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ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

Shawnette Myers-Lawrence Charyl Gordon-Brown Charmaine Fuller-Wallace Shandeen Robinson-White
HUMAN & SOCIAL BIOLOGY PRINCIPLES OF BUSINESS PRINCIPLES OF ACCOUNTS INTEGRATED SCIENCE
Leroy Munroe Hilary Bassaragh Tedmore Clarke Michelle Smith-Henry
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www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 2
with
Shawnett Myers-Lawrence
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 EXPRESSION
students who have not yet sat the 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.
UNDERSTANDING 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 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. It is thus
demonstrate this understanding by giving correct or plausible
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 meaning ! use good grammar, spelling and punctuation
! extract relevant details ! organize information in a clear and logical manner
! make inferences about other elements such as the ! use appropriate tone and vocabulary suitable for the
writer’s intention audience and purpose for which the piece is intended.
Many students will be able to score an A or B for this profile In looking at the requirements, one sees the challenges that too
especially since the score comes largely from paper one, which many students have with written expression.
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. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
What do all these terms mean and why is there such difficulty Organization refers to the arrangement or the sequencing of
in meeting this standard? I will attempt to explain below. 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
THE FUNDAMENTALS OF GOOD WRITING
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
Good Writing refers to those set of rules which govern the way different pieces.
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.
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
Spelling involves the sequencing of letters according to their writer’s excitement, anger, frustration or awe by looking at the
sounds to form a word. Every language has rules which govern words used. The context of word use will also convey tone, as a
spelling and there are some sounds or ways of pronouncing writer may be using words ironically or employing sarcasm.
letters that exist in one language and not another. It is
VOC ABULARY
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.
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 skills and your ability to express yourself. A good
vocabulary is not just one which consists of many “big words.”
The characters or marks that are used to separate sentences or
As a matter of fact, these words can be more of a hindrance to
parts of sentences in written English are called punctuation
good written expression if they are misused or merely used for
marks. These are used to make meaning clear. The addition or
showing off. A good vocabulary enables you to be able to express
removal of punctuation can change the meaning of a sentence.
the same ideas in several different ways and communicate the
For example, a question mark may be replaced with an
same meaning each time. You could actually keep your language
exclamation mark or full stop to change a question to a
quite simple and still be credited with good expression.
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. JOL ENGLISH LANGUAGE continues on next page
YOUR AUDIENCE
ACTIVITY 1
Read the following passage and identify the audience and the
purpose. Explain, using evidence from the passage, how you
arrived at your conclusion.
Have you ever heard the sound that comes from a

Your audience is the person(s) you expect to be reading your
Hummingbird? They make a buzzing noise when they fly.
writing. I have asked students about the audience for their
They make this noise because they beat their wings so fast.
writing and their response has often been the teacher or
They beat their wings up to 80 times per second. All that
examiner. While these persons will be marking the papers they
flapping makes a lot of noise. That’s why we call them
are not the audience. The audience will be dependent on the
Hummingbirds.
prompt to which the student is responding. If a student is writing
Hummingbird s fly in a unique way. They move their
a letter to the editor then the audience will be anyone who would
wings so fast that they can hover. This means that they can
read a newspaper. However, if the student is writing a letter of
stay in one spot in the middle of the air, like a helicopter.
complaint to a utility company about poor service, then the
Sometimes they fly or hover upside down. A hummingbird
audience is likely to be someone in the customer services
is the only bird that flies backward.
department. The person(s) whom you expect to read your writing
Hummingbirds are small. One type called the Bee
will determine the vocabulary and tone that you use.
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
Whenever someone writes there is always an intention behind as fast as they do. This means that they need to eat a lot of
it. Novelists or speech writers usually have a clear idea of what food. Their favourite food is nectar, a sweet liquid found inside
their purpose for writing is. It is not often that students think some flowers. They drink more than their own weight in nectar
about what they want the piece of writing to achieve before daily. They have to visit hundreds of flowers to get enough
they begin as most of their writing takes place in the context nectar to live. They can only store enough energy to survive
of school. In a class or examination situation students can make through the night. Some might say they live on the edge.
decisions about what to write based on the questions that they Hummingbirds don’t use their long beaks like straws.
have been given; often times these topics are of no personal They have a tongue just like you. They use their tongues for
interest to them. It is still important however to have some eating. They flick their tongues in and out of their mouths
understanding of the purpose of each type of writing. Are you while inside of flowers, they lap up nectar. Flowers give them
expected to explain a concept, express an opinion about an the energy they need.
issue? Do you have to describe a scene in a way that the reader Hummingbirds help flowers too. They transport the
can picture it or make someone laugh? Whatever the purpose pollen flowers use to make seeds. While the Hummingbird
it will have much bearing on your word choice, how you feeds, the pollen gets on their heads and bills. It is then
organize your ideas and your tone. carried from one flower to the next when they move around.
This helps flowers make more seeds. More seeds mean more
In looking at all of these elements it is clear that they are flowers and more flowers mean more food for
interdependent. While it is good to understand each of these Hummingbirds. Isn’t it nice how that works out?
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. JOL ENGLISH LANGUAGE continues on next page
Discussion
ACTIVITY 2
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.
explain or inform, then you would have been correct. The
passage gives factual details about this bird so that at the end
Imagine that you are a Justice of the Peace and someone in your
of the reading, you would be able to repeat these same facts or
community has asked you to write a character reference for
verify whether they are true or not.
him/her for a job. Write this reference letter. When you have
The next part of the question asks you to determine for whom finished, identify:
the writer is writing. If you examine the vocabulary of the
passage you will notice that the facts are presented using simple ! The audience
language. The information is scientific in nature but the writer
has chosen to use ordinary language that children would ! The purpose of the letter
understand. The writer uses the word ‘ hover’, which may be
unfamiliar to some children, but goes on to not only explain the
! The tone that you have used and its appropriateness
meaning of the word but also to associate it with a helicopter,
which would be familiar to most children.
! The vocabulary
If you examine the tone of the passage it is quite conversational.
The writer begins with a question to arouse interest and then ! The kind of details you provided
presents the information as if speaking directly to the audience.
The use of personal pronouns in phrases such as “I guess” and ! How these details help you to achieve your purpose
“just like you” are intended to give the impression that the
writer is speaking directly to the reader.
Having completed this exercise take some time to reflect. How
ready are you to proceed with this subject? Which profile would
The way the information is organized is also deliberate. Children
have a shorter attention span and are less able to process be stronger for you?
complex relationships among ideas. The passage is presented
in short paragraphs. Each paragraph begins with a simple topic When you begin with this awareness then you will know where
sentence which tells the reader the point being made in that your greater focus needs to be.
paragraph. This organizational strategy is intended to keep the
reader on track, thereby promoting greater understanding of Until next week.
the passage.
You would not expect to find this passage on a CSEC exam paper,
which is geared at older teens and adults. However, the Shawnett Myers-Lawrence
strategies employed in the analysis of the passage above are is on the staff of
similar for any written piece. To better understand any piece St. Hugh’s High School
" Email: shawnomyl@yahoo.com
you must take the approaches outlined in this lesson and also
apply them to any piece that you will write.
MATHEMATICS Lesson 2
with Charyl Gordon-Brown
NUMBER THEORY
AND COMPUTATION 7 8 9
+
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 4 5 6 –
trouble with minute details, which can make a huge
difference in getting the big picture.
SETS OF NUMBERS 1 2 3 –:
= +
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?
0 •
R
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
Q! write N ⊂ W ⊂ Z ⊂ Q ⊂ R
N W Z Q (") 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
for each number set. can be written as fractions using a denominator of 1.
Note that the set of Irrational numbers doesn’t have a For example, the integer 3 may written as the fraction 𝟑–
conventional letter symbol. It is simply the Real numbers 𝟏
‘minus’ the Rational Numbers. Otherwise, we say it is a Q
complement. JOL MATHEMATICS continues on next page
JOL MATHEMATICS continued from previous page
(Q$) Irrational Numbers – { p ∈ R; p ∉ Q} Rule #1: If the problem contains ADDITION & SUBTRACTION
ONLY, then simply work from left to right.
You may ask what makes a number irrational. Is it crazy?
Since Rational and Irrational numbers are complements, 6–5+2 Work the operation on the left first
it means that no number can be both rational and
since we only have addition and
irrational.
subtraction
Rational numbers can all be written as fractions. Fractions
can all be changed to decimals. However, some decimals = 1 + 2 now we do the addition
are exact, others are recurring, and still some are neither
exact nor recurring. The latter are the ones that are =3 the correct answer is 3
irrational.
Rule # 2: Rule # 1 also works if you have
For example:
MULTIPLICATION AND DIVISION ONLY
3x6÷2 Since we are working left to
1
– = 0.2 this is an exact or terminating decimal. right, we will do the
5
So it is a rational number. multiplication first
= 18 ÷ 2 now we do the division
1 =9 the correct answer is 9
– = 0.3 This is a recurring decimal.
3
So it is also a rational number. Rule # 3: When the operations are all mixed up, use the
__ sequence chart below:
√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 (𝜋) 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 Order of
Operations Rules. JOL MATHEMATICS continues on next page
Math Antics - Order Of Operations
The set of real numbers and its subsets have other properties that you should know and understand.
INVERSES
The negation of a number is its Additive Inverse. For example, -10 is the additive inverse of 10. Likewise, 5 is the additive
inverse of -5.
Two numbers are additive inverses if their sum is 0.
The reciprocal of a number is its Multiplicative Inverse. Therefore, ½ is the multiplicative inverse of 2.
Two numbers are multiplicative inverses if their product is 1.
IDENTITIES
0 is the Additive Identity and 1 is the Multiplicative Identity.
This means that if you add 0 to any number, the answer will be the number itself. For example 5 + 0 = 5
Similarly, if you multiply any number by 1, the answer is the original number. For example 3 x 1 = 3
CLOSURE
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 the set of whole
numbers is closed with respect to addition.
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 set of whole numbers is NOT CLOSED with respect to Subtraction.
Discuss with your friends and try to complete the table below. Place a tick in the box if the set is closed. Otherwise
write down an example that proves the set is not closed. A few have been done for you.
Natural #s Whole #s Integers Rational #s Real #s

Addition 3
Subtraction 1–1=0 3
Multiplication 3
Division
JOL MATHEMATICS continues on next page

COMMUTATIVITY
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 addition is commutative.
On the other hand, 3 – 5 = – 2 but 5 – 3 = 2. Since the outcome is different when we switch the operands around, then
subtraction is not commutative.
If you make some checks on your own, you will see that we can make a case to show that multiplication is also
commutative while subtraction is not.
ASSOCIATIVITY
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 just used our order of operation rules!!!!
Now, let’s change the grouping and see
3 + (5 + 2) = 3 + 7 = 10 We got the same answer as the one above.
We can say that addition is associative. This is the same for multiplication.
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. Neither subtraction
nor division is associative.
DISTRIBUTIVITY
Multiplication is distributed across addition and subtraction. This is the property that we use to help in expanding
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.
JOL MATHEMATICS continues on next page

School Based Assessment

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.
PROJECT DESCRIPTOR MARKS REMARKS

INTRODUCTION
Clearly outline the aim or aims of the project. The reader should be able to use
Objectives are clearly this to check to see if your end product makes sense. To ensure that this happens
1
stated you can make a list of what you want to achieve or what questions you want to
answer. Then you can use this list as an outline to write a paragraph.
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
Comprehensive investigation in the first place
description of the 2 • Briefly describe the data collection method. A simple sentence or two
project 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.
This is the easiest mark to obtain.

• Number the pages once you have finished typing
Detailed contents
• Use the Microsoft Word feature to insert a Table of Contents. Just click on
page with page 1
‘References’ and look to the far left hand corner for the relevant icon.
numbers
• If you’re not so tech savvy, simply record where each new section starts
and type out the table of contents page manually.
METHODOLOGY
• 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
Data collection
to the rest of the population. Thus, you must choose a representative
method is clearly
sample. Make sure to take a mix of gender if you are studying a co-ed
described, 2
institution and want the information to be related to everyone there.
appropriate and
• Be sure to discuss your sample and sampling method with your teacher
without flaws
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
Go down deep enough into anything, and you will find Mathematics.
– Dean Schlicter
Charyl Gordon-Brown is on the staff of Mannings School " Email: charanbrown@gmail.com


SOCIAL
STUDIES Lesson 2
with
Charmaine Fuller-Wallace
OVERVIEW OF THE SOCIAL STUDIES

SYLLABUS (continued)
DEVELOPMENT AND USE OF RESOURCES • Major stages in the integration movement
• Areas of regional integration
• Definition of key concepts: resources, human • Factors which promote and hinder regional
resources, physical resources, work integration
• Importance of developing our human resources • Benefits of regional integration
• The role of citizens, businesses and governments in
HUMAN RESOURCES the integration process
• Factors that contribute to the development of
• The role/functions of regional agencies in the
human resources
integration process
• Work: importance of work, types of workers
• The Labour Force: causes, effects of unemployment
and solutions SECTION B: COMMUNICATION, TOURISM
• Types of unemployment and CONSUMER AFFAIRS
• Underemployed and unemployable
• Population: structure and characteristics, population
NOTE: Not all areas of the syllabus will be covered.
distribution and population density
However, every effort will be made to cover the
• Population Movement: migration, immigration,
critical areas. The focus for this academic year
emigration, urbanisation
will be:
PHYSICAL/NATURAL RESOURCES
• Types of physical resources 3 Some areas of Section A as well as Section B
• Location, uses and misuses of the major natural (Communication) of the Syllabus.
resources in the Caribbean 3 Multiple-choice items and short-answer questions
• Pollution: causes, effects, solutions covering Sections A and B
3 How to answer essay questions
REGIONAL INTEGRATION
3 Organization of the School Based Assessment.
• Concepts associated with regional integration such
as integration, regional integration, bilateral
agreement, multilateral agreement JOL SOCIAL STUDIES continues on next page
JOL SOCIAL STUDIES continued from previous page
CSEC SOCIAL STUDIES • The SBA should be completed over a period of time
under the guidance of the teacher. Dividing the SBA
SCHOOL BASED ASSESSMENT (SBA)
into different tasks can also be helpful in organizing
the Research project.
THE REQUIREMENTS OF THE SCHOOL BASED ASSESSMENT
• The SBA is marked out of 40 and has the following
Please Read Carefully weighting:
• The word limit for the Social Studies SBA is 1000

words. This word limit excludes the ITEM WEIGHTING
acknowledgement, content page, pictures, charts,
diagrams, graphs, bibliography/reference and Statement of the Problem 2
appendices
Reason/s for choosing the Topic 2
• 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, Method of Investigation 2
Times New Roman or Arial (do not use Arial Black or
other font types that sometimes makes it difficult Data Collection Instrument 4
to read). Stick to only one type of font and font size
as much as possible. Procedures Used for Data
2
Collection
• The Research must be written in the past tense.
When writing the SBA, DO NOT USE the first-person Presentation of Data 6
discourse, for example: ‘I’ or ‘me’ instead use terms
such as ‘the researcher’, ‘the writer’, or ‘the Analysis and Interpretation of
investigator’. 8
Data
• The source for bar and pie charts and tables or any Findings 3
other appropriate presentation method must be
shown. This should be shown as fieldwork, date and Recommendations and
year beneath each diagram. This is a strategy to 3
Implementation Strategy
decrease plagiarism and reinforce proper research
ethics. All diagrams must be in a box and properly Writing Skills 4
labelled.
• Pages must be numbered and there should be a Overall Presentation 4

header on each page with a shortened version of the
topic in all Caps. For example: “UNEMPLOYMENT: TOTAL 40 MARKS
CAUSES, EFFECTS AND SOLUTIONS”.
• There is no need to include an introduction after the

acknowledgement. JOL SOCIAL STUDIES continues on next page
SOCIAL STUDIES
EXAMPLE
SCHOOL BASED ASSESSMENT (SBA) GUIDELINES
Topic: Single Parent Families in the community of
TOPIC Special Street, St. Elizabeth: reasons for the
level, problems faced, and solutions.
The topic must be written in a statement format and must
target a specific group in a specific area. Problem Statement: Single Parent Families seem to
be a growing problem in the community of Special
Street, St. Elizabeth. This SBA therefore seeks to find
EXAMPLE answers to the questions outlined below.
1. What are the factors that contribute to the
3 Single Parent Families in the community of increasing level of single parent families in the
Special Street, St. Elizabeth: reasons for the community?
level, problems faced, and solutions. 2. What are the problems faced by single parent
families in the community?
3 Street children in the Wakefield area: causes, 3. What can be done to reduce the problems faced
problems faced and solutions to the problem. by single parent families in the community?
TASK 2: REASON FOR CHOOSING THE TOPIC

TASK 1: PROBLEM STATEMENT (2 marks) (RATIONALE) (2 marks)
The following should be taken into consideration when This is the reason for choosing the topic. Students should
writing the Problem Statement. give a brief overview of the topic as well as an explanation
• It is an action research; ensure that the topic is a as to the reason/s for choosing the topic. Also include brief
problem that exists in your school / community. information about the area where the study/research will
take place. The following must be included before giving
• It must be in the form of a question.
the reason/s:
• 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. area or institution where the problem will be
• Even though CXC marks for only one question it is investigated, that is, urban/rural community/area
advised that you have about two or three. or educational/health institution. Remember you
• Ensure that the problem statement/s is/are clear, are allowed to name places but not institutions.
specific and measurable.
For example:
A prominent high school in St. Elizabeth Jamaica/rural St.
Problem Statement Questions can focus on: Ann or Street children in Halfway Tree, St. Andrew
• Causes/reasons for factors that contribute to the
level • An estimate of the population in the community/
• Effects/consequences area or institution (this must be realistic).
• Solutions
• Level JOL SOCIAL STUDIES continues on next page
• 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 can be obtained from
For example: ‘googlebooks.com’.
3 What was observed
3 What was heard and from whom If sources are used:
3 Include mass media broadcast on the issue,
3 start by saying “According to Blake (2014)
if any.
questionnaires have a number of advantages, these
include:” OR
EXAMPLE
The area under investigation is Special Street, a small 3 After justifying why you choose the method, put the
urban community in St. Elizabeth, Jamaica with source at the end of the last word in bracket like this
approximately 210 households and 400 persons. A (Blake, 2014).
number of households in the community seem to be
headed by one parent, mainly females. Lee (2005) IMPORTANT: When justifying the method used,
defines a single-parent home as a household in which write only the advantages. Do not write
one biological or adoptive parent raises at least one the drawbacks/disadvantages of the
child under 18 years of age without the presence of a method selected and do not compare with
second adult. As a child growing up, the researcher another method.
has observed that there seems to be an increase in
the number of persons who are from single parent
households in the community. Also, there have been EXAMPLE
many articles in the print media that speaks about In order to obtain information, the writer used
the increasing number of single parent households, printed questionnaires as participants could state
mainly headed by females, in Jamaica as well as the their opinions with privacy. Ramsawak and Umraw
wider Caribbean. These reasons motivated the writer (2010) stated that questionnaires:
to conduct this survey. save money and time;
give people time to think before they write their
answers;
reduce interviewing bias as respondents are not
TASK 3: METHOD OF INVESTIGATION (2 marks) influenced by the researcher;
and it allow the researcher to gain information
Students can use one or more than one method/ instrument from a large number of people in a relatively short
period of time.
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 choice. Your responses MUST 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 Charmaine Fuller-Wallace

Wikipedia and articles that ends with ‘.com’ unless you " Email: charmief2@yahoo.com
are absolutely sure that these articles are creditable.

INFORMATION
TECHNOLOGY Lesson 2
with
Shandeen Robinson-White
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’.
Lesson Objective:
! To review basic questions asked on computer

hardware and software
EXAMINATION STRATEGIES
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 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.
TYPICAL QUESTIONS TESTING HARDWARE AND SOFTWARE

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

JOL INFORMATION TECHNOLOGY continued from previous page
Typical command terms used include:
1. List 2. Name 3. State 4. Arrange 5. Give 6. Identify
Look at the following examples:
EXAMPLE 1
Instruction: Name ONE example of an operating system software for personal computers (1 mark)
Question analysis
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 8 or Linux.
NOTE: 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 Even though it is a simple question, it is very easy to lose that one mark.
to
note It could be the difference between a grade one (1) and a grade two (2).

EXAMPLE 2 EXAMPLE 4
State TWO functions of an operating system (2 marks) Tick the box which best describes each of the following
items. (4 marks)
Question analysis
Command term used was ‘State’. Two marks meaning 2 HARDWARE SOFTWARE
different functions.
Spreadsheet
Answers include: user interface, memory management or
file management (any 2).
RAM
Again, there is no need to explain what is meant by

user interface. However, you could state ‘provides Database
user interface’.
Plotter
EXAMPLE 3
Question analysis
State the difference between simplex and half-duplex data
transmission (2 marks). The four (4) marks indicate that you need to tick 4 boxes.
As the verb suggest, tick (3) do not put an X. The question
Question analysis is testing whether you are able to differentiate between
hardware and software component (basic knowledge).
Even though this question values 2 marks, you will need
to write more than 2 words. The examiner will be looking
Answer:
for specific phrasing or wordings in your response.
For example, simplex transmission allows data to be HARDWARE SOFTWARE

transmitted in one direction only, while half-duplex
transmission allows data to be transmitted in both
directions but in only one direction at a time. Spreadsheet 3
The key phrases are: RAM 3
1. one direction only Database 3
2. both directions
Plotter 3
However, you need to be clear as to which is which. Do not
say one transmits data in one direction only. The examiner
will assume you are guessing, and you lose the mark. JOL INFORMATION TECHNOLOGY continues on next page
Operating Systems 1 - Introduction
EXAMPLE 6
Complete the sentences below using items from the list. Some words will not be used.
a bar code reader OMR MICR
a magnetic stripe reader a scanner a data logger
a simulation validation a biometric system
(a) Captures images directly into the computer ______________________________________________________________________.
(b) Data from a cheque is input using ________________________________________________________________________________.
(c) Data from a tin of beans in a supermarket is input using ________________________________________________________.
(d) Inputting pencil marks from exam papers is done using ________________________________________________________.
(e) Uniquely identifies individuals as a form of security measure ___________________________________________________.

[5 marks]
Question analysis
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.
Answers:
(a) A Scanner (b) MICR (You do not need to write what MICR stands for in this case)
(c) A bar code reader (d) OMR (e) A biometric system

Hardware and Software

HUMAN & SOCIAL
BIOLOGY Lesson 2
with
Leroy Munroe
INTRODUCTION
(CONTINUATION 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.
4. Respiratory system
a) Explain the importance of breathing in humans
b) Relate the structures of the respiratory tract to their
functions; a diagram of the system should be drawn
c) State the factors affecting rate of breathing; these
include exercise, smoking, anxiety, drugs,
5. Skeletal system
environmental factors, altitude, and weight
a) Identify the major bones of the skeleton; cranium,
d) Explain the concept of vital capacity; tidal air,
clavicle, scapula, vertebral column, humerus, radius,
residual air, includes instrument used to test vital
ulna, rib cage, sternum, pelvic girdle, femur, tibia,
capacity
fibula
e) Distinguish between gaseous exchange and b) Relate the structure of the skeleton to its function;
breathing; inclusion of gaseous exchange in the movement, protection, support, breathing,
alveoli; diagram of alveolus required production of blood cells
f) Identify characteristics common to gaseous c) Relate the structure of a typical bone to its
exchange surfaces functions; diagram of long bone required (internal
g) Differentiate between aerobic and anaerobic view)
respiration d) Distinguish between bone and cartilage; comparison
h) Explain the role of adenosine diphosphate (ADP) and of characteristics of bone and cartilage
adenosine triphosphate (ATP) in the transfer of e) Explain the importance of cartilage
energy f) Distinguish between tendons and ligaments;
i) Explain the technique of mouth-to-mouth comparison of characteristics and functions of
resuscitation tendons and ligaments
j) Explain the effects of cigarette smoking; Effects of g) Identify a hinge joint, fixed joint and a ball and
smoking as it relates to nicotine addiction, damage socket joint; diagrams required
to the lungs, carcinogenic properties and reduction
in oxygen-carrying capacity of the blood JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
h) Describe movement in the hinge and ball and socket c) Related disorders such as ovarian, cervical and
joints; diagrams required; thickness of walls, size of prostate cancer
lumen, presence or absence of valves d) Describe the menstrual cycle; use of diagram for
i) Identify the biceps and triceps of the upper arm; illustration; include role of the hormones; follicle
diagrams required; points of origin and insertion stimulating hormone (FSH), luteinising hormone
(location and definition) (LH), oestrogen and progesterone
j) Explain how skeletal muscles function in the e) Explain ovulation, fertilisation, implantation and
movement of a limb; diagrams required. development of the embryo; a diagram of the foetus
in the uterus should be observed, role of placenta,
k) Identify the role of antagonistic muscles in the
umbilical cord, and amniotic sac
development of limbs; effect of exercise - muscle
f) Describe the birth process; diagrams of the
tone
processes should be observed
l) Explain the importance of locomotion to man g) Outline the importance of prenatal care; importance
m) Evaluate the factors which adversely affect the of ante-natal and post-natal care including the
skeletal system; include posture and poor footwear advantages of breastfeeding
(misalignment of ankle) h) Explain how birth control methods prevent
pregnancy; natural, barrier, hormonal and surgical
6. Excretion and Homeostasis methods
a) Explain the importance of excretion in human i) Explain the advantages and disadvantages of birth
beings; include definition of excretion control methods; the use of condoms to prevent STIs
b) Explain the roles of the organs involved in excretion; j) Discuss the issues related to abortion; include
lungs, skin and kidney; examples of metabolic waste spontaneous abortion (miscarriage)
c) Relate the structures of the kidney to their k) Reasons for abortion; advantages and disadvantages
functions; diagram of the internal structure of the of abortion
l) Explain the importance of family planning; social
kidney should be drawn, structure and function of
and economic implications
the nephron; a diagram should be drawn, selective
re-absorption of substances; how urine is made,
look at renal dialysis. SECTION C
d) Relate the structures of the skin to their
functions; diagram should be drawn
Heredity and variation;
1. Definition, process and importance of mitosis and
e) Definition of homeostasis; examples of homeostasis
meiosis, stages should be drawn
f) Explain the concept of negative feedback
2. Importance of genetic variation to living organisms
mechanism, include regulation of CO2
3. Distinguish between genetic and environmental
g) Describe the regulation of blood sugar; explain the variations
role of insulin and glucagon 4. Explain the inheritance of a single pair of
h) Distinguish between heat and temperature characteristics (monohybrid inheritance). This
i) Describe the regulation of temperature should include explanation of the genetic terms and
drawing of genetic diagrams e.g (Punnett Square)
7. Reproductive system 5. Inheritance of sex (gender) in human beings
a) Distinguish between sexual and asexual reproduction; 6. Genetic engineering, looking at both advantages
including advantages and disadvantages and disadvantages, this should include recombinant
b) the structure and function of the reproductive systems DNA in the manufacturing of insulin; its application
in human beings; include the structure of the gametes to the production of food and medicine
(egg and sperm cells), diagram of both male and
female systems should be drawn and labelled JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
SECTION D SECTION E
Disease and its impact on humans The impact of Health Practices on the Environment
1. Define the terms health and disease 1. Define pollution and identify pollutants in the
2. Classification of diseases e.g. infectious, nutritional environment (domestic, industrial and agricultural).
deficiency, mental, self inflected etc. 2. State the effects of water and air pollution
3. State the main causes, signs/symptoms and possible 3. Discuss the effects of pollution on humans and the
treatment of asthma and how it affects the environment
respiratory tract 4. Use a diagram to describe the water cycle
4. State the causes, sign/symptoms, treatment and 5. Identify ways of purifying water in the home, look
prevention of chronic life style diseases such as at the experiment on how to test water for bacteria
obesity, diabetes type 1 and 2, cardiovascular 6. Describe the processes involved in large scale water
diseases (coronary heart diseases and hypertension) purification
5. State the importance of exercise and diet 7. How human activities impact water supplies and
6. Discuss the causative agent, signs, symptoms, why contaminated water is detrimental to human
prevention and control of the following diseases: beings
influenza, bronchitis, pneumonia, gonorrhoea, 8. Differentiate between proper and improper sewage
syphilis, herpes, HIV/AIDS, malaria, cholera, typhoid, disposal and the impact of improper sewage
ringworm, tuberculosis, gastroenteritis, ringworm, disposal practices
dengue and leptospirosis 9. Compare the biological filter and active sludge
7. Describe the effects of sexually transmitted methods in the treatment of sewage
infections on a pregnant mother and the foetus, and 10. The function and importance of the different parts
discuss the impact of diseases on the human of pit latrines and why siting of pit latrines are
population, mainly socio- economic implications important
8. Explain the effects of vectors on human health 11. Describe landfills and their importance to the
9. Describe the life cycle of both mosquito and housefly Caribbean
10. State how and why persons should maintain 12. Differentiate between a landfill and a dump
personal hygiene including advantages and disadvantages of each
11. Explain the methods used to control the growth of 13. Look at the impact of solid waste on the
micro-organisms environment and analyse measures used to control
12. Define sterilization and methods of sterilization e.g. solid waste volumes (recycle, reuse, reduce)
Boiling, canning, autoclaving, ultra-high 14. State the difference between biodegradable and
temperature. non-biodegradable giving examples of both
13. Distinguish between disinfectants and antiseptics,
immunity and immunization and vaccine and
vaccination NOTE It is important that candidates
14. Explain the use of common antibiotics and cover sections D and E of the
syllabus, since these sections
anti-fungal agents.
are usually tested on the exam.
15. Define the terms antibiotics, antigen, antibody and
anti-toxin
16. Explain the different types of immunity
Leroy Munroe is on staff of the
17. Discuss the use and misuse of drugs and the social
Trench Town Polytechnic College
effects misuse of drugs may have on the individual,
" Email: leroy_munroe@yahoo.com
family and community

PRINCIPLES OF
BUSINESS Lesson 2
with
Hilary Bassaragh
THE NATURE OF BUSINESS
With indirect satisfaction, the producers of goods and

In today’s lesson, we will cover the following:
services are not the same as the consumers of thesegoods
and services, because of the process of exchange. For
1. Role of business in a community
example, I may produce bananas, but through the exchange
2. State reasons why an individual may want to process I may be able to consume or utilize bread also.
establish a business
As time went on, societies became more complicated and
3. Explain terms and concepts related to business the wants of individuals increased. People had the desire
to improve their lifestyle through satisfying a greater
number of their wants. In 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
Have you ever wondered if life could be simpler and ! where to locate
healthier? Why do we have so many non-organic products
! where to source raw material/finished goods
and why is everything mass produced? If you look at the
origins of man’s existence, life was much easier as he ! where to get assets
would engage in direct production, which is, producing
! Where to source capital
enough goods that would satisfy those of the immediate
household. If by chance there was a surplus, it was always ! How many persons will I need to start production
insignificant and was exchanged locally. As time went on,
! What laws exist that will prevent me from starting
man was able to improve his way of life with the creation
a business
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 indirectly through the process of exchange. JOL PRINCIPLES OF BUSINESS continues on next page
JOL PRINCIPLES OF BUSINESS continued from previous page
BUT WHY A BUSINESS?
1. Independence, having your own hours and being your own boss.
2. Money- the ability to use your skills to make your own money and it all belongs to you.
3. 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.
SO, WHY TAKE THE RISK?
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 relying on each other for 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.
BUSINESS TERMS
Most businesses, despite size either provide a service or product. What are these?
Products – Another name is a good or stock. 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.
A service is experienced. There are two types: direct or personal services, e.g. teaching, and impersonal services, e.g.
insurance.
Producer: 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.
Market - a market is a situation in which buyers and sellers communicate for the purpose of buying goods and services.
There are four elements of a market: buyer, seller, goods/services and price.
Business – another name is a company, firm or venture.
JOL PRINCIPLES OF BUSINESS continues on next page

JOL PRINCIPLES OF BUSINESS continued from previous page
Owner – 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.
Profit – 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 - Trade refers to the exchange of goods and services directly (barter) or indirectly (using money) whether internally
(within the country) or internationally (among countries).
Capital – money used to start a business.
Loss - Loss is the opposite of profit. The term ‘loss’ means that after paying the bills you had to take money out of your
pocket to make up the difference of the bills. To stay in business he/she may borrow or invest personal funds to keep
it going. Continued loss may result in the business closing down.
Exchange: 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.
Commodity: A commodity is a product, especially a good rather than a service.
Labour: 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 get the same amount of money.
Income: 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.
Assets: anything the business owns or uses to earn cash.
WHAT IS THE ROLE OF THE BUSINESS IN SOCIETY?
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
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?
But why do businesses fail? That is one of the questions that will be answered next lesson.
Hilary Bassaragh is on the staff of The Queen’s School

" Email: ac_teacher@yahoo.com

PRINCIPLES OF
ACCOUNTS Lesson 2
with
Tedmore Clarke
CLASSIFICATION OF ACCOUNTS
IMPORTANT ADVISORY
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 and
profit and loss account) and a statement of financial position (balance sheet).
CLASSIFICATION OF ACCOUNTS
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.
Personal 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).
Nominal Accounts 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.
NOTE: The Capital account and the Drawings account may be seen as special types of personal accounts representing
the proprietor (owner of the business).
JOL PRINCIPLES OF ACCOUNTS continues on next page

JOL PRINCIPLES OF ACCOUNTS continued from previous page
TUTORIAL NOTES
ACCOUNTS 1. ‘Balances’ refer to balances brought down (b/d)
unless otherwise indicated.
2. Both carriage inwards and carriage outwards have
debit balances as they are both expenses. Carriage
PERSONAL ACCOUNTS inwards is charged to the trading account because
IMPERSONAL
(debtors it is directly related to the buying of goods and may
and creditors) ACCOUNTS
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
NOMINAL ACCOUNTS accordingly charged to the profit and loss account.
REAL ACCOUNTS
(revenues and
(tangible assets) expenses) The Impact of Profit or Loss and Drawings on Capital
Can the Cash Account have a Credit Balance? Where the firm makes a profit for a particular accounting
period, this profit is viewed as ‘interest’ earned by the
It is not possible for the cash account to have a credit
proprietor on his investment, thereby increasing his
balance because cash cannot be spent if it’s not available;
overall investment in the business. Accordingly, any net
the cash must be physically handed over in order to
profit (also called net income) earned should be added to
complete the payment. It is therefore incorrect to show a
the capital of the business. However, a net loss (like
credit balance on the cash account. Note, however, that
drawings) will reduce the proprietor’s overall investment
the bank account may show a credit balance. This is called
an overdraft and comes about because the bank has in the business and should therefore be deducted from the
allowed the proprietor to pay out more money than he capital of the business.
had in his current account.
FINANCIAL STATEMENTS OF
Accounts and their Balances
SOLE-TRADERS
The financial statements (also called the final accounts) of
Purchases
a sole-trader will usually consist of a Trading and Profit
Losses
Expenses and Loss Account (also called the Income Statement) and
Assets DEBIT BALANCES a Balance Sheet (also called a Statement of Financial
Drawings Position). The trading and profit and loss account reflects
Sales Returns the profitability position of the business for a particular
(Returns Inward) 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.
FINANCIAL STATEMENT FORMATS
Capital
The final accounts of a business may be presented using
Liabilities
any one of two formats: The Horizontal Format or the
Income/Revenues
Vertical Format. Illustrations in these lessons will utilize
Profits CREDIT BALANCES
Provisions the VERTICAL FORMAT, which is the more popular.
Returns Outward
(Purchases Returns) JOL PRINCIPLES OF ACCOUNTS continues on next page
VERTICAL FORMAT FOR THE TRADING AND PROFIT AND LOSS ACCOUNT
Where the trading and profit and loss account (income statement) is prepared vertically, the following outline should
be displayed:
Net Sales
Less Cost of Goods Sold
[=] Gross Profit/(Loss)
Add Other Revenues
[=] Total Gross Income
Less Expenses
[=] Net Profit/ (Loss)
TUTORIAL NOTE: Gross Profit is also called Gross Income and Net Profit, Net Income.
VERTICAL FORMAT FOR THE BALANCE SHEET
The first total for the vertical balance sheet (or statement of financial position) is obtained by using the
following outline:
Fixed Assets
Add Working Capital (Current Assets Less Current Liabilities)
[= Total #1]
The second total, which must be equal to the first (above) is then obtained as follows:
Closing Capital/Owner’s Equity
Add Long-Term Liabilities
[= Total #2]

A specimen for the complete income statement is as follows:
John Brown
Trading and Profit and Loss Account for period ended … .
Net Sales/Turnover:
Sales xx
Less Returns Inward/Sales Returns xx
Net Sales xx
Less Cost of Goods Sold/Cost of Sales:
Opening stock/Inventory xx
Add Net Purchases:
Purchases xx
Add Carriage Inwards/Carriage on Purchases xx
Gross Purchases xx
Less Returns Outward/Purchases Returns xx
Net Purchases xx
Cost of Goods Available for Sale xx
Less Closing Stock/Inventory xx
Cost of Goods Sold xx
Gross Profit/(Loss) xx
Add Other Income/Additional Revenues:
Rent Received/Rent Revenue xx
Commissions Received/Commission Revenue xx
Interest Received/Interest Revenue xx
Discounts Received/Discount Revenue xx
xx
Total Gross Income xx
Less Expenses:
Carriage Outwards/Carriage on Sales xx
Discounts Allowed xx
Commissions Paid xx
Interest Paid xx
Rent, Rates and Insurance xx
Wages and Salaries xx
Motor Expenses xx
Office and General Expenses xx
Light, Heat, Petrol, Oil and Fuel xx
Sundry Expenses xx
xx
Net Profit/(Loss) xx
==
TUTORIAL NOTE:
Instead of beginning the income statement with the phrase “Net Sales”, some teachers prefer to identify it after the
subtraction of “Returns Inward”. Either way is acceptable. It is also not compulsory to include the phrase “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 … .
Fixed Assets (Non-current Assets):
Premises (Land and Buildings) xx
Fixtures, Fittings, Furniture and Equipment xx
Plant and Machinery xx
Motor Vehicles xx
Total Fixed Assets xx
Add Working Capital:
Current Assets:
Closing Stock/Inventory xx
Debtors/Accounts Receivable xx
Bank xx
Cash xx
Total Current Assets xx
Less Current Liabilities:
Creditors/Accounts Payable xx
Short-Term Loans xx
Bank Overdraft xx
Total Current Liabilities xx
Working Capital/Net Current Assets xx
xx
==
Financed By:
Capital Employed/Closing Capital/Owner’s Equity:
Opening Capital xx
Add Net Profit/Less Net Loss xx
xx
Less Drawings xx
Closing Capital xx
Long-term Liabilities/Non-current Liabilities:
Mortgage xx
Other Long-term Loans xx
Total Long-term Liabilities xx
xx
==
TUTORIAL NOTE:
Long-term liabilities may be shown as a deduction from the assets instead of as part of financing.
It is also not compulsory to include the phrase “Add Working Capital” or label the totals for the different
categories of assets or liabilities.

ORDER OF PERMANENCE VS ORDER OF LIQUIDITY
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: tedmoreorless@hotmail.com
LECTURE SERIES (3rd Edition)

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T ODAY !

INTEGRATED
SCIENCE Lesson 2
with
Michelle Smith-Henry
MATTER PART 1
Welcome everyone to our set of two lessons on the unit of matter. In our first lesson we will be looking at the structure
of unspecialized plant and animal cells, explaining the functions of most of these structures and discussing the
importance of selected microbes.
CELLS
As we look around we see many living organisms that are composed of basic units (building blocks) known as cells.
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 organelles
that allow the cell to live and carry out its purpose. Below are diagrams of unspecialized plant and animal cells.
DIAGRAM SHOWING AN UNSPECIALIZES ANIMAL CELL
JOL INTEGRATED SCIENCE continues on next page

JOL INTEGRATED SCIENCE continued from previous page
DIAGRAM SHOWING AN UNSPECIALIZES PLANT CELL
The nucleus 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 cytoplasm is the gelatinous fluid taking up most of the cell. It is made up of 70% water.
The cell membrane is a thin layer surrounding 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 mitochondrion is the sausage-shaped organelle of a cell. Also known as the
‘powerhouse’ of the cell.
Ribosomes are tiny ball-shaped organelles found in a cell. They may or may not be attached to the endoplasmic
reticulum. A small vacuole is a fluid-filled round organelle found in animal cells. They are usually temporary. A large
vacuole is a fluid-filled irregularly shaped organelle found near the centre of plant cells. They are usually permanent.
Chloroplasts are the small round organelle containing a green pigment known as chlorophyll that absorbs energy from
the light of the sun. The cell wall 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 :
CELL STRUCTURES FUNCTIONS
Controls all the activities of the cell and contains chromosomes (genetic
Nucleus
material) consisting of DNA which carries information about the cell.
Cytoplasm 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 –
Cell Membrane smaller molecules like water, carbon dioxide and oxygen and is
considered partially permeable.
Mitochondrion Site where energy is released from glucose during the process of respiration.
Ribosome Site where proteins are synthesized in the cells of plants and animals.
For storing water and solutes like glucose (food nutrients) and carbon
Small Vacuole
dioxide (waste).
Large Vacuole For storing dissolved substances like sugars. This fluid is called cell sap.
Strengthens the plant cell and gives it shape. Allows substances of any size
Cell Wall
through – fully permeable.
Chloroplast Site where food is manufactured during the process of photosynthesis.

ACTIVITY 1
Complete the following crossword. Read each clue very carefully.
Across:
1. THIN COVERING OF ALL CELLS
3. SPHERICAL ORGANELLE THAT IS THE BRAIN OF THE CELL
7. MATERIAL THAT CONTAINS GENES
9. ORGANELLE IN CELLS THAT LOOKS LIKE A CYLINDER
Down:
1. GREEN ORGANELLE FOUND IN PLANT CELLS THAT IS ROUND AND SMALL
2. ROUND ORGANELLE FOUND IN ALL CELLS THAT IS TINY
4. MATERIAL FOUND IN OUTER COVERING OF PLANT CELLS WHICH IS TOUGH AND ELASTIC
5. FLUID-FILLED ORGANELLE THAT IS LARGE IN PLANT CELLS BUT SMALL IN ANIMAL CELLS
6. PIGMENT WHICH TRAPS ENERGY FROM THE LIGHT OF THE SUN
8. GELATINOUS MATERIAL FOUND IN THE CELL
10. OUTER COVERING OF PLANT CELLS WHICH IS THICK

MICROBES FUNGI
As we go from day to day, we are Some fungi are unicellular (single-celled) like yeast. These fungi reproduce
exposed to many different asexually by budding. Other fungi are multicellular like mushrooms – largest
micro-organisms like bacteria, fungi, of the fungi and moulds. They are composed of branching filaments (long
protists and viruses. Most of them threads) called hyphae and they reproduce asexually using spores. Fungi are
have positive and/or negative effects decomposers. Mushrooms, also known as toadstools, have a complex shape of
on our bodies and the environment. 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
BACTERIA foot. Likewise, some fungi are useful. They are used in the food industry for
bread production (yeast), used in the production of alcoholic beverages during
The cells of a bacterium have a cell fermentation, 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), Drawing
and may be enclosed in a capsule. showing
Bacteria comes in three main shapes; a Bacterium
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. Antibiotics like
penicillin can be used to kill these
bacteria. However, some harmful Drawing
bacteria have become resistant to
some drugs as they can alter the
showing
genes on their chromosomes. a Fungus
(mushroom)
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 JOL
proteins. Bacteria are also used in the
INTEGRATED
manufacture of cheese and yoghurt, in
SCIENCE
genetic engineering and are used at
continues on
water treatment plants to break down
next page
harmful substances in sewage.
All About Cells and Cell Structure: Parts of the Cell for Kids - FreeSchool
2. Beside the following write bacteria, fungi, yeast,

ACTIVITY 2
mushrooms or viruses.
1. The cell below was drawn by a fourth form student a. Used for baking bread. _____________________
after viewing under a microscope.
b. They have neither
nuclei nor cytoplasm. _____________________
c. Cause herpes and polio. _____________________
d. Used to manufacture cheese. _____________________
e. Have cell walls but no nuclei. _____________________
f. Cause tetanus and cholera. _____________________
g. Used to produce penicillin

(medicine). _____________________
h. They are all harmful. _____________________
i. Cause athlete’s foot. _____________________
j. Used to create genetically

Figure 1 modified food. _____________________
k. Eaten on salads and pizza. _____________________
a. Identify the parts labelled A to G. l. Causes food poisoning

in children. _____________________
m. Used to make beers

b. What kind of cell is it? Give a reason for your and wines. _____________________
answer.
n. Have complex filaments. _____________________
Remember our theme. Until next time everyone.

c. 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: chellysmithus@gmail.com
d. State the functions of A, B, C, D and G.

ENGLISH
LITERATURE Lesson 2
with
Simone Gibbs
PROSE FICTION
Good day to you all. Thanks for joining me for 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 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.
SAMPLE QUESTIONS
As you may already know, you will be examined on the
three genres of literature (drama, poetry and prose) with Read the following passages carefully and select the BEST
the use of material that you are not likely to have seen answers from the options provided.
before (that is, material that will NOT be taken from any
of the prescribed texts). You will get sixty (60) multiple Passage 1
choice questions – twenty (20) from each genre. 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 of prose in Section C. There will be ten the smells from the kitchen floated upstairs to meet him.
Ackee and saltfish - his favourite. He could smell fried ripe
(10) questions on each stimulus.
plantains as well. Without a doubt, he had the best
mother in the world. She really knew how to make his
For today’s lesson, I will concentrate on Section C – prose day. She couldn’t have prepared a better breakfast on a
fiction. 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. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
“Kamau! Yu naah get up outa di bed?” His mother’s “Hurry up an’ eat, Kamau. Yu don’t want to be late. Plus
commanding voice seemed to take hold of him. He didn’t yu know yu fawda is gonna take you there and he doesn’t
need much convincing. Kamau jumped out of bed and ran like to wait on anybody,” his mother said. She was right.
down the stairs, ready to dive into what he knew would Most times Mr. Williams was as grumpy as an old bear and
be a sumptuous meal. twice as mean. Kamau often wondered how a woman
who was as sweet and kind as his mother could have
“Wha happen, yu did plan fi stay inna di bed whole day? married a man like his father. Opposites must really
Yu figet what day this is?” his mother asked. attract. According to his mother, (whose pet name was
Megzie, although her correct name was Elaine) his father
“Figet?” Kamau asked incredulously. “That is not possible, (Barry) wasn’t always so serious. There was a time when
Mother,” he smiled his arresting smile. He knew it would he laughed a lot and was more easy-going. As the years
soften her. Mrs. Williams smiled back. She was never one progressed and he took on the responsibilities of being the
head of a family, he had become more serious. Often, his
to be stern for a long time. That role belonged to his
mother told him that he was a lot like his father. He
father.
couldn’t disagree with her more.
“Sit down an’ eat yuh breakfast.” He obeyed. As he sat,
Once again, he did as he was told; he quickly finished his
Mrs. Williams placed a plate before him on the table. It
breakfast and placed the plate and mug into the sink. He
was filled with ackee and saltfish, cooked up with onions,
then raced upstairs to get ready. At the top of the stairs
scotch bonnet pepper and tomatoes, just the way he liked
he saw his father. He was already dressed.
it. Next to the mound of ackee and saltfish were two large
fried dumplings, his second favourite food in the world. “I “Morning, Daddy!” The man grunted in reply. Sometimes
am truly blessed,” Kamau thought as he shoved the fork he felt that his father didn’t like him. It didn’t matter. Why
into the ackee and saltfish and shovelled some into his should today be different from any other day? He decided
mouth. He drank some of the ginger tea that was in the that he was not going to allow his father’s foul mood to
mug beside his plate. Not only did Mrs. Williams enjoy upset him. Not today. Kamau breezed past him and
cooking and feeding her family, but she enjoyed eating as headed for the bathroom.
well. In fact, it seemed to Kamau that his mother had
gained quite a bit of weight lately. Last week, one of the Finally, he was ready. He took one last look at himself in
church members who had migrated to the United States the mirror and smiled his winning smile. Then he raced
had returned home for a visit. When she saw Mrs. Williams downstairs to find both his mother and father waiting. His
in the church yard she had said to her “Congratulations! mother seemed a little anxious. His father seemed to be
Is when yu due? A hope you get the girl dis time.” It had angry. Kamau ran past them, out through the door and
taken a split second for Mrs. Williams to realise that the headed towards the car.
woman thought that she was pregnant because of her
appearance. As was typical of her, she burst out laughing “What yu all waiting on? Come on, I don’t want to be late.”
and quickly corrected the woman. She rarely took offence. Mr. Williams stared at his son with daggers. Mrs. Williams
couldn’t help herself, she smiled. All three got into the car.
There it was again, that bird singing that beautiful song
in the morning. What kind of bird was it anyway? Kamau Excerpt from “Kamau’s Discovery Day”
didn’t know. All he knew was that the cheerful sound of Story written by Simone C. Gibbs
the bird was a perfect accompaniment to this wonderful
day. JOL ENGLISH LITERATURE continues on next page
7. What does the constant singing of the bird suggest?

SAMPLE QUESTIONS
(a) something positive is about to happen
(b) Kamau will soon become irritated with the
1. The first two sentences in the passage is an example of: sound
(a) Imagery (c) Kamau likes cheerful sounds
(b) Humour (d) the family had placed bird seeds and water
(c) Personification outside for the birds
(d) Simile
8. The literary device used in question seven (7) above is:
2. The mood in the first paragraph is BEST described as (a) Metaphor
one of: (b) Alliteration
(a) anticipation (c) Pathetic Fallacy
(b) joy (d) Irony
(c) relief
9. Creole is used in the passage:
(d) sadness
(a) because the author is aware that only
Jamaicans will be reading the story
3. When Kamau realised that he would be getting his
(b) because the author wishes to show everyone
favourite breakfast he felt that he was ‘truly blessed’.
that she is able to write in creole
One can say that he is: (c) only to create humour
(a) a jovial person (d) to make the characters seem real to the reader
(b) a thoughtful child
(c) aware of his family’s situation 10. Kamau’s father is described as being “as grumpy as an
(d) grateful old bear”. This is an example of:
(a) Rhyme (c) Personification
4. Mrs. Williams was not offended when the woman who (b) Simile (d) Contrast
had just returned suggested that she was pregnant
because of her appearance. Instead, she laughed. This Passage 2
implies that she is:
(a) pretentious “Lawd ‘ave mercy! Late again! A mus obeah dem obeah me!”
(b) easygoing Sophia thought as she hurried to work that morning. She had
(c) simple set her alarm 15 minutes earlier than the day before, but still
(d) too friendly she was going to be late. If it wasn’t one thing it was
something else. This morning, a policeman on a bike had
5. The BEST description for Kamau’s father is that he is: stopped the bus because the driver had gone through the red
(a) caring at the stoplight and was driving recklessly. Instead of simply
(b) irritable giving the driver a ticket and allowing them to continue on
(c) kind their way, the policeman hemmed and hawed, and twiddled
(d) sensitive his thumbs, apparently hoping that the bus driver would “do
some’mn fi himself.” When nothing was forthcoming, the
6. The relationship between Kamau and his mother is: ticket was issued anyway. By this time, 15 minutes had
(a) a harsh and difficult one passed. Now the traffic was terrible. Commuters were out in
(b) a boring one all their numbers making their way to their various
(c) one in which Kamau feels pressured all the destinations in the busy city of Kingston.
time
(d) a loving one that both of them seem to enjoy JOL ENGLISH LITERATURE continues on next page
Yesterday, she had arrived late to work because her only 11. Based on Sophia’s thoughts at the beginning of the
child was not feeling well, and when Latoya was ill she story, the emotion she is feeling is:
moved as quickly as molasses. So, Sophia had to get up and (a) anger (c) concern
do everything: make the breakfast, pack Latoya’s lunch, (b) worry (d) frustration
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 12. The policeman who stopped the bus:
school on time, then walk another ten minutes to another (a) was only doing his job
bus stop to catch the bus to work. All this, while the man (b) wanted the bus driver to give him some
she had taken on “for better or for worse” lay in the bed money
fast asleep. Clive had never felt the need to get up and help (c) was only concerned about the safety of the
Sophia on any given day, and after asking for help over the commuters on the street
years and repeatedly hearing “no”, she had long since (d) wanted to punish the driver for endangering
resigned herself to doing many activities alone. Thank God his passengers
for Latoya, who filled the void on many occasions.
13. The expression “for better or for worse” suggests that
The day before yesterday was her first day at work and she Clive and Sophia:
had simply miscalculated the time it would take to get to (a) have had some good times and some bad
work, as she had never been to the Richmond’s residence times
before. She was given an address by the woman at the (b) care for each other but dislike each other at
agency and told to be there by 8:00 a.m. sharp. When she the same time
saw the address she groaned inwardly: wasn’t this the (c) are married
same area where the news reported that a gang was (d) are opposites
operating and there had been several murders and
robberies of homes and people in recent times? In fact, 14. Clive can best be described as:
crime was so bad in the area, that the Citizens’ Association (i) lazy (ii) insensitive (iii) unwilling iv) tired
was offering a reward of $250,000 to anyone who could (a) (i) and (ii) only
provide information which led to the capture and arrest (b) (iii) and (iv) only
of any of the gang members. Just her luck! Still, she took (c) (i), (ii) and (iii)
the job, after all, nobody was handing her anything. She (d) all of the above
had to work in order to make two ends meet.
15. The statement “she moved as quickly as molasses” is
Having never been to the Richmond’s home before, Sophia
an example of:
did not know that public transportation stopped far short
(a) a paradox (c) humour
of the house. After getting off the bus at the closest point,
(b) a metaphor (d) imagery
she had to walk for another twenty minutes, mostly uphill,
before she got to the lavish six bedroom, four and a half
16. Based on recent activities in the area in which Sophia
bathroom dwelling that the Richmonds owned, in the
got the new job, she might feel:
community of Norway in the hills of St. Andrew.
(a) determined to work in this area
(b) afraid to go to work there
If she wasn’t in such a hurry she would have noticed the
(c) as if she is experiencing bad luck to get a job
exquisite homes surrounded by manicured lawns, lovely
in that area
lantanas and beautiful blossoming bougainvilleas in
(d) as if the agency could have placed her in
delightful hues. If only she wasn’t in such a hurry.
another location
Excerpt from “Sophia’s Time”
Story written by Simone C. Gibbs JOL ENGLISH LITERATURE continues on next page
17. The amount of money offered by the Citizens’ Association for the arrest and capture of the gang members shows
that the citizens:
(a) don’t respect the efforts of the police force
(b) are united and want to get rid of the criminals
(c) are frustrated and really want to rid the area of the criminals
(d) want everyone to know that they have a lot of money
18. The Norway community can be said to be:

(a) similar to the community in which Sophia lives
(b) a volatile area
(c) far away from civilization
(d) an upscale community where rich people live
19. Sophia’s life can be seen as:

(a) calm and easy-going
(b) frightening but exciting
(c) busy and strenuous
(d) miserable and unfulfilling
20. Identify the literary device found in the following – “lovely lantanas and beautiful blossoming bougainvilleas”.
(a) alliteration
(b) rhyme
(c) onomatopoeia
(d) hyperbole
ANSWERS
1. C 2. A 3. D 4. B 5. B 6. D 7. A 8. C 9. D 10. B
11. D 12. B 13. C 14. C 15. A 16. B 17. C 18. D 19. C 20. A
Simone Gibbs is on the staff of Calabar High School

" Email: simonecgibbs@yahoo.com
HEART CAREER TALK continued from previous page
www.jamaicaobserver.com
Article
with Career Development Services 2
THE NATIONAL TRAINING AGENCY
WHY IS CAREER DEVELOPMENT IMPORTANT?

Resource information: Reference to article 1 Why should career development be
a national concern?
Here are some other names of career professionals (see article 1)
The broad term given to all career professionals are Career Development is directly linked to learning
CAREER PRACTITIONERS and helps individuals focus on their personal
This is further broken down as: strengths. If all individuals were to choose
! Career educators ! Employment officers careers that match their strengths and interests,
! Career coaches ! Placement officers 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
ARTICLE 2 popular; having this information would prevent
us from choosing careers for which jobs are
Why is career development important?
difficult to find. It would be easier for persons to
find jobs or to start their own businesses.
Career development was once viewed as finding a job and growing to
A third way in which career development
the highest level of that job. The typical career for a person in the 1960s
benefits the country is that it promotes gender
and 1970s for example, usually lasted about 40 years and was usually
fixed in one industry or occupational area (teacher, doctor etc). equality, by teaching us that job opportunities
are open to both males and females. The world
With technology and the rapid changes taking place in the world of work, of work focuses on a person’s interest, skills and
this view point of career development has been forced to change. ability to do the job well.
Businesses are more unwilling to make long term commitment to
workers and workers are also unwilling to make long term commitments Career development can therefore benefit
to businesses. In the 1980s and 1990s, people started changing their jobs society by:
approximately 5-10 times throughout their lifetime. Job security is no ! Increasing productivity – Skills available
longer in employment but more in the individuals’ ability to gain and jobs in demand
employment. Individuals who want to maintain their employability have ! Reducing mismatches with workers and
to be willing to constantly learn new skills. jobs
! Fostering equality among workers
Career development is no longer a one off choice but is now a process ! Eliminating gender stereotypes
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. HEART CAREER TALK continues on next page
WHAT IS THE RELATIONSHIP An important part of career management is also being

aware which subjects or courses to choose in order to get
BETWEEN CAREER DEVELOPMENT AND LEARNING?
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 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,
WHAT IS CAREER INFORMATION?
persons have to continuously learn new things in order to
keep their jobs and perform well. For example, when a new ! It includes information on education and training
cell phone or a tablet or a new app is released, we have to opportunities, occupational information and
learn how to operate these new items so that we can explanations about the different types of
properly use the new instruments or apps. occupations and jobs.
! It also involves information on the different types of
What are some key things that career development helps jobs that are available, including new jobs and jobs
persons with? that are no longer popular.
! It helps persons to develop knowledge and skills to ! Most importantly, it includes information on
manage their careers throughout their lifetime. different jobs as it relates to preferences of
! Whether you are just about to enter the world of individuals so that persons can select jobs,
work or to you are about to retire, career occupations and careers that match them.
information will assist you in making decisions to ! It also includes information on resumes, how to
get maximum benefits from any stage of your create cover letters and to conduct interviews. There
career. are many other great features of career information
! It helps you to identify job opportunities and to that you will learn as you go through the career
choose the job or jobs that best fits you. This will development process.
lead to happiness, appreciation for the job and you ! Career information is very critical to career success,
will perform better when you are in a job that suits the information by itself is not enough, as persons
your interests and skills. may find it difficult to understand the information
! One of the most important benefits of career on their own and usually require assistance. This
development is that it helps individuals to make assistance normally comes from a career
informed choices. Choosing a career is a very difficult practitioner (career counsellor or guidance officer).
task, career development makes this task easier by
helping you to understand how to make decisions THE ROLE OF A CAREER PRACTITIONER
and why a decision is good or bad for you. When this
Career practitioners provide career information to persons,
is understood, persons will find it easier to choose
subjects or courses in universities or occupationalhelp them understand the information and provide career
guidance. They assist with personal career planning and help
areas that they want to pursue. This is called career
management skills. persons understand the career path that best matches them.
Career practitioners are skilled in career guidance techniques,
knowledgeable about learning opportunities, the world of
WHAT ARE CAREER MANAGEMENT SKILLS? 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. HEART CAREER TALK continues on next page
WHAT IS CAREER GUIDANCE? WHERE IS CAREER DEVELOPMENT/COUNSELING

PROGRAMMES OFFERED?
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
assessment, job placements, counseling, job search ! Community Colleges
techniques, and many others.
! Human Resource and Employment agencies
CONCLUSIONS
! Placement Services
! Career development is very important to students

! Heart Trust/NTA-Regional offices, Workforce colleges
and other individuals as it help persons plan their
careers and their lives. It assists persons with and TVET Institutes located throughout the island
learning and encourages lifelong learning.
! Universities—All Major universities such as
! It provides valuable information to an individual’s
University of the West Indies (UWI), University of
career choice that and benefits the country as a
whole. Technology (UTECH) etc.
! Career counselors help individuals to understand the ! Ministry of Labour (MOL)

information, and notify them about available jobs.
! Career Development is very critical to one’s success ! Private Sector Organizations

as it helps persons to properly manage their careers
and by extension their lives. ! Government and Non-government Organizations
WHO BENEFITS FROM Erica Williams is the Manager, Career Development

CAREER DEVELOPMENT/COUNSELLING Services at HEART Trust/NTA,
National TVET Centre, Gordon Town Road, St. Andrew
Everyone benefits from Career Development. These include " E-mail: erica_williams@heart-nta.org
students from all levels of the education and training Telephone: 977-1700-5, 970-2139.
system, primary, junior High, high schools, community Website: www.heart-nta.org.
colleges, technical institutes, universities, employers,
community members, teachers, youth and adults.
ERIES
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THE DAILY OBSERVER Tuesday, September 11, 2018 Page 50 www.jamaicaobserver.com
Online:
► Communication
Studies 51 – 53
► Caribbean
Studies 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 (3 rd
Edition)
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COMMUNICATION
STUDIES Lesson 2
with
Peta-Gaye Perkins Bryan
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 is? I hope
so, as we will be looking on that today. Let us begin
today’s topic, which is focused on how you study and the
need for appropriate study methods at this stage.
WHAT IS IT TO STUDY?
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. This is because we are different learners.
JOL COMMUNICATION STUDIES continues on next page

JOL COMMUNICATION STUDIES continued from previous page
Before we get into some information, I have a challenge Depending on the type of learner you are, you may choose
for you. Use the website below and take a quiz, this will to use either one or two of the methods below when
assess your learning style. It is 30 questions long but I studying. The suggestions below are not exhaustive so feel
guarantee that you will like it. I did it myself and found it free to incorporate similar methods to ensure you survive
to be true. I am certain that if you are honest you may your 6th form experience, as well as succeed academically.
find the same for yourself. There are also helpful study tips
for your specific learning style and I am recommending What is the learning style for the young lady pictured for
you take a look there too. last week’s homework?
https://www.how-to-study.com/learning-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’.
A definition of study
The Oxford dictionary defines study as the devotion

of time and attention to acquiring knowledge on an If you guessed auditory learner then you are correct. The
academic subject, especially by means of books. It auditory learner may create jingles using his or her notes
can also be defined as research or a detailed and listen to them. Another scenario could be a visual
examination and analysis of a subject or learner. Visual learners may use the highlighter to place
phenomenon. emphasis on notes in his or her notebook. The visual reader
can listen to music but it must be soft background music.
What then are study skills? STRATEGIES FOR LEARNING STYLES
Study Skills refer to the different abilities that can be 1. Print – cue cards; highlight text in books
developed in order to improve a learner’s capacity to 2. Aural – tape lectures and replay, speak out loud to
learn. It involves locating the information, organizing self
information and reconstructing information.
3. Interactive – discussion; group study; talk with
others
There are seven learning styles: 4. Visual – watch movie version of novels/plays;
1. Print – seeing printed or written words YouTube videos; role play; demonstrations
2. Aural – listening (like to a lecturer) 5. Haptic – sense of touch (Braille); different objects
when doing Types of Discourse
3. Interactive – discussion
6. Kinesthetic – pacing; games, tapping pens, doing
4. Visual – seeing pictures
projects
5. Haptic – sense of touch (Braille)
7. Olfactory – sense of smell and taste (cooking)
6. Kinesthetic – body movement (like dancing)
7. Olfactory – sense of smell and taste (cooking) JOL COMMUNICATION STUDIES continues on next page
The 9 BEST Scienti c Study Tips

CARIBBEAN
STUDIES Lesson 2
with
Debgeri Whitely
MODULE ONE: CARIBBEAN SOCIETY

AND CULTURE
Location and Definition of
the Caribbean Region and its Diaspora
Hello everyone, welcome to this week’s lesson where we

will be starting Module 1: Caribbean Society and Culture. Caribbean Sea
Module 1 has eight components. 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.
It is my hope that you will use your syllabus and text to do independent research/study. This will ultimately determine
how well you do in the examination.
Learning Outcome:
3 locate and define the Caribbean Region and its Diaspora (page 6 of the syllabus)
v Geographical location
• names of territories
• sub-regions, for example, Greater Antilles, Lesser Antilles, Bahamas
• position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses
v Definitions of the Caribbean Region:

• geographical • geological • historical • political • diasporic
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
ACTIVITY 1:
Locate the Caribbean region and name the territories.
Instruction – using the Map of the world provided, locate the Caribbean region in relation to the rest of the world.
Do the activity that follows below.
“The Caribbean is the region in the Americas which comprises the Caribbean Sea, its islands and the surrounding areas.
Therefore, one can find the Caribbean region ____________________________________ ______________________ of the Gulf of Mexico
and the ____________________________________ ______________________ mainland, _______________________________________________
of ____________________________________ ______________________ and ____________________________________ ______________________
of ____________________________________ ________________________. Some of the islands of the Caribbean border are 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.”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.

ACTIVITY 2
Identify and list the sub-regions of the Caribbean.
“The Caribbean is divided into four sub-regions.”
Instruction – With the aid of the Caribbean Map represented below, identify and list the sub-regions and their
representative countries in the diagram provided beneath the map.
___________________________________________________
1Thompson K., Lawson-Downer M, St John A and Thomas-Hunte E. (2017) CAPE Revision Guide Caribbean Studies London: HarperCollins Publishers Ltd.

Use the information obtained from the Map to fill in the necessary spaces below.
ACTIVITY 3
Identify the Caribbean territories in relation to the Caribbean Sea
Instruction – Identify the Caribbean in relation to the following:

3 position of territories in relation to the Caribbean Sea
3 Atlantic Ocean
3 The continental land masses
ACTIVITY 4
Define the
Caribbean Region
in the following
ways;
There is no one
way of defining the
Caribbean region,
therefore the
diagram below
posits the five ways
in which the
Caribbean can be
defined.

Instruction – Use the map provided below to do the following:

3 With reference to the concept map above, explain two ways in which the Caribbean has been
defined
3 For the definitions you examine/discuss, list all the countries that fit the definitions.
3 Finally, explain why some countries are included and others are excluded. That is, the benefits
and the drawbacks.
http://www.caribbean-direct.com/home%20page%20images/CaribbeanMapCarte.jpg
REFERENCES
1. CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd)
2. CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed ( distributed by Macmillan Education)
3. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
4. 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-content/uploads/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: dwhitely@sthughshigh.org
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CAUGHT UP IN THE MUSIC &

SANDALS FOUNDATION SCHOLARSHIP RECIPIENTS FROM OCHO RIOS

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

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In the last lesson we looked at the structure of the examination

! comprehend meaning ! use good grammar, spelling and punctuation

! extract relevant details ! organize information in a clear and logical manner

Have you ever heard the sound that comes from a

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N W Z Q (") Natural Numbers: { 1, 2, 3 … }

(W) Whole Numbers: {0, 1, 2 …} This includes all natural

(Z) Integers: {…, –2, –1, 0, 1, 2 …} This includes all

As a matter of fact, the square root of any prime number

Exercise: Separate the following numbers into two groups:

Now that we have all these numbers, what can we do with

Two numbers are additive inverses if their sum is 0.

Two numbers are multiplicative inverses if their product is 1.

Natural #s Whole #s Integers Rational #s Real #s

JOL MATHEMATICS continues on next page

(3 + 5) + 2 = 8 + 2 = 10 Did you notice we just used our order of operation rules!!!!

Now, let’s change the grouping and see

3 + (5 + 2) = 3 + 7 = 10 We got the same answer as the one above.

However, this does not work with subtraction or division.

JOL MATHEMATICS continues on next page

School Based Assessment

PROJECT DESCRIPTOR MARKS REMARKS

This is the easiest mark to obtain.

Charyl Gordon-Brown is on the staff of Mannings School " Email: charanbrown@gmail.com

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OVERVIEW OF THE SOCIAL STUDIES

• The word limit for the Social Studies SBA is 1000

• Pages must be numbered and there should be a Overall Presentation 4

• There is no need to include an introduction after the

TASK 2: REASON FOR CHOOSING THE TOPIC

3 If you are using websites it is advised not to use Charmaine Fuller-Wallace

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EXAMINATION PREPARATION TIPS

Welcome! In today’s lesson we will look at simple

! To review basic questions asked on computer

TYPICAL QUESTIONS TESTING HARDWARE AND SOFTWARE

JOL INFORMATION TECHNOLOGY continues on next page

Typical command terms used include:

1. List 2. Name 3. State 4. Arrange 5. Give 6. Identify

Look at the following examples:

JOL INFORMATION TECHNOLOGY continues on next page

Again, there is no need to explain what is meant by

For example, simplex transmission allows data to be HARDWARE SOFTWARE

a bar code reader OMR MICR

a magnetic stripe reader a scanner a data logger

a simulation validation a biometric system

(a) Captures images directly into the computer ______________________________________________________________________.

(b) Data from a cheque is input using ________________________________________________________________________________.

(c) Data from a tin of beans in a supermarket is input using ________________________________________________________.

(e) Uniquely identifies individuals as a form of security measure ___________________________________________________.

(c) A bar code reader (d) OMR (e) A biometric system

JOL INFORMATION TECHNOLOGY continues on next page

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THE NATURE OF BUSINESS

With indirect satisfaction, the producers of goods and