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CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

Shawnette Myers-Lawrence Kamau Karenga Charmaine Fuller-Wallace Shandeen Robinson-White
HUMAN & SOCIAL BIOLOGY PRINCIPLES OF BUSINESS PRINCIPLES OF ACCOUNTS INTEGRATED SCIENCE
Leroy Munroe Hilary Bassaragh Tedmore Clarke Marlene Grey-Tomlinson
ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely Heart Trust NTA
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www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 24
with
Shawnett Myers-Lawrence
THE PERSUASIVE ESSAY
Hello readers, For this week our primary focus will be on

argument. Argument seeks to convince an audience through
appeals to the intellect. Keep in mind that any persuasive
writing topic that appears on the English A exam will require
you to use strategies of both persuasion and argument. You
must, however, lean more towards an argumentative style
as this gives your essay more credibility.
TIPS FOR TRADITIONAL

CONSTRUCTING A
GOOD ARGUMENT
There are various ways

to argue an issue and
depending on the level
of controversy
surrounding these you
may have to choose the
approach that best
suits the situation.
We will look at two
ways of arguing that
could be used for your
persuasive essay, the
traditional style and
the Rogerian style. Of • Select your topic carefully from the given choices. Ensure that you understand the issue
course the same rules and have sufficient knowledge to make a reasoned argument.
governing structure
and language apply to • Explore and decide your position on the topic. In some cases the position or stance has
both, however the already been decided for you but if you are free to choose then you need to decide which
writer’s approach to side of the issue you are better able to argue. Remember that you do not have to
arguing will differ. personally agree with an issue to argue it convincingly.
We will first look at the
traditional approach. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
• Predict opposing arguments. These will show that you

THE ROGERIAN METHOD
are aware of the scope of the issue and you can concede
then refute these in your essay.
• Decide on a thesis that is focused, opinionated and

arguable. Since the thesis will form the basis of your
other arguments after reading your thesis the examiner
must be in no doubt as to where you stand on the issue.
• Select three solid points. Your word limit does not allow
you to have more than this.
Some issues are so highly charged that it is very difficult
or maybe impossible to persuade the reader. CXC does not
• Offer evidence that effectively supports your points. typically offer controversial issues on the examination but
Unsupported claims are merely your opinions and these in cases where you are asked to discuss the issue; that is
are not sufficient to sway anyone to your way of to present both sides of it then you may adopt the
thinking. Rogerian method of argument. In this method, the writer
should approach the issue in a non-aggressive way. This
is important as the argument depends on it. The Rogerian
• Argue logically and avoid fallacies. If you are appealing method of arguing was named after the psychologist Carl
Rogers, and he describes it as a kind of negotiation where
to the reader’s intellect then there must not be weak
both opposing parties compromise. If people are to agree
or spurious arguments which will be obvious to them.
with each other, then they need to be sensitive to each
other’s beliefs. What this means is that, to a certain extent,
you need to show your willingness to acknowledge the
• Use appropriate tone. It is acceptable to sound serious, validity of the opposing views on the issue. Because so
objective or reasonable. You should avoid sounding much of the Rogerian argument relies on a person’s ability
indignant, sarcastic or angry. Your emotions especially to be sympathetic to the opposing viewpoint, the
if they are negative will dilute the effectiveness of your development of your credibility as a writer is essential to
argument. the essay. The following points are critical to the use of
the Rogerian method:
• Avoid a confrontational stance. A direct statement

• Use the writer’s voice and not the spoken voice. In other
of your position will be interpreted as too aggressive
words your essay should not read like a speech. and will increase the defensiveness of your reader.
• Present your character as someone who

• Use clear unambiguous language. understands and can empathize with the
opposition. You can do this by stating the opposing
view accurately in a reasonable tone.
• End by reinforcing your thesis. You end by leaving the
reader with your main argument in mind. JOL ENGLISH LANGUAGE continues on next page
• Establish common ground with the opposition. Indicate the Look at the following prompt and we will
beliefs and values that you share. develop a thesis from it.
• Show where your position may not be reasonable and could be

Education is the only avenue for success
modified.
in today’s world.
• Direct your argument toward a compromise or workable Write an essay giving your views on this
solution. statement.
Writing a thesis
The prompt itself is an opinion and you must
decide whether you share this opinion or not
or to some extent. Education is a broad term
and could mean any type of learning. It is
difficult to argue that something is the only
way. Also success is a vague concept and could
mean vastly different things to different
people. You are also looking at these factors in
relation to the modern world which includes
every country on the planet. For you to have
an effective thesis you will have to narrow this
claim to create parameters for your essay.
Here is a sample thesis:
While formal education is necessary to

succeed in traditional professions there are
other means of achieving similar success in
the variety of jobs and careers spawned by
A thesis is an essential part of an essay. A thesis is an assertion a writer the demands of modern societies.
makes, one that must be proven by the rest of the paper. The thesis
boldly declares something that must be supported, explained, and This thesis narrows education to that which is
proven. It is not an obvious truth or fact; such things do not need to obtained in schools which we know is geared
be proven. This sentence functions as a roadmap for the entire essay, towards gaining employment. The aim of
laying out the basic components of the argument to follow and giving employment is basically to earn an income
the reader an idea of where the paper is going to go. which contributes to a person’s standard of
living. Success also includes the type of
This concept may be unfamiliar to some students but if you think employment, one’s level of income and position
about it you already are aware of what this is if not the actual term. in the organization. We know from experience
You would have heard of main idea in both summary writing and that this kind of success is not only available to
comprehension. The main idea is the point that is being made by those who have achieved formal schooling and
the discourse whether it be expository or descriptive. In narratives, this is especially true with so many new types
especially fiction, there will be themes which is what the reader of businesses being formed in these days.
infers about a subject matter that appears in the work. All
argumentative essays, including the essays for English B must JOL ENGLISH LANGUAGE continues on
contain a thesis or main argument. next page
TYPES OF EVIDENCE
While all argumentative essays require evidence you must remember that not all types of evidence carry the same weight.
• Personal experiences or the experiences of others • Statistics from current and reliable sources
• Facts • Examples • Testimonies from experts
Here are some questions you can ask yourself about a particular piece of evidence:
1. I have just stated this point. Why is it interesting?
2. What does this information imply?
3. What are the consequences of thinking this way or looking at a problem this way?
4. Why is this information important? Why does it matter?
5. How is this idea related to my thesis? What connections exist between them? Does it support my thesis? If so,
how does it do that?
6. Can I give an alternative type of evidence to illustrate this point?
Answering these questions may help you explain how your evidence is related to your overall argument.
JOL ENGLISH LANGUAGE continues on next page

Sample Essay
Success means different things to different people but we may all agree that to describe ourselves as successful
people we would have had to achieve some amount of material wealth. Earning a living is generally seen as
the way to garner those goods and services that make our lives comfortable and there are several ways that
we can make money, through formal and informal channels. Therefore, while formal education is necessary
to succeed in traditional professions there are other means of achieving similar success in the variety of jobs
and careers spawned by the demands of modern societies.
When you ask any child what he or she would like to become you will get responses such as policeman, doctor,
teacher or fireman. These are people for whom they develop hero worship based on their interactions with
them. They are not thinking about earning a living. As the child gets older and understands the connection
between a job and an income then he/she normally aspires to those paying a high salary. This in their view
is success. Traditional careers normally require years of formal schooling and many people will make the
sacrifice in order to achieve the financial rewards or enjoy the social status that these careers bring. But what
about those who want the money but are unwilling to spend years in school?
If we think about many of the college dropouts that are billionaires we realise that formal education is not
the only route to success. One only has to look at Steve Jobs, the creator of Apple or media giant, Oprah Winfrey
to know that people can achieve remarkable success without education. The local music industry is flooded
by “ghetto youths” who earn enormous incomes without any formal educational qualifications.
Let us not think that success is only in large incomes. Let us accept that there are millions of people who have
created their own employment out of necessity. Taxi and bus operators are able to support their families,
build their homes and sometimes live quite lavishly from their earnings. Party promoters, cosmetologists
and many small business owners often earn far more than those collecting a monthly salary. Additionally,
the advent of the internet and has given rise to a slew of social media entrepreneurs who make their living
with those skills that they possess that they did not learn in any school.
In looking at these examples we must give consideration to the fact that a large portion of the world’s
population is enjoying success that is not achieved through formal education. The human population is too
diverse and too creative for there to be one path to success.
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

! Email: [email protected]
MATHEMATICS Lesson 24
with Kamau Karenga
INVESTIGATIONS
7 8 9
+
The topic today is perhaps one of the more predictable topics
4 5 6 –
in CSEC. It is always question #8, and always values 10 points.
It is called INVESTIGATIONS and is sometimes described as the
‘common sense’ topic. We are going to study number
patterns, and in particular, the ARITHMETIC PROGRESSIONS to
1 2 3 –:
determine the sequences that can be generated.
First, let us examine a sequence of diagrams.
EXAMPLE 1
The diagram below shows the first three figures in a

sequence of figures. Each figure is made up of dots
0 • = +
connected by line segments.
Figure 1 Figure 2 Figure 3
On your answer sheet, draw the fourth figure (Figure 4) in the sequence.
JOL MATHEMATICS continues on next page

JOL MATHEMATICS continued from previous page
SOLUTION 1
On examination we see that each successive figure has an additional kite shape added to the previous shape. The
solution does not have to be perfect, but it must be accurate according to the sequence presented. There is no need to
be artistic; just plot the points on the grid and draw the lines to follow the pattern.
Figure 4
SOLUTION 2
ARITHMETIC SEQUENCE
(a) Find the difference between successive numbers:
Let us now look at a set of ARITHMETIC SEQUENCES and to
9 9 9
see how we can describe them algebraically. An arithmetic / \ / \ / \
sequence is characterized by numbers with a ‘common 2 11 20 29
difference’ in successive numbers. This common difference
becomes a part of the algebraic formula. There is a ‘common difference’ of 9.
EXAMPLE 2 The formula is therefore: Tn = 9n + k, where Tn

represents the nth term in the sequence;
In each of the following sequences of numbers, determine n represents the place of the term, and the
the ninth (9th) and the seventeenth (17th) number in coefficient of n is the common difference.
the sequence.
To find the constant k: start with the first term (2)
and count ‘backwards’ to get – 7.
(a) 2, 11, 20, 29 ...
-9 9 9 9
/ \ / \ / \ / \
(b) 14, 19, 24, 29 ... -7 2 11 20 29
(c) 7, 10, 13, 16 ... The formula is therefore ! Tn = 9n – 7
(d) 1, 4, 9, 16 ... JOL MATHEMATICS continues on next page

The first term is 9 × 1 – 7 !9–7=2 (d) Find the difference between successive numbers
The second term is 9 × 2 – 7 ! 18 – 7 = 11
The third term is 9 × 3 – 7 ! 27 – 7 = 20 3 5 7
The fourth term is 9 × 4 – 7 ! 36 – 7 = 29 / \ / \ / \
Therefore T9 = 9 × 9 – 7 1 4 9 16
! T9 = 74 (9th number in the sequence)
! T17 = 9 × 17 – 7 There is NO ‘common difference’
! T17 = 146 (17th number in the sequence)
(b) Find the difference between successive numbers This is NOT an ARITHMETIC SEQUENCE and we have to find
some other relationship. There is a pattern in the way the
5 5 5 difference increases each time by 2: (T5 = 16 + 9 and T6 =
/ \ / \ / \
25 + 11); But this is only useful and practical for one or
14 19 24 29
two more terms in the sequence.
There is a ‘common difference’ of 5
It would not be useful in order to find the 9th and 17th
The formula is therefore Tn = 5 n + k, where Tn
represents the nth term in the sequence. terms, and it could not be used for the nth term. What we
can use however is the fact that each term is the square
Since the first term is 14, ! 14 = 5 × 1 + k of the ‘n’ number.
! 14 – 5 = k
k is therefore 9, and the nth term Tn = 5n + 9 That is: 12 = 1; 22 = 4; 32 = 9; and 42 = 16.
Therefore T9 = 5 × 9 + 9 ! T9 = 54 (9th number in Therefore Tn = n2 , where Tn represents the nth term in the
the sequence) sequence.
! T17 = 5 × 17 + 9 ! T17 = 94 (17th number in the
sequence) ! T9 = (9)2 ! T9 = 81 (9th number in the sequence)
(c) Find the difference between successive numbers ! T17 = (17)2 ! T17 = 289 (17th number in the sequence)
3 3 3
/ \ / \ / \ The sequence of figures as presented in EXAMPLE 1 is
7 10 13 16 sometimes linked to one or more sequence of numbers. If
we treat EXAMPLE 1 as a number of line segments joined
There is a ‘common difference’ of 3 by dots at the vertices of the figure, we can describe the
The formula is therefore Tn = 3n + k, where Tn
figure 1 as a set of 6 line segments, joined at the vertices
represents the nth term in the sequence.
Since the first term is 7, ! 7 = 3 x 1 + k by 4 dots. If we are asked to solve a sequence in table form,
!7–3=k we can solve the problem by examining the figures
th
k is therefore 4, and the n term Tn = 3 n + 4 carefully, counting dots and segments OR by analysing the
th
Therefore T9 = 3 × 9 + 4 ! T9 = 31 (9 number in sequence of numbers carefully.
the sequence)
! T17 = 3 × 17 + 4 ! T17 = 55 (17th number in
the sequence) JOL MATHEMATICS continues on next page
EXAMPLE 3 i) Where n = 4; D =3×4+1 ! D = 13
The table below shows the number of dots and the ii) n = 4; S =5×4+1 ! S = 21
number of line segments from the figures in EXAMPLE 1
above. Complete the table to show the missing values at iii) Where n = 9; D = 3 × 9 + 1 ! D = 28
(i); (ii); (iii); (iv); (v) and (vi)
iv) n = 9; S =5 ×9+1 ! S = 46
figure Number of dots Number of line segments
n D S
v) Where n = n; D =3×n+1 ! D = 3n + 1
1 4 6
2 7 11 vi) n = n; S =5×n+1 ! S = 5n + 1
3 10 16
Here is the completed table.
4 (i) (ii)
figure Number of dots Number of line segments
9 (iii) (iv)
n D S
n (v) (vi)
1 4 6
SOLUTION 3 2 7 11
The Number of dots sequence has a common difference of 3 10 16
3. D = 3n + k, where k = 1 {the difference between each
term is 3. The first term is 4; T1 = 3n + k ! 4 = 3 x 1 + k 4 13 21
! k = 4 – 3 ! k = 1 ! Tn = 3n + 1}
9 28 46
We get: D = 3n + 1
n 3n + 1 5n + 1
The number of line segments has a common difference of
5. S = 5n + k, where k = 1
With practice, you will quickly spot the ‘arithmetic
We get: S = 5n + 1 sequence’ separate from the ‘square functions’.
EVALUATION
The first 3 diagrams in
a sequence of figures
are shown at right.
Each figure is made
up of squares, of
side 1 cm.
(a) Draw the FOURTH

diagram in the
sequence. Diagram 1 Diagram 2 Diagram 3
JOL MATHEMATICS continues on next page

(b) Study the pattern in the table drawn below. Copy (b) The table shows a sequence of numbers in the Area
and complete the table, including rows numbered column, which is not Arithmetic.
(i), (ii), (iii) and (iv). 3 5
/ \ / \
A 1 4 9
n 1 2 3
Area of Perimeter of
Figure (n) There is no ‘common difference’
Figure A (cm2) Figure P (cm)
There is however, a ‘squared’ relationship,
where A = n2
1 1 4
In the Perimeter column
2 4 10 6 6 6 6
/ \ / \ / \ / \
3 9 16 P -2 4 10 16 22
n 1 2 3 4
(i) 4 - - There is a ‘common difference’ of 6
The relationship is: P = 6n – 2
(ii) 5 - -
Here is the completed table:
(iii) 17 - -
Area of Perimeter of
Figure (n)
- - - Figure A (cm2) Figure P (cm)
(iv) n - -
1 1 4
2 4 10
SOLUTION
3 9 16
(a) The fourth diagram is formed by adding a row of 7
squares to the top of diagram 3.
(i) 4 16 22
(ii) 5 25 28
(iii) 17 289 100
- - -
(iv) n n2 6n - 2
Diagram 4 JOL MATHEMATICS continues on next page

WATCH THE THE VIDEO BELOW FOR MORE
As we approach the date of the external exam, now is the time to boost self-esteem and self-confidence, by any means
necessary. Be alert, be consistent and DO NOT be fearful.
PEACE and LOVE!
Kamau Karenga is on the staff of Portmore Community College ! Email: [email protected]
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SOCIAL
STUDIES Lesson 24
with
Charmaine Fuller-Wallace
REGIONAL INTEGRATION:
AN OVERVIEW
• Caribbean Regional Integration has countries in the ACTIVITY #1:
Caribbean region coming together as one single unit,
CONCEPTS RELATING TO REGIONAL INTEGRATION
cooperating with each other functionally, economically
and politically.
• Regional integration aims to produce benefits to the Instruction: Use the following terms to match with the
region as well as to each country that is a part of this correct definition. How many do you know?
integration process.
• All countries in the Caribbean region are developing
countries and are referred to as small island developing Bilateral Agreement
Caribbean Regional Integration
states (SIDS)
Common Market
• Countries in the Caribbean region are at different stages
Economic Integration
of development and as such are referred to as less Economic Shocks
developed countries (LDCs) or more developed Economic Union
countries (MDCs). Food Security
• A country’s stage of development is dependent on how Free Trade
the available physical resources are utilized as well as Free Trade Agreement
the available human resource. Free Trade Area
• In order for integration to be possible cooperation by Integration
all countries involved in the process is necessary. Intra-regional trade
Import Substitution
Less Developed Countries
REASONS FOR INTEGRATION More Developed Countries
Multilateral Agreement
Multinational Corporations
1. Countries in the region have a similar, history and
Regional Integration
culture.
Regionalism
Tariffs
2. To have a more powerful voice and trading stance on Trade barriers
the global stage. The resources of countries in the Trade liberalization
region are limited. It is hoped that the pooling of Trading blocs
resources will see a more efficient use of resources and Trans-national Corporations
less duplication of effort and expenditure.
3. Assist countries in the development of their human JOL SOCIAL STUDIES continues on next page
resources.
JOL SOCIAL STUDIES continued from previous page
TERMS MEANINGS
1. This is an agreement among three or more groups, countries, states or nations.
This is where all members combine all their economic policies/policies for growth
and development and act as though they are economically one country. Therefore
2.
all countries who are members (CARICOM members) would follow the same
economic strategies for growth.
The removal of all barriers or tariffs and duties that prevent free competition
3.
between countries on all products.
An agreement between states, regions or countries to reduce or eliminate barriers to

4. trade (tariff and non-tariff) between/among the participating countries and to
negotiate agreements with other non-regional institutions and countries.
An agreement allowing the free flow of capital and labour among member
5. countries or signatories to the agreement. In the Caribbean region, this agreement
also involves common trade, fiscal and monetary policies.
An agreement where member countries/signatories remove tariffs or non-tariff

6.
barriers to trade among themselves.
Intra-regional free trade and the harmonization of fiscal policies and tariffs among
7. member countries. Combining policies and using of similar policy for economic
growth , removal of tariffs and intra-regional free trade.
A strategy implemented to replace imported goods/products with those

8.
loyally/domestically produced.
9. A situation where enough food is available for a population or group.
A group of countries in the same geographic space formalizing themselves into

10.
one unit.
Organizations with interests and facilities/branches in a number of countries, also

11.
called MNC.
12. This is an agreement between two groups, countries, states or nations.
JOL SOCIAL STUDIES continues on next page

TERMS MEANINGS
This is a country with a wide variety of business activities/industries and is in a

13. more advanced stage of development when compared to countries that are less
developed or developing.
An organization that is registered and operates and has assets or facilities in more
14.
than one country or nation at a time.
15. This is a relatively poor country that is trying to increase trade and industry.
16. Trade within a region or a particular geographic space/area.
A geographic area/region where barriers or non barriers to trading among

17.
countries in the area/region are removed.
The removal or reduction of trade barriers/restrictions on the free exchange of

18.
goods and services between nations.
This is when a group of countries/neighbouring countries/states agree to

cooperate and work closely together and develop a formal agreement in order to
19.
upgrade cooperation through common institutions, so as to achieve peace stability
and wealth.
The process of harmonizing political and economic actions in a particular

20.
region/geographical zone.
21. Merger or the coming together of people, nations, countries or business.
Measures that governments introduce to make imported goods or services less

22. competitive than locally produced goods and services. Example, tariff (duties, export
subsidies and surcharges) and non tariff obstacles such as licensing rules and quotes.
A tax (called a duty/custom duty/import duty/ import fee) imposed on

23.
imports/exports.
An unexpected or unpredictable event which originates from outside the country

24. that causes a sudden drastic change in an economy. The change can be either
positive or negative or temporary or permanent.

FACTORS PROMOTING AND HINDERING CARIBBEAN REGIONAL INTEGRATION
FACTORS PROMOTING REGIONAL INTEGRATION FACTORS HINDERING REGIONAL INTEGRATION
Similarity in Products produced: The countries

Limited Human and Physical Resources: produce similar products such as coffee and banana
This encourages the pooling of resources as well as because of the similarity in climate and soil type.
the sharing/trading of resources for the The similarity in products produced results in
development of the region. competition for international markets and it also
makes intra-regional trading difficult.
Unequal Distribution of Resources: Caribbean

Population Size: The populations of the different
countries with greater resources are able to expand
countries are relatively small and often it is very
their economy and develop at a faster pace. Also
difficult to influence internal corporations or
those countries with limited resources are usually
countries on decisions whether social, political or
at a disadvantage when trading with countries with
economic.
greater resources.
Geography of the Region: Integration is very
difficult because even though the countries in the
Close Proximity: The countries in the Caribbean
region are close to each other, they are physically
region are relatively close to each other as such
separated from each other. As such, geographically,
people and goods are able to travel to the various
it is very hard to establish physical linkages for a
countries by sea or air in a relatively short time.
communication network or for energy distribution
and travel can be very expensive.
Differences in Stages of Growth and Development:
Common similar International Problems: Most Economic and social development processes does
countries in the region: not happen at the same pace in all the countries in
3 Have difficulty accessing loans from the region. Because of this difference, the More
multinational lending agencies. Developed Countries (MDCs) believe that they
3 Have difficulty accessing international should get more benefits because their economy is
markets to trade goods and services better and they are better able to attract outside
3 Face exploitation by international businesses development than the smaller Less Developed
Countries (LDCs).
Similar history and Cultural Heritage: Most persons

Territorial and Regional Demands and Interest/
in the Caribbean have fore-parents from African,
Loyalties: Sometimes individual governments are
European or Asian background. Because of this
torn between the interest and demand of the
commonness the sharing of goals and values
region or loyalty to their own country’s needs and
becomes easier and communication is easier
demands.
because most persons speak English.

FACTORS PROMOTING REGIONAL INTEGRATION FACTORS HINDERING REGIONAL INTEGRATION
Economic Shocks: The economies of the Caribbean

are relatively small. As such the countries are
Intra-regional Competition/Competition between
vulnerable to economic shocks such as rapid
countries: There is competition between countries
increase in the cost of importing a product or
in the agricultural industry, tourism industry, as
decrease in the value of a product to be exported
well as for the location of industries.
because they do not have reserves of a commodity
during periods of difficulty.
Influence of Multinational and Metropolitan Agencies:

The Challenges of Globalization: Globalization has
Some country’s decisions are influenced by
led to large corporations doing business in many
multinational and metropolitan agencies. Not all
different countries. In order for businesses in the
the countries in the region are independent. For
Caribbean to stay relevant because of the
example: Anguilla is still controlled by England and
competition that they now face, they too will have
is unable to, on its own, implement certain political
to have products and services that are better or
and economic recommendations of CARICOM
comparable to these large corporations.
(Caribbean Community and Common Market).
Natural disasters: The countries in the region share

the experiences of natural disasters such as
hurricanes and its effects.
ANSWER FOR THE CONCEPT RELATED ACTIVITY
1. Multilateral Agreement 9. Food Security 17. Free Trade Area

2. Economic Union 10. Caribbean Regional Integration 18. Trade Liberalization
3. Free Trade 11. Multinational Cooperations 19. Regional Integration
4. Trading Blocs 12. Bilateral Agreement 20. Regionalism
5. Common Market 13. More Developed Countries 21. Integration
6. Free Trade Agreement 14. Trans-national Cooperations 22. Trade Barriers
7. Economic Integration 15. Less Developed Countries 23. Tariffs
8. Import Substitution 16. Intra-regional Trade 24. Economic Shocks
Next week we will continue to look at Regional Integration. Have a wonderful week!
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School


INFORMATION
TECHNOLOGY Lesson 24
with
Shandeen Robinson-White
EXAMINATION PREPARATION
This week we will be analyzing the questions on the June

2016 Paper 2 examination. Remember: Read over your
notes before you attempt to answer the questions.
JUNE 2016 – Section 1
QUESTION 1
(b) Categorize the following software as system or
Victoria bought a computer and needs help in application software:
understanding the type of software that is installed.
Suggested response:
(a) Explain the difference between ‘application
software’ and ‘system software’. [4 marks]
EXCEL Application software
This question is testing your knowledge of LINUX System software
software which is in Section 1 of your syllabus.
[2 marks]
Suggested Response:
A very straightforward question that requires no
Application software – This software is for the user. explanation. Just write the answer.
It performs specific sets of tasks, such as ‘word
processing’. It can be downloaded or installed. (c) State TWO examples of utility software and
However, the computer does not need to have outline the purpose of EACH.
application software to function.
To ‘state’ means to give the condition of a person or an
System software – This software is for the computer. object with respect to circumstances or attributes. In other
It performs basic maintenance tasks and interacts words, get to the point.
with the user. An example of a system software is the
operating system.
You do not need to write all of that

information in order to gain the 4
marks. However, it is important to write
that the system software is for the computer and the
application software is for the user. JOL INFORMATION TECHNOLOGY continues on next page
JOL INFORMATION TECHNOLOGY continued from previous page
Suggested response:
Example 1 Example 2
Utility software Anti-virus Firewall
This checks for The firewall

viruses and/or limits outside
malware. It network
Purpose
warns the user if access to
any are (the) your
identified. computer.
[4 marks]
The examiner will not accept ‘media player’ Suggested responses:

or ‘calculator’ or similar applications as they
are accessories, not utility software.
However, you will not be penalised for giving examples of Any TWO of the following advantages would get you
utility software; for example, AVG or Norton. the 2 marks:
3 faster/efficient in completing tasks

QUESTION 2
(a) A company packages 10,000 eggs per day. 3 greater quality control
3 less breakage of eggs
3 can perform repetitive tasks and not get bored
3 can work in low lighting or low temperature

conditions
3 robots do not get tired
3 lower operating costs
3 wages are less, since workers are replaced

(i) State TWO advantages of using a robot (or
robotic arm) over using a manual method to
carry out this process. [2 marks] JOL INFORMATION TECHNOLOGY continues on next page
(ii) Apart from loss of jobs, state ONE disadvantage of using a robot (or robotic arm) over using a manual
method. [1 mark]
Suggested response:
For one mark, you could write any ONE of the following. Do not waste time in writing more than 1 response.
3 expensive to acquire / expensive if used over a period of time
3 can malfunction
3 requires maintenance
3 requires power/electricity to function
3 needs staff with skills to manage the robot (arm)
(iii) State ONE type of sensor that the robot (or robotic arm) should have. Give ONE reason why this sensor would
be useful when packaging the eggs.
[2 marks]
Suggested response:
Proximity sensor – this would detect the presence of eggs to be picked up.
Note the application of the eggs in the response. You could name another sensor as long as you explain
how it would be used. However, ‘touch sensor’ would not be appropriate in this example.
JOL INFORMATION TECHNOLOGY continues on next page

(iv) A barcode sticker is placed on each package of eggs. State TWO types of data that are contained in the barcode.
[2 marks]
Suggested response:
As simple as this question is, candidates always lose marks because they fail to remember that price is not
stored in a barcode, because it changes often. The best options to state include:
3 grade or description of eggs 3 date of packaging 3 product number 3 quantity in package
(b) State ONE other industrial application that uses a robot (or robotic arm). [1 mark]
Suggested response:
Common applications include:
3 Assembling parts on a car
3 Environmental clean-up
3 Handling hazardous materials
(c) Outline ONE job function that is critical as a result of the implementation of robotics in industry. [2 marks]
This question is actually testing your knowledge of jobs in the IT industry.
Suggested response:
3 Engineers – to design and assemble the robotic arm
3 Programmers – to write the sequence of instructions for the

robot to carry out
3 Technicians – to repair and maintain the robot

QUESTION 3
(a) Find the binary coded decimal representation of -165. [4 marks]
Suggested response:
Decimal: - 1 6 5
BCD: (1011) (0001) (0110) (0101) - 1 6 5
Marks are allocated as follows: 1 mark for sign; 1 mark for each digit.
Other acceptable codes for negative sign include: 1111 & 1100
(b) The two’s complement 8-bit representation of a decimal number is 11110100.

What is the decimal number? Show all working. [2 marks]
Suggested response:
Two’s complement given: 11110100
Decimal : ( -1 x 128) +( 1 x 64) +( 1 x 32) + (1 x 16) + (0 x 8) + ( 1 x 4) +( 0 x 2) +( 0 x 1)

= -128 + 64 + 32 + 16 + 0 + 4 + 0 + 0
= -12
Marks are allocated as follows: Correct method (1); Correct answer (1)
(c) The ASCII code for the letter A is 41 in hexadecimal. What is the binary representation of the ASCII code for the
letter E? Show all working. [4 marks]
Suggested response:
GIVEN: A = 41 hexadecimal
A = 65 decimal (1)
E is 4 positions from A, (1)
E = 65 + 4 = 69 in Decimal (1)
69 Decimal = 1000101 (7 or 8 bits) binary (1)
Marks are allocated as follows: 4 Positions (1) Addition of 4 (1)

Conversion to binary (1)
Correct result (1)

QUESTION 4
A school has acquired ten computers and related peripherals to set up a computer laboratory. The school was advised
to connect the computers and peripherals in a network.
(a) State the type of network that should be used to link the computers and peripheral devices in the computer
laboratory. Give a reason for your answer. [2 marks]
Suggested response:
Local Area Network (LAN) – Because all the computers are connected in the same geographic location (building).
Please note that stating a network topology as the answer would not be correct.
One mark for naming the network and one mark for the reason.

(b) List TWO benefits of networking the computers and peripheral devices in the computer laboratory.
[2 marks]
Suggested response:
To ‘list’ means to write the answer (no explanation).
Reasons for networking computers include:
3 sharing of software / files and peripherals, such as a Printer
3 communication

(c) The school was also advised that a firewall is needed. Explain the purpose of a firewall. [2 marks]
Suggested response:
Prevents hacking/viruses/malware (1) from entering computer (1) OR the firewall filters inappropriate content.
(d) List TWO transmission media that can be used to link the computers in the laboratory. [2 marks]
Suggested response:
Communication Media
Wired/Guided Wireless/Unguided
Twisted Pair Coaxial Cable Optical Fibers Radiowaves Microwaves Infrared
Any two would have been accepted, but they must be one from each group (wired or wireless).

(e) You need to send a file with confidential data to a (b) State the most suitable file access method to be
friend via the Internet. List TWO measures that could used in the following applications and provide
be used to secure the file. [2 marks] ONE reason for your answer:
Suggested response: (i) Payroll application

– Sequential; data
is accessed in the
3 password (protection) order stored
[2 marks]
3 encryption
3 Read only access, so that data cannot be changed

(ii) Point of sale (POS)
ANY TWO: (1 mark each) application – Random; records
are accessed directly
[2 marks]
QUESTION 5
(c) Outline TWO differences between a website
(a) State the name of the computer personnel who and a webpage. [2 marks]
performs the following tasks:
Suggested response:
(i) Maintains an A website is a location; a webpage is a document on a

organization’s website (no detail necessary).
website – Webmaster
QUESTION 6
(ii) Fixes and (a) Data from a paper-based

maintains form are being entered
computer into the computer by
hardware – Computer technician a data entry clerk.
List TWO types of data
e n t r y e r ro rs w h i c h
could occur. [2 marks]
(iii) Develops web service
applications for
an organization – Web designer
Suggested
response:
Typographical
(iv) Writes code to create and Transposition errors
software programs – Programmer
[4 marks] JOL INFORMATION TECHNOLOGY continues on next page
(b) State TWO verification checks which may be done to ensure that the data entered are correct. [2 marks]
Suggested response:
Double data entry and visual check
(c) The data entry form has a field to store the age of students attending a secondary school. Using the table below,
state THREE validation checks that can be applied to the age field and explain what EACH check does.
[6 marks]
Suggested response:
Data type check: checks that age is entered as a number and not text
Reasonableness check: checks whether age is within reasonable limits
Range check: checks that age is within the given range

WATCH THE VIDEO BELOW FOR MORE
This is where we stop in this lesson. Next week we will continue with our past paper revision. Get a copy of the January
2018 paper.
Word to the wise: By three methods we may learn wisdom; first, by reflection, which is the noblest; second, by
imitation, which is the easiest; and third by experience, which is the bitterest. – Confucius
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.


HUMAN & SOCIAL
BIOLOGY Lesson 24
with
Leroy Munroe
INFECTIOUS OR CONTAGIOUS
DISEASES
Objectives:
At the end of this lesson students should be able to:
1. Identify the waterborne diseases typhoid, cholera

and gastroenteritis
2. Identify causative agent
3. Identify signs and symptoms, treatment and how

to control and prevent these diseases
4. State the cause of ring worm

The disease attacks the wall of the intestine. The disease
causes ulcers and may cause death as the intestinal walls
5. Identify signs/symptoms of ringworm and
is broken down. Some persons become carriers
prevention and control
of salmonella typhi and continue to pass the bacteria in
their faeces for years, thus spreading the disease.
WATER AND FOOD BORNE DISEASES Signs and symptoms may develop 1-3 weeks after
contracting the disease and may be mild or severe. They
include,
TYPHOID • stomach pains,
• severe diarrhea or constipation,
Typhoid is caused by a bacterium called the “salmonella • high fever,
typhi”. It is transmitted to humans through the ingestion • headache,
of food or water contaminated by the faeces or urine of an • loss of appetite,
infected person. Typhoid is highly contagious. An infected • cough,
person (usually a carrier), can pass the bacteria out of their • sore throat,
body in their faeces or less commonly, in their urine. • vomiting,
• bleeding from the rectum temporary pink spots on
If someone else eats the food or drinks water that has the chest and abdomen
been contaminated with a small amount of infected faeces • enlarge liver and spleen.
or urine they can become infected with the bacteria and
develops typhoid. JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
Treatment includes vaccination, immunization for Prevention and control

travelling persons, taking antibiotics, and isolation. • Proper disposal of faeces
• Ensure that foods purchased from street vendors are
Prevention and control properly cooked
• Proper disposal of faeces; • Boil and chlorinate drinking water
• Destroy houseflies and keep them away from food; • Avoid eating raw meat and fish
• Chlorination of drinking water; • Boil unpasteurized milk before drinking it.
• Cook food well (especially seafood), keep it covered,
• Ensure foods are hygienically prepared;
eat it hot, and peel fruits and vegetables
• Cook all foods thoroughly and eat while hot;
• Destroy houseflies and keep them away from foods
• Carriers should be excluded from handling food;
• Wash your hands with soap after using the toilet
they should also ensure they dispose of their faeces
and before preparing meals.
properly.
• If possible, avoid eating food from street vendors;
• Wash your hands with soap after using the toilet GASTROENTERITIS
and before preparing meals.
Gastroenteritis is an inflammation of the lining of the
intestines caused by a virus, bacteria or parasites, food
CHOLERA
poisoning and sometimes stressful situations. It is spread
through contaminated food or water and contact with an
Cholera is an acute intestinal infection caused by infected person. The best prevention is frequent hand
bacterium Vibrio cholerae. It is transmitted to humans washing. Gastroenteritis affects both the stomach and the
when they ingest food or drink water that is contaminated intestines, resulting in vomiting and diarrhea.
with faeces from an infected person. It has a short
incubation period and produces an enterotoxin that causes Signs and symptoms
• low fever
painless, watery diarrhea that can quickly lead to severe
• nausea
dehydration and death if treatment is not promptly given.
• diarrhea
• abdominal pain
The signs and symptoms
• blood in vomit or stool
• watery diarrhea • chills
• vomiting • dehydration which is characterized by weakness,
• rapid heart rate lightheadedness, decreased urination, dry skin, dry
• loss of skin elasticity due to dehydration mouth and lack of sweat and tears.
• low blood pressure
• thirst and muscle cramps Treatment: to treat gastroenteritis one should eat foods
• death from cholera may be as a result of that provide them with electrolytes such as carbohydrates
dehydration. and lean meat such as chicken and whole grains to replace
lost nutrients. Drinking fluids with electrolyte such as jelly
Treatment: The disease can be treated by taking oral coconut water can help to replace electrolytes. Fluids with
rehydration therapy which consists of large volumes of electrolytes can also be purchased in pharmacies.
water mixed with a blend of sugar and salts. Antibiotics
can also be taken. JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
How to prevent and control gastroenteritis These are the reasons they are easily caught from showers,
• Washing your hands frequently, especially after locker rooms, and swimming pools. Fungal infections are
going to the bathroom and when you are working also spreads when persons have skin-to-skin contact with
with food; a person or animal that has it. It can also spread when
• Cleaning and disinfecting kitchen surfaces, especially persons share things like towels, clothing, or sports gear.
when working with raw meat or eggs;
• Keeping raw meat, eggs, and poultry away from Signs and symptoms
• a circular rash on the skin that is red and inflamed
foods that are eaten raw;
around the edge,
• Drinking bottled water and avoiding ice cubes when
• slightly raised expanding rings of red patches,
traveling.
• scaly skin on your trunk or face and a round, flat
patch of itchy skin.
RINGWORM
Treatment may include antifungal ointments that are
applied to the area.
Ringworm is a common fungal infection of the skin and is
not cause by any worm. Ringworm is characterized by a red How to prevent and control ringworm
ring of small blisters or red patches of scaly skin that grows To prevent catching ringworm, one should avoid
outward as the infection spreads. Heat and moisture help contact with suspicious lesions, wear loose-fitting
fungi grow and thrive, which makes them more commonly clothes, avoid sharing clothes and footwear, and after
found in areas such as the groin or between the toes. showering, dry off completely.
Leroy Munroe is on staff of the Trench Town Polytechnic College ! Email: [email protected]
PRINCIPLES OF
ACCOUNTS Lesson 24
with
Tedmore Clarke
THE GENERAL JOURNAL:CLOSING ENTRIES
These are the entries needed to close the necessary

ILLUSTRATION
accounts at the end of the trading period, when preparing
the final accounts. Closing entries are normally prepared Prepare closing entries for the following balances
for nominal accounts, the stock account and the drawings appearing in the books of K. Harper at December 31, 2017.
account. The stock account and other nominal account
$ Hint: Type of balance
balances are used to prepare the trading and profit and
loss account, while personal and real account balances are Opening Stock 5,000 Debit
shown in the balance sheet. Closing entries are not
Closing Stock 6,000 Assumed to be part
normally prepared for personal and real accounts. of purchases
In order to accurately prepare closing entries for a Sales 41,000 Credit

particular item, it is necessary to know: Purchases 21,000 Debit
1. What type of balance is on the account concerned. Returns Inward 900 Debit
Returns Outward 600 Credit

2. To what account would this balance be transferred;
i.e. whether to the Stock Account, the Trading General Expenses 4,000 Debit
Account, the Profit and Loss Account or the Capital Discounts Allowed 700 Debit
Account.
Discounts Received 500 Credit
Wages and Salaries 8,000 Debit

Approach:
Carriage Inwards 500 Debit
Once it is clear what type of balance is on the account, it Carriage Outwards 900 Debit
will now be necessary to make an opposite entry in that
Drawings 5,000 Debit
account in order to close it. The double-entry must then
be made in the account to which the balance is being Net Profit 7,100 Credit
transferred (Stock Account, Trading Account, Profit and Loss
Account, or Capital Account, as the case may be). JOL PRINCIPLES OF ACCOUNTS continues on Page 30
JOL PRINCIPLES OF ACCOUNTS continued from Page 29
JOL PRINCIPLES OF ACCOUNTS continues on Page 31

An Error of Original Entry comes about where a transaction

ERRORS NOT AFFECTING TRIAL BALANCE AGREEMENT
has been entered in the correct accounts, on the correct
sides, but with an incorrect figure; the incorrect figure
There are several errors which will not prevent the trial being used in both cases. For example, a cash payment of
balance from balancing. Although not affecting the $205, to V. Nash, was recorded in the books as $250. To
agreement of the trial balance, these errors will affect correct such an error, it is first necessary to determine
profits, assets and/or liabilities of the business. As a result, whether the amount is understated or overstated. If the
amount is understated, then the difference should be
they must be found and corrected, in order to reflect a true
placed on the same sides of the accounts that were used
and fair view of the accounts. These errors are:
for the original entries. However, if it is overstated, it
should be placed on the opposite sides.
1. Error of Omission
Compensating Errors involve two errors, one canceling the
2. Error of Commission other. For example, both Returns Inward and Returns
Outward were totaled $100 too much. In this case, the
3. Error of Principle method of correction is the same as for an error of original
entry, but substituting ‘cast’ for ‘state’.
4. Error of Original Entry
NOTE: The term ‘state’ is used when a figure has been
recorded incorrectly, while cast is used to refer to
5. Compensating Errors
an incorrect calculation.
6. Complete Reversal of Entries
Complete Reversal of Entries will exist where a transaction
has been entered on the wrong sides of the correct
An Error of Omission exists where a transaction has been accounts. For example, a cheque for $220, paid to B. Keller,
completely omitted from the books; i.e. no entry was has been entered on the debit side of the cash book and
made. For example, a cash purchase of $350 was not on the credit of Keller’s Account. In order to correct such
recorded in the books. To correct such an error, simply an error, the amount must be doubled and the result
record the transaction. placed on the correct sides.
An Error of Commission comes about where an entry is ANALYSIS OF ERRORS

made in the wrong account, but within the correct class,
such as in the wrong personal account. For example, credit
A careful examination of the above errors will show:
sales to A. Robinson $500, had been entered in A. Robson’s
Account. In order to correct an error of this nature, cancel Error of Omission: Cash purchase of $350 not recorded in
the entry out of the incorrect account then enter it in the the books.
correct one.
Analysis: The normal double-entry for recording a cash
An Error of Principle exists where an entry is made in the purchase would be to debit Purchases A/C and credit Cash
wrong class of account. For example, the purchase of a A/C. Since this was not done previously, we must now
machine for $5,000 cash has been entered in the Purchases make these entries.
Account. The method of correction to be used for this type
of error is identical to that for an Error of Commission. JOL PRINCIPLES OF ACCOUNTS continues on Page 32
Error of Commission: Credit sales to A. Robinson, $500, entered in A. Robson’s Account.
Analysis: When goods are sold on credit to an individual, that individual’s account is debited. In this case, the debit
entry went to Robson’s Account instead of that for Robinson. It will now be necessary to credit Robson’s Account and
debit that of Robinson.
Error of Principle: Purchase of machine entered in purchases account $5,000.
Analysis: The Purchases Account is normally debited. If an entry is made in the Purchases Account, then it is presumed
to be on the debit side. Since this transaction should not have been recorded in the Purchases Account, it will now be
necessary to credit the Purchases Account in order to cancel it out and then debit the Machinery Account.
Error of Original Entry: Cash payment of $205 to V. Nash entered in the books as $250.
Analysis: Since this transaction has already been recorded in the books, Nash’s Account would have been debited and
the Cash Account credited with $250, instead of $205. It will now be necessary to make opposite entries to those
already made, with the difference of $45 (debit Cash and credit Nash with $45).
Compensating Errors: Returns Inward and Returns Outward were totaled $100 too much (overcast by $100).
Analysis: The Returns Inward Account carries a debit balance. If this amount is overcast (too large), then it will now
be necessary to credit it. The Returns Outward Account, however, carries a credit balance. Since this amount is too
great, it will now be necessary to debit it. The correcting entries would therefore be to debit Returns Outward A/C and
credit Returns Inward A/C with $100.
Complete Reversal of Entries: Cheque paid to B. Keller for $220, debited to the Cash Book and credited to Keller’s Account.
Analysis: Where a cheque is paid to an individual, the cash book (bank column) should be credited and the person’s
account debited. Since the complete opposite was done, it will now be necessary to make the correct entries with
twice the amount of the error; one to cancel the error and the other to record the transaction. The correcting entries
would therefore be to debit Keller’s Account and credit the Bank Account with $440.
JOL PRINCIPLES OF ACCOUNTS continues on Page 33

Assuming that the errors above were found on December 31, 2017, the Journal entries would be as follows:
Tutorial Note: It is only necessary to fill in the folio columns if the examiner requires this. Otherwise, they may
be left blank.
REMINDER: In filling in the folio columns, the following should be taken into consideration:
Folio Columns
a) Trade Debtors’ personal accounts are found in the Sales Ledger (SL).
b) Trade Creditors’ personal accounts are found in the Purchases Ledger (PL).
c) Cash and Bank accounts are found in the Cash Book (CB).
d) All other impersonal accounts, as well as the accounts of non-trade-debtors and non-trade-creditors, are found
in the General Ledger (GL).
Tedmore Clarke is on the staff of Quality Academics ! Email: [email protected]


INTEGRATED
SCIENCE Lesson 24
with
Marlene Grey-Tomlinson
PAPER 2 QUESTIONS
Hello students, for the next four lessons I will present some
CSEC type Paper 2 questions. Grab a friend or two and work
together. Good luck!
1. (a) The male and female gametes are very different
from each other. Nevertheless, they do have similar
properties.
(i) What are the gametes and where are they
found in a human? (2 marks)
(ii) Give two differences between the gametes.
(2 marks)
(iii) What is the difference between these
gametes and normal cells? (1 mark)
(iv) Why does this difference exist? (2 marks)
2. (a) Some countries in this world have a large
(b) The following diagram shows the female population. The government has encouraged the
reproductive system. people to use contraceptives to control the
population. Some countries even give monetary
benefits.
(i) State three disadvantages of a large
population. (3 marks)
(ii) How does development in science contribute
to a rapid increase in population?
(3 marks)
(iii) The following diagram represents certain
forms of contraceptives.
(i) In which part does fertilization occur?

(1 mark)
(ii) Which of the structures of the reproductive
system need to be muscular? (3 marks)
(iii) For each structure explain why it needs to be
muscular. (4 marks) JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
Fill in the table with 6 different methods of contraceptive (b) The following diagram shows a simplified version
that can be placed in positions A, B and C respectively. of the passage of certain materials which leave the
(6 marks) blood vessel to enter the tubules.
(iv) Why is abortion NOT considered as a form of

contraceptive? (1 mark)
(v) Explain how abortion is usually done.
(2 marks) (i) What leaves the blood at A? (2 marks)
(ii) Explain why some substances reenter the
3. (a) The human circulatory system is made up of the blood vessel at B? (2 marks)
heart and the blood vessels. (iii) What is the ureter? (2 marks)
(i) The left and right parts of the heart are of (iv) What are the functions of the bladder?
(2 marks)
different thickness. Explain this. (3 marks)
(ii) There are valves in the heart. What is the
5. Both Mr. Rahim who is 50 years old and his son, who is
function of the valves? (2 marks)
10 years old, wear spectacles. Mr. Rahim can only see
far objects clearly, while his son only sees near objects
(b) Mr. Jack is 50 years old, is a smoker and is obese. clearly. One day Mr. Rahim lost his spectacles so he took
Sometimes he has pains in his heart area. his son’s spectacles to read. However he found it
(i) Describe a possible condition of his arteries. impossible to do so.
(2 marks) (i) What changes occur in the eye when a
(ii) How would his smoking aggravate his normal person reads a book after looking at
condition? (3 marks) a distant tree? (2 marks)
(iii) What diseases is he at risk of getting? (ii) Why does Mr. Rahim have to wear spectacles
(2 marks) to read? (2 marks)
(iv) What food should he avoid or reduce? (iii) Why can’t Mr. Rahim read with his son’s
(3 marks) spectacles? (3 marks)
(iv) He later discovered that his son has
4. (a) John noticed that on hot days he urinates less often astigmatism. What is astigmatism?
and his urine is very yellow. However, on cooler (2 marks)
days, he urinates more often and his urine is less (v) How is this condition corrected? (2 marks)
yellow. Also after drinking lot of water, his urine is (vi) Draw an image to show when Mr. Rahim
almost white. views a near object unaided by his glasses.
(i) What is urine? (2 marks) (2 marks)
(ii) How is urine produced? (2 marks) (vii) Draw how his glasses help him read.
(iii) What cause the differences in amount and (2 marks)
colour of urine as experienced by John?
(3 marks) JOL INTEGRATED SCIENCE continues on next page
6. (a) In an experiment, Rashid blows into a beaker of (iv) What air conditions besides temperature
water which had some water below it. He notices would increase the rate of evaporation?
that after some time, the water turns to ice. (2 marks)
7. (a) Many adults in the Caribbean suffer from diabetes

and hypertension. They are usually prescribed
drugs to control the symptoms of these diseases.
(i) What kind of diseases are diabetes and

hypertension? Explain your answer.
(2 marks)
(ii) How are kwashiorkor and sickle cell anemia

different from these diseases? (2 marks)
(iii) How would a doctor know that a patient

suffers from diabetes? (1 mark)
(iv) What treatment do diabetics usually go

(i) What was happening to the ether? (2 marks)
through? (2 marks)
(ii) Why did the water become ice? (1 mark)

(b) Jack is down with flu which the doctor says is
(iii) What happens to ether particles when this infectious. His mother looks after him but she is not
happens? (1 mark) infected. The doctor prescribed some antibiotics for
him but the mother refused to give him the antibiotics
(iv) Give two differences and a similarity as she says he has a viral fever.
between boiling and evaporation?
(i) Why are some diseases infectious? (2 marks)
(3 marks)
(ii) Why is the mother not infected? (2 marks)
(b) In the study with plants, Fatimah noticed that the (iii) Why does the mother feel that a person with
rate of evaporation of the water from leaves viral fever should not be given antibiotics?
increases when the temperature is high. (2 marks)
(iv) The mother told him to just rest, drink lots

(i) How does the water from the plant
of water and fruit juices. His body will fight
evaporate? (2 marks) the germ for him and he’ll be healthy in a
few days. How is the body going to fight the
(ii) How does evaporation of water helps the germ for him? (2 marks)
plant? (2 marks)
The answers will be given in the next lesson.
(iii) Give two advantages of water evaporating
from the plant. (2 marks) JOL INTEGRATED SCIENCE continues on next page
Until next week, have fun learning!
Marlene Grey-Tomlinson is on the staff of Excelsior High School ! Email: [email protected]
LECTURE SERIES NOW

♦ Spanish YOUR
COPIES

ENGLISH
LITERATURE Lesson 24
with
Simone Gibbs
A WORLD OF PROSE FOR CXC
Good day students. Thank you for joining me this week.
The subject of last week’s lesson was prescribed poems

from A World of Prose for CXC edited by Mark McWatt and
Hazel Simmons-McDonald. This week I will continue to
do the same. In particular, the focus will be on poems
that deal with war and the effects of war. As such I will
pay special attention to Wilfred Owen’s “Dulce et
Decorum Est” and “This is the Dark Time, My Love” by
Martin Carter. You should take a look at the list of
prescribed poems to see if there are any others which
have the theme of war at its centre.
The persona describes the horrible conditions that the

troops face. They are so exhausted that they are “bent
double, like old beggars under sacks” (line 1) and they are
“march[ing] asleep” (line 5). “Many had lost their boots/
But limped on, blood-shod (lines 5 – 6) towards an area
where they would get some much needed rest.
Suddenly, there is the shout “Gas! GAS!” (line 9). The enemy
had released poisonous gas in their midst. It was
something they all dreaded. The soldiers hurriedly put on
their gas masks so as to prevent inhaling the poison. One
soldier, however, does not get his mask on in time and
“DULCE ET DECORUM EST” inhales the deadly poison.
As the poison seeps into his lungs the soldier screams and
The persona in this poem is a soldier. He willingly made
thrashes about – he seems to be experiencing intense pain.
the decision to fight for his country. He had made this
He “plunges” at the persona “guttering, choking,
decision because he had believed the popular war slogan
drowning” (line 16). In his agony, the features of the
at the time “Dulce et decorum est pro patria mori” which
unfortunate soldier are transformed – his face looks like a
translated means – it is pleasant and befitting to die for
“devil’s” (line 20). The other soldiers cannot help him.
one’s country. Now that he is actually fighting in a war, he
was beginning to change his mind. (N.B. This slogan was
popular in Europe during World War I). JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
All they can do is throw him onto a wagon and watch him
“THIS IS THE DARK TIME, MY LOVE”
die. They feel powerless as they see his eyes “writhing in
his face” (line 19) and hear “the blood come gurgling from
the froth-corrupted lungs” (lines 21 – 22). In this poem the persona is reporting to someone he loves
about the fact that his country has been invaded by an
Ultimately, the persona comes to the conclusion that the army. The persona is rather uncomfortable as he describes
war slogan is a lie, as he has discovered that it is not the soldiers and their vehicles as “brown beetles” which
pleasant nor is it honourable to die for one’s country. are crawling about the land. Other people are also
unhappy as “Everywhere the faces of men are strained and
anxious” (line 8). There seems to be no escape from the
LITERARY DEVICES oppression as even when the people are sleeping, they
have nightmares about the invasion.
Irony: As mentioned before, the title of the poem is an
Even nature seems to be suffering because of the invading
abbreviated version of a slogan that was popularised
army as in stanza 1 “The shining sun is hidden in the sky.
during World War I: which glorified patriotism and
Red flowers bend their heads in awful sorrow” (lines 3 –
fighting for one’s country. This slogan was intended to
4). Also in stanza 3 “…boot of steel tramps down the
encourage young men (and women) who loved their
slender grass” (line 10).
country, to enlist as soldiers in order to defend their
country. The contents of the poem, however, are contrary
The distress that the people are feeling can be seen in such
to the title, as upon reading the graphic details, the reader
words as “oppression”, “tears” and “misery”. Evidently,
can see how unpleasant war can be. The experience is so
war is a very unpleasant experience.
horrific that the persona discounts the title of the poem
and takes an opposing stance to war.
LITERARY DEVICES
Simile: Wilfred Owen uses many similes throughout the
poem to make the soldier’s experience vivid. When he Pathetic Fallacy: occurs where nature is seen to reflect
states that the men were “bent double, like old beggars the human condition. During this invasion the sun is
under sacks” and describes the soldier who had inhaled hidden in the sky and it would appear as if the flowers
the poisonous gas as “flound’ring like a man in fire or are observing the events and are sad as a result. If the
lime”, the reader can “see” in the mind’s eye, the suffering sun is hidden the land is dark. As such the physical
of the soldiers and begin to feel sympathy towards them. darkness reflects the emotional darkness that the people
are experiencing.
Metaphor: Similarly the poet makes other comparisons
without using like or as in order to help the reader to ‘live’ The reference to the flowers is also an example of
the experience of the soldier in war. The poisonous gas, personification. This is where things that are not human
for example, is described as a “green sea”. This are given human qualities. Flowers cannot actually
description is literal, as it was the colour of the gas as experience sorrow as they have no emotions, they are not
seen from a soldier’s gas mask. Additionally, the word sea human. Yet the persona reports that they are bending their
creates the picture of how far and wide the gas had heads in “awful sorrow”.
spread and suggests the overwhelming nature of this
particular experience. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Paradox: is a person or thing that combines qualities that seem to contradict one another. In line 7 the persona reports
that “It is the festival of guns, the carnival of misery.” A festival is typically a time of celebration. Similarly a carnival is
a celebration which involves music, singing, dancing and masquerading. It is therefore unusual to see these words
paired with guns and misery. One can argue, therefore, that in using these paradoxes the poet is highlighting the fact
that there was now a lot of activity on the part of the invaders – shootings, murders, death.
As I stated before, you will be asked to compare (to find similarities) and contrast (find differences) from the two
prescribed poems that you choose to write on in the examination. Let us therefore take a look at some similarities and
differences between the two aforementioned poems.
LITERARY DEVICES
Patriotism/Nationalism: Each speaker exhibits love for his country and feels the need to defend it.
Suffering: In both poems humanity and nature are ravaged by war.
Emotional Impact: In “This is the Dark Time, My Love” the persona suffers anxiety and fear because of the presence of
the soldiers and their actions.
In “Dulce et Decorum Est” the reader can detect the anger in the persona’s tone towards war. The reader can also sense
his disappointment and his feeling of disillusionment towards the end of the poem when he tells those who are
broadcasting the war slogan, that if they had had the experience of his colleague dying from the poisonous gas, they
wouldn’t be so willingly tell others this “old Lie”.
DIFFERENCES
Soldier versus Citizen: In Wilfred Owen’s poem the persona is a soldier who has voluntarily enlisted in order to engage
in war. Also the battleground seems to be away from the land that he loves.
In “This is the Dark Time”… however, the speaker is involuntarily involved in the war. He did not go in search of the
conflict. Instead the war came to him.
Feelings at the end: In “Dulce et Decorum Est” the persona feels betrayed by the officials in his country who are trying
to promote patriotism with the war slogan. By the end of the poem he concludes that the suffering that men endure
in war is too great and no man’s life should be lost in such a horrific manner; even if it is for his country.
At the end of “This is the Dark Time, My Love”, however, the speaker is still loyal to the land he loves and feels sorrow
about the fact that it is being destroyed.
These are a few of the similarities and differences in these poems. Can you find others?
This concludes the lesson this week. Please join me next week.
Simone Gibbs is on the staff of Calabar High School

HEART CAREER TALK continued from previous page
www.jamaicaobserver.com
Article
with Career Development Services 24
THE NATIONAL TRAINING AGENCY
CAREER EXPLORATION
By now you should understand the concept of ‘self’ as it relates to your future careers as the articles from the last few
weeks dealt with that in detail. Now that you have all the knowledge and you understand why it is important to
understand who you are, you must be wondering, what’s next? An understanding of your self allows you to effectively
engage in one of the more exciting parts of career development which is career exploration.
What is career exploration?
It is a process in which individuals choose an education path, training or job which fits their interest, skills or abilities.
Career exploration is all about identifying the type of job that will make you happy and successful while avoiding the
ones that do not suit you.
Exploring careers means finding out as much as you can about different types of jobs. There are over 20,000 jobs one
can do. It would be difficult to research each job separately. Jobs are therefore grouped together based on their
similarities.
HEART CAREER TALK continues on next page

Why is career exploration important?
Exploring careers that matches your goals, interest, strengths and skills from an early age is important because you
won’t have to go back and retrace your steps later in life. It allows you to plan a personal career development path
from choosing your subjects in secondary school to choosing college degrees, vocational courses (skills) to internships,
volunteer work and even summer jobs. As you start out in the working world you will begin to gather valuable
experience in an area or areas that will be very valuable to the career or careers you aspire for later in life. This puts
you in a position to take advantage of learning opportunities and build a strong network.
How is career exploration done?
In order to explore possibilities for the careers you may be interested in, students can follow this four step approach:
1. Investigate: Discover your personality, abilities, skills and priorities.
2. Match possible careers to your personality.
3. Research potential careers to see if there is a fit.
4. Prepare a plan to pursue your career choice.
Because of the many careers that exist, exploring them can be a very difficult task. Career exploration can be one of
the more difficult tasks or the most fun, exciting and easy task depending on your approach. Career practitioners have
developed many tools and different approaches to career exploration which makes our job of exploring much easier.
In order to make researching easier, practitioners have grouped careers into different categories and individuals can
research the categories that match their personality. This is done either through computer software that they have
developed or career workbooks. The career workbooks are usually less expensive and easier to acquire.
One way of grouping jobs is their relationship to data/ideas, people and things.
Therefore three groups we will look at are:

1. Data/ideas career
2. People careers
3. Things careers
DATA/IDEAS CAREERS
People who work with data and ideas like to do the following:
" Research and gather information
" Analyze and make judgments using their research
" Develop new ways to do things or create new products
" Use research to identify and solve problems
They may express their ideas artistically by designing, writing or drawing.

PEOPLE CAREERS
People who work with people like to:
" Teach others
" Give advice, take care of others or

help people with their problems
" Supervise other people
" Influence other people’s opinions
THINGS CAREERS
People who work in these careers spend a

lot of time using and understanding
machines or tools. They like to:
" Manufacture, assemble and set up

machines, tools, furniture, garments
" Adjust/repair machines
" Drive vehicles
" Operate machines, cranes, airplanes

ACTIVITY
When exploring careers you will find that most jobs include some aspect of all three groups (data, people, and thing)
but usually one category is more evident. Now read the job descriptions below and decide in which group the job falls,
write “D” for data “P” for people and “T” for things.
Paralegals
3 Gather information for lawyers to help prepare cases for trial.
3 Research and analyze information to help decide if the client has a good case.
3 Interview clients and witnesses.
3 Investigate facts to ensure that all important information on a case is found.
Plumbers
3 Use a variety of tools to repair plumbing system.
3 Install plumbing fixtures – bathtubs, sinks, toilets, etc.
3 Trouble shoots to figure out and solve problems when plumbing systems do not work.
Fashion Designer
3 Design all kinds of clothing – coats, suits, dresses and shoes – to match people’s desires.
3 Discuss fashion trends with people in the fashion industry.
3 Present designs to buyers.
3 Influence buyers to select design.
Firemen
3 Respond to fire alarms to put out fires.
3 Drive fire trucks and use complex fire-fighting equipment.
3 Inspect buildings to find out what caused a fire.
3 Educate people by speaking about fire prevention.
3 Study fire science to keep up with latest fire-fighting methods.
Where and how can we research careers?

Visit: Talk to:
• A school or public library • A counselor
• A career centre • Teachers
• The internet • Parents
• Persons working in the field

CONCLUSION
What have we learnt about Career Exploration?
Career Exploration is the process of...

1. learning about yourself and the world of work
2. identifying and exploring potentially satisfying occupations
3. developing an effective strategy to realize your goals
4. prepare a plan to pursue your career choice
This involves
• Putting the pieces together to help you make choices about your subjects, majors, career, or higher learning
• Investigating career paths that might potentially match you
• Investigating career paths, industries, and opportunities to gain experience in the field of your choice.
And finally, careers are easier to explore when we put them in groups and match our personality with the group which
we belong. The three groups we looked at were data/ideas careers, people careers and things careers. Individuals
should look at the group that mostly matches them and explore careers in that group to find the ones that would best
suit them.
Erica Williams, Manager, Career Development Services

HEART Trust/NTA, National TVET Centre,
Gordon Town Road, Kingston.
! E-mail: [email protected].
Telephone: 977-1700-5, 970-2139
Website: www.heart-nta.org
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COMMUNICATION
STUDIES Lesson 24
with
Peta-Gaye Perkins Bryan
LISTENING COMPREHENSION
AND ORAL PRESENTATION
Hi everyone. I hope you have been having a great week
and will be doing quite a bit of reading over the Easter
break. Your Communication Studies Paper 2 is on May 14,
2018 and so you cannot afford to waste any time. Today
we will be continuing our review and I will share an
example of what your extemporaneous piece can look like
as some of you are in the process of making your
presentations. As usual, before we get into the lesson, let
us take a look at the expected responses for last week’s
review questions.
Before we go on I want to share a few pointers to guide

your approach to the listening comprehension.
• You MUST review the literary devices and language

strategies you have learned. Please do not forget to
review how to comment on the effectiveness of
each.
• Use the first few minutes before the passage is read

to look over your questions. By reading the
questions before you hear the passage you become
aware of what to listen for in the first reading.
• On the first reading try to get a sense of what the

passage is about.
• On the second reading make notes on relevant

points
ANSWERS • Do not try to write what you hear as you are not
getting dictation.
1. D 2. B 3. C 4. A 5. B
JOL COMMUNICATION STUDIES continues on next page
JOL COMMUNICATION STUDIES continued from previous page
• Possible emotions evoked
• Identify the literary devices or other techniques

heard in the passage
• The effectiveness of the devices used.
Examples of Multiple Choice Items for Paper 1
Some frequently asked questions include: For this week’s multiple choice practice we are going to
do another listening comprehension. You are going to click
• The writer’s main point on the video and listen to the information twice. After
listening, try to answer the questions – of course without
• The writer’s purpose replaying the video. When you are done you can replay the
video to see if your answers are correct. In next week’s
• Details used to identify the writer’s purpose or lesson I will share my answers and you can compare to see
main idea how well you did.
JOL COMMUNICATION STUDIES continues on next page

Instructions: Listen carefully to the information presented

in the video and answer the questions below based on it.
1. What is the MAIN idea in the information?

(A) Social media can result in you losing your job
(B) Indiscriminate use of social media can cost
In your oral presentation you are expected to be able to
you certain privileges
(C) You need to be careful of online activities deliver an extemporaneous speech in 7-10 minutes. The
(D) Always use privacy control for social media requirements in the syllabus state that you must do the
following to score maximum points:
2. Which of the following details support the main idea?
(A) More than half of adults do not think about • Demonstrate substantial knowledge of critical issues
their online activities related to your topic as well as challenges raised by
(B) Some lost jobs, new jobs, insurance, choice of the issues.
college and loans
(C) More than 90% of adults have taken steps to
• Complete an excellent evaluation of the
manage online profiles
effectiveness of source, context and medium on the
(D) Use privacy controls on different networking
sites reliability and validity of information gathered.
3. Identify TWO devices MOST used in the information • Demonstrate excellent level of organization with
presented. introduction, logical sequence of ideas and
(A) Metaphor and Rhetorical questions conclusion.
(B) Statistics and expert opinion
(C) Disadvantages and statistical data • Speak with a clear, audible voice throughout the
(D) Direct personal appeal and catastrophic presentation, and is consistently fluent and
circumstances
confident, with excellent paralinguistic control.
4. Which of the following organizational pattern is used
in the video? In my previous lesson on oral presentation, I shared how
(A) Causes and effects to evaluate a source and include the evaluation in your
(B) Problem and solution orals. For today’s lesson, I am going to share an example
(C) Compare and contrast that has everything. Please see below an example of what
(D) Advantages and disadvantages teachers expect you to include in your oral presentations.
This example may lack a few things but you can decide
5. Which mode of discourse is used in the video? what those elements may be. Kindly ensure you review
(A) Descriptive your syllabus requirements before facing your panel.
(B) Expository
(C) Persuasive
(D) Narrative JOL COMMUNICATION STUDIES continues on next page
“Harold was a business executive; married with a family. The disorder has a high rate of recurrence and
Everything was going well for him; he drove fancy cars, approximately 15% risk of death by suicide. It is the third
loved and lived his life well. All of this changed when he leading cause of death among people aged 15-24 years.
developed bipolar disorder. The marriage ended. He has
become estranged from his family. His children do not There are three different types of bipolar disorder. Bi
talk about him and do not make contact with him. “We Polar I disorder which is one episode of severe mania,
have never been able to accept his mental illness. As a which a close friend of mine suffered from which resulted
family, we have suffered a lot, we cannot talk about this, in my interest in the topic. Bipolar II disorder which is
it is too painful,” said his wife.” hypomania (a mild case of mania) and Bi polar III
disorder also called Cyclothmyia (numerous periods with
That was an extract from the article entitled “World manic and depression symptoms but not severe enough
Mental Health Day: Remove the mask of silence, shame to be an episode).The causes of bipolar disorder are an
and stigma by Wendel Abel, a consultant psychiatrist and imbalance of biochemical in the brain, genetics and
lecturer of medicinal sciences at the University of the traumatic experiences.
West Indies published on Wednesday October 2007.
How is Bipolar Disorder treated?
By now, I am sure you are wondering what is bipolar
disorder. Well, let me enlighten you. On average people with bipolar disorder see three to four
doctors and spend over eight years seeking treatment to
According to an educational packet entitled “Learning about receive a correct diagnosis.
Bipolar Disorder” prepared by the World Federation for
Mental health, Bipolar Disorder, also known as manic There are two stages to treatment: Acute phase where
depression is a brain disorder that causes unusual shifts in a treatment is aimed at ending the current manic,
person’s mood, energy, and ability to function. Persons who hypomanic depressive or mixed episode. Also
suffer from Bipolar disorder moods range from mania which preventative/Maintenance phase where treatment is
can take the form of increased energy, racing thoughts and continued on a long term basis to prevent future episodes.
aggression to depression in the form of lasting sadness, Treatment also has three components. First, Medication-it
irritability and feelings of hopelessness. Bipolar disorder is is necessary for nearly all a patients during the acute and
often confused with other disorders including a variety of preventative phases. Second, Education- it is crucial in
anxiety and psychotic disorders. This is because anxiety and helping patients and families and friends learn how best
psychotic symptoms often occur during the course of bipolar. to manage bipolar disorder and prevent its complications.
And third, psychotherapy - it helps the victim deal with
Who does bipolar disorder affect and how does one get disturbing thoughts, feelings and behaviors in a
such a disease? constructive manner.
Typically, bipolar disorder develops in late adolescent The three most important types of medication used to
years; however it can occur in early childhood. From a control the symptoms of bipolar disorder are mood
study done by the World Federation for Mental health; stabilizers, anti-depressants and antipsychotics. Doctors
which is the only international, multi-disciplinary may also prescribe medications to help with insomnia,
grassroots advocacy and education organization anxiety and restlessness. Mood stabilizers help to provide
concerned with all aspects of mental health, revealed relief from acute episodes of mania or depression and to
that 27 million adults, 18 years or older in any given prevent them from occurring. Anti-depressants treat the
year suffer from bipolar disorder the World Heath symptoms of depression. In bipolar disorder,
Organization also conducted a research that concluded anti-depressants must be used with mood stabilizers.
that bipolar disorder was the sixth leading cause of
disability- adjusted life years in persons aged 15-44. JOL COMMUNICATION STUDIES continues on next page
A survey done by the World Federation for Mental Health revealed that one third of the total persons surveyed feel that
their social interaction with others suffers as many persons tend to discriminate. When suffering from mania, the victim
is unable to work with others because they become quarrelsome, dictative and arrogant. On the other hand however,
a person in a depression episode will be withdrawn, have desires to be alone, and incommunicative. As a result, family
and friends may suffer because they cannot cope with the ever changing attitudes of the victim. This may lead to a
total depletion of social life, as friends may find it impossible to maintain such a friendship and family members may
neglect the victim as was seen in Harold’s situation. There are also situations where family members and friends are
supportive. Helping to take care of the person takes time, patience and understanding. Friends and family members
can provide support by: encouraging victims to stick to treatment and speaking to the victim about how they are
feeling. It is also very important to try to do things with the person and not for the person. Sometimes the victim may
view concern as interference, it is essential to remember that this is not rejection but solely due to the illness.
Compilation of speech and choosing of relevant information were the obstacles I came across while preparing this
portfolio. Accessing information was relatively easy because mental illnesses and in particular bipolar disorder affects
any person, regardless of social class, race or culture and as such information is readily available.
The reference to Dr. Wendel Abel’s Gleaner article is solely to provide an anecdote about the life a bipolar disorder
victim can live. Dr. Abel is a qualified psychiatrist which makes him a suitable reference. The World Health Organisation
is responsible for providing leadership on global health matters, shaping the health research agenda, setting norms
and standards, articulating evidence-based policy options, providing technical support to countries and monitoring
and assessing health trends. This makes it a credible and reliable source as it provides the globe with information
about health and its research is concluded by qualified and trained doctors in the psychiatric field. The World Federation
for Mental Health is a derivative of the World Health Organization and has been in existence for over 60 years. Its
research is conducted under the standards of the world health organization which makes the information provided by
them reliable. There were no fallacies in the reports given by the two organinsations, as the research is conducted on
a global basis and is done by persons trained in that field.
So, I end by saying bipolar disorder is a mental illness that affects moods and impacts significantly on victims and
friends and families of victims. The root cause of all these impacts is the degraded ability the victim has to “perform”
in these different areas of his/her life and the loss of the “social” contribution that would customarily be expected
from the victim in the normal family setting. However with treatment and support from family members and friends,
victims can live a normal life.
For next week’s lesson we will definitely be looking the essay question for module 3, which can help with your
preparation for the exams. Until next week, take care and don’t forget to read and prepare.
Peta-Gaye Perkins Bryan is on the staff of

Queen’s High School for Girls

CARIBBEAN
STUDIES Lesson 24
with
Debgeri Whitely
ISSUES IN CARIBBEAN DEVELOPMENT
Hello everyone, it’s good to have you back for today’s lesson. We are in the Caribbean Sea
final stretch of the Syllabus and the topic of focus for this week comes from
Module 2: Issues in Caribbean Development. Once again, I ask of you to continue
doing your reading in order to comprehend the topic(s) that are covered each
week. See you next week and all the best for the remainder of this week.
DEFINE THE TERM DEVELOPMENT
“Development refers to how a country’s resources are used to meet the basic needs of its population, and examines
the quality of life of the majority of its people.”
“Development means ‘improvement in a country’s economic and social conditions. More specifically, it refers to
improvements in ways of managing an area’s natural and human resources in order to create wealth and improve
people’s lives.”
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
ANALYZE THE DIFFERENT CONCEPTIONS OF DEVELOPMENT
CONCEPTS OF DEVELOPMENT DEFINITIONS
Sustainable Development
Development that meets the needs of the present

without compromising the ability of future
generations to meet their own needs. It involves
economic growth and seeks to ensure the protection
of the environment.
Economic Development
Is the development of economic wealth of a country,

region or community for the well-being of their
inhabitants. This is done through the providing of
jobs in order to improve the economic well-being of
citizens within a country.
Human Development
HUMAN Puts human beings at the centre of the process of

DEVELOPMENT development. That is, it gives citizens the freedom
and opportunity to improve their well-being.
Please ensure that you know the interrelatedness in different approaches to development – sustainable development,
economic development, human development.

ACTIVITY - From the quotes below, identify the concepts of development.
If you don’t have a vision

for the future,
then your future
is thretened to be
a repeat of the past.
– A. R. Bernard
“The higest use of capital

is not to make more money,
but to make money do more
for the betterment of life.”
– Henry Ford

IDENTIFY AND EXAMINE THE INDICATORS USED TO MEASURE DEVELOPMENT

Indicators of Development:
1. Gross Domestic Product (GDP); 6. productivity;
2. Gross National Product(GNP); 7. Internet penetration;
3. per capita; 8. modern technology;
4. Gini coefficient; 9. good governance;
5. Human Development Index (HDI) 10. responsible environmental factors.
ACTIVITY - Do independent research on the above concepts and indicators of development. Following your research
complete the crossword puzzle below.

Clues:
FACTORS THAT PROMOTE OR HINDER DEVELOPMENT

ACTIVITY - Using a table identify the factors promote or hinder development.
Factors that PROMOTE Development Factors that HINDER Development
NOTE: You may refer to Ms. Watson’s lesson (#15) published on January 17, 2017 so you can successfully complete
the activity.
References
1. CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd)
2. Caribbean Studies: for CAPE Examinations – 2nd Ed by Jennifer Mohamed (distributed by Macmillan Education)
3. CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed –1st Ed ( distributed by Macmillan
Education)
4. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
5. CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte(Distributed by
HarperCollins Publishers Ltd)
6. https://www.slideshare.net/egfred/factors-that-promote-or-hinder-development

ANSWERS TO CROSSWORD PUZZLE
Debgeri Whitely is on the staff of St. Hugh’s High School ! Email: [email protected]

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WORDS OF SPANISH WISDOM &

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

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THE PERSUASIVE ESSAY

Hello readers, For this week our primary focus will be on

TIPS FOR TRADITIONAL

There are various ways

• Predict opposing arguments. These will show that you

• Decide on a thesis that is focused, opinionated and

• Avoid a confrontational stance. A direct statement

• Present your character as someone who

• Show where your position may not be reasonable and could be

Here is a sample thesis:

While formal education is necessary to

• Facts • Examples • Testimonies from experts

1. I have just stated this point. Why is it interesting?

2. What does this information imply?

4. Why is this information important? Why does it matter?

6. Can I give an alternative type of evidence to illustrate this point?

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Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

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First, let us examine a sequence of diagrams.

The diagram below shows the first three figures in a

Figure 1 Figure 2 Figure 3

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EXAMPLE 2 The formula is therefore: Tn = 9n + k, where Tn

(c) 7, 10, 13, 16 ... The formula is therefore ! Tn = 9n – 7

(d) 1, 4, 9, 16 ... JOL MATHEMATICS continues on next page

k is therefore 9, and the nth term Tn = 5n + 9 That is: 12 = 1; 22 = 4; 32 = 9; and 42 = 16.

EXAMPLE 3 i) Where n = 4; D =3×4+1 ! D = 13

(a) Draw the FOURTH

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(iii) 17 289 100

Diagram 4 JOL MATHEMATICS continues on next page

WATCH THE THE VIDEO BELOW FOR MORE

PEACE and LOVE!

Kamau Karenga is on the staff of Portmore Community College ! Email: [email protected]

LECTURE SERIES NOW

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1. This is an agreement among three or more groups, countries, states or nations.

An agreement between states, regions or countries to reduce or eliminate barriers to

An agreement where member countries/signatories remove tariffs or non-tariff

A strategy implemented to replace imported goods/products with those

9. A situation where enough food is available for a population or group.

A group of countries in the same geographic space formalizing themselves into

Organizations with interests and facilities/branches in a number of countries, also

12. This is an agreement between two groups, countries, states or nations.

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This is a country with a wide variety of business activities/industries and is in a

16. Trade within a region or a particular geographic space/area.

A geographic area/region where barriers or non barriers to trading among

The removal or reduction of trade barriers/restrictions on the free exchange of

This is when a group of countries/neighbouring countries/states agree to

The process of harmonizing political and economic actions in a particular

21. Merger or the coming together of people, nations, countries or business.