both TNCs. Rio Tinto website: http://www.riotinto.com/ Website of Tesco (corporate website)  HYPERLINK "http://www.tescoplc.com/" http://www.tescoplc.com/  WeekContent coverageLearning outcomesExemplar activitiesExemplar resources4Key idea 8.4 Global tourismStudents will be assessed on their ability to: Describe the growth of global tourism. Explain the causes of this growth (leisure time, package holidays, transport, marketing).Assessment: Edexcel IGCSE June 2011 Q8d Class mapping activity; places visited and aspirations; illustrate the degree to which tourism is common/global. Spider diagram of social, economic and technological changes in last few decades that have contributed to the growth and global spread of tourism. Edexcel IGCSE Geography Student Book pages 221223 BBC Bitesize tourism: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/tourism/"Bitesize tourism Website of the world travel and tourism council (WTTC) http://www.wttc.org/5Key idea 8.5 Impact of mass tourismStudents will be assessed on their ability to: Define mass tourism. Outline the impacts of mass tourism on the environment, economy and people of a destination area. Assessment: SAMs Question 12b Investigation the websites of package holiday companies for images, prices. Use of Google Earth to examine locations e.g. Spanish Costas. Table of positive and negative (soc/eco/env) impacts of mass tourism on a named destination.Edexcel IGCSE Geography Student Book pages 223227 BBC Learning Zone impacts of migration in Spain (video): HYPERLINK "http://www.bbc.co.uk/learningzone/clips/the-impact-of-mass-tourism-in-spain/1569.html"Spain mass tourism 6Key idea 8.6 Sustainable tourismStudents will be assessed on their ability to: Define sustainable and ecotourism. Explain the nature of one sustainable tourism project (CS) and the reasons for its development.Assessment: SAMs Question 12b Draw up a list of opposite adjectives to contrast mass tourism with sustainable / ecotourism. Research using the International Ecotourism Society website.Edexcel IGCSE Geography Student Book pages 227229 including a CS of ecotourism in Bhutan. The International Ecotourism Society website: http://www.ecotourism.org/7Key idea 8.7 MigrationStudents will be assessed on their ability to: Define migration. Explain migrations role as a component of population change and the concept of net migration.Assessment: Edexcel IGCSE June 2011 Q8a Use examples of migrant stories and key word cards (voluntary, forced, economic, refuge) to help cement key migration terminology. Examine graphs of UK immigration /emigration over time (or another country)to explore the concept of net migration.Edexcel IGCSE Geography Student Book pages 230231 Migration Information website:  HYPERLINK "http://www.migrationinformation.org/" http://www.migrationinformation.org/ BBC Bitesize migration: HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/migration/"Bitesize migration 8Key idea 8.8 Types of migrationStudents will be assessed on their ability to: Explain a range of migration types e.g. voluntary versus forced. Explain how push and pull factors contribute to migration. Use of a CS of one international migration flow in terms of causes and consequences.Assessment: SAMs Question 12d Assessment: Edexcel IGCSE June 2011 Q8b Draw push / pull diagrams (Figure 8.23) for specific migrant types e.g. refugee, economic migrant, retiree. Research a recent international flow e.g. Poles moving to the UK.Edexcel IGCSE Geography Student Book pages 232235 Migration Observatory (Oxford Uni) HYPERLINK "http://migrationobservatory.ox.ac.uk/briefings/migration-flows-a8-and-other-eu-migrants-and-uk"Migration Observatory Stalkers guide to international migration: http://www.pstalker.com/migration/ 9Key idea 8.9 Managing migrationStudents will be assessed on their ability to: Outline ways in which migration can be managed, including issues of asylum seekers and refugees. Consider the case for managing migration.Brainstorm in class to draw up a list of positive and negative impacts of immigration (soc/cult/eco/ env).Edexcel IGCSE Geography Student Book pages 236237 including a CS of UK international migration flows and management (also links to 8.8, above). BBC News migration report: HYPERLINK "http://news.bbc.co.uk/1/shared/spl/hi/world/04/migration/html/migration_boom.stm"BBC News migration UK Borders Agency homepage: http://www.ukba.homeoffice.gov.uk/10Assessment weekConsolidation and assessment Exam skills focus 5: Focus on the longer 9 mark questions, which require longer answers and can use the command word discuss.Use some of the examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the student book (also on the ActiveBook CD). Edexcel IGCSE Geography Student Book page 238. Section D Global Issues, Topic 9 Development and human welfare Differences in development and human welfare exist on a range of scales and are subject to change over time. WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Key idea 9.1 Development Students will be assessed on their ability to: Define development and quality of life. Outline the nature of development as a complex, multistrand process with many facets. Brainstorm synonyms for development (progress, wealth, moving forward) and combine into a definition. Consider development from economic, cultural, social and political perspectives. Use images of people from around the world to contrast development levels.Edexcel IGCSE Geography Student Book pages 239240 Time magazine photo essay What the World Eats is a strong visual contrast from around the world: HYPERLINK "http://www.time.com/time/photogallery/0,29307,1626519_1373675,00.html"Time what the world eats 2Key idea 9.2 Development indicators Students will be assessed on their ability to: Describe a range of development indicators (per capita GDP/GNI, employment by sector, energy use, birth/death/IM rates, life expectancy). Explain how these indicate levels of development.Assessment: SAMs Question 13a Explore websites of development indicators showing e.g. UNDP or World Bank and discuss which work best. Produce comparative bar charts of GNI, HDI, life expectancy etc for contrasting countries (HIC, MIC, LIC + Cuba).Edexcel IGCSE Geography Student Book pages 240242 World Bank data website:  HYPERLINK "http://data.worldbank.org/" http://data.worldbank.org/ Earthtrends data from the WRI: http://earthtrends.wri.org/3Key idea 9.3 Quality of life indicators Students will be assessed on their ability to: Describe a range of QoL indicators (housing, health and healthcare, access to services, diet, literacy, security and safety, political freedom and HDI). Explain how these indicate quality of life.Assessment Edexcel IGCSE June 2011 Q9a & 9b Produce comparative bar charts of GNI, HDI, life expectancy etc for contrasting countries (HIC, MIC, LIC + Cuba). Map selected indicator on outline world maps.Edexcel IGCSE Geography Student Book pages 242247 World Bank data website:  HYPERLINK "http://data.worldbank.org/" http://data.worldbank.org/ Earthtrends data from the WRI: http://earthtrends.wri.org/4Key idea 9.4 Country classificationStudents will be assessed on their ability to: Explain how countries are classified as LICs, MICs, and LICs. Describe the global pattern of countries at different levels of economic development.Use tables of development indicators blind i.e. without the country named and get students to classify them. Visit the World Bank country classification web pages. Label a map of HIC/MIC/LIC countries to describe and explain the pattern.Edexcel IGCSE Geography Student Book pages 248249 World Bank country classification by income: HYPERLINK "http://data.worldbank.org/about/country-classifications"World Bank countries 5Key idea 9.5 Changing global developmentStudents will be assessed on their ability to: Outline the changing pattern of global development the emerging economies, NICs and BRICs. Consider the global northsouth divide in terms of its causes and symptoms.Assessment: SAMs Question 13b Assessment: Edexcel IGCSE June 2011 Q9c Map the emerging economies, NICs and BRICs on a world map and the northsouth divide line consider the validity of the NS line. Spider diagram of causes of the divide.Edexcel IGCSE Geography Student Book pages 249251. BBC Bitesize development HYPERLINK "http://www.bbc.co.uk/schools/gcsebitesize/geography/development/"Bitesize development 6Key idea 9.6 The development gapStudents will be assessed on their ability to: Outline regional disparities within one country (core and periphery, growth versus decline) and explain the causes, consequences and management of these regional disparities (CS). Outline the disparity between deprived and affluent urban areas.Assessment: SAMs Question 13c Use the data on pages 252253 to produce an annotated map of Italys NS divide. Use the internet (e.g. Google Streetview) to add images to a map of Londons pattern of deprivation (page 254) to visually illustrate differences.Edexcel IGCSE Geography Student Book pages 251255 including a CS of Italy (national) and London (local/urban) Greater London Authority website: http://www.london.gov.uk/7Key idea 9.7 Rapid population growthStudents will be assessed on their ability to: Outline trends in global population growth. Consider how population growth places pressure on QoL (poverty, unemployment, inadequate housing and physical infrastructure).Draw a line graph of world population growth from 1900 to 2050. The data in table 9.5 on page 256 could also be graphed to show the changing balance between births and deaths (and hence total population growth). Visit a population clock website.Edexcel IGCSE Geography Student Book pages 256257. Worldometers population clock:  HYPERLINK "http://www.worldometers.info/" http://www.worldometers.info/ 8Key idea 9.8 Managing populationStudents will be assessed on their ability to: Explain how government policies attempt to manage population change. Use of a CS of population change management in one country.Produce a spider table to examine the benefits and costs (soc/eco/cult) of Chinas onechild policy.Edexcel IGCSE Geography Student Book pages 257259 including a CS of Chinas onechild policy. BBC News online article of the onechild Policy: HYPERLINK "http://www.bbc.co.uk/news/world-asia-pacific-11404623"One Child Policy 9Key idea 9.9 Managing disparities Students will be assessed on their ability to: Outline ways in which development and quality of life disparities are managed (appropriate aid, intermediate technology, fair and free trade, debt relief). CS of one UN Aid Agency project in an LIC. CS of one NGO project in an LIC.Assessment: SAMs Question 13d Assessment: Edexcel IGCSE June 2011 Q9d Produce a factfile on ways of managing disparities including pros and cons of each. Visit the website of Practical Action to note down details of one NGOled project in an LIC.Edexcel IGCSE Geography Student Book pages 260264 including a CS of the United Nations (UN) and Oxfam (NGO) projects. The UN website, and the website of the UN Development Programme:  HYPERLINK "http://www.un.org/en/" http://www.un.org/en/ HYPERLINK "http://www.undp.org/content/undp/en/home.html"UNDP Practical Actions website has many examples of small scale, intermediate technology development projects worldwide:  HYPERLINK "http://practicalaction.org/" http://practicalaction.org/ 10Assessment weekConsolidation and assessment Exam skills focus 5: Focus on the longer 9 mark questions, which require longer answers and can use the command word discuss.Use some of the Examination questions indicated in the table above. There are consolidation questions at the end of each chapter in the Student Book (also on the ActiveBook CD)Edexcel IGCSE Geography Student Book page 265.        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````` t20944 lalp2TTTTUTUUVGVVV+W{W!X )$Ifgd.H* & Fd(($Ifgd<; *$Ifgdv* & F  d(($IfgdG )$Ifgd(b ($Ifgd.H USUTUfUhUUVVV*V4VEVFVGVVVVVVVVVVVVVVĶĚČ~mbZbNbNbNbFhN_HaJhh5_HaJh=#_HaJhhld_HaJ hh;^J_HaJmH sH h;^J_HaJmH sH h^J_HaJmH sH hv^J_HaJmH sH hN^J_HaJmH sH h44^^J_HaJmH sH hz^J_HaJmH sH hhv5^J_HmH sH hhN^J_HmH sH hhv^J_HmH sH V)W*W+W,WkWlWmWxWyWzW{WWWWWXXXXX X!X"XǭٙLJpVppK>hhNOJQJ^Jhh~V_HaJ2j8hh5>*B* U_HaJphp,jhh5>*B* U_HaJphp#hh~V5>*B* _HaJphp'hh0J5>*B* _HaJphp2j7hh5>*B* U_HaJphp#hh5>*B* _HaJphp,jhh~V5>*B* U_HaJphph_HaJh~V_HaJ!X"Xkd9$$Iflr/ "\*9/D:: ````` t20944 lalp2"X$X1XTXXXY^J_HmH sH hhv^J_HmH sH hh^J_HmH sH  hhG^J_HaJmH sH hh\_HhhN_HhhN5_HaJhh95_HaJhhN_HaJeYYYYYYYYY,Z-Z.Z/ZkZξΪΚz[A3hh5>*B* CJOJQJ^J_HaJphp<jhh~V5>*B* CJOJQJU^J_HaJphphCJOJQJ^J_HaJh~VCJOJQJ^J_HaJhNCJOJQJ^J_HaJ'hh5CJOJQJ^J_HaJh=#CJOJQJ^J_HaJ$hhldCJOJQJ^J_HaJ hhz^J_HaJmH sH hz^J_HaJmH sH  kZlZmZyZzZ{Z}Z~ZZZZZ޿obWNB*.h0h05CJOJQJ\^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJhhNOJQJ^J3hh~V5>*B* CJOJQJ^J_HaJphp3hh5>*B* 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"hCJOJQJ^JaJnH tH +hh5CJOJQJ^JaJnH tH "hTCJOJQJ^JaJnH tH (hhwCJOJQJ^JaJnH tH hhw5CJaJhh45CJaJh2E5CJaJcckdB$$Ifl4r/ "\*9/D:: t2}}}}}0944 lalp2}}}}}cccd>ddd`efHf~fff+g )$Ifgd.H*d(($Ifgd.H *$Ifgdv* & FTd(($If^T`gdG )$Ifgd ($Ifgd.H cccccccccddd=d>ddddddd_e`egeheeeefվttfXfJfJfJh ^J_HaJmH sH hN^J_HaJmH sH h ^J_HaJmH sH hh&^J_HmH sH hhN^J_HmH sH h^J_HmH sH hhv^J_HmH sH  hhG^J_HaJmH sH  hhN^J_HaJmH sH  h_HhhN_Hhh95_HaJh5_HaJhhN5_HaJff$f:fCfDfGfHf~ffffffffffggg(g)g+g,g}iOiBhhNOJQJ^J2jDhz< hz< 5>*B* U_HaJphp'hz< hz< 0J5>*B* _HaJphp2j Dhz< hz< 5>*B* U_HaJphp#hz< hz< 5>*B* _HaJphp,jhz< hz< 5>*B* U_HaJphphz< _HaJhN_HaJhh5_HaJh=#_HaJhh\_HaJ hh ^J_HaJmH sH +g,gkdE$$Iflr/ "\*9/D:: ````` t20944 lalp2,g.gBgpgg9hhhhhViii#j$jBjjjk )$Ifgd.H ) & F$Ifgd<; )$Ifgdx* *$Ifgd&* & FTd(($If^T`gdG )$IfgdL ($Ifgd.H,g.g6g7gAgBg\gpggghRhhhhhhhhhhi'iViiiŴ~r~ff^V^NChh_HaJh_HaJhv_HaJh_HaJhx*h*U5_HaJhx*hN5_HaJhx*h*R5_HaJh^J_HmH sH hh9d^J_HmH sH hh&^J_HmH sH  hhG^J_HaJmH sH hhN_H h_HhhN5_HaJh5_HaJhh95_HaJhhN_HaJiiiiijj"j#jBjCjjjjjjjjjkk kkkkkkѺzѺ`zSHhhN_HaJhhNOJQJ^J2j$Hhz< hz< 5>*B* U_HaJphp'hz< hz< 0J5>*B* _HaJphp2jGhz< hz< 5>*B* U_HaJphp#hz< hz< 5>*B* _HaJphp,jhz< hz< 5>*B* U_HaJphphz< _HaJhN_HaJhh5_HaJh=#_HaJhh\_HaJkkkdI$$Iflr/ "\*9/D:: ````` t20944 lalp2kk+kDksklQlllmmm n )$Ifgd.H* & Fd(($Ifgd<; *$Ifgd&* & FTd(($If^T`gd3 )$IfgdL ($Ifgd.H k*k+k4k7k8k;kDkrkskllPlQlhllllllòugYuKYK: hh^J_HaJmH sH h^J_HaJmH sH h^J_HaJmH sH hN^J_HaJmH sH h^J_HaJmH sH hhN^J_HmH sH hh&^J_HmH sH  hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhrG_Hhh&_Hhh\_HhhN5_HaJhh95_HaJllmmmmm&m'mJmKmLmSmTmmmmmnnnnn n nѺzrѺXzKhhNOJQJ^J2jKhKhK5>*B* U_HaJphphv_HaJ'hKhK0J5>*B* _HaJphp2jNJhKhK5>*B* U_HaJphp#hKhK5>*B* _HaJphp,jhKhK5>*B* U_HaJphphK_HaJhN_HaJhh5_HaJh=#_HaJhh\_HaJ n nkdK$$Ifl8r/ "\*9/D:: ````` t20944 lalp2 n nn2nannnn6h\_HaJhK5>*B* _HaJphp'h\h\0J5>*B* _HaJphp2jLh\h\5>*B* U_HaJphp#h\h\5>*B* _HaJphp,jh\h\5>*B* U_HaJphphK_HaJhN_HaJhh5_HaJh=#_HaJhh\_HaJ hh^J_HaJmH sH h^J_HaJmH sH h^J_HaJmH sH ppp3q4q5qEqFqHqIqqqqqqqqqqqq̲ޞ̄ޞxi\QE9hhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^Jh\h\B* _HaJphph\B* _HaJphp2jNh\h\5>*B* U_HaJphp'h\h\0J5>*B* _HaJphp2jMh\h\5>*B* U_HaJphp#h\h\5>*B* _HaJphp,jh\h\5>*B* U_HaJphph\h\_HaJqqkdO$$Iflr/ "\*9/D:: ````` t20944 lalp2qqqqrlrrr;smsst )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd&* & FTd(($If^T`gd3 )$IfgdL ($Ifgd.H qqqqrr`rcrrrrr:s;sIs_shsislsms̽~p_TLT@T8hN_HaJhh5_HaJh=#_HaJhh\_HaJ hh^J_HaJmH sH h^J_HaJmH sH #hx*hN5^J_HaJmH sH #hx*h*R5^J_HaJmH sH h5^J_HaJmH sH h^J_HmH sH hh&^J_HmH sH  hhN^J_HaJmH sH  hhG^J_HaJmH sH hh\_HhhN_Hmssssssttttttt#t/t;t*B* _HaJphp2j5Qh\h\5>*B* U_HaJphp#h\h\5>*B* _HaJphp,jh\h\5>*B* U_HaJphph\_HaJttkdHR$$Iflr/ "\*9/D:: ````` t20944 lalp2ttt*B* ^J_HaJmH phpsH 3h?_h?_0J5>*B* ^J_HaJmH phpsH >jSh?_h?_5>*B* U^J_HaJmH phpsH /h?_h?_5>*B* ^J_HaJmH phpsH 8jh?_h?_5>*B* U^J_HaJmH phpsH h\^J_HaJmH sH h?_^J_HaJmH sH h\^J_HaJmH sH {v|vkdfT$$Iflr/ "\*9/D:: ````` t20944 lalp2|v~vvvv'wZww xgxxxx/y )$Ifgd.H* & Fd(($Ifgd<; *$Ifgdye"* & FTd(($If^T`gd3 )$IfgdL ($Ifgd.H vvvvvv&w'wUwWwXwYwZwiwwwwwxxfxgxͼtfXfLfXf; hhPvu^J_HaJmH sH hh5_HaJh' ^J_HaJmH sH hPvu^J_HaJmH sH h^J_HaJmH sH h^J_HmH sH hhye"5^J_HmH sH hhN^J_HmH sH hhye"^J_HmH sH  hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJhh/f5_HaJgxuxxxxxxxxxx'y(y)y,y-y/y0y2y>y?yVyѲreZNB9hhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J'h?_h?_0J5>*B* _HaJphp2jUh?_h?_5>*B* U_HaJphp#h?_h?_5>*B* _HaJphp,jh?_h?_5>*B* U_HaJphph' _HaJh?__HaJhN_HaJhh5_HaJh=#_HaJhh\_HaJ/y0ykdV$$Iflr/ "\*9/D:: ````` t20944 lalp20y2y?ylyyYzz{K{{{{5|| (($Ifgd.H* & Fd(($Ifgd' * & Fd(($Ifgd<; *$Ifgdye" )$Ifgd3 )$IfgdL ($Ifgd.H VykylyyyWzXzjzmzzzz{{I{J{K{O{u{v{{{{{{{{{ɽɭɟm]mIm'hh5CJOJQJ^J_HaJh=#CJOJQJ^J_HaJ$hh\CJOJQJ^J_HaJ hhN^J_HaJmH sH h' ^J_HaJmH sH hPvu^J_HaJmH sH hhye"5^J_HmH sH h' ^J_HmH sH hhye"^J_HmH sH hhN_HaJhhG_HaJhhN_Hhh\_H{{5|6|n|o|||||||||||~sj^F.F.hh5CJOJQJ\^JaJnH tH .h0h05CJOJQJ\^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJhhNOJQJ^J7h?_h?_0J5>*B* CJOJQJ^J_HaJphp3h?_h?_5>*B* CJOJQJ^J_HaJphp<jh?_h?_5>*B* CJOJQJU^J_HaJphph?_CJOJQJ^J_HaJhNCJOJQJ^J_HaJ||kdW$$Iflr/ "\*9/D:: ````` t20944 lalp2|||}B}}}~)~E~X~~~~~* & FTd(($If^T`gdo )$Ifgd.H *$Ifgd' *$Ifgd $7$8$H$Ifgd0* & FTd(($If^T`gdZi $7$8$H$Ifgd' ($Ifgd.H|||}}}}A}B}F}}}}}}~D~P~Q~V~W~X~Ƿǣzk[kOk@[@[@hh^JaJnH tH h' ^JaJnH tH h' ^JaJmH nH sH tH h; h^JaJnH tH %h05CJOJQJ^JaJnH tH +h^h05CJOJQJ^JaJnH tH 'h^h05CJOJQJ^J_HaJh^h05^JaJnH tH #h^h05^J_HaJmH sH "h' CJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH X~`~a~n~r~{~~~~~~~~~~~~~~~~~³|pX@.h0h05CJOJQJ\^JaJnH tH /hEh05CJOJPJQJ^JaJnH tH h0h05_HaJh5_HaJ h0h0CJOJQJ^JaJh0ho_HaJ#hx*ho5^J_HaJmH sH ho5^J_HaJmH sH h' 5^J_HaJmH sH h0_HaJhh5_HaJh'_HaJh' _HaJh0h0_HaJ~~kd*Y$$Iflr/ "\*9/D::  t20944 lalp2~~{B|Y & F$7$8$H$Ifgd<; $7$8$H$Ifgd+ $7$8$H$Ifgd^ $7$8$H$IfgdZi ($Ifgd.H yz{~&'23AB_ƱubييuM(h2jh2jCJOJQJ^JaJnH tH $h+h+CJOJQJ^J_HaJ(h+h0CJOJQJ^JaJnH tH (h+h+CJOJQJ^JaJnH tH "h+CJOJQJ^JaJnH tH (h+h^CJOJQJ^JaJnH tH $h+h0CJOJQJ^J_HaJ"h' CJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH _` KLXYZ]uvwٮقqf]QAhEh05PJaJnH tH h0h05_HaJh5_HaJh0h0_HaJ h0h0CJOJQJ^JaJ(h2jh+CJOJQJ^JaJnH tH ,h2jh2j0JCJOJQJ^JaJnH tH 1jh2jh2jCJOJQJU^JaJnH tH "h' CJOJQJ^JaJnH tH (h2jh2jCJOJQJ^JaJnH tH "h2jCJOJQJ^JaJnH tH YZkdwZ$$Iflr/ "\*9/D::  t20944 lalp2Z]vGKLP* & FTd(($If^T`gd' * & Fd(($IfgdZi )$IfgdZi ($Ifgd.HwFGJKLP #3Pcǃȃ˃҃ǹǚ{j_SK?K_hbh05_HaJh0_HaJhh05_HaJhh0_HaJ h0h0CJOJQJ^JaJ h0h+^J_HaJmH sH h' ^J_HaJmH sH h]Md^J_HaJmH sH  h0h' ^J_HaJmH sH h0^J_HaJmH sH  h0h0^J_HaJmH sH h0h0_HaJh0h0aJnH tH h0h05\aJnH tH  kd[$$Iflr/ "\*9/D::  t20944 lalp2 #3Pdi (($Ifgdb* & Fd(($Ifgd<; )$Ifgdb ($Ifgd.H҃3Sghiuw,vj^jR=(hhwCJOJQJ^JaJnH tH hh45CJaJhhw5CJaJhhvc5CJaJh2E5CJaJhKuhh0OJQJ^Jh' CJOJQJ^J_HaJh=#CJOJQJ^J_HaJh0CJOJQJ^J_HaJ$h Z h0CJOJQJ^J_HaJ h Z h0^J_HaJmH sH h' ^J_HaJmH sH h0^J_HaJmH sH kd]$$Iflr/ "\*9/D:: t20944 lalp2Wʅ/4EWk~ '$IfgdH4> '$Ifgd.H & F7$8$H$gd<;gd4gd0l ,PQVɅ()./~͆Ά?úve]QF;FhhN^J_Hhh[^J_Hh}"^J_HmH sH h}"^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJhhN_HaJ$hh3H5B*OJQJ^Jphhh3H_H(hhwCJOJQJ^JaJnH tH +hh5CJOJQJ^JaJnH tH "hTCJOJQJ^JaJnH tH ~kd^^$$Ifl4r/ "\*9/D:: t2}}}}}0944 lalp2}}}}}Ά?{,Y )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd[* & FTd(($If^T`gd3 )$Ifgd-d ($Ifgd.H?xyz{*+WXYg}˹zogo[oSKCh4E_HaJhN_HaJhA_HaJhh5_HaJh=#_HaJhh:_HaJ hhH4>^J_HaJmH sH hA^J_HaJmH sH hH4>^J_HaJmH sH #hx*hN5^J_HaJmH sH #hx*h*R5^J_HaJmH sH hA5^J_HaJmH sH hh[^J_Hh' ^J_HmH sH hh[^J_HmH sH +,ʼnى׽סׇzocZcNE?E h' _HhhN_HhhN5_HaJh' 5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J2j`h4Eh4E5>*B* U_HaJphph4E_HaJ'h4Eh4E0J5>*B* _HaJphp2j_h4Eh4E5>*B* U_HaJphp#h4Eh4E5>*B* _HaJphp,jh4Eh4E5>*B* U_HaJphp+ )$Ifgd4Ekd b$$Iflr/ "\*9/D:: ````` t20944 lalp2ى[Ԋj̋Mf )$Ifgd.H ) & F$Ifgd<; )$Ifgdx* *$Ifgd[ )$Ifgd3 )$Ifgd' ($Ifgd.Hى;@ATUYZ[cdfҊӊԊhiʋˋдߥд|sg[SKSKhA_HaJhH4>_HaJhx*hN5_HaJhx*h*R5_HaJhA5_HaJhA^J_HmH sH hh[5^J_HmH sH hA5^J_HmH sH hAhA^J_HmH sH h<^J_HmH sH hh5^J_HmH sH hh[^J_HmH sH hh[^J_HhhN_HaJhhG_HaJˋ̋ڋ HILMf꺲w]Iw<hhNOJQJ^J'h4Eh4E0J5>*B* _HaJphp2jIch4Eh4E5>*B* U_HaJphp#h4Eh4E5>*B* _HaJphp,jh4Eh4E5>*B* U_HaJphp#hXh4E5>*B* _HaJphph4E_HaJhN_HaJhA_HaJhAhA5_HaJhh5_HaJh=#_HaJhh:_HaJhhH4>_HaJkdDd$$Iflr/ "\*9/D:: ````` t20944 lalp2"N},4 )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$IfgdR *$Ifgd[* & FTd(($If^T`gd3 )$Ifgd-d ($Ifgd.H !"4MN|}*+,457:RԺtgWH9hhR^J_HmH sH hh0^J_HmH sH hh05^J_HmH sH hA5^J_HmH sH hAhA^J_HmH sH h<^J_HmH sH hh[^J_HmH sH hh[^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hh\_HhhN_HhhN5_HaJhh/f5_HaJhhN_HaJRqwx34BXabrtǹxjYNFN:N:N:Nhh5_HaJh=#_HaJhh:_HaJ hhH4>^J_HaJmH sH hA^J_HaJmH sH hHY^J_HaJmH sH #hx*hN5^J_HaJmH sH #hx*h*U5^J_HaJmH sH hA5^J_HaJmH sH hx*h*U5^J_HaJhhN^J_Hhh5^J_HmH sH hhR^J_HmH sH hh$^J_HmH sH  ,-?NO}~012stuַwl`lRDRhA^J_HaJmH sH hHY^J_HaJmH sH hA^J_HmH sH hhR^J_HhhG_HaJhh\_HhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#hh5>*B* _HaJphp#hXhX5>*B* _HaJphphv_HaJhX_HaJhN_HaJkde$$Iflr/ "\*9/D:: ````` t20944 lalp2 -O~2vؑ` )$Ifgd.H* & Fd(($Ifgd<; *$Ifgd3 *$IfgdR )$Ifgd3 )$Ifgd-d ($Ifgd.H uvȑґӑבؑ;<=]^`acȴȬ{aM{@5hhN_HaJhhNOJQJ^J'hXhX0J5>*B* _HaJphp2jfhXhX5>*B* U_HaJphp#hXhX5>*B* _HaJphp,jhXhX5>*B* U_HaJphphX_HaJhN_HaJhhA5_HaJh=#_HaJhh9_HaJ hhHY^J_HaJmH sH hHY^J_HaJmH sH hN^J_HaJmH sH `akdg$$Iflr/ "\*9/D:: ````` t20944 lalp2acpǒHf? )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$IfgdR* & FTd(($If^T`gd3 )$Ifgd-d ($Ifgd.H copƒǒ͒ВגؒGHacef޻|m[L[:#hx*hN5^J_HaJmH sH hd5^J_HaJmH sH #hx*h*R5^J_HaJmH sH hh,1^J_HmH sH hhN^J_Hhh5^J_HhhR5^J_HhhR^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhv_Hhh _HhhN_HhhN5_HaJhh/f5_HaJfӓ)235:<=>?ȴȩȡr`Fr2jhhXhX5>*B* U_HaJphp#hXhX5>*B* _HaJphp,jhXhX5>*B* U_HaJphphCS~_HaJhv_HaJhX_HaJhN_HaJhh5m_HaJhh5_HaJh=#_HaJhh9_HaJ hhHY^J_HaJmH sH hA^J_HaJmH sH hHY^J_HaJmH sH *+8?@no !:;<µuj^jOCjOCjhA^J_HmH sH hh,1^J_HmH sH hh5^J_Hhh,1^J_HhhG_HaJhh _HhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#hXhX5>*B* _HaJphp,jhXhX5>*B* U_HaJphp'hXhX0J5>*B* _HaJphpkdi$$Iflr/ "\*9/D:: ````` t20944 lalp2+@o!<N* & FTd(($If^T`gd9* & Fd(($Ifgd<; *$Ifgd,1 )$Ifgd3 )$Ifgd-d ($Ifgd.H<UVBCGHLMN\rx|}Ҷҥ}}o^ hpqhpq^J_HaJmH sH hpq^J_HaJmH sH  hh5m^J_HaJmH sH h=#^J_HaJhh9^J_HaJ hhHY^J_HaJmH sH hN^J_HaJmH sH hCS~^J_HaJmH sH hA^J_HaJmH sH #hh5^J_HaJmH sH hHY^J_HaJmH sH pqr|}~˫˃cRE:hhN_HaJhhNOJQJ^J hhpq^J_HaJmH sH >j1lhpqhpq5>*B* U^J_HaJmH phpsH hpq^J_HaJmH sH 3hpqhpq0J5>*B* ^J_HaJmH phpsH >j4khpqhpq5>*B* U^J_HaJmH phpsH /hpqhpq5>*B* ^J_HaJmH phpsH 8jhpqhpq5>*B* U^J_HaJmH phpsH kddm$$Iflr/ "\*9/D:: ````` t20944 lalp2 ^Ǚ ABɚ˚̚ )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd$* & FTd(($If^T`gd3 )$Ifgd-d ($Ifgd.H \]^hiijzoaVaD2#hdhN5^J_HaJmH sH #hdh*U5^J_HaJmH sH hd5^J_HaJhx*h*U5^J_HaJhh$^J_Hhh$^J_HmH sH hhN^J_HhA^J_HmH sH hA^J_Hhh,1^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hh _HhhN_HhhN5_HaJhh/f5_HaJřƙ 1;<@Atuƚǚɚ˚̚ȴȬ{aM{Bhhpq_HaJ'hpqhpq0J5>*B* _HaJphp2jnhpqhpq5>*B* U_HaJphp#hpqhpq5>*B* _HaJphp,jhpqhpq5>*B* U_HaJphphpq_HaJhN_HaJhh5_HaJh=#_HaJhh5m_HaJ hhCa^J_HaJmH sH hA^J_HaJmH sH hCa^J_HaJmH sH ͚̚kdo$$Iflr/ "\*9/D:: ````` t20944 lalp2͚̚Ϛۚܚ 89RSԛ՛֛klǾ螒o]OAhCS~^J_HaJmH sH hCa^J_HaJmH sH #hCS~hN5^J_HaJmH sH #hCS~h*R5^J_HaJmH sH hd5^J_Hh<^J_Hhh5^J_Hhh$^J_HhhG_HaJhh5_HhhN_Hhh _HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J͚Ϛܚ 9֛mÜ (($Ifgdpq )$Ifgdpq* & Fd(($Ifgd<;* & FTd(($If^T`gdCS~ *$Ifgd$ )$Ifgd3 )$Ifgd-d ($Ifgd.H lœÜќ nopַ~\@-$hpqhNCJOJQJ^J_HaJ7hpqhpq0J5>*B* CJOJQJ^J_HaJphpBjphpqhpq5>*B* CJOJQJU^J_HaJphp3hpqhpq5>*B* CJOJQJ^J_HaJphp<jhpqhpq5>*B* CJOJQJU^J_HaJphphpqhpq_HaJhh5_HaJh=#_HaJhpqh5m_HaJ hhCa^J_HaJmH sH hCa^J_HaJmH sH kd*r$$Iflr/ "\*9/D:: ````` t20944 lalp2Ýĝڝ=>?ӻ|jjXH4X'hh5^JaJmH nH sH tH hh05^JaJnH tH #hh05^J_HaJmH sH "hCS~CJOJQJ^JaJnH tH "hACJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH .hh5CJOJQJ\^JaJnH tH .h0h05CJOJQJ\^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJhhNOJQJ^J?Ξ"5} )$Ifgd.H *$Ifgd=$7$8$H$If^=`gdCS~* & FTd(($If^T`gdZi $7$8$H$IfgdZi ($Ifgd.H ?Cb!-.345=>LPX_`լՖthtYhYhYNFNFN>FNh'_HaJh!_HaJh0h0_HaJhh^JaJnH tH hCS~^JaJnH tH h; h^JaJnH tH %h05CJOJQJ^JaJnH tH +hh5CJOJQJ^JaJnH tH +hh5CJOJQJ^JaJnH tH %hCS~5CJOJQJ^JaJnH tH +hh05CJOJQJ^JaJnH tH 'hh05CJOJQJ^J_HaJŸ֟:;<?GǻvdvQ<(hhCJOJQJ^JaJnH tH $hh0CJOJQJ^J_HaJ"hCS~CJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH .h0h05CJOJQJ\^JaJnH tH /hEh05CJOJPJQJ^JaJnH tH h0h05_HaJh5_HaJ h0h0CJOJQJ^JaJhh5_HaJh0h0_HaJh!_HaJkdws$$Iflr/ "\*9/D::  t20944 lalp2<dѠ & F$7$8$H$Ifgd<;* & Fd(($Ifgd $7$8$H$Ifgd $7$8$H$IfgdZi ($Ifgd.H GHqrĠŠѠ+,ghDz}lW>W>1jh|h|CJOJQJU^JaJnH tH (h|h|CJOJQJ^JaJnH tH  hh0^J_HaJmH sH hh^JaJnH tH $hhCJOJQJ^J_HaJ$hh0CJOJQJ^J_HaJ(hh0CJOJQJ^JaJnH tH "hCS~CJOJQJ^JaJnH tH (hhCJOJQJ^JaJnH tH "hCJOJQJ^JaJnH tH h !"]оxocSC6xh0h0aJnH tH h0h05\aJnH tH hEh05PJaJnH tH h0h05_HaJh5_HaJh0h0_HaJ h0h0CJOJQJ^JaJ(h|hCJOJQJ^JaJnH tH (h|h|CJOJQJ^JaJnH tH "h|CJOJQJ^JaJnH tH 1jh|h|CJOJQJU^JaJnH tH ,h|h|0JCJOJQJ^JaJnH tH kdt$$Iflr/ "\*9/D::  t20944 lalp2!* & FTd(($If^T`gd]Md* & Fd(($IfgdZi )$IfgdZi ($Ifgd.H-7£ţգ Z[k ´£{sj^sPBPPh^J_HaJmH sH h0^J_HaJmH sH huth05_HaJhCS~5_HaJh0_HaJhh05_HaJhh0_HaJ h0h0CJOJQJ^JaJ h]Mdh^J_HaJmH sH h!^J_HaJmH sH h]Md^J_HaJmH sH  h0h!^J_HaJmH sH hCS~^J_HaJmH sH  h0h0^J_HaJmH sH £kdv$$Iflr/ "\*9/D::  t20944 lalp2£ţգ [= (($Ifgdb* & Fd(($Ifgd! )$Ifgdb ($Ifgd.H 2<=>@IKۥ-QRWX̼ܯygQgQgygQgyg?"h!CJOJQJ^JaJnH tH +hh5CJOJQJ^JaJnH tH "hTCJOJQJ^JaJnH tH (hh!CJOJQJ^JaJnH tH hh!5CJaJhhvc5CJaJh2E5CJaJhh0OJQJ^Jh=#CJOJQJ^J_HaJh0CJOJQJ^J_HaJ$h Z h0CJOJQJ^J_HaJ h Z h0^J_HaJmH sH =>kd^w$$Iflr/ "\*9/D:: t20944 lalp2>?XԦ '$Ifgd&t '$Ifgd.H h7$8$H$^hgd & F7$8$H$gd<;gdvc ԦզצMWX}ܧݧTUVĸshssZL>ZhN^J_HaJmH sH h]C^J_HaJmH sH h&t^J_HaJmH sH hhN^J_Hhh$^J_HmH sH hh$^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJhhN_HaJ$hh3H5B*OJQJ^Jphhh3H_H(hhCJOJQJ^JaJnH tH Ԧզkdx$$Ifl4r/ "\*9/D:: t2}}}}}0944 lalp2}}}}}զצXݧVӨY֩ )$Ifgd.H* & Fd(($Ifgd<; *$Ifgd$* & FTd(($If^T`gd3 )$Ifgdf ($Ifgd.HĨΨϨҨӨDEFVWY©}iW@,jh?uh?u5>*B* U_HaJphp#h?uhpq5>*B* _HaJphp'h?uh?u0J5>*B* _HaJphp2j%zh?uh?u5>*B* U_HaJphp#h?uh?u5>*B* _HaJphp,jh?uhpq5>*B* U_HaJphphpq_HaJhN_HaJhh5_HaJh=#_HaJhh5m_HaJ hh&t^J_HaJmH sH ©éĩөԩթ֩ש٩+,BRϻϩsg^SH=.hhD@^J_HmH sH hh$^J_Hhh$_HaJhhG_HaJhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#h?uhpq5>*B* _HaJphp#h?uh?u5>*B* _HaJphp'h?uh?u0J5>*B* _HaJphp,jh?uh?u5>*B* U_HaJphp2j{h?uh?u5>*B* U_HaJphp֩שkd|$$Iflr/ "\*9/D:: ````` t20944 lalp2ש٩,CkN=s )$Ifgd.H ) & F$Ifgd<; )$Ifgdx* *$Ifgd$ )$Ifgd3 )$Ifgdf ($Ifgd.HRSZ /1BCNjkLMN\վՇ{og_gWgWLAhh5m_HaJhh&t_HaJh]C_HaJhwc_HaJh&t_HaJhx*hN5_HaJhx*h*U5_HaJh]C5_HaJhh'A35^J_HmH sH hh'A3^J_HmH sH hhv^J_HmH sH hh$^J_HmH sH h^J_Hhh$^J_HhhD@^J_HmH sH hh5^J_HmH sH \r|}<=>ijkpqstɲrjɲPrChhNOJQJ^J2jG~h?uh?u5>*B* U_HaJphph?u_HaJ'h?uh?u0J5>*B* _HaJphp2j@}h?uh?u5>*B* U_HaJphp#h?uh?u5>*B* _HaJphp,jh?uh?u5>*B* U_HaJphphpq_HaJhN_HaJhi_HaJhh5_HaJhh5m_HaJh=#_HaJstkd$$Iflr/ "\*9/D:: ````` t20944 lalp2tvǭ9J} 8 )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd$* & FTd(($If^T`gd3 )$Ifgdf ($Ifgdf ($Ifgd.Htvƭǭ789bò}rgYG5#hx*hN5^J_HaJmH sH #hx*h*U5^J_HaJmH sH hx*h*U5^J_HaJh]C5^J_HaJhhN^J_Hhh'A3^J_HmH sH h]C^J_HmH sH hh$^J_HmH sH hh$^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_Hhh/f5_HaJhhN5_HaJhhN_HaJ"HIJXnxy|} 89{ȴȬ{aM{{'h?uh?u0J5>*B* _HaJphp2jOh?uh?u5>*B* U_HaJphp#h?uh?u5>*B* _HaJphp,jh?uh?u5>*B* U_HaJphph?u_HaJhN_HaJhh5_HaJh=#_HaJhh5m_HaJ hh&t^J_HaJmH sH h]C^J_HaJmH sH h&t^J_HaJmH sH {|}ϻϩypeZRZC3CZhh'A35^J_HmH sH hh'A3^J_HmH sH h<^J_Hhh'A3^J_HhhG_HaJhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#h?uh?u5>*B* _HaJphp'h?uh?u0J5>*B* _HaJphp,jh?uh?u5>*B* U_HaJphp2jTh?uh?u5>*B* U_HaJphpkdK$$Iflr/ "\*9/D:: ````` t20944 lalp2cȲ.Yʳ )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd'A3 )$Ifgd3 )$Ifgdf ($Ifgd.H 5DzȲֲ -.YZ̾znnf^G5#h:.h:.5>*B* _HaJphp,jh:.h{5>*B* U_HaJphph{_HaJhN_HaJhh5_HaJh=#_HaJhh5m_HaJ hh&t^J_HaJmH sH #hh5^J_HaJmH sH hi^J_HaJmH sH h&t^J_HaJmH sH #hx*hN5^J_HaJmH sH #hx*h/M[5^J_HaJmH sH hi5^J_HaJmH sH dzȳʳ˳ͳٳڳVWϻϩyp_NC8)hh'A3^J_HmH sH hhN^J_Hhh'A3^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#h:.h{5>*B* _HaJphp'h:.h:.0J5>*B* _HaJphp,jh:.h{5>*B* U_HaJphp2jh:.h:.5>*B* U_HaJphpʳ˳kd$$Iflr/ "\*9/D:: ````` t20944 lalp2˳ͳڳWĴ5εL )$Ifgd.H* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd'A3* & FTd(($If^T`gd3 )$Ifgdf ($Ifgd.H ´ôĴ޴$&45TWȵɵ͵˹zl[PHP*B* _HaJphp'h:.h:.0J5>*B* _HaJphp2jh:.h:.5>*B* U_HaJphp#h:.h:.5>*B* _HaJphp,jh:.h:.5>*B* U_HaJphph{_HaJhN_HaJLMkd$$Iflr/ "\*9/D:: ````` t20944 lalp2MO\kPm[Ҹ[* & FTd(($If^T`gd W* & Fd(($Ifgd<;* & FTd(($If^T`gdx* *$Ifgd )$Ifgd3 )$Ifgdf ($Ifgd.H OP_jlmopwyֱpbWbE7hY^J_HaJmH sH #hhu6h*U5^J_HaJmH sH h?C5^J_HaJhhu6h*U5^J_HaJ#hhu6hx*5^J_HaJmH sH hhu6hx*5^J_HaJ#hhu6hN5^J_HaJmH sH h?C5^J_HaJmH sH #hhu6h/M[5^J_HaJmH sH hh'A3^J_Hh?C^J_Hhh^J_Hhh5^J_HmH sH hh^J_HmH sH Z[iѸҸ[\y\D/h:.h:.5>*B* ^J_HaJmH phpsH 8jh:.h:.5>*B* U^J_HaJmH phpsH h:.^J_HaJmH sH h W^J_HaJmH sH  hhN^J_HaJmH sH  hh W^J_HaJmH sH h=#^J_HaJhh W^J_HaJ hhY^J_HaJmH sH hY^J_HaJmH sH #hh5^J_HaJmH sH ˹̹^éÑymamXG6+hh^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_Hhh/f5_HaJhhN5_HaJhhN_HaJhhNOJQJ^J/h:.h:.5>*B* ^J_HaJmH phpsH 3h:.h:.0J5>*B* ^J_HaJmH phpsH 8jh:.h:.5>*B* U^J_HaJmH phpsH >j`h:.h:.5>*B* U^J_HaJmH phpsH kdg$$Iflr/ "\*9/D:: ````` t20944 lalp2̹_JK~)*wwww )$Ifgd.H* & Fhd(($If^hgdf^* & Fd(($Ifgd<;* & FTd(($If^T`gdhu6 *$Ifgd* & FTd(($If^T`gd3 )$Ifgdf ($Ifgd.H ^_hJKYoyz}~od\dPdH@h:._HaJhN_HaJhh5_HaJh=#_HaJhh W_HaJ hhf^^J_HaJmH sH h?C^J_HaJmH sH hf^^J_HaJmH sH #hhu6hN5^J_HaJmH sH #hhu6h/M[5^J_HaJmH sH h?C5^J_HaJmH sH hh^J_Hhh^J_HmH sH hi^J_HmH sH hhN^J_H &')*+-79:Vݼ׽מznzeZK@Khh^J_Hhh^J_HmH sH hhG_HaJhhN_Hhh/f5_HaJhhN5_HaJhhN_HaJhhNOJQJ^Jhh:._HaJ'h:.h:.0J5>*B* _HaJphp2jh:.h:.5>*B* U_HaJphp#h:.h:.5>*B* _HaJphp,jh:.h:.5>*B* U_HaJphp*+kd$$Iflr/ "\*9/D:: ````` t20944 lalp2+-:V9 AB[ľ (($Ifgd.H* & Fd(($Ifgd<; *$Ifgd )$Ifgd3 )$Ifgdf ($Ifgdf ($Ifgd.H ݼ޼89 1;<@AB[ǹǚwcSC3h{CJOJQJ^J_HaJh:.CJOJQJ^J_HaJhNCJOJQJ^J_HaJ'hh5CJOJQJ^J_HaJh=#CJOJQJ^J_HaJ$hh WCJOJQJ^J_HaJ hhf^^J_HaJmH sH hN^J_HaJmH sH h?C^J_HaJmH sH hf^^J_HaJmH sH hh^J_Hhh^J_HmH sH hh5^J_HmH sH [\¾ľžǾ߾ǥobWNB*.h0h05CJOJQJ\^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJhhNOJQJ^J3h:.h{5>*B* CJOJQJ^J_HaJphp7h:.h:.0J5>*B* CJOJQJ^J_HaJphpBj<h:.h:.5>*B* CJOJQJU^J_HaJphp3h:.h:.5>*B* CJOJQJ^J_HaJphp<jh:.h{5>*B* CJOJQJU^J_HaJphp ľžkdU$$Iflr/ "\*9/D:: ````` t20944 lalp2žǾBտ (;* & FTd(($If^T`gdo )$Ifgd.H *$Ifgd$+* & F d(($If^ `gd?C $7$8$H$IfgdZi ($Ifgd.H@ABF[\¿ǿؿлueuuQuQB6Bh?C^JaJnH tH h; 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kd֔$$Ifl4r/ "\*9/D:: t2}}}}}0944 lalp2}}}}} $Sx (jF_I* & Fd(($Ifgd<;* & Fd(($Ifgd$ *$Ifgd * & FTd(($If^T`gd3 )$Ifgd.H ($Ifgd.Hwx '(ijx굣vkckWkOGho1_HaJhN_HaJhh5_HaJh=#_HaJhhc_HaJ h1hI^J_HaJmH sH h?C^J_HaJmH sH h1^J_HaJmH sH #hhu6hN5^J_HaJmH sH #hhu6h$5^J_HaJmH sH h?C^J_Hhh5^J_Hhh ^J_HmH sH hh ^J_HhhN^J_H123CDF^_`3׽闏mחחV,jhHhH5>*B* U_HaJphp2j}hHhH5>*B* U_HaJphphH_HaJho1_HaJ#hHho15>*B* _HaJphp'hHhH0J5>*B* _HaJphp2jPhHhH5>*B* U_HaJphp#hHhH5>*B* _HaJphp,jhHho15>*B* U_HaJphp345FGIJLXYo+,-UuvϻϩypeZRZRZLF=h1hN_H h?C_H h1_Hh?C^J_Hhh ^J_HhhG_HaJhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#hHhH5>*B* _HaJphp'hHhH0J5>*B* _HaJphp,jhHhH5>*B* U_HaJphp2jhHhH5>*B* U_HaJphpIJkd$$Iflr/ "\*9/D:: ````` t20944 lalp2JLYo-v# *$Ifgd1 *$Ifgd )$Ifgd3 )$Ifgd.H ($Ifgd.H v#$&23:Aoʶʮ|pd[RA hhG^J_HaJmH sH hhN_Hhh _HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#hHho15>*B* _HaJphpho1_HaJhN_HaJhh5_HaJh=#_HaJhhc_HaJhh1_Hh?Ch16_HmH sH h?C_HmH sH h1_HmH sH #$kdš$$Iflr/ "\*9/D:: ````` t20944 lalp2$&3Ap3MA *$Ifgdx* *$Ifgd * & FTd(($If^T`gd3 )$Ifgd.H ($Ifgd.H op123&'LM[q{|ͽͱ}t}}k`X`L`L`hh5_HaJh=#_HaJhhc_HaJhhx*_Hhx*hx*_Hhx*_HmH sH h?C_HmH sH hx*hN_H h?C_H hx*_HhhN^J_Hh?C^J_HmH sH hh 5^J_HmH sH hh ^J_HmH sH h?C^J_Hhh ^J_H hhN^J_HaJmH sH *+,>?ABDPQiti]QH=ihhG_HaJhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J'hHhH0J5>*B* _HaJphp2jhHhH5>*B* U_HaJphp#hHhH5>*B* _HaJphp,jhHhH5>*B* U_HaJphphH_HaJhN_HaJhhc_HaJhh5_HaJABkd$$Iflr/ "\*9/D:: ````` t20944 lalp2BDQiAmB* & Fd(($Ifgdx* *$Ifgdx* *$Ifgd )$Ifgd3 )$Ifgd.H ($Ifgd.H @A'=GHXZlm}u}i}i}aYhH_HaJhN_HaJhh5_HaJh=#_HaJhhc_HaJ hhx*^J_HaJmH sH hx*_HmH sH hy_HmH sH hx*hN_H hy_H hx*_Hhh 5^J_HmH sH h<^J_Hhh5^J_Hhh ^J_HmH sH hh ^J_H*+,?@BCEQRg׽לyp_NC8hh"I^J_Hhh ^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J'hHhH0J5>*B* _HaJphp2jYhHhH5>*B* U_HaJphp#hHhH5>*B* _HaJphp,jhHhH5>*B* U_HaJphpBCkd^$$Iflr/ "\*9/D:: ````` t20944 lalp2CERgV Q *$Ifgdy *$Ifgdx** & Fd(($Ifgd$ *$Ifgd"I* & FTd(($If^T`gd3 )$Ifgd.H ($Ifgd.H,JڱweWQKQAhx*_HmH sH  hy_H hx*_Hhyh`$5^J_HaJ#hx*h`$5^J_HaJmH sH hy5^J_HaJhx*h`$5^J_HaJ#hx*hN5^J_HaJmH sH hy5^J_HaJmH sH #hx*h$5^J_HaJmH sH hh"I5^J_HhhN^J_Hhh"I^J_Hh<^J_HmH sH hh"I^J_HmH sH JKUV QRyzygySygyg'hHhH0J5>*B* _HaJphp#hHhH5>*B* _HaJphp,jhHhH5>*B* U_HaJphphhy5_HaJhH_HaJhN_HaJhh5_HaJh=#_HaJhhc_HaJhyhx*_Hhy_HmH sH hx*hx*_Hhx*_HmH sH hh5_HmH sH  4bcϻϩypeZK;K/Zh<^J_HmH sH hh"I5^J_HmH sH hh"I^J_HmH sH hh"I^J_HhhG_HaJhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J#hHhH5>*B* _HaJphp'hHhH0J5>*B* _HaJphp,jhHhH5>*B* U_HaJphp2jhHhH5>*B* U_HaJphpkdt$$Iflr/ "\*9/D:: ````` t20944 lalp24c(ErL* & FTd(($If^T`gdc *$Ifgdhu6* & Fd(($Ifgd$ *$Ifgd"I )$Ifgd3 )$Ifgd.H ($Ifgd.H'(ADEOQjklr ,5;KLZpvų|si_i_iVI?Ih=#^J_HaJhhc^J_HaJhhhu6_Hhy_HmH sH hhu6_HmH sH hhu6hx*_H hy_H hhu6_H#hhu6h`$5^J_HaJmH sH hy5^J_HaJhhu6h`$5^J_HaJ#hhu6hN5^J_HaJmH sH #hhu6h$5^J_HaJmH sH hy5^J_HaJmH sH hh"I^J_Hhh"I^J_HmH sH vz{ )lRE:.hh/f5_HaJhhN_HaJhhNOJQJ^J3hHhH0J5>*B* ^J_HaJmH phpsH >jhHhH5>*B* U^J_HaJmH phpsH /hHhH5>*B* ^J_HaJmH phpsH 8jhHhH5>*B* U^J_HaJmH phpsH hH^J_HaJmH sH hN^J_HaJmH sH #hh5^J_HaJmH sH  hhc^J_HaJmH sH kdأ$$Iflr/ "\*9/D:: ````` t20944 lalp2*Jyzt=*d(($Ifgd.H *$Ifgd"I* & FTd(($If^T`gd3 )$Ifgd.H ($Ifgd.H )*Jxy#yzȽuguYuH=hhc_HaJ hhhu6^J_HaJmH sH hN^J_HaJmH sH hy^J_HaJmH sH hhu6^J_HaJmH sH hhN^J_Hhy^J_Hhh"I5^J_Hhh"I^J_HmH sH hy^J_HmH sH hh"I^J_H hhN^J_HaJmH sH  hhG^J_HaJmH sH hhN_HhhN5_HaJ,.st !":;=>@LM`ѺzmbVJAhhN_HhhN5_HaJhh/f5_HaJhhN_HaJhhNOJQJ^J'hHhH0J5>*B* _HaJphp2j%hHhH5>*B* U_HaJphp#hHhH5>*B* _HaJphp,jhHhH5>*B* U_HaJphphH_HaJhN_HaJhh5_HaJhhc_HaJh=#_HaJ=>kd"$$Iflr/ "\*9/D:: ````` t20944 lalp2>@M`SBd (($Ifgd.H*d(($Ifgd.H *$Ifgd"I )$Ifgd3 )$Ifgd.H ($Ifgd.H`.MNPQRS^_ABPfpдߦxgTDTh=#CJOJQJ^J_HaJ$hhcCJOJQJ^J_HaJ hhhu6^J_HaJmH sH h;^J_HaJmH sH hN^J_HaJmH sH #hh5^J_HaJmH sH hhu6^J_HaJmH sH hh"I5^J_HmH sH h;^J_HmH sH hh"I^J_HmH sH hh"I^J_HhhN_HaJhhG_HaJpqdeȸ]A7hHhH0J5>*B* CJOJQJ^J_HaJphpBjohHhH5>*B* CJOJQJU^J_HaJphp3hHhH5>*B* CJOJQJ^J_HaJphp<jhHhH5>*B* CJOJQJU^J_HaJphphHCJOJQJ^J_HaJhNCJOJQJ^J_HaJ$hhcCJOJQJ^J_HaJ'hh5CJOJQJ^J_HaJ޿|qh\D,D.hh5CJOJQJ\^JaJnH tH .h0h05CJOJQJ\^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJhhNOJQJ^J3hHhH5>*B* CJOJQJ^J_HaJphp7hHhH0J5>*B* CJOJQJ^J_HaJphp<jhHhH5>*B* CJOJQJU^J_HaJphpBjNhHhH5>*B* CJOJQJU^J_HaJphp kd3$$Iflr/ "\*9/D:: ````` t20944 lalp27p `* & FTd(($If^T`gdo )$Ifgd.H *$Ifgd$+* & FTd(($If^T`gdZi $7$8$H$IfgdZi ($Ifgd.H7;ot <CklǷǷyyynfnZnRCho5^J_HaJmH sH h0_HaJhh5_HaJh'_HaJh0h0_HaJh$+h$+^JaJnH tH h;^JaJnH tH h; h$+^JaJnH tH 'h$+h05^JaJmH nH sH tH h$+h05^JaJnH tH #h$+h05^J_HaJmH sH "h;CJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH ;<=@\ƽlZlG2(hF}hF}CJOJQJ^JaJnH tH $hF}h0CJOJQJ^J_HaJ"h;CJOJQJ^JaJnH tH (h0h0CJOJQJ^JaJnH tH .h0h05CJOJQJ\^JaJnH tH /hEh05CJOJPJQJ^JaJnH tH h0h05_HaJh5_HaJh0h0_HaJ h0h0CJOJQJ^JaJh0ho_HaJ#hx*ho5^J_HaJmH sH  kd$$Iflr/ "\*9/D::  t20944 lalp2=vwxy  & F$7$8$H$Ifgd<; $7$8$H$IfgdF} $7$8$H$IfgdZi ($Ifgd.H \]uvwx{|ǵzeP>"hoCJOJQJ^JaJnH tH (hohoCJOJQJ^JaJnH tH (hF}h0CJOJQJ^JaJnH tH $hF}hF}CJOJQJ^J_HaJ$hF}h0CJOJQJ^J_HaJ(hF}h;CJOJQJ^JaJnH tH "h;CJOJQJ^JaJnH tH "h0CJOJQJ^JaJnH tH (hF}hF}CJOJQJ^JaJnH tH 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