Study Centre September 11, 2018.pdf

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ES RI E T r dRE iSt iE CT U LE C ) E d on ( 3

de s: y g u i d L English T echnology , n o i t a m y. r or y Inf o and Hist Spanish u d s t u C S E C anguage

NOW Onlin Online e

! DAY ! OP Y TO DAY C OP U OUR R C ER Y O RD E O RD

Online: ► English Language

3– 6

► Mathematics

7 – 12

► Social Studies

13 – 16

Info form rmat atio ion n Tec Techn hnol olog ogy y ► In

17 – 22

Human an and Soc Social ial Bio Biology logy ► Hum

23 – 25

iple s of Business ► Princ ip

26 – 28

iple s of Accounts ► Princ ip

29 – 34

► Integrated Science

35 – 41

► English Literature

42 – 46

► Career Talk

47 – 49

CAUGHT UP IN THE MUSIC CHARLEMONT HIGH SCHOOL, ST CATHERINE: Charlemont High School's Rhumbakah band ban d members are captured feeling the music while performing at their school on August 23, 2018. (Photo: Garfield Robinson)

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Observer Limited Limited LECTURE SERIES Jamaica Observer

ENGLISH LANGUAGE

Lesson 2

with

EXAM PROFILES – UNDERSTANDING AND EXPRESSION Hello readers! In the last lesson we looked at the structure of the examination and how each paper is weighted. This week I want to call your attention to the two examination profiles and their relevance to your final score. For candidates who are re - sitting you would have looked at your results slip and seen a letter grade assigned to understanding and another to expression. These grades often cause confusion to candidates, as their profiles might be similar but their final grades are different. I have no explanation for this except to say that the average will be the deciding factor. For students who have not yet sat the t he examination please pay close attention to this lesson as you will have to put in the necessary work on the profile that gives you the greatest challenge. Many candidates who have received grade one would have noticed that their expression grade is lower than their But what do these profiles mean? understanding grade. This is common enough as many students have a challenge with speaking and writing Standard English. The expression profile is based on your ability to write well, so if a candidate is able to produce good written English then he/she is likely to pass English A with w ith a high score. In contrast, This is primarily based on your comprehension skills. Meaning, the candidate who receives a grade of D or below for expression how well are you able to read the given passages and will either receive a bare pass, or fail the examination. examination. It is thus demonstratee this understanding by giving correct or plausible demonstrat important to boost your proficiency in written English. The responses to the questions asked. Understanding is also tested expression profile expects candidates to: on paper two in sections A and B which require students to: 

comprehend comprehen d meaning



use good grammar grammar,, spelling and punctuation



extract relevant details



organize information in a clear and logical manner



make inferences about other elements such as the writer’s intention



use appropriate tone and vocabulary suitable for the audience and purpose for which the piece is intended.

Many students will be able to score an A or B for this profile especially since the score comes largely from paper one, which requires no written expression. It is therefore reasonable to expect that a candidate might get A for understanding and not get a grade one for the final score.

In looking at the requirements, one sees the challenges that too many students have with written expression.


What do all these terms mean and why is there such difficulty in meeting this standard? I will wi ll attempt to explain below.

Good Writing refers to those set of rules which govern the way words are put together to create meaning. It is important to note that each language has a unique grammar and since we have two main languages in Jamaica (English and Jamaican Creole) we often get the grammar of one confused with the other. This often creates problems with expression for candidates sitting an English exam.

Spelling involves the sequencing of letters according to their sounds to form a word. Every language has rules which govern spelling and there are some sounds or ways of pronouncing letters that exist in one language and not another. It is important to know the basic rules of spelling, as these will help you even with words with which you might not be familiar. There are always exceptions to the rules of course, but these exceptions must just be memorized.

The characters or marks that are used to separate sentences or parts of sentences in written English are called punctuation marks. These are used to make meaning clear. The addition or removal of punctuation can change the meaning of a sentence. For example, a question mark may be replaced with an exclamation mark or full stop to change a question to a declaration. You must always remember that in writing, there is no one’s voice to give pauses or communicate tone. It is those punctuation marks that contribute these inflections.

Organization refers to the arrangement or the sequencing of ideas in a piece of writing. There are various organizational structures in writing and these are largely dependent on the type of writing. One common thread however, is that there must be a beginning, middle and an end. If there is no perceivable pattern to how a piece of writing is organized, then the reader will be confused and meaning will be lost. Many of you would have been exposed to the five paragraph essay and the parts of the paragraph. These are sure ways of putting some types of essays together but not all types of writing are essays. As we explore further we will see different ways of organizing different pieces.

Tone is a concept that poses some difficulty for a number of students. We often hear of skin tone and tone of voice, but what does tone have to do with written words? Simply put, tone is a quality, attitude or feeling that is expressed by the words a writer uses. How you feel about a subject matter and what you think about it can be discerned by the words you use to write about it. Readers can detect a writer’s bias or lack thereof, the writer’s excitement, anger, anger, frustration or awe by looking at the words used. The context of word use will also convey tone, as a writer may be using words ironically or employing sarcasm.

V OC ABUL AR Y Vocabulary refers to the collection of words that are used in a language. When we speak about a person’s vocabulary we speak about those words in the language that a person knows. It is important to have a wide vocabulary as this helps with both your comprehension comprehe nsion skills and your ability to express yourself. A good vocabulary is not just one which consists of many “big words.” As a matter of fact, these words can be more of a hindrance to good written expression if they are misused or merely used for showing off. A good vocabulary enables you to be able to express the same ideas in several different ways and communicate the same meaning each time. You could actually keep your language quite simple and still be credited with good expression.


Your audience is the person(s) you expect to be reading your writing. I have asked students about the audience for their writing and their response has often been the teacher or examiner. While these persons will be marking the papers they are not the audience. The audience will be dependent on the prompt to which the student is responding. If a student is writi ng a letter to the editor then the audience a udience will be anyone who would read a newspaper. However, if the student is writing a letter of complaint to a utility company about poor service, then the audience is likely to be someone in the customer services department. The person(s) whom you expect expect to read your writing will determine the vocabulary and tone that you use.

Whenever someone writes there is always an intention behind it. Novelists or speech writers usually have a clear idea of what their purpose for writing is. It is not often that students think about what they want the piece of writing to achieve before they begin as most of their writing takes place in the context of school. In a class or examination situation students can make decisions about what to write based on the questions that they have been given; often times these topics are of no personal interest to them. It is still important however to have some understanding of the purpose of each type of writing. Are you expected to explain a concept, express an opinion about an issue? Do you have to describe a scene in a way that the reader can picture it or make someone laugh? Whatever the purpose it will have much bearing on your word choice, how you organize your ideas and your tone. In looking at all of these elements it is clear that they are interdependent. While it is good to understand each of these you will not necessarily think about all of these before you begin to write, especially under exam conditions. The aim is to keep practicing until it becomes second nature.

Have you ever heard the sound that comes from a Hummingbird? They make a buzzing noise when they fly. They make this noise because they beat their wings so fast. They beat their wings up to 80 times per second. All that flapping makes a lot of noise. That’s why we call them Hummingbirds. Hummingbird s fly in a unique way. They move their wings so fast that they can hover This means that they can stay in one spot in the middle of the air, like a helicopter. Sometimes they fly or hover upside down. A hummingbird is the only bird that flies backward. Hummingbirds are small. One type called the Bee Hummingbird is the smallest bird in the world. Bee Hummingbirds weigh less than a penny. They are just a little bit bigger than Bees. I guess that’s how they were named. Bee Hummingbirds build tiny nests. They use cobwebs and bits of bark to make their homes. Their homes are only an inch round. This is big enough for their eggs, as one egg is smaller than a pea. People have found these tiny nests on a clothespin. Hummingbirds move fast. It takes lots of energy to move as fast as they do. This means that they need to eat a lot of food. Their favourite food is nectar, a sweet liquid found inside some flowers. They drink more than their own weight in nectar daily. They have to visit hundreds of flowers to get enough nectar to live. They can only store enough energy to survive through the night. Some might say they live on the edge. Hummingbirds don’t use their long beaks like straws. They have a tongue just like you. They use their tongues for eating. They flick their tongues in and out of their mouths while inside of flowers, they lap up nectar. Flowers give them the energy they need. Hummingbirds help flowers too. They transport the pollen flowers use to make seeds. While the Hummingbird feeds, the pollen gets on their heads and bills. It is then carried from one flower to the next when they move around. This helps flowers make more seeds. More seeds mean more flowers and more flowers mean more food for Hummingbirds. Isn’t it nice how that works out?


After reading this passage you would have possibly garnered some new knowledge. The passage is about a type of This activity is intended to test your written expression, as well hummingbird that you may not have known about. What is this as to determine how well you have understood the writer trying to achieve? If you said that the purpose is to fundamentals explained previously previously.. explain or inform, then you would have been correct. The passage gives factual details about this bird so that at the end of the reading, you would be able to repeat these same facts or verify whether they are true or not. The next part of the question asks you to determine for whom the writer is writing. If you examine the vocabulary of the passage you will notice that the facts are presented using simple language. The information is scientific in nature but the writer has chosen to use ordinary language that children would understand. The writer uses the word ‘ hover’, which may be unfamiliar to some children, but goes on to not only explain the meaning of the word but also to associate it with a helicopter helicopter,, which would be familiar to most children. If you examine the tone of the passage pass age it is quite conversational. The writer begins with a question to arouse interest and then presents the information as if speaking directly to the audience. The use of personal pronouns in phrases such as “I guess” and “just like you” are intended to give the impression that the writer is speaking directly to the reader reader.. The way the information is organized is also deliberate. del iberate. Children have a shorter attention span and are less able to process complex relationships among ideas. The passage is presented in short paragraphs. Each paragraph begins with a simple topic sentence which tells the reader the point being made in that paragraph. paragr aph. This organizational strategy is intended to keep the reader on track, thereby promoting greater understanding of the passage. You would not expect to find this passage pass age on a CSEC exam paper, which is geared at older teens and adults. However, the strategies employed in the analysis of the passage above are similar for any written piece. To better understand any piece you must take the approaches outlined in this lesson and also apply them to any piece that you will write.



The audience



The purpose of the letter



The tone that you have used and its appropriateness



The vocabulary



The kind of details you provided



How these details help you to achieve your purpose

Having completed this exercise take some time to reflect. How ready are you to proceed with this subject? Which profile would be stronger for you? When you begin with this awareness then you will know where your greater focus needs to be. Until next week.

Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School Email: shawnomyl@yahoo [email protected] .com

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MATHEMATICS

Lesson 2

with

NUMBER THEORY AND COMPUTATION This week we will take a look at Number Theory and Computation, topics from the first section in the syllabus. The lesson will focus on areas where students usually have trouble with minute details, which can make a huge difference in getting the big picture.

By now we should all be familiar with counting numbers a.k.a. Natural numbers. Are you aware that they are a subset of the Real number system?

7

8

9

+

4

5

6

–

1

2

3

–:

0

•

=

+

You may recall that when there are concentric circles in your Venn diagram, it means that the inner sets are subsets of the outer sets. Hence, we may write N ⊂ W ⊂ Z ⊂ Q ⊂ R () Natural Numbers: { 1, 2, 3 … } (W) Whole Numbers: {0, 1, 2 …} This includes all natural numbers. (Z) Integers: {…, –2, –1, 0, 1, 2 …} This includes all whole numbers and therefore means that they are The Venn diagram above shows the relationship between integers as well. the different sets of numbers within the Real number system. In the Venn diagram we use the letter symbols (Q) Rational Numbers: {p/q; p, q ∈ Z; q =/ 0} All integers can be written as fractions using a denominator of 1. for each number set. Note that the set of Irrational numbers doesn’t have a conventional letter symbol. It is simply the Real numbers ‘minus’ the Rational Numbers. Otherwise, we say it is a Q complement.



For example, the integer 3 may written as the fraction –




(Q) Irrational Numbers – { p ∈ R; p ∉ Q} You may ask what makes a number irrational. Is it crazy? Since Rational and Irrational numbers are complements, it means that no number can be both rational and irrational. Rational numbers can all be written as fractions. Fractions can all be changed to decimals. However, some decimals are exact, others are recurring, and still some are neither exact nor recurring. The latter are the ones that are irrational. For example: 1 – = 0.2 this is an exact or terminating decimal. 5 So it is a rational number. 1 – = 0.3 This is a recu recurring rring decim decimal. al. 3 So it is also a rational number. __  2 = 1.4142135623731 … This is non-terminating and non-recurring. The calculator only gives you the first ten digits in the calculation. This is an irrational number. As a matter of fact, the square root of any prime number is an irrational number. Pi ( ) is also an irrational number. Exercise: Separate the following numbers into two groups: Rational and Irrational

Now that we have all these numbers, what can we do with them? Well, we can operate. You are already familiar with some operations such as square root, addition, subtraction, multiplication, division and exponents. By themselves, they are easy to handle. Sometimes though we get more than one operation in a problem and that can cause quite a tangle. Luckily, Math has rules. In order to get the right answer each time, we use the Rules.

If the problem contains ADDITION & SUBTRACTION ONLY, then simply work from left to right. 6–5+2

Work th Work thee ope operrat atio ion n on on the the le left ft fi firs rstt since we only have addition and subtraction

= 1 + 2 no now w we do th thee add addit itio ion n =3

the correct answer is 3 Rule # 1 also works if you have MULTIPLICATION AND DIVISION ONLY 3x6÷2 Since we are working left to right, we will do the multiplication first = 18 18 ÷ 2 now we do do th the di division =9 the correct answer is 9 When the operations are all mixed up, use the sequence chart below:

Math Antics A ntics - Order Of Operations

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The set of real numbers and its subsets have other properties that you should know and understand.

The negation of a number is its inverse of -5.

. For example, -10 is the additive inverse of 10. Likewise, 5 is the additive

Two numbers are additive inverses if their sum is 0. The reciprocal of a number is its

. Therefore, ½ is the multiplicative inverse of 2.

Two numbers are multiplicative inverses if their product is 1.

. This means that if you add 0 to any number, number, the answer will be the number itself. For example Similarly, if you multiply any number by 1, the answer is the original number. For example

A set is closed with respect to a particular operation, if a member of the set is always produced after operating on two other members. Take addition for example. If we add two whole numbers, we will always get a whole number. So What about Subtraction? If we subtract any whole number from another, will we always get another whole number? The answer is no. Let’s look at two whole numbers, say 2 and 5. 5 – 2 = 3 and 3 is a whole number. BUT… 2 – 5 = – 3!!!!. – 3 is NOT a WHOLE NUMBER. So, we have a problem. We have a situation where we subtracted and didn’t get a whole number. Therefore the .

3

1–1=0 3

3


An operation is said to be commutative if the order of the operands does not affect the outcome. For example: 3 + 5 = 5 + 3 = 8. This is the case for all addition operations. So we say that

.

On the other hand, 3 – 5 = – 2 but 5 – 3 = 2. Since the outcome is different when we switch the operands around, then . If you make some checks on your own, you will see that we can make a case to show that

An operation is associative if the grouping of the operands does not affect the outcome. This time we start out with three operands and use brackets to separate the groups. (3 + 5) + 2 = 8 + 2 = 10

Did you notice we we just used our order order of operation operation rules!!!!

Now, let’s change the grouping and see 3 + (5 (5 + 2) 2) = 3 + 7 = 10

We got got the the same same ans answer wer as the the one one above above..

We can say

.

However, this does not work with subtraction or division. (6 ÷ 3) ÷ 2 = 2 ÷ 2 = 1 but…. 6 ÷ (3 ÷ 2) = 6 ÷ 1.5 = 4 Try to write down your own example using subtraction. You should arrive at the same conclusion.

Multiplication is distributed across addition and subtraction. This is the property that we use to help in expanding brackets…even brackets… even in algebra class. Given

4(6 – 3), we can use our order of operation rules which would give = 4(3) = 12 OR we could distribute and have 4x6–4x3 = 24 – 12 = 12 We can also say the same for division. Check this out: 5+4 5 4 ––––– = –– + –– 9 9 9 This comes in quite handy when doing some algebraic problems. You will see when we get there.


Now we take a quick look at some guidelines for the first part of your SBA. The table below shows the marking rubric as well as ideas for how to proceed. This week we discuss the Introduction and Methodology.

Objectives are clearly stated

Comprehensive description of the project

Detailed contents page with page numbers

Data collection method is clearly described, appropriate and without flaws

1

Clearly outline the aim or aims of the project. The reader should be able to use this to check to see if your end product makes sense. To To ensure that this th is happens you can make a list of what you want to achieve or what questions quest ions you want to answer. Then you can use this list as an outline ou tline to write a paragraph.

2

Note the word ‘comprehensive’. This implies you should basically touch on everything related to the project from start to finish. • Give the background to the problem i.e. what led you to do the investigation in the first place • Briefly describe the data collection method. A simple sentence or two should be sufficient. • Explain briefly how the data analysis was done. Once again a simple sentence or two is sufficient. You can state the mathematical methods used and why.

1

This is the easiest mark to obtain. • Number the pages once you have finished typing • Use the Microsoft Word feature to insert a Table of Contents. Just click on ‘References’ and look to the far left hand corner for the relevant icon. • If you’re not so tech savvy, simply record where each new section starts and type out the table of contents page manually.

2

• Your choice of data collection methods must be mathematically sound and be chosen in such a way that your conclusions will be reliable and valid. • For example, if your study relates to the whole population at a particular high school, it wouldn’t be sensible to survey students from only one grade level. The conclusions drawn from the data collected could not be applied to the rest of the population. Thus, you must choose a representative sample. Make sure to take a mix of gender if you are studying a co-ed institution and want the information to be related to everyone there. • Be sure to discuss your sample and sampling method with your teacher before proceeding with the survey. • When administering questionnaires or conducting interviews be sure to state when and how these were carried out. • If you are conducting an experiment, give a clear step-by-step guide as to how it was carried out.

Next Lesson: We will explore number bases, approximations and ratio and proportion – Dean Schli Schlicter cter Charyl Gordon-Br Gordon-Brown own is on the staff of Mannings School

Email: chara charanbrown@gma [email protected] il.com

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SOCIAL STUDIES

Lesson 2

with

OVERVIEW OF THE SOCIAL STUDIES SYLLABUS (continued) • Major stages in the integration movement • Areas of regional integration • Definition of key concepts: resources, human resources, physical resources, work • Importance of developing our human resources

• Factors which promote and hinder regional integration • Benefits of regional integration • The role of citizens, businesses and governments in the integration process

• Factors that contribute to the development of human resources • Work: importance of work, types of workers

• The role/functions of regional agencies in the integration process

• The Labour Force: Force: causes, effects of unemployment unemployment and solutions • Types of unemployment • Underemployed and unemployable • Population: structure and characteristics, population distribution and population density • Population Movement: migration, immigration, emigration, urbanisation

• Types of physical resources • Location, uses and misuses of the major natural resources in the Caribbean • Pollution: causes, effects, solutions

Not all areas of the syllabus will be covered. However, every effort will be made to cover the critical areas. The focus for this academic year will be: 3 Some areas of Section A as well as Section B

(Communication) of the Syllabus. 3 Multiple-choice items and short-answer questions

covering Sections A and B 3 How to answer essay questions

• Concepts associated with regional integration such as integration, regional integration, bilateral agreement, multilateral agreement

3 Organization of the School Based Assessment.


• The SBA should be completed over a period of time under the guidance of the teacher. teacher. Dividing the SBA into different tasks can also be helpful in organizing the Research project. • The SBA is marked out of 40 and has the following weighting: • The word limit for the Social Studies SBA is . This word limit excludes the acknowledgement, acknowledgem ent, content page, pictures, charts, diagrams, graphs, bibliography/reference and appendices • The Social Studies research must be formatted in double line spacing, font size 12, right margin 1.5 inches and left 1 inch. It is advisable to use Calibri, Times New Roman or Arial (do not use Arial Black or other font types that sometimes makes it difficult to read). Stick to only one type of font and font size as much as possible. • The Research must be written in the past tense. When writing the SBA, DO NOT USE the for example: or instead use terms such as ‘ or

Statement of the Problem Reason/s for choosing the Topic Topic Method of Investigation Data Collection Instrument Procedures Used for Data Procedures Collection Presentation of Data Analysis and Interpretation of Data

• The for bar and pie charts and tables or any other appropriate presentation method must be shown. This should be shown as beneath each diagram. This is a strategy to decrease plagiarism and reinforce proper research ethics. All diagrams must be in a box and properly labelled.

Findings

• Pages must be numbered and there should be a header on each page with a shortened version of the topic in all Caps. For example: example: “ .

Overall Presentation

• There is no need to include an introduction after the acknowledgement.

Recommendations and Implementation Strategy Writing Skills


The topic must be written in a statement format and must target a specific group in a specific area.

3 Single Parent Families in the community of

Special Street, St. Elizabeth: reasons for the level, problems faced, and solutions. 3 Street children in the Wakefield area: causes,

problems faced and solutions to the problem.

Single Parent Families in the community of Special Street, St. Elizabeth: reasons for the level, problems faced, and solutions. Single Parent Families seem to be a growing problem in the community of Special Street, St. Elizabeth. This SBA therefore therefore seeks to find answers to the questions outlined below. What are the factors that contribute to the increasing level of single parent families in the community? What are the problems faced by single parent families in the community? What can be done to reduce the problems faced by single parent families in the community?

topic. Students should The following should be taken into consideration when This is the reason for choosing the topic. give a brief overview of the topic as well as an explanatio explanation n writing the Problem Statement. reason/s for choosing the topic. topic. Also include brief • It is an action research; ensure that the topic is a as to the reason/s information about the area where the study/research will problem that exists in your school / community. take place. • It must be in the form of a question. • It must be taken from a topic in the syllabus. • Before you begin writing the question/s, you should • The specific geographic location of the community/ introduce the topic in two/three lines. • Even though CXC marks for only one question it is advised that you have about two or three. • Ensure that the problem statement/s is/are clear, specific and measurable.

area or institution where the problem will be investigated, that is, urban/rural community/area or educational/hea educational/health lth institution. Remember you are allowed to name places

A prominent high school in St. Elizabeth Jamaica/rural St. Ann or Street children in Halfway Tree, Tree, St. Andrew • Causes/reasons for factors that contribute to the level • Effects/consequences • Solutions • Level

• An estimate of the population in the community/ area or institution (this must be realistic).


• A short introduction of the problem

3 To be on the safe side, use articles from websites

that ends with ‘.org’ or ‘.edu’. • Then finally, the reason/s for choosing the topic/ problem. At least two reasons should be stated:

3 Also,

information ‘googlebooks.com’.

can

be

obtained

from

3 What was observed 3 What was heard and from whom 3 Include mass media broadcast on the issue,

if any.

The area under investigation is Special Street, a small urban community in St. Elizabeth, Jamaica with approxim appr oximatel atelyy 210 households households and 400 400 persons. persons. A number of households in the community seem to be headed by one one parent, mainly mainly females. Lee (2005) defines a home as a in which one biological or adoptive parent raises at least one child under 18 years of age without the presence of a second adult. As a child growing up, the researcher has observed that there seems to be an increase in the number of persons who are from single parent households in the community community.. Also, there have been many articles in the print media that speaks about the increasing number of single parent households, mainly headed by females, in Jamaica as well as the wider Caribbean. These reasons motivated the writer to conduct this survey.

3 start by saying “According to Blake (2014)

questionnaires have a number of advantages, these include:” R 3 After justifying why you choose the method, put the

source at the end of the last word in bracket like this (Blake, 2014).

In order to obtain information, the writer used printed questionnaires as participants could state their opinions with privacy. privacy. Ramsawak and Umraw Umraw (2010) stated that questionnaires: save money and time; give people time to think before they write their answers; reduce interviewing bias as respondents are not influenced by the researcher; and it allow the researcher to gain information from a large number of people in a relatively short period of time.

Students can use one or more than one method/ instrument such as Questionnaire, Interview /interview questionnaire or Observation. However, whichever method/s you select, Next week we will continue to look at the Social Studies give a brief description, then write two or more reasons School Based Assessment. justifying your y our choice. Your responses be written in sentences and not in bullet form. It is also suggested that Have a wonderful week. sources MUST be used to support what is written. 3 If you are using websites it is advised not to use

Wikipedia and articles that ends with ‘.com’ ‘ .com’ unless you are absolutely sure that these articles are creditable.

Charmaine Fuller-Wallace Email: [email protected]



INFORMATION TECHNOLOGY

Lesson 2

with

EXAMINATION PREPARATION TIPS Welcome! In today’s lesson we will look at simple examination techniques that we take for granted. Some of these strategies may make the difference between you getting a grade ‘1’ or a grade ‘2’.

You can work so hard to study large quantities of information for an exam, but if you don’t prepare yourself mentally and physically before that exam, all that hard work work can sadly go to waste. When it’s time to take your major exams, you really have to see yourself as a top class athlete. You need to eat the right foods, have the right mental attitude and let your body rest when it needs to, leading up to your exams.

This section of the syllabus is tested at the knowledge level, meaning you are expected to . All you have to do is just write down the answer, 99% of the time you are not expected to explain anything. The questions may be in the form of: (a) fill in the blanks (b) matching or (c) listing.


used include: List

Name

State

Arrange

Give

Identify

: Name ONE example of an operating system software for personal computers (1 mark)

The fact that this question values 1 mark indicates that you just need to write the answer. No sentence, just the answer. Note also the command term used: “Name”. A typical answer is: Windows 7 or Windows W indows 8 or Linux. I did not just write ‘Windows’. Neither should you just write ‘APPLE’. Those are the manufacturers. The examiner wants the name of the operating system. Points to note


Command term used was ‘State’. Two marks meaning 2 different functions. Spreadsheet Answers include: user interface, memory management or file management (any 2). Again, there is no need to explain what is meant by user interface. However, you could state ‘provides user interface’.

RAM Database Plotter

Even though this question values 2 marks, you will need to write more than 2 words. The examiner will be looking for specific phrasing or wordings in your response.

The four (4) marks indicate i ndicate that you need to tick 4 boxes. As the verb suggest, tick (3) do not put an X. The question is testing whether you are able to differentiate between hardware and software component (basic knowledge).

3

Spreadsheet The key phrases are: one direction only both directions However, you need to be clear as to which is which. Do not say one transmits data in one direction only. only. The examiner will assume you are guessing, and you lose the mark.

RAM

3 3

Database Plotter

3

Operating Systems System s 1 - Introduction Introduction


Captures images directly into the computer ______________________________________________________________________. Data from a cheque is input using ________________________________________________________________________________. Data from a tin of beans in a supermarket is input using __________________________ ______________________________.

Inputting pencil marks from exam papers is done using ________________________________________________________. Uniquely identifies individuals as a form of security measure _____________________________ ______________________. [5 marks]

Here is an example of a ‘fill in the blank’ type question. Sometimes you may be given a list to choose the terms from or you may not be given a list. For the five (5) marks you need to write down 5 terms, one for each question. Do not put 2 answers for one question. When you do that you are telling the examiner that you are guessing and that you do not know the answer. Again, look for clues in the question: “capture images”; “data from cheque”; “uniquely identifies”; and so on.

Hardware and Software



HUMAN & SOCIAL BIOLOGY Lesson 2 with

INTRODUCTION (CONTINUATION (CONTINUA TION OF SYLLABUS OUTLINE) Hi everyone! Welcome to another lesson in Human and Social Biology. This week’s lesson is a continuation of the outline of the syllabus from last week’s lesson. Hope you will find it beneficial as you prepare for your exam in May/June 2019.

Explain the importance importance of breathing in humans Relate the structures of the respiratory tract to their functions; a diagram of the system should be drawn State the factors affecting rate of breathing; these include exercise, smoking, anxiety, drugs, environmental factors, altitude, and weight Explain the concept of vital capacity; tidal air, residual air, includes instrument used to test vital capacity Distinguish between gaseous exchange and breathing; inclusion of gaseous exchange in the alveoli; diagram of alveolus required Identify characteristics common to gaseous exchange surfaces Differentiate between aerobic and anaerobic respiration Explain the role of adenosine diphosphate (ADP) and adenosine triphosphate (ATP) in the transfer of energy Explain the technique of mouth-to-mouth resuscitation Explain the effects of cigarette smoking; Effects of smoking as it relates to nicotine addiction, damage to the lungs, carcinogenic properties and reduction in oxygen-carrying capacity of the blood

Identify the major bones of the skeleton; cranium, clavicle, scapula, vertebral column, humerus, radius, ulna, rib cage, sternum, pelvic girdle, femur, tibia, fibula Relate the structure of the skeleton to its function; movement, protection, support, breathing, production of blood cells Relate the structure of a typical bone to its functions; diagram of long bone required (internal view) Distinguish between bone and cartilage; comparison of characteristics of bone and cartilage Explain the importance of cartilage Distinguish between tendons and ligaments; comparison of characteristics and functions of tendons and ligaments Identify a hinge joint, fixed joint and a ball and socket joint; diagrams required


Describe movement in the hinge and ball and socket joints; diagrams diagrams required; required; thickness of walls, size of lumen, presence or absence of valves Identify the biceps and triceps of the upper arm; diagrams required; points of origin and insertion (location and definition) Explain how skeletal muscles function in the movement of a limb; diagrams required. Identify the role of antagonistic muscles in the development of limbs; effect of exercise - muscle tone Explain the importance of locomotion to man Evaluate the factors which adversely affect the skeletal system; include posture and poor footwear (misalignment of ankle)

Explain Explai n the the impor importan tance ce of ex excr creti etion on in hum human an beings; include definition of excretion Explain the roles of the organs involved in excretion; lungs, skin and kidney; examples of metabolic waste Relate the structures of the kidney to their functions; diagram of the internal structure of the kidney should be drawn, structure and function of the nephron; a diagram should be drawn, selective re-absorption of substances; how urine is made, look at renal dialysis. Relate the structures of the skin to their functions; diagram should be drawn Definition of homeostasis; examples of homeostasis Explain the concept of negative feedback mechanism, include regulation of CO2 Describe the regulation of blood sugar; explain the role of insulin and glucagon Distinguish between heat and temperature Describe the regulation of temperatur temperaturee

Distinguish between sexual and asexual reproduction; including advantages and disadvantages the structure and function of the reproductive systems in human beings; include the structure of the gametes (egg and sperm cells) diagram of both male and female systems should be drawn and labelled ,

Related disorders such as ovarian, cervical and prostate cancer Describe the menstrual cycle; use of diagram for illustration; include role of the hormones; follicle stimulating hormone (FSH), luteinising hormone (LH), oestrogen and progesterone Explain ovulation, fertilisation, implantation and development of the embryo; a diagram of the foetus in the uterus should be observed, role of placenta, umbilical cord, and amniotic sac Describe the birth process; diagrams of the processes should be observed Outline the importance of prenatal care; importance of ante-natal and post-natal care including the advantages of breastfeeding Explain how birth control methods prevent pregnancy; natural, barrier, hormonal and surgical methods Explain the advantages and disadvantages of birth control methods; the use of condoms to prevent STIs Discuss the issues related to abortion; include spontaneous abortion (miscarriage) Reasons for abortion; advantages and disadvantages of abortion Explain the importance of family planning; social and economic implications

Definition, process and importance of mitosis and meiosis, stages should be drawn Importance of genetic variation to living organisms Distinguish between genetic and environmental variations Explain the inheritance of a single pair of characteristics (monohybrid inheritance). This should include explanation of the genetic terms and drawing of genetic diagrams e.g (Punnett Square) Inheritance of sex (gender) in human beings Genetic engineering, looking at both advantages and disadvantages, this should include recombinant DNA in the manufacturing of insulin; its application to the production of food and medicine


Define the terms health and disease Classification of diseases e.g. infectious, nutritional deficiency, mental, self inflected etc. State the main causes, signs/symptoms and possible treatment of asthma and how it affects the respiratory tract State the causes, sign/symptoms, treatment and prevention of chronic life style diseases such as obesity, diabetes type 1 and 2, cardiovascular diseases (coronary heart diseases and hypertension) State the importance of exercise and diet Discuss the causative agent, signs, symptoms, prevention and control of the following diseases: influenza, bronchitis, pneumonia, gonorrhoea, syphilis, herpes, HIV/AIDS, malaria, cholera, typhoid, ringworm, tuberculosis, gastroenteritis, ringworm, dengue and leptospirosis Describe the effects of sexually transmitted infections on a pregnant mother and the foetus, and discuss the impact of diseases on the human population, mainly socio- economic implications Explain the effects of vectors on human health Describe the life cycle of both mosquito and housefly State how and why persons should maintain personal hygiene Explain the methods used to control the growth of micro-organisms Define sterilization and methods of sterilization e.g. Boiling, canning, autoclaving, ultra-high temperature. Distinguish between disinfectants and antiseptics, immunity and immunization and vaccine and vaccination Explain the use of common antibiotics and anti-fungal agents. Define the terms antibiotics, antigen, antibody and anti-toxin Explain the different types of immunity Discuss the use and misuse of drugs and the social effects misuse of drugs may have on the individual, family and community

Define pollution and identify pollutants in the environment (domestic, industrial and agricultural). State the effects of water and air pollution Discuss the effects of pollution on humans and the environment Use a diagram to describe the water cycle Identify ways of purifying water in the home, look at the experiment on how to test water for bacteria Describe the processes involved in large scale water purification How human activities impact water supplies and why contaminated water is detrimental to human beings Differentiate between proper and improper sewage disposal and the impact of improper sewage disposal practices Compare the biological filter and active sludge methods in the treatment of sewage The function and importance of the different parts of pit latrines and why siting of pit latrines are important Describe landfills and their importance to the Caribbean Differentiate between a landfill and a dump including advantages and disadvantages of each Look at the impact of solid waste on the environment and analyse measures used to control solid waste volumes (recycle, reuse, reduce) State the difference between biodegradable and non-biodegradable giving examples of both

NOTE

Leroy Munroe is on staff of the Trench Town Polytechnic College Email: [email protected]


Observer Limited LECTURE SERIES Jamaica Observer

PRINCIPLES OF BUSINESS

Lesson 2

with

THE NATURE NATURE OF BUSINESS

Role of business in a community State reasons why an individual may want to establish a business Explain terms and concepts related to business

Have you ever wondered if life could be simpler and healthier? Why do we have so many non-organic products and why is everything mass produced? If you look at the origins of man’s existence, life was much easier as he would engage in , which is, producing enough goods that would satisfy those of the immediate household. If by chance there was a surplus, it was always insignificant and was exchanged locally. As time went on, man was able to improve his way of life with the creation of tools and the involvement of simple specialization. He was able to produce a surplus that could be exchanged on quite a large scale. Man thus began to satisfy his needs and wants through the process of exchange.

With indirect satisfaction, the producers of goods and services are not the same as the consumers of thesegoods and services, because of the process of exchange. For example, I may produce bananas, but through the exchange process I may be able to consume or utilize bread also.

As time went on, societies became more complicated complicated and the wants of individuals increased. increased. People had the desire to improve their lifestyle through satisfying a greater number of their wants. In order order to realize this, the production of goods and services had to increase. Hence the introduction of specialized businesses, which cater to the needs of the international market. There are many options as to the type of business a person will invest in, however you need to bear the following objectives in mind:



what to produce or service to perform



how much of it to produce



where to locate



where to source raw material/finished goods



where to get assets



Where to source capital



How many persons will I need to start production



What laws exist that will prevent me from starting a business


Independence, having your own hours and being your own boss. Money- the ability to use your skills to make your own money and it all belongs to you. Some persons cannot get a job. They are finished with secondary or tertiary educational studies and are seeking employment, but all the jobs that are available belong to the call centers. So, instead of sitting idle, start a small business- use your skills.

Small businesses or micro businesses contribute employment and provide services that large corporations cannot. If you were to look inside your community you would see tailors, hairdressers, mechanics, barbers and restaurants. Each of these taking care of our individual’s needs and wants and in some cases cases relying on each other for supplies. supplies. These businesses also help to improve the standard of living for its employees. When the business employs an individual, (s)he will be rewarded with pay for his/her contribution.

Most businesses, despite size either provide a

or

. What are these?

Another name is a or . This is what they sell to earn money, for example bag juice, sweets, cane or cake. There are two main types of goods, goods for consumers and goods for producers. is experienced. There are two types: insurance.

, e.g. teaching, and

, e.g.

A producer is one who makes goods and creates services using different quantities and types of factors of production. The other side of the coin is the consumer. consumer. A consumer may be defined as an individual or a group of individuals who uses goods and services for their own consumption. - a market is a in which buyers and sellers communic communicate ate for the purpose of buying goods and services. There are four elements of a market: buyer, seller, goods/services goods/services and price. – another name is a company, firm or venture.


other names include entrepreneur or boss. This is the person who came up with the idea and resources to start the business. If the business is a success he will gain profit from his investment, turn it over and make more money. Eventually it leads to expansions. – money left over after paying all the bills. Can either go back into the business to buy more stock or be deposited into a bank account. Trade refers to the exchange of goods and Trade an d services directly (barter) or indirectly (using money) whether internally (within the country) or internationally (among countries). – money used to start a business. Loss is the opposite of profit. The term ‘loss’ means that after paying the bills you had to take take money out of your pocket to make up the difference of the bills. To stay in business he/she may borrow or invest i nvest personal funds to keep it going. Continued loss may result in the business closing down. Exchange means to give one thing and receive another in its place, or to trade and thereby change the ownership of goods and services. Exchange may be direct or indirect. indirect. A commodity is a product, especially a good rather than a service. persons the owner employs to make the goods, at the end of the month they are paid for their services. Workers are paid for time, skills and expertise. This means that all workers will not ge t the same amount of money. this can have two meanings. To the worker it is money earned from working. For the owner of the business it is money earned from selling goods or services. anything the business owns or uses to earn cash.

The first response would be to say they provide work for people, but they also contribute to the development of the economy.. They help build the communities and offer services and products that would be difficult for the government economy g overnment to provide. They assist in the social development of the country by providing scholarships and training for staff. Food for thought: Can you think of any other roles?

Hilary Bassaragh Bassaragh is on the staff of The Queen’s School Email: [email protected]



PRINCIPLES OF ACCOUNTS

Lesson 2

with

CLASSIFICATION OF ACCOUNTS

These lessons will not cover the entire Principles of Accounts syllabus. However, major exam topics will be covered as well as areas that habitually pose problems for students. Today’s lesson focuses on: the different classes of accounts, whether the cash account can have a credit balance, the type of balances that various accounts should have, as well as the preparation of an income statement (trading (trading and profit and loss account) and a statement of financial position (balance sheet).

Accounts can be classified under two broad headings: personal accounts and impersonal accounts. Impersonal accounts, however, are further sub-divided into nominal and real accounts. Hence, there are three classes of accounts: personal, nominal and real accounts. relate to those accounts bearing the names of persons or firms as their title, such as T. Harrison or Best Buy Ltd. (debtors and creditors, also called accounts receivable and accounts payable, respectively). relate to expenses and revenues , such as Purchases, Sales, Rent Expense, Commissions Revenue, etc. Nominal accounts are those accounts that are used in the trading and profit and loss account (income statement) except for closing stock. Real Accounts are those accounts that record tangible assets, such as Premises, Machinery, Vehicles, Stock (Inventory), Cash and Bank accounts. The Capital account and the Drawings account may be seen as special types of personal accounts representing the proprietor (owner of the business).


‘Balances’ refer to balances brought down (b/d) unless otherwise indicated. Both and have as they are both expenses. Carriage inwards is charged to the trading account because it is directly related to the buying of goods and may be considered as part of the purchase price of the goods. Carriage outwards, on the other hand, is connected with the distribution of goods and is accordingly accord ingly charged to the profit and loss account.

It is possible for the cash account to have a credit balance because cash cannot be spent if it’s not available; the cash must be physically handed over in order to complete the payment. payment. It is therefore incorrect incorrect to show a credit balance on the cash account. account. Note, however, however, that the bank account may show a credit balance. This is called an overdraft and comes about because the bank has allowed the proprietor to pay out more money than he had in his current account.

urchases osses xpenses ssets rawings ales Returns (Returns Inward)

Where the firm makes a profit for a particular accounting period, this profit is viewed as ‘interest’ earned by the proprietor on his investment, thereby increasing his overall investment in the business. Accord Accordingly, ingly, any net profit (also called net income) earned should be added to the capital of the business. However, a net loss (like drawings) will reduce the proprietor’s overall investment in the business and should therefore be deducted from the capital of the business.

The financial statements (also called the final accounts) of a sole-trader will usually consist of a Trading and Profit and Loss Account (also called the ) and a Balance Sheet (also called a ). The trading and profit profit and loss account account reflects the profitability position of the business for a particular period, while the balance sheet examines the financial condition of the business as at the end of that period.

Note that the above list forms the acronym: PLEADS.

apital iabilities ncome/Revenues rofits rovisions eturns Outward (Purchases Returns)

The final accounts of a business may be presented using any one of two formats: The H or the Illustrations in these lessons will utilize the VERTICAL FORMAT, which is the more popular.


Where the trading and profit and loss account (income statement) is prepared vertically, vertically, the following outline should be displayed:

Gross Profit is also called Gross Income and Net Profit, Net Income.

The first total for the vertical balance sheet (or statement of financial position) is obtained by using the following outline:

[= Total #1]

The second total, which must be equal to the first (above) is then obtained as follows:

[= Total #2]


A specimen for the complete

is as follows: John Brown

Sales Less Returns Inward/Sales Returns Net Sales

xx xx

Opening stock/Inventory Add Net Purchases : Purchases Add Carria Carriage ge Inwar Inwards/ ds/Carr Carriage iage on Purcha Purchases ses Gross Purchases Less Le ss Re Rettur urns ns Ou Outtwar ard/ d/Pu Purrch chas ases es Re Retu turn rnss Net Purchases Cost of Goods Available for Sale Less Closing Stock/Inventory Cost of Goods Sold

xx xx xx xx xx xx xx xx

Rent Received/Rent Revenue Commissions Re Received/Commission Re Revenue Interest Received/Interest Revenue Discounts Received/Discount Revenue

xx xx xx xx

Carriage Outwards/Carriage on Sales Discounts Allowed Commissions Paid Interest Paid Rent, Rates and Insurance Wages and Salaries Motor Expenses Office and General Expenses Light, Heat, Petrol, Oil and Fuel Sundry Expenses

xx xx xx xx xx xx xx xx xx xx

Instead of beginning the income statement with the phrase “Net Sales”, some teachers prefer to identify it after the subtraction of “Returns Inward”. Inward”. Either way is acceptable. It is also not compulsory to include the phrase phrase “Add “Add Net Purchases” or to identify “Gross Purchases”.


A specimen for the statement of financial position is as follows: John Brown Balance Sheet as at …

.

Premises (Land and Buildings) Fixtures, Fittings, Furniture an and Equipment Plant and Machinery Motor Vehicles Total Fixed Assets

xx xx xx xx

Closing Stock/Inventory Debtors/Accounts Receivable Bank Cash Total Current Assets

xx xx xx xx

Creditors/Accounts Payable Short-Term Loans Bank Overdraft Total Current Liabilities

xx xx xx

Financed By:

Opening Capital Add Net Profit/Less Net Loss Less Drawings Closing Capital Mortgage Other Long-term Loans Total Long-term Liabilities

xx xx xx xx

xx xx

It is also not compulsory to include the phrase “Add Working Capital” or label the totals for the different categories of assets or liabilities.


The preceeding balance sheet was prepared based on the Order of Permanence , whereby the most ‘permanent’ item in each category of assets (or liabilities) is displayed first and the least ‘permanent’ item shown last. The Order of Liquidity, on the other hand, displays the least ‘permanent’ (or most ‘liquid’) item in each category first and the most ‘permanent’ (or least ‘liquid’) item last.

Tedmore Clarke is on the staff of Quality Academics Email: [email protected]

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INTEGRATED SCIENCE

Lesson 2

with

MATTER PART 1 Welcome everyone to our set of two lessons on the unit of matter. matter. In our first lesson we will be looking at a t the structure of unspecialized plant and animal cells, explaining the functions of most of these structures and discussing the importance of selected microbes.

As we look around we see many living organisms that are composed of basic units (building blocks) known as . There are several ways in which the structure of animal cells and plant cells differ. For instance, plant cells have a definite shape while animal cells do not have a definite shape. Inside of cells are several structures called that allow the cell to live and carry out its purpose. Below are diagrams of unspecialized plant and animal cells.


The

is a spherical organelle found in the centre of an animal cell and to the side of a plant cell. It is also known

as the ‘brain’ of the cell. The The

is the gelatinous fluid taking up most of the cell. It is made up of 70% water.

is a thin layer surrounding sur rounding a cell. For animal cells it is the outer covering of the cell. For plant cells

it is the inner covering of the cell. The

is the sausage-shaped organelle of a cell. Also known as the

‘powerhouse’ of the cell.

are tiny ball-shaped organelles found in a cell. They may or may not be attached to the .A

is a fluid-filled round organelle found in animal cells. They are usually temporary. A

is a fluid-filled irregularly shaped organelle found near the centre of plant cells. They are usually permanent. are the small round organelle containing a green pigment known as the light of the sun. The

that absorbs energy from

is the thick outermost layer of plant cells, which is a tough elastic material.


The following table give a summary of the functions of the cell structures previously listed :

Controls all the activities of the cell and contains (genetic material) consisting of which carries information about the cell.

Medium for most of the chemical reactions of the cell and stores the organelles.

Controls the substances that move into and out of the cell by size – smaller molecules like water, carbon dioxide and oxygen and is considered partially permeable.

Site where energy is released from glucose during the process of

.

Site where proteins are synthesized in the cells of plants and animals.

For storing water and solutes like glucose (food nutrients) and carbon dioxide (waste).

For storing dissolved substances like sugars. This fluid is called

.

Strengthens the plant cell and gives it shape. Allows substances of any size through – fully permeable.

Site where food is manufactured during the process of

.


Complete the following crossword. Read each clue very carefully.

THIN COVERING OF ALL CELLS SPHERICAL ORGANELLE THAT IS THE BRAIN OF THE CELL MATERIAL THAT CONTAINS GENES . ORGANELLE IN CELLS THAT LOOKS LIKE A CYLINDER

GREEN ORGANELLE FOUND IN PLANT CELLS THAT IS ROUND AND SMALL . ROUND ORGANELLE FOUND IN ALL CELLS THAT IS TINY MATERIAL MATE RIAL FOUND IN OUTER COVERING OF PLANT CELLS WHICH IS TOUGH AND ELASTIC FLUID-FILLED FLUID-FILL ED ORGANELLE THAT IS LARGE IN PLANT CELLS BUT SMALL IN ANIMAL CELLS . PIGMENT WHICH TRAPS ENERGY FROM THE LIGHT OF THE SUN GELATINOUS MATERIAL FOUND IN THE CELL OUTER COVERING OF PLANT CELLS WHICH IS THICK


As we go from day to day, we are exposed to many different micro-organisms like bacteria, fungi, protists and viruses. Most of them have positive and/or negative effects on our bodies and the environment.

Some fungi are unicellular (single-celled) like yeast. These fungi reproduce asexually by . Other fungi are multicellular like mushrooms – largest of the fungi and moulds. They are composed of branching filaments (long threads) called and they reproduce asexually using . Fungi are . Mushrooms, also known as toadstools, have a complex shape of a cap, and stalk. Some fungi are harmful causing food to decay and causing diseases like ringworm, plant diseases, yeast infection in women and athlete’s foot. Likewise, some fungi are useful. They are used in the food industry for bread production production (yeast), used in the production of alcoholic beverages during The cells of a bacterium have a cell , and are used to manufacture penicillin an antibiotic. Some can membrane, cytoplasm threads (often be eaten as food (mushrooms that are not poisonous) and they release in the shape of rings) containing nutrients back into the soil when they bring about decay. genes. There is no nucleus, however, there may be a cell wall, one or more fine hairs and/or flagellum (flagella), and may be enclosed in a capsule. Bacteria comes in three main shapes; spheres (gonorrhoea bacterium), spirals (syphilis bacterium) and rods (tetanus bacterium). They may be long, single, in groups or in chains. Many bacteria are harmful causing food poisoning in humans, causing food to decay, and causing diseases like tuberculosis, sore throat, cholera and typhoid. Disease causing bacteria that enter the body are attacked by white blood cells and killed, the body’s natural defence. can be used to kill these bacteria. However, some harmful bacteria have become resistant to some drugs as they can alter the genes on their chromosomes. Some bacteria are useful. They release nutrients into the soil when they cause decay in the soil, convert nitrogen in the air into nitrates to be used by green plants to make proteins. Bacteria are also used in the manufacture of cheese and yoghurt, in genetic engineering and are used at water treatment plants to break down harmful substances in sewage.

All About Cells and Ce ll Structure: Parts of the Cell for Kids - FreeSchool


Used fo for bak bakiing br bread.

_________ ___________ _______

They have neither nuclei nor cytoplasm.

_____________________

Caus Ca usee herp herpes es and and pol polio io..

____ __ ____ ____ ____ ____ ____ ____ ____ ____ ____

Used to manufacture cheese. _____________________ Have cell walls but no nuclei. _____________________ Cause Cau se tetanus tetanus and and choler cholera. a. ___ ______ _______ _______ _______ _______ _____

Identify the parts labelled A to G.

What kind of cell is it? Give a reason for your answer.

Used to produce penicillin (medicine).

_____________________

They are all harmful.

________ ________ _____

Cause at athlete’s fo foot.

________ ________ _____

Used to create genetically modified food.

________ ________ _____

Eaten Eat en on on salad saladss and and piz pizza. za.

______ ___ _______ _______ _______ _______ _____

Causes food poisoning in children.

_____________________

. Used to to make make beers and wines. Have Ha ve com compl plex ex fil filam amen ents ts..

_____________________ ____ __ ____ ____ ____ ____ ____ ____ ____ ____ ____

Remember our theme. Until next time everyone. Name ONE organelle that is not seen in the cell God Bless You! drawn that is found in [i] animal cells and [ii] plant cells. Michelle Smith-Henry is on the staff of Excelsior High School Email: [email protected] State the functions of A, B, C, C , D and G.



ENGLISH LITERATURE

Lesson 2

with

PROSE FICTION Good day to to you all. Thanks for joining joining me for another another lesson in preparation for the examination that you will sit either in January or May/June 2019. This year was the first that the newly n ewly structured Paper 01 was used, so there aren’t many specimens available. Since you may not be able to find several copies of this, I will spend some time in the next few lessons to pay careful attention to this section of the examination. As you may already know, you will be examined on the with the use of material that you are not likely to have seen before (that is, material that will

be taken from any

of the prescribed prescribed texts). texts). You will get . In each

The sunlight reached through the window and awoke him. section there will be two (2) examples of the genre being He smiled as the gentle rays caressed his face and stroked focussed on. In other words, there will be two (2) excerpts his body. Today was his day; the day that he had dreamed from plays in Section A, two (2) poems in Section B and about for so long. It was finally here. He smiled again as two (2) extracts extracts of prose in Section C. There will be ten the smells from the kitchen floated upstairs to meet him. Ackee and saltfish - his favourite. favourite. He could smell fried ripe (10) questions on each stimulus. plantains as well. Without a doubt, he he had the best mother in the world. She really knew how to to make his For today’s lesson, I will concentr concentrate ate on day. She couldn’t have prepared prepared a better better breakfast on a . Answers will be provided at the end, but I’m going day like this; the most important day of his life. to urge you to do the questions FIRST, then look at the answers to see how well you did.


“Kamau! Yu naah get up outa di bed?” His mother’s mother’s commanding voice voice seemed to take hold of of him. He didn’t need much convincing. Kamau jumped out of bed and ran ran down the stairs, ready to dive into what he knew would be a sumptuous meal. “Wha happen, yu did plan fi stay inna di bed whole day? Yu figet what day this is?” his mother asked. “Figet?” Kamau asked incredulously. “That is not possible, Mother,” he smiled his arresting smile. He knew it would soften her. her. Mrs. Williams smiled back. She was never one to be stern for a long time. That role belonged to his father. “Sit down an’ eat yuh breakfast.” He obeyed. As he sat, Mrs. Williams placed a plate before him on the table. It was filled with ackee and saltfish, cooked up with onions, scotch bonnet pepper and tomatoes, just the way he liked it. Next to the mound of ackee ackee and saltfish were two large fried dumplings, his second favourite favourite food in the world. “I am truly blessed,” Kamau thought as he shoved the fork into the ackee and saltfish and shovelled some into his mouth. He drank some of the ginger tea that was in the mug beside his plate. Not only did did Mrs. Williams enjoy cooking and feeding her family, but she enjoyed eating as well. In fact, it seemed seemed to Kamau that his mother had gained quite a bit of of weight lately. Last week, one of the church members who had migrated to the United States had returned home for for a visit. When she saw Mrs. Williams in the church yard she had said to her “Congratulations! Is when yu due? A hope you get the girl dis time.” time.” It had taken a split second for Mrs. Williams to realise that the woman thought that she was pregnant because of her appearance. As was typical of of her, she burst burst out laughing and quickly corrected corrected the woman. She rarely took offence. offence. There it was again, that bird singing that beautiful song in the morning. morning. What kind of bird was was it anyway? anyway? Kamau didn’t know. know. All he knew was that that the cheerful sound of the bird was a perfect accompaniment to this wonderful day.

“Hurry up an’ eat, Kamau. Yu don’t don’t want to be late. Plus yu know yu fawda is gonna take you there and he doesn’t like to wait on anybody, anybody,” his mother said. She was right. Most times Mr. Williams was as grumpy as an old bear and twice as mean. mean. Kamau often wondered wondered how a woman who was as sweet and kind as his mother could have married a man like his father father.. Opposites must must really attract. According to his mother, (whose pet name was Megzie, although her correct name was Elaine) his father (Barry) wasn’t always so serious. There was a time time when he laughed a lot and was more more easy-going. As the years progressed and he took on the responsibilities of being the head of a family, family, he had become more serious. Often, his mother told him that he was a lot like his father. father. He couldn’t disagree with her more. Once again, he did as he was told; he quickly finished his breakfast and placed the plate plate and mug into into the sink. He then raced upstairs to to get ready. ready. At the top of the stairs he saw his father. father. He was already dressed. “Morning, Daddy!” The man grunted in reply reply.. Sometimes he felt that his father didn’t like him. It didn’t matter. Why should today be different different from any other day? He decided that he was not going to allow his father’s foul mood to upset him. Not today today.. Kamau breezed past him and headed for the bathroom. Finally, he was was ready. He took one last look at himself himself in the mirror and smiled his winning smile. Then he raced raced downstairs to find both his mother and father waiting. waiting. His mother seemed a little anxious. His father seemed to be angry. Kamau ran past them, out through the door and headed towards the car. “What yu all waiting on? Come on, I don’t want to be late.” late.” Mr. Williams stared at his son with daggers. Mrs. Williams couldn’t help herself, she smiled. All three got into the car. car. Excerpt from “Kamau’s Discovery Day” Story written by Simone C. Gibbs


. The first two sentences sentences in the passage passage is an example example of: Imagery Humour Personification Simile The mood in the first paragraph is BEST described as one of: anticipation joy relief sadness When Kamau realised that he would be getting his favourite breakfast he felt that he was ‘truly blessed’. One can say that he is: a jovial person a thoughtful child aware of his family’s situation grateful Mrs. Williams was not offended when the woman who had just returned suggested that she was pregnant because of her appearance. appearance. Instead, she laughed. This implies that she is: pretentious easygoing simple too friendly The BEST description for Kamau’s father is that he is: caring irritable kind sensitive The relationship between Kamau and his mother is: a harsh and difficult one a boring one one in which Kamau feels pressured all the time a loving one that both of them seem to enjoy

What does the constant singing of the bird suggest? something positive is about to happen Kamau will soon become irritated with the sound Kamau likes cheerful sounds the family had placed bird seeds and water outside for the birds The literary device used in question seven (7) above is: Metaphor Alliteration Pathetic Fallacy Irony Creole is used in the passage: because the author is aware that only Jamaicans will be reading the story story because the author wishes to show everyone that she is able to write in creole only to create humour to make the characters seem real to the reader . Kamau’s father is described as being “as grumpy as an old bear”. This is an example example of: Rhyme Personification Simile Contrast

“Lawd ‘ave mercy! mercy! Late again! A mus obeah obeah dem obeah obeah me!” Sophia thought as she hurried to work work that morning. She had set her alarm 15 minutes earlier than the day before, but still she was going to be late. If it wasn’t one one thing it was was something else. This morning, a policeman on a bike bike had stopped the bus because the driver had gone through the red at the stoplight and was driving recklessly. Instead of simply giving the driver a ticket and allowing them to continue on their way, the policeman hemmed and hawed, and twiddled his thumbs, apparently hoping that the bus driver would “do some’mn fi himself.” When nothing was was forthcoming, forthcoming, the ticket was issued issued anyway. anyway. By this time, 15 minutes had passed. Now the traffic was was terrible. Commuters were out out in all their numbers making their way to their various destinations in the busy city of Kingston.


Yesterday, she had arrived late to work because her only child was not feeling well, and when Latoya was ill she moved as quickly as molasses. So, Sophia had to get up and do everything: make the breakfast, breakfast, pack pack Latoya’s lunch, lunch, feed her, bathe her, get both of them dressed, walk Latoya to the bus stop, put her on the bus in order for her to get to school on time, then walk another ten minutes to another bus stop to catch catch the bus to work. All this, while the man she had taken on “for better or for worse” lay in the bed fast asleep. asleep. Clive had never felt the need to get get up and help Sophia on any given day, and after asking for help over the years and repeatedly hearing “no”, she had long since resigned herself herself to doing many activities alone. alone. Thank God for Latoya, who filled the void on many occasions.

The day before yesterday was her first day at work and she had simply miscalculated the time it would take to get to work, as she had never been to the Richmond’s residence before. She was given an address by the woman at the agency and told to be there by 8:00 a.m. sharp. When she saw the address she groaned inwardly: wasn’t this the same area where the news reported that a gang was operating and there had been several murders and robberies of homes homes and people in recent times? In fact, crime was so bad in the area, that the Citizens’ Association was offering a reward of $250,000 to anyone who could provide information which led to the capture and arrest of any of the gang members. Just her luck! luck! Still, she took took the job, after after all, nobody was handing her anything. She had to work in order to make two ends meet. Having never been to the Richmond’s home before, before, Sophia did not know that public transportation stopped far short of the house. After getting off the bus at the closest point, point, she had to walk for another twenty minutes, mostly uphill, before she got to the lavish six bedroom, four and a half bathroom dwelling that the Richmonds owned, in the community of Norway in the hills of St. Andrew. If she wasn’t in such a hurry she would have noticed the exquisite homes surrounded by manicured lawns, lovely lantanas and beautiful blossoming bougainvilleas in delightful hues. If only she wasn’t in such a hurry. Excerpt from “Sophia’s Time” Story written by Simone C. Gibbs

Based on Sophia’s thoughts at the beginning of the story, the emotion she is feeling is: anger concern worry frustration The policeman who stopped the bus: was only doing his job wanted the bus driver to give him some money was only concerned about the safety of the commuters on the street wanted to punish the driver for endangering his passengers The expression “for better or for worse” suggests that Clive and Sophia: have had some good times and some bad times care for each other but dislike each other at the same time are married are opposites Clive can best be described as: lazy insensitive unwilling (i) and (ii) only (iii) and (iv) only (i), (ii) and (iii) all of the above

tired

The statement “she moved as quickly as molasses” is an example of: a paradox humour a metaphor imagery Based on recent activities in the area in which Sophia got the new job, she might feel: determined to work in this area afraid to go to work there as if she is experiencing bad luck to get a job in that area as if the agency could have placed her in another location


The amount of money offered by the Citizens’ Association for the arrest and capture of the gang members shows that the citizens: don’t respect the efforts of the police force are united and want to get rid of the criminals are frustrated and really want to rid the area of the criminals want everyone to know that they have a lot of money

The Norway community can be said to be: similar to the community in which Sophia lives a volatile area far away from civilization an upscale community where rich people live

Sophia’s life can be seen as: calm and easy-going frightening but exciting busy and strenuous miserable and unfulfilling

Identify the literary device found in the following – “lovely lantanas and beautiful blossoming bougainvilleas”. alliteration rhyme onomatopoeia hyperbole

Simone Gibbs is on the staff of Calabar High School Email: simonecgibbs@y [email protected] ahoo.com

THE DAIL DAILY Y OBSERVER OBSERVER Tuesday Tuesday,, September 11, 2018 Page 47 www.jamaicaobserver.com

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Career Developmen Developmentt Services

Article 2

THE NATIONAL TRAINING AGENCY

WHY IS CAREER DEVELOPMENT IMPORTANT? Reference to article 1

Here are some other names of career professionals (see article 1) The broad term given to all career professionals are

 

This is further broken down as: Career educators  Employment officers Career coaches  Placement officers

Career development was once viewed as finding a job and growing to the highest level of that job. The typical career for a person in the 1960s and 1970s for example, usually lasted about 40 years and was usually fixed in one industry or occupational area (teacher, doctor etc). With technology and the rapid changes taking place in the world of work, this view point of career development has been forced to change. Businesses are more unwilling to make long term commitment to workers and workers are also unwilling to make long term commitments to businesses. In the 1980s and 1990s, people started changing their jobs approximately 5-10 times throughout their lifetime. Job security is no longer in employment but more in the individuals’ ability to gain employment. Individuals who want to maintain their employability have to be willing to constantly learn new skills.

Career development is no longer a one off choice but is now a process that all individuals must understand in order to be successful in the modern world of work. This therefore means that career services must be accessible by all persons.

Career Development is directly linked to learning and helps individuals focus on their personal strengths. If all individuals were to choose careers that match their strengths and interests, then the working world would be more productive and the standard of living would increase. It also teaches persons about the labour market. This knowledge helps us understand which jobs are in demand and those that are no longer popular; having this information would prevent us from choosing careers for which jobs are difficult to find. It would be easier for persons to find jobs or to start their own businesses. A third way in which career development benefits the country is that it promotes gender equality, by teaching us that job opportunities are open to both males and females. The world of work focuses on a person’s interest, skills and ability to do the job well.

Increasing productivity – Skills available and jobs in demand  Reducing mismatches with workers and jobs  Fostering equality among workers  Eliminating gender stereotypes 


An important part of career management is also being aware which subjects or courses to choose in order to get the jobs/careers that best suits you. It involves a lot of Career Development promotes learning and most career planning, career information and career decision importantly lifelong learning, which may be broadly defined making. In the end you should be able to present yourself as learning that is pursued throughout life. This is learning effectively in order to gain a job or get ge t selected for a course that is flexible, diverse and available at different times and of study. For career management skills to be developed, in different places. Learning has to be continuous as people persons need access to quality career information. face many changes throughout their careers. In addition, the world of work also changes very fast and as such, persons have to continuously learn new things t hings in order to  It includes information on education and training keep their jobs and perform well. For example, when a new opportunities, occupational information and cell phone or a tablet or a new app is released, we have to explanations about the different types of learn how to operate these new items so that we can occupations and jobs. properly use the new instruments or apps.  It also involves information on the different types of jobs that are available, available, including new jobs and jobs that are no longer longe r popular.  Most importantly, it includes information on  It helps persons to develop knowledge and skills to different jobs as it relates to preferences of manage their careers throughout their lifetime. individuals so that persons can select jobs,  Whether you are just about to enter the world of occupations and careers that match them. work or to you are about to retire, career  It also includes information on resumes, how to information will assist you in making decisions to create cover letters and to conduct interviews. There get maximum benefits from any stage of your are many other great features of career information career. that you will learn as you go through the career  It helps you to identify job opportunities and to development process. choose the job or jobs that best fits you. This will  Career information is very critical to career success, lead to happiness, appreciation for the job and you the information by itself is not enough, as persons will perform better when you are in a job that suits may find it difficult to understand the information your interests and skills. on their own and usually require assistance. This  One of the most important benefits of career assistance normally comes from a career development is that it helps individuals to make practitioner (career counsellor or guidance officer). informed choices. Choosing a career is a very difficult task, career development makes this task easier by helping you to understand how to make decisions and why a decision is good or bad for you. When Whe n this is understood, persons will find it easier to choose Career practitioners provide career information to persons, subjects or courses in universities or occupational help them understand the information and provide career areas that they want to pursue. This is called career guidance. They assist with personal career planning and help persons understand the career path that best matches them. management skills. Career practitioners are skilled in career guidance techniques, knowledgeable about learning opportunities, the world of work, career tools and resources. They usually provide Career management is the ability to understand jobs and guidance for persons either in groups or individually. courses that match up with your personality, skills and interest and to choose these jobs.


Career guidance is the delivery of career services intended to help individuals, of any age and at any point Some aspects of counseling programmes are offered at throughout their lives, to make educational, training, occupational choices and to manage their careers. This the following: is where someone knowledgeable about career development assists persons that seek information that  Schools – all age, Junior high, High and Technical will help choose careers. Some of the resources and schools (inclusive of Special needs schools) services they provide are career brochures and handouts, posters and flyers, interest inventories and self  Community Colleges assessment, job placements, counseling, job search techniques, and many others.





Career development is very important to students and other individuals as it help persons plan their careers and their lives. It assists persons with learning and encourages lifelong learning. It provides valuable information to an individual’s career choice that and benefits the country as a whole.



Career counselors help individuals to understand the information, and notify them about available jobs.



Career Development is very critical to one’s success as it helps persons to properly manage their careers and by extension their lives.

Everyone benefits from Career Development. These include students from all levels of the education and training system, primary, junior High, high schools, community colleges, technical institutes, universities, employers, community members, teachers, youth and adults.



Human Resource and Employment agencies



Placement Services



Heart Trust/NTA-Regional offices, Workforce colleges and TVET Institutes located throughout the island



Universities—All Major universities such as University of the West Indies (UWI), University of Technology (UTECH) etc.



Ministry of Labour (MOL)



Private Sector Organizations



Government and Non-government Organizations

Erica Williams is the Manager, Career Development Services at HEART Trust/NTA, National TVET Centre, Gordon Town Road, St. Andrew E-mail: erica_williams@hea [email protected] rt-nta.org g Telephone: 977-1700-5, 970-2139. Website: www.heart-nta.org.

ES E RI E T r dRE iS CT U LE C ) E d t ion ( 3

de s: y g u i d L English T echnology , n o i t a m y. r or y Inf o and Hist Spanish u d s t u C S E C anguage

NOW Onlin Online e

! AY ! D AY TO D Y TO OP Y C OP UR C DE R YO UR R DE O R

THE DAILY OBSERVER Tuesday Tuesday,, September 11, 2018 Page 50 www www.jamaicaobserver .jamaicaobserver.com .com

Online: ► Communication

Studies Stud ies

51 – 53

► Caribbean

Studies Stud ies

54 – 62

A FOCUSED CLASS NORMAN MANLEY HIGH SCHOOL, KINGSTON: President of the Medical Association of Jamaica (MAJ), Dr. Clive Lai (right) speaking with a group of Norman Manley High School students about the causes and challenges of obesity on June 9, 2018. (Photo: Garfield Robinson)

LECTURE SERIES (3rd Edition) The most comprehensive collection of CSEC study guides: English Language and Information Technology, Spanish and History Available at JAMAICA OBSERVE OBSERVER R LIMITED LIMITED: • Kingst Kingston on – (876)92 (876)926-7655 6-7655 • Ocho Rios –(876)795-3632 • Montego Bay –(876)979-2401 • Mandeville – (876)963-0515 Also available at bookstores islandwide.



COMMUNICATION STUDIES Lesson 2 with

LEARNING STYLES AND STUDYING Hi everyone. I hope that you did a bit of reading for this week’s lesson and you are excited to find out the type of learner you are. Were you able to find out the type of learner the young girl from last week’s picture picture is? I hope so, as we will will be looking on that today. today. Let us begin today’s topic, which is focused on how you study and the need for appropriate study methods at this stage.

You may be wondering, why ask such a question, but studying may mean different things to different people. We all learn in different ways so we study and retain information differently. Would you say, for example, that the individuals below are studying? If so, are they retaining or understanding anything?

Many of you would have said yes because these methods work for you. you. This is because we are different learners.


Before we get into some information, I have a challenge for you. Use the website below and take a quiz, this will assess your learning style. It is 30 questions long but I guarantee that you will will like it. I did it myself and found it to be true. I am certain certain that if you are honest you may find the same for yourself. There are also helpful study tips for your specific learning style and I am recommending you take a look there too.

Depending on the type of learner you are, you may choose to use either one or two of the methods below when studying. The suggestions below are not exhaustive so feel free to incorporate similar methods to ensure you survive your 6th form experience, as well as succeed academically. academically. What is the learning style for the young lady pictured for last week’s homework?

https://www.how-to-study https://www .how-to-study.com/learni .com/learning-style-assessment/ ng-style-assessment/

Now, you have finished your assessment and so I am going to ask you to begin looking at the definition below and honestly note if you have been ‘studying’.

The Oxford dictionary defines as the devotion of time and attention to acquiring knowledge on an academic subject, especially by means of books. It can also be defined as research or a detailed examination and analysis of a subject or phenomenon.

refer to the different abilities that can be developed in order to improve a learne r’s capacity to learn. It involves locating the information, information, organizing information and reconstructing information.

If you guessed auditory learner then you are correct. The auditory learner may create jingles using his or her notes and listen to them. Another scenario could be a visual learner. Visual learners may use the highlighter to place emphasis on notes in his or her notebook. The visual reader can listen to music but it must be soft background music.

Print – cue cards; highlight text in books Aural – tape lectures and replay, speak out loud to self Interactive – discussion; group study; talk with others

Print – seeing printed or written words Aural – listening (like to a lecturer) Interactive – discussion Visual – seeing pictures Haptic – sense of touch (Braille) Kinesthetic – body movement (like dancing) Olfactory – sense of smell and taste (cooking)

Visual – watch movie version of novels/plays; YouTube YouT ube videos; role play; demonstrations Haptic – sense of touch (Braille); different objects when doing Types of Discourse Kinesthetic – pacing; games, tapping pens, doing projects Olfactory – sense of smell and taste (cooking)

The 9 BEST Scientic Study Tips



CARIBBEAN STUDIES

Lesson 2

with

MODULE ONE: CARIBBEAN SOCIETY AND CULTURE

Hello everyone, welcome to this week’s lesson where we will be starting Module 1: Caribbean Society and Culture. Module 1 has . These are: location and definition of the Caribbean, the historical process, characteristics of society and culture, identity and social formation, impact of geographical phenomena, impact of societal institutions on the Caribbean, Caribbean Art and popular culture in the region and its Diaspora and Caribbean global interactions.

Caribbean Sea

It is my hope that you will use your syllabus and text to do independent research/study. research/study. This will ultimately determine how well you do in the examination.

3

v

v


“The Caribbean is the region in the Americas which comprises the Caribbean Se a, its islands and the surrounding areas. Therefore, one can find the Caribbean region

of the Gulf of Mexico

and the of of

mainland, _______________________________________________ and . Some of the islands of the Caribbean Caribbean border are located located in

the North Atlantic Ocean. The Caribbean region has over 7,000 islands and islets and also includes some territories located on the mainland of South America.” America.”1 Much of the Caribbean is located on the Caribbean tectonic plate, and the Caribbean islands are usually regarded as a sub region of North America.


____________________________________________________ _ 1Thompson K., Lawson-Downer M, St John A and Thomas-Hunte E. (2017) CAPE Revision Guide Caribbean Studies London: HarperCollins Publishers Ltd.


3 3 3


3 3 3

http://www.caribbean-direct.c http://www .caribbean-direct.com/home%20page%20images/CaribbeanMapCarte.jpg om/home%20page%20images/CaribbeanMapCarte.jpg

CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd) CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed ( distributed by Macmillan Education) CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd) CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte (Distributed by HarperCollins Publishers Ltd)


Map of the World http://www.free-largeimages.com/wp http://www .free-largeimages.com/wp-content/up -content/uploads/2014/11/World_map-28.gif loads/2014/11/World_map-28.gif Geographical Definition of the Caribbean https://www.bing.com/videos/search?q=location+and+definition+of+the+caribbean+-+caribbean+studies&&view=detail&mid=F66 9D0081A884E3DB1F1F669D0081A884E3DB1F1&&FORM=VRDGAR Geological Definition of the Caribbean https://www.bing.com/videos/search?q=location+and+definition+of+the+caribbean+-+caribbean+studies&&view=detail&mid=A0F DC0BEF46DE2D3793FA0FDC0BEF46DE2D3793F&&FORM=VRDGAR Historical Definition of the Caribbean https://www.bing.com/videos/search?q=location+and+definition+of+the+caribbean+-+caribbean+studies&&view=detail&mid=A3B B6AE9D21FB598D04BA3BB6AE9D21FB598D04B&&FORM=VRDGAR Political Definition of the Caribbean https://www.bing.com/videos/search?q=location+and+definition+of+the+caribbean+-+caribbean+studies&&view=detail&mid=BBA B5BCD0C264F11DA0ABBAB5BCD0C264F11DA0A&&FORM=VRDGAR 1

Thompson K., Lawson-Downer M, St John A and Thomas-Hunte E. (2017) CAPE Revision Guide Caribbean Studies London: HarperCollins Publishers Ltd.

Debgeri Whitely is on the staff of St. Hugh’s High School Email: [email protected] [email protected] g

LECTURE SERIES The most comprehensive collection of CSEC study guides: English Language ♦ Information Technology ♦ Spanish

Available at JAMAICA at JAMAICA OBSERVER LIMITED: • Kingston –926-7655 • Ocho Rios –795-3632 • Montego Bay – 979-2401 • Mandeville –963-0515 Also available at bookstores islandwide.

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