Political Science

Sample A

How does the nature of democracy impact upon the representation of women in government?

Criteria

Marks awarded

Marks available

Criterion A

4

4

Criterion B

4

4

Criterion C

4

6

Criterion D

5

6

Total marks

17

20

Examiner comments

Criterion A

This is a well-organized and structured report that clearly raises the political issue of the participation of women in government, on the local, national and international levels. The desire to cover and compare all three levels (Oxford, the UK and other democratic countries internationally) does bury some of the focus but for the most part, the questions under investigation are clear, as is why this political issue is of interest.

Criterion B

The candidate’s engagement with female politicians at several levels is described well and allows the reader to be aware of the work and thought that went into the process. The candidate is particularly skilled at tying their experiences consistently to their chosen political issue; for example, they are able to place the female politicians in their political contexts. The explanation and methodology of the engagement could have benefited from some engagement with men and their participation, as the two topics are connected. However, the data from the activities undertaken are well integrated into the report.

Criterion C

In their analysis of the issue, the candidate presents some possibilities of why there is not more participation by women in the formal political realm based on their engagement. The analysis might have taken a broader view of men’ versus women’s participation, and the factors that contributed to each sector’s overall activity and participation; it would have benefited from more research to accompany the experiential evidence. What the candidate does present, however, is very good.

Criterion D

As stated, some more research could have presented the candidate with material that would have allowed for a bit more sophistication in their final analysis, including consideration of counterclaims, which are largely missing from the report. The candidate does tie power into their analysis on the domestic, local, and state levels, and a comparison of the various levels would have provided the reader with some extra understanding of the comparison the student was attempting. Some interesting practices, such as hectoring on the benches, and some larger issues, such as the recognized and assumed division of labor in societies and how they relate to politics are mentioned and these are a good start for further research and engagement. In general, the report is very concise with impressive engagement. It could easily be expanded into further research and exploration.

Note: The engagement activity written reports (and corresponding engagements) reflect the specification of the Global politics Pilot guide (for examinations in May 2014). However, given that the task has evolved through the global politics pilot, the work was marked and commented against the engagement activity specification and assessment criteria of the final iteration of the course. Teachers should regard the samples with this information in mind and appreciate that their candidates are subject to the assessment requirements stated in the Diploma Programme Global politics guide.

Many written reports in the May 2014 session, as also reflected in these samples, did not include consistent referencing or in-text citations, but candidates considered it sufficient to include research consulted in a bibliography. Students must reference their sources in the text. This is a requirement of academic honesty, and must be paid particular attention to.

Sample B

Based on fieldwork at the ICC and the ICTY in The Hague, Netherlands and an International Criminal Court (ICC) mock trial, evaluate strengths and weaknesses of international law, using the ICC as a study.

Criteria

Marks awarded

Marks available

Criterion A

3

4

Criterion B

3

4

Criterion C

4

6

Criterion D

3

6

Total marks

13

20

Examiner comments

Criterion A

The political issue is raised in a clear manner. The candidate’s issue is international law and its strengths and weaknesses, which is a very broad topic. The engagement included some fieldwork in The Hague and a mock trial. The candidate attended the court case presentations for Radovan Karadzik at the ICTY, and much of the description of engagement in the report is based on that activity. As this is the case, using the ICC as a case study is a little disconnected from the experiential learning. A link to course content is established.

Criterion B

The engagement activity is well-explained and clearly in the context of international law. The candidate and the group experienced the organization and components of the ICTY trial they attended, and later used them to stage a mock trial of their own. The candidate makes some links between their observations from the ICTY trial and their experiences in the mock trial and attempts to connect their engagement with the political issue (the complicated nature of the process of international law).

Criterion C

In their analysis of the engagement, the candidate discusses the role of the individual in criminal courts, including persons on trial and solitary judges who are responsible for making the final judgement regarding the case. They also contextualize the role of the ICC with the Rome Statute and the problems encountered with nations that are not signers of the Rome Statute and therefore cannot be tried. Such comments successfully engage difficulties and contradictions of global politics at several levels, for which there could have been more discussion. While the candidate discusses some aspects of how the ICC functions, there is very little research here (and no reference to research), which makes some parts of the analysis unclear, especially as the student’s main engagement was not with the ICC.

Criterion D

Although the candidate makes some evaluative points about international law, the complexity of the large political issue deters a clear synthesis. The candidate’s treatment of the engagement and the political issue are in places disconnected: it is clear that there is a lot of information to include and connect, and the sheer size of the issue made it a difficult task of tying them together. The engagement would have benefitted from more in-depth engagement, as it is clear that the student is a keen and interested observer. The conclusion is disconnected and not fully developed.

Note: The engagement activity written reports (and corresponding engagements) reflect the specification of the Global politics Pilot guide (for examinations in May 2014). However, given that the task has evolved through the global politics pilot, the work was marked and commented against the engagement activity specification and assessment criteria of the final iteration of the course. Teachers should regard the samples with this information in mind and appreciate that their candidates are subject to the assessment requirements stated in the Diploma Programme Global politics guide.

Many written reports in the May 2014 session, as also reflected in these samples, did not include consistent referencing or in-text citations, but candidates considered it sufficient to include research consulted in a bibliography. Students must reference their sources in the text. This is a requirement of academic honesty, and must be paid particular attention to.

Sample C

Women’s Rights in Middle Eastern and North African Countries.

Criteria

Marks awarded

Marks available

Criterion A

3

4

Criterion B

2

4

Criterion C

4

6

Criterion D

3

6

Total marks

12

20

Examiner comments

Criterion A

The political issue, though wide, is clearly identified and reasons for its importance well-explained. There is a tie-in to the course content.

Criterion B

The candidate is interested in women’s rights in the MENA region and how they tie into human rights, human rights enforcement and other international organizations, particularly the European Union. However, the candidate’s engagement in the European Youth Parliament does not allow them to learn much about this issue, as although discussed at the simulation, the student’s experiential learning is more about political processes than about women’s rights in the MENA region.

Criterion C

The candidate gives many examples of how women’s rights are lacking in the MENA region in a rather descriptive fashion, but the report gets more analytical when they discuss some potential underlying reasons for the inequalities, as well as the limitations on outside actors’ (like the EU) ability to influence the situation. Because the issue is so broad, however, there is some confusion as to what the overall situation of women’s rights in the MENA region is and how it is developing. Research is limited (and largely unreferenced in the text).

Criterion D

An effective synthesis and evaluation is difficult due to the large scope of the political issue and the fact that the candidate’s engagement, though interesting in its own right, did not give them much analytical material directly tied to the political issue. Though the candidate attempts to cover much ground and does make interesting observations, balanced conclusions are lacking.

Note: The engagement activity written reports (and corresponding engagements) reflect the specification of the Global politics Pilot guide (for examinations in May 2014). However, given that the task has evolved through the global politics pilot, the work was marked and commented against the engagement activity specification and assessment criteria of the final iteration of the course. Teachers should regard the samples with this information in mind and appreciate that their candidates are subject to the assessment requirements stated in the Diploma Programme Global politics guide.

Many written reports in the May 2014 session, as also reflected in these samples, did not include consistent referencing or in-text citations, but candidates considered it sufficient to include research consulted in a bibliography. Students must reference their sources in the text. This is a requirement of academic honesty, and must be paid particular attention to.

Order now and get 10% discount on all orders above $50 now!!The professional are ready and willing handle your assignment.

ORDER NOW »»