Study Centre November 28, 2017

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CSEC stu anguage
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on Tech
Informati
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► English Literature 46 – 48 13
A SOCIAL RESPONSIBILITY S
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OBERLIN HIGH SCHOOL, ST. ANDREW: Those youthful
R A D INC
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CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

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

Marlene Grey-Tomlinson Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely
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www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 11
with
Shawnett Myers-Lawrence
EXPOSITORY WRITING:
THE EXPOSITORY ESSAY
Hello everyone.
In this week’s lesson we will look at the expository essay.

As we have stated in previous lessons the CXC examiners
can give a range of discourses in the expository section of
the paper. Whatever the given activity the strategies and
organizational patterns are those related to exposition.
Exposition is communication that explains so an expository
essay is prose which explains a specific topic or set of ideas ELEMENTS OF THE EXPOSITORY ESSAY
for a specific audience. Your teacher might emphasise
writing the expository essay since this is the type of There are certain elements that an expository essay must
writing which you will do for most of the subjects that you contain. These are:
study. Keep in mind that even though you are learning the
expository essay in English A the skills are transferrable to
other subject areas.
The expository essay provides information and analysis.

There is usually a main idea or thesis which guides the
details of the essay. In some cases it may appear to have
an overt central argument. This is not to say that it a
persuasive essay, as the emphasis is on explaining
rather than persuading. An expository essay relies on
examples and illustrations to support the main idea.
You may wonder how you will be able to write an essay
on a given subject in an exam, given the heavy reliance
on facts. Do not worry. Though some amount of
research can enhance those class assignments, and
certainly this is necessary for the SBA, the questions
posed in an exam will require you to draw on
knowledge you already possess. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
COMPOSING THE ESSAY

Composing the essay will involve different processes if you are writing in an exam or doing a take home assignment.
As discussed in a previous lesson, essay writing is a process that requires thought, structuring and restructuring. In an
examination there is little room for revising your essay so you must ensure that in the planning of your essay you get
it right. Use the take home assignments to go through the full process and hone your craft.
The first thing to remember is that the topics that you will be given will draw on your general knowledge. You must
therefore ensure that you have a broad idea of what is happening in the world in different sectors of the society. Think
about the hot topics such as politics, technology, global warming or human rights. What do you know about these?
Could you give a sufficiently informed explanation of any of these? If your answer is no then you will have to pay closer
attention to the local and international media. A little information from reputable sources go a long way towards
strengthening your essay. Read the Jamaica Observer in print or online.
The next thing is that in the exam there will be only one question. No choice will be given so you must address any
topic that comes. Once you have identified the subject, make a note of all that you know about it even if that information
seems irrelevant. You can always adjust or discard ideas later.
In addition, read the prompt carefully and ensure that you identify the key terms including the behavioural verb. The
behavioural verb tells you what to do for example, discuss, explain, list, compare. Pay attention to these as they indicate
to you how to structure your ideas.
After that, create a working main idea or thesis then select those points from your notes which may be used to support
it. Decide on the type of evidence that you will use to support your points. These may be statistics, anecdotes, examples,
definitions among others.
Finally, decide on how you will conclude the essay. Based on your points what is the logical conclusion? You need to
reinforce your main idea in the conclusion. Remember that no new information must be introduced here.
SAMPLE ESSAY
Write an Expository Essay explaining how the internet and social media has had a positive or negative effect on
communication amongst teenagers.
Your essay will be assessed on how well you:
• Select relevant and complete information
• Organize and express the information in your essay
• Use appropriate grammar, sentence structure, vocabulary, spelling and punctuation.
The above prompt has the behavioural verb explain which means to make something clearer by giving more details or
relevant facts. You are also to focus on the internet and social media which are modern communication technologies.
JOL ENGLISH LANGUAGE continues on next page

JOL ENGLISH LANGUAGE continued from previous page
You are then asked to look at how these affect teenagers and choose ONE SIDE whether positive OR negative. The prompt
suggests that a cause and effect organizational structure would be appropriate for this essay.
Teenagers are those people between the ages of thirteen and nineteen and if a quick calculation is
done those who fall into this category would have been born either close to or after the new
millennium. This category of people are referred to as digital citizens as they are born in an age
where most communication takes place through some computer and internet based medium. This
type of communication comes with many advantages but also a host of challenges and with the
proliferation of social media platforms these challenges have increased exponentially.
Social media were invented to enable people to meet and stay in touch across the world. With the
constant increases in the price of gasoline the cost for travel both locally and internationally is high
hence social media such as Facebook, Instagram, WhatsApp are all designed to reduce the need for
people to travel in order to socialise. They can stay anywhere and talk to anyone anywhere in the
world as long as they have internet access. This facility is a blessing for many however, in the hands
of teenagers, these tools may leave them vulnerable to all manner of threats. The ready access that
people have to these media means that anyone can create an account and solicit relationships with
minors. Though all of these applications give a minimum age limit for people to join it is a known
fact that anyone can create an account simply be selecting an earlier date of birth. So the adult
chatrooms may be infiltrated by teens who pretend to be adults or adult predators may pose as teens
in their various forums in order to gain access to children. Prior to the internet such access would
have been limited.
It be acknowledged that the judgement exercised by teens is impaired because of their inexperience
but also their biological stage of development. Too often have videos surfaced where teenagers have
broadcasted themselves doing activities that are reserved for adults. Such poor judgement is by no
means a new phenomenon but social media and the internet ensure that such mistakes are shared
with anyone with a phone and a modem and a record always exists to remind that teen of a mistake
that was made. These activities can possibly mar the future of teens who are condemned for a mistake
committed in their youth.
One cannot discount the benefits of social media and the internet but such technology opens too
many avenues for teenagers to act irresponsibly. The challenges presented by this technology seem
to be used more for negative than positive activities. While such behaviour is expected and often
excused the internet ensures that any one mistake follows a person for life.
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

! Email: shawnomyl@yahoo.com
MATHEMATICS Lesson 11
with Kamau Karenga
7 8 9
GEOMETRY
+
Greetings, in the name of Geometry! This is a vast topic in
4 5 6 –
Mathematics and an important topic in CSEC Maths.
Geometry is concerned with questions of shape, size and
position of objects in space. It is a fairly old branch of
mathematics which can be traced back to the Greek
1 2 3 –:
mathematician Thales, some 2,600 years ago. Further
development of modern Geometry came 300 years later
through the Greek mathematician, Euclid. It is said that
when the ruler of the time asked “Is there a shorter route
= +
to learn Geometry than through Euclid’s writings?” Euclid
responded, “There is no royal road to Geometry”. This
question is still being asked by students and teachers
0 •
today respond:
“...There is no shortcut to learning Mathematics; you have 2. Where two parallel lines meet a transverse line:
to PRACTISE, PRACTISE, PRACTISE.”
BASIC LAWS OF GEOMETRY
1. Where two straight lines intersect, vertically opposite

angles are equal: !𝑎 = !𝑐 and !b = !d
a) corresponding angles are equal,

!𝑏 = !𝑓; ∡𝑐 = !𝑔 ;
!𝑎 = !𝑒 𝑎𝑛𝑑 !𝑑 = !ℎ
b) alternate angles (Z angle) are equal,

! 𝑎 = ∡ 𝑔 𝑎𝑛𝑑 ∡ 𝑑 = ∡ 𝑓
JOL MATHEMATICS continues on next page

JOL MATHEMATICS continued from previous page
c) co-interior angles are supplementary; 5. a) The sum of interior angles in a triangle is 180°
they add up to 180°
!𝑎 + !𝑓 = 180° and ! 𝑑 + !𝑔 = 180° b) The sum of interior angles in a 4-sided figure
(quadrilateral) is 360° (2 x 180°)
3. a) The sum of angles on a straight line is 180°
!𝑃 + !𝑄 = 180°
c) The sum of interior angles in a 5-sided figure
(pentagon) is 540° (3 x 180°)
d) The sum of interior angles in a figure with n sides is

{ (n-2) x 180°}
Let us see how these laws apply to a few examples.
b) The sum of angles at a point is 360°

!𝑎 + !𝑏 + !𝑐 + !𝑑 = 360° Example 1
In the diagram shown below, not drawn to scale, KLMNO

is a pentagon. "LKO = 108° , "NOK = 80°, "KLM = 90°,
"KNM = 57° and KO is parallel to MN.
4. The base angles of an isosceles triangle are equal.

Triangle OML is isosceles
side OM = OL (both are radii of the circle)
base angles !𝑂𝑀𝐿 = !𝑂𝐿𝑀
Calculate, giving reasons for your answer, the value of
a) "NOK
b) "x
c) "y
JOL MATHEMATICS continues on next page

Solution 1 ii) Explain why triangles PKL and PMN are similar but not
congruent.
The strategy for a problem like this is to look at the ‘big
picture’. Study the diagram and make note of the Solution 2
outstanding features. Note the parallel lines and the
various ‘alternate angles’, including KNM and NKO. Note Let’s take a look at the ‘big picture’. Note the isosceles
also the four sided figure KLMN. You may make notes on triangles PMN and PKL.
the diagram.
Note: the parallel lines, co-interior angles LKM and KMN,
a) "NKO = 57° It is an alternate angle to "KNM co-interior angles KLN and LNM;
b) Triangle NKO has a sum of 180° and we know two Note: corresponding angles PLK and LNM, corresponding
of the angles. "x = 180° – (57° + 80°) angles PKL and KMN.
Therefore, "x = 43°
c) "LKN can be calculated by 108° − 57° = 51°. i) a) "MPN is the apex of an isosceles triangle with base
We can now use the 4-sided figure KLMN to angles equal to 50° each.
calculate y. "MPN = 180 – (2 × 50)
The sum of interior angles in a 4-sided figure is 360°. "MPN = 80°
"y is therefore 360° – ( 51° + 90° + 57°)
! y = 162°. b) "PLK is the base angle of an isosceles triangle with
the apex angle "KPL = 80°
Example 2 ∴ "PLK = 50°
In the diagram below, not drawn to scale, PMN is an c) "LKM is a co-interior angle with "KMN
isosceles triangle with PM = PN and angle PMN = 50°. ∴ "LKM = 180° – 50° ! "LKM = 130°
KL is parallel to MN.
ii) Triangles PKL and PMN are similar because they have
equal angles: apex angle 80° and base angles of 50°.
The triangles are not congruent because the lengths of

the sides are different.
GEOMETRY
The mathematics of the properties, measurement,

and relationships of points, lines,
angles, surfaces, and solids.
i) Calculate, giving a reason for your answer, the measure

of:
a) "MPN b) "PLK c) "LKM JOL MATHEMATICS continues on next page
EVALUATION SOLUTION TO EVALUATION
In the diagram below, not drawn to scale, there are three a) "a is co-interior with the angle at B.
parallel lines. Find the angles marked a, b, c, d, e, f. Give Therefore "a = 90°.
reasons for your answers. The side DE is parallel to the b) "b is co-interior with 110° therefore"b = 70°
opposite side.
c) "c is co-interior with "b therefore "c = 110°
d) "d is part of a four-sided figure where the other three

angles are 90°, 90° and 150°
! "d = 360° − (90° + 90° + 150°) ! "d = 30°
e) "e is at a point where the sum of the angles is 360°

Therefore, "e = 360° − (150° + 110°)
! "e = 100°
f) "f is co-interior with 110° therefore "f = 70°.
WATCH THE VIDEO BELOW FOR MORE.
Next Week: We continue into the wonderful world of GEOMETRY. Peace and love.
Kamau Karenga is on the staff of Portmore Community College ! Email: kkarenga@pcc.edu.jm


SOCIAL
STUDIES Lesson 11
with
Charmaine Fuller-Wallace
DEVELOPMENT AND USE OF

RESOURCES IN THE CARIBBEAN
WHAT ARE RESOURCES?
• Resources are living and non-living things that human beings use to satisfy their needs and wants.
• It can be anything human or physical that humans use to make money which helps to make their standard of
living better.
REASONS RESOURCES ARE IMPORTANT
Resources are important because it can be used to:
3 create wealth; 3 solve problems;
3 satisfy the needs and wants of the population; 3 improve individuals’ standard of living.
THE MAIN RESOURCES IN THE CARIBBEAN
Consist of a skilled population of people such as engineers, scientists, artists,

HUMAN KIND electricians, plumbers, doctors, teachers, journalist and so on
The Caribbean has mineral resources such as petroleum, natural gas, asphalt, bauxite,
MINERALS sand, gravel and copper
The land consists of soil that has a lot of nutrients. On the land people are able to
LAND construct buildings, roads and railways. Agricultural products such as ground
provisions, forestry, fruits, vegetables and livestock can also be found on the land
The Caribbean is filled with lots of water that: has a lot of fish for food and other
WATER marine life, it is also used for transportation and recreation
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
CLASSIFICATION OF RESOURCES
The afore listed main resources can be divided into two groups:
1. Human Resources
This consist of the skills, talents, energy, time and abilities that human beings have which can be used to
satisfy their needs and wants. Examples are engineers, doctors, teachers, tillers, electricians, builders and
artist.
2. Physical Resources
This type of resources also called natural resources are materials provided by the earth that humans can use
to make man-made products. Humans cannot make these resources. Examples of natural/physical resources
are: land, water, minerals and forest.
ACTIVITY
Concepts Relating to Human Resources
Instruction: Match the following terms with the correct definitions.
birth rate immigration overpopulation pull factors
brain drain infant mortality rate population push factors
death rate labour force population census sustainable development
demography life expectancy population control underpopulation
depopulation migration population density underemployment
emigration net migration population distribution unemployable
employment natural increase population explosion unemployment
human resource optimum population population pyramid work

CONCEPTS DEFINITIONS
This consists of the skills, talents, energy, time and abilities that human beings have
1.
which can be used to satisfy their needs and wants.
The number of live births per one thousand in a country in any one year
2. FORMULA: = number of live births *1000
population
The number deaths per one thousand in a country in a given year

3. FORMULA: = number of deaths *1000
population
The difference between the birth rate and the death rate
4.
FORMULA: Birthrate minus death rate equals (BR-DR =NI)
The average age/ number of years that someone is expected to live in a particular area.
5.
It can be used as an indicator of the overall ‘health’ of a country.
The number of deaths per one thousand infants under one year of age in a given population in
6.
a year.
The total number of people living in a country/community or geographic area at a

7.
particular time.
The total number of people living in every square kilometer of an area.

8. FORMULA: = Total Population or PD = TP/A (sq km)
Area (sq km)
Persons in the age group 14 to 60 years (proposal to change to 65) who are capable and
9.
willing to work.
A condition where the resources of the area/country are not enough to adequately
10.
support the population in that area/country.

The process of collecting, compiling and analyzing information about the persons in a given
11.
population.
This has to do with measures implemented (such as encouraging the use of

12.
contraceptives) by the government to limit the rate of growth of the population.
13. This refers to rapid growth in population.
The pattern of where the people in a county live. The geographical pattern (such as
14.
mountainous or flat land) usually determines where the people in a country live.
A statistical chart/diagram which shows the age and sex ratio of a given population in
15.
a country.
The study of a population size, density, distribution and composition

16. OR the study of a population and the changes (such as the number of births and deaths)
that occur over a period.
When the resources in a country are enough to support the population, thereby enabling
17.
the people to enjoy a reasonable standard of living.
18. When the resources of a country can support more than the existing population/people.
19. The decrease in the number of persons living in a country/ an area.
20. The mental or physical activity used for satisfying human needs and wants.
21. To be productively involved in an economic activity that produces an income.

This is where someone is in the labour force, can work, wants to work but has not yet
22.
found a job.
A situation where an individual is working in a temporary/part-time job or working in

23. a job for which he/she is ‘over qualified’. For example, someone with a university degree
in management working as a receptionist or cashier.
This describes someone who does not have the skills, qualifications or experience for
24.
the jobs which are available.
The permanent movement of people from one place to another to live.

25.
This can take place within a country/community and across national borders.
The migration of skilled and professional persons from a country or an area, resulting in
26.
a shortage in the country or area from which they are leaving.
The act of leaving one’s native country with the intent to settle elsewhere;
27.
for example, to leave/emigrate from Jamaica to live in Canada.
The movement of people into a foreign country in order to settle there; for example,
28.
moving from Italy to live in Jamaica.
The difference between the number of immigrants (persons entering)

29. and emigrants (persons leaving) a country in a particular year.
FORMULA: NM = immigration minus emigration
Conditions in a country or area that cause persons to leave;

30.
for example, lack of employment opportunities.
Attractions/conditions that cause persons to desire or prefer to live in a country or area;

31.
for example, better health facilities and availability of jobs.
A condition where the development in the country meets the needs of the present population
32.
without compromising the ability of future generations to meet their own needs.

HUMAN RESOURCE
IMPORTANCE OF THE HUMAN RESOURCE
3 It is used to solve problems. For example doctors, scientist and historians combine their skills and knowledge
to provide vaccines to fight diseases such as smallpox.
3 It is used to provide relaxation. For example the engineers and builders use their skills to build gymnasiums
and stadiums for people to exercise; writers use their abilities to write books/songs/poems to entertain people.
WAYS IN WHICH THE HUMAN RESOURCE IS DEVELOPED

Because the human resource is very important, the government has to make every effort to ensure that the skills,
knowledge, talents and abilities are developed. In the Caribbean, the human resource is developed through ways such
as: Education, Health, Recreation, Protection and Religion.
In order to develop the skills and talent of the population, individuals must be educated. People
are educated formally and informally. It is the governments’ job to provide for the populations
EDUCATION formal education. Majority of Jamaicans have been formally enrolled in schools, colleges/universities
or in an educational institution. Education is the “only legitimate means” to upward mobility in
the society, that is, moving from the lower, onto the middle to the upper class.
For the human resource to be developed and for the country to grow economically the
population must be healthy. If people are always getting sick, it means that they would be
HEALTH frequently absent from work, which in turn will have a negative effect on production level.
Health Care is divided into three main groups: curative health care, preventative health care
and tertiary healthy care.
Every human being needs fun and relaxation. Relaxation helps individuals to function better
at work or at school, reduction of stress, improvement of happiness, build character, improve
RECREATION interaction, and contribute to time management. Recreation helps human beings to function
more effectively and efficiently.
Protection is important to everyone in the society. No one wants to live in constant fear. An
atmosphere of peace and security must exist in a country if the human resource is to effectively
PROTECTION carry out their duties. Protection is provided by the security personnel who are guided by
the laws of the land when carrying out their duties.
Religion is the belief in a supreme being. There are many religions in Jamaica. The main one
is Christianity, which has many denominations. Religion reinforces the importance of having
RELIGION good values and attitude. If the values taught by the school and at church are acted out by
the human resource then not only will the population have a healthy body as a result of health
care and recreation but their mind would also be healthy.

ANSWERS TO ACTIVITY
1. Human Resource 9. Labour Force 17. Optimum Population 25. Migration

2. Birthrate 10. Overpopulation 18. Under Population 26. Brain Drain
3. Death Rate 11. Population Census 19. Population 27. Emigration
4. Natural Increase 12. Population Control 20. Work 28. Immigration
5. Life Expectancy 13. Population Explosion 21. Employment 29. Net Migration
6. Infant Mortality Rate 14. Population Distribution 22. Unemployment 30. Push Factors
7. Population 15. Population Pyramid 23. Underemployment 31. Pull Factors
8. Population Density 16. Demography 24. Unemployable 32. Sustainable Development
Have a wonderful week!
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School

! Email: charmief2@yahoo.com
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INFORMATION
TECHNOLOGY Lesson 11
with
Shandeen Robinson-White
DATABASE MANAGEMENT
CONTINUES – SBA GUIDELINES
Objective:
You should be able to:
3 design and create queries with Microsoft Access
As you continue to work on your SBA, I will provide guidelines for the
completion of the database management section. According to the syllabus,
you should be able to:
1. create a database; 4. query a database using multiple search conditions;
2. modify a table structure; 5. determine the results of a search on a database given multiple conditions;
3. sort a database; 6. generate reports to the screen, printer and files.
Lesson 10 demonstrated how to create a database and a table within the database. Review that lesson and let us begin.
QUERYING A DATABASE
Today I choose to explain how to query a database. This skill will be tested in the SBA and on Paper
2, so make sure you have mastered the skill before going into the examination. Review the Jamaica
Observer Information Technology Lecture Series, 3rd Edition for more details.
To query a database means to retrieve data from the database. It is a request for information.
There are rules on how to create the question (so that MS Access will understand and return the desired information).
Retrieve your SBA database or any other database you have created.
JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continued from previous page
To start any query, you need to go to the query design. See diagram below:
Query design icon in MS Access 2013
You will see that there are not many differences between 2007, 2013 and 2016; and most of the tasks are carried out
the same way. It is a matter of getting familiar with the Ribbons. The icons may have been moved around slightly.
A show table dialog box will appear showing the tables available in your database. See example below:
Show table
This database dialog box
has one table
Query design
grid
At this point you will select the table (s) that has the answer to your question (the information you are requesting).

Let us look at it this way:
DESIGNING A QUERY
Here’s an example of a query in Design View in Microsoft Access. When you run a query like this, the database system
actually uses SQL (behind the scenes) to generate the query.

THE QUERY RESULTS
Regardless of the method you use to query the database, the results will usually be displayed in tabular format.
Here is another Simple Query
This database table is storing information on books.
For demonstration purposes, I will be using a database with 2 tables: Books and Author. The primary keys are set and
the relationship is established (CXC expects you to create Relational databases for your SBA and will be asking you
questions on them as well).
Query/Question: List the books where the Title starts with ‘S’, and the rating is better than 2.

The diagram below shows the Book table being selected for this query.
The area where the query will

be designed.
At this point you choose which of the fields in the table you want to either ask questions about, or wish to include in
the answer. To choose, double-click the field, or drag it to the grid below.
For our example we want to choose Author, Title & Rating (The fields to include are usually given, but if not you choose
the fields based on the answer you want).
Note all the fields

selected are from
one table. This
often happens
with simple
queries.
The checked box means
that the field will show in
the result.
Once you have the fields in the grid, there are a lot of choices to make. They work line by line.

We have already chosen the fields, and the tables are added automatically. The next thing is the sort. To sort the books
by rating for instance, click in the sort box for that column, and change the setting to Ascending or Descending.
You can sort by multiple columns. The priority is from left to right, so if you wanted to sort by Rating and then Title,
you would need to rearrange the columns. You can just select by the grey bar at the top and drag them around. See
diagram below:
The sort row

in the
design grid.
This query
will be
sorted by
rating and
Title.
Criteria row - Here is where
you specify what you want
in your answer/result.
The Criteria row is a little more complex, but it’s very easy to use once you get used to it. Criteria are specifications for
which records (rows) from the table to show.
Compound criteria queries include AND & OR. That is, all of the criteria need to be met.
If instead you wish to use OR criteria (that means that any of the criteria can be met) then put the criteria on different
rows or use the word ‘OR’.
In our case, we want to

only see books where the
Title starts with ‘S’, and
the rating is better than
2. The ‘S’ criteria also
includes what is known
as a wild card. That is, the
title needs to start with
the letter S, but anything
can come after the ‘S’.
The ‘*’
Numeric criteria are represents the
allowed to be defined wildcard
as limits, rather than
specific values, so in
the case we can use
|the ‘>’ operator. JOL INFORMATION TECHNOLOGY continues on next page
Now that we have defined the question we wish to ask, we can pose it to Access, and view the answer.
Click the Run button in the ribbon. The view button could also be used to toggle between the
datasheet view (showing the results of the query) and the query design.
These are the records that satisfy the criteria.
It’s important to note that as a general rule, the datasheet view from a query is live. That is, if you make changes to
the table data then you make changes to the query results.
SAVING THE QUERY

Finally, you can save the query for later. There is some confusion with this at times. Saving the query saves the question,
not the answer. So that means that next time you run the query, if the data in the table has changed, then the answer
might also change.
Click the Save button in the quick access toolbar at the top left of
the Access window. Remember that queries are saved along with
the tables inside the one Access file on your hard drive (or the
location you selected when it was being created).
For your SBA you need to print your queries. I also recommend that you print the design view. However, you
do not need to print the SQL.
Candidates tend to find database to be the most challenging of all the applications.
Make sure you understand how to:
1. explain the concept of a database 4. query a database
2. use the terminologies associated with a database 5. generate reports using
3. state the advantages and limitations of a database more than one table

ACTIVITY
Fill in the blanks

A __________________ is a request for data or _________________ from a database _________________ or combination of tables.
This data may be generated as __________________ returned by Structured Query Language (SQL).
There are many websites and YouTube videos that you can use to help you
Tech Bit: understand a database system. One such video is below:
1. query; 2. information; 3. table; 4. results
Next week we will look at advance querying and creating reports. Keep practising.
Word for the wise: Don’t fear moving forward slowly, fear standing still! – Kathleen Harris
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy. ! Email: teacherrobwhite@hotmail.com

HUMAN & SOCIAL
BIOLOGY Lesson 11
with
Leroy Munroe
FOOD NUTRIENTS CONTINUED
Objectives:
At the end of this lesson students should be able to:

1. Identify the different food tests and their
result
2. Identify vitamin A to D and mineral salts,
their sources and deficiency diseases
associated with them
3. State the importance of dietary fibre and
water as a source of nutrients
4. Describe constipation and diarrhoea
5. State the causes and effects of constipation
and diarrhoea
TESTING FOR NUTRIENTS IN FOOD
NUTRIENTS REAGENT PROCEDURE POSITIVE RESULT NEGATIVE RESULT

Add a few drops of
Colour will change
iodine solution directly No change iodine
to blue black or
Starch Iodine solution on to sample of food will remain brown
purple to show the
such as a piece of or yellow orange
presence of starch.
bread or green banana
Add a few drops of
Benedict’s solution to Colour will change
Reducing No colour change
glucose in a test tube. from blue to green
sugars (glucose Benedict’s Solution solution remains
Heat the mixture for a to brick red or
or fructose) blue
few minutes in a orange colour.
boiling bath.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

JOL HUMAN & SOCIAL BIOLOGY continued from previous page
NUTRIENTS REAGENT PROCEDURE POSITIVE RESULT NEGATIVE RESULT
Boil sample of sucrose

in hydrochloric acid to
break the glycosidic
Benedict’s bond. Allow to cool for
Colour change from
solution, a few minutes; No colour change
Non – reducing blue to green to
hydrochloric acid neutralized with solution remains
sugar (sucrose) brick red or orange
(HCL), Sodium sodium hydroxide blue
colour
Hydroxide (NaOH) (alkaline). Add
Benedict’s solution to
test sample, heat over
a water bath.
Biuret Solution - a
solution of sodium Add a few drops of No colour change
Colour change from
Protein hydroxide (NaOH) Biuret Solution to food – solution remains
blue to lilac/purple
and Copper sample. blue
sulphate (CuSO4)
Greasy spot, the
Rub the sample of food
Lipids (fats and Piece of grease paper allows some
on the grease paper No greasy spot
oil) paper light through
and leave to dry.
(translucent)
Place a sample of fat
and alcohol in test
The emulsion test - tube, use thumb to
Lipids (Fats and Colour change to
Alcohol (ethanol) cover test tube and No colour change
oil) cloudy or milky
and water shake for a few
minutes. Pour mixture
in water
VITAMINS
Vitamins are organic compounds that act as a catalyst. A catalyst is a substance that increases the rate of a chemical
reaction without changing itself in the reaction. Being a micro nutrient, only small quantities are needed in our daily
diet. Lack of a vitamin will disrupt the metabolism of the cells. This disruption will cause signs and symptoms of the
deficiency disease associated with that vitamin. Some vitamins are co-enzymes. Vitamins are classified as fat soluble
or water soluble and are given letters of the alphabet. These vitamins are A, B, C, D, E and K, with vitamins A, D, E and
K being fat soluble vitamins and vitamins B and C water soluble.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

Vitamin A (Retinol) The B vitamins work together to help our body use the
energy we get from our food. Some B vitamins are also
This is a fat-soluble vitamin, meaning it can only dissolve important in helping the body use protein to build new
in fat and not water. It is called retinol because it produces cells and tissues.
the pigments in the retina of the eyes. Vitamin A is
important for good vision, especially in dim lights, a Good sources of vitamin B include: Yeast, bran from cereal,
healthy immune system and cell growth. There are two groundnuts, whole grain of rice and cereal, cauliflower,
types of vitamin A, beta-carotene and retinol. Beta tuna, garlic, egg yolk, liver, kidney, heart, dried peas and
-carotene is the yellow and orange pigment found in fruits beans, brown rice, red meat, berries, lean pork
and vegetable such as carrots and pumpkin. It is essential
for normal growth and development, functions of the Functions of vitamin B’s in the body
immune system and vision. Retinol is found in liver, whole
milk and fortified foods. • Is essential for the metabolism of carbohydrates into
the simple sugar glucose
Good sources of Vitamin A include: Liver, fish liver oil, egg
yolk, milk, cheese, dark green leafy vegetable, broccoli, • Helps aerobic respiration in the mitochondrion. It is
spinach, kale, papaya, carrot, pumpkin, pineapple, apricot, required for the body to form adenosine triphosphate
mango, sweet potato, cantaloupe, fortified breakfast cereal (ATP), which release energy in the cell of the body for
and tomato. energy uses
Functions of vitamin A in the body: • Helps in the steady release of energy from
• Helps form and maintains healthy skin, teeth, skeletal carbohydrates in the nerve and muscle cells
and soft tissue, and mucus membranes
• Form visual purple in the retina of the eyes promoting • Strengthens the immune system and improves the
good vision, especially in dim lights body’s ability to withstand stressful situations
• The correct functioning of all epithelial cells in the body
• Aids in storage of fat A lack of Vitamin B causes the deficiency disease Beri-Beri.
• Increase resistance against infections The signs and symptoms of the disease include the loss of
appetite and weakness of the legs. It also affects the
A lack of vitamin A causes the following deficiencies in the nervous system, muscles and heart.
body:
• Causes night-blindness which is called xerophthalmia,
here the cornea of the eyes becomes dry
Vitamins C
• Poor vision in dim lights
• Dry scaly skin
• Increased infections Vitamin C (ascorbic acid) is a water-soluble vitamin. It can
be dissolved in water but not alcohol. Our body cannot
store vitamin C; hence, we need a daily intake. Vitamin C
Vitamin B complex
is found mainly in fruits and vegetables.
Vitamin B’s are referred to as B complex vitamins. There
Good sources of vitamin C include citrus fruits e.g.
are eight different types of B vitamins. They include;
(oranges, lemons), guava, papaya, cherries, strawberries,
thiamine B1, riboflavin B2, niacin B3, pantothenic acid B5,
broccoli, cantaloupe, grapes, pineapple, tomatoes and
pyridoxine B6, biotin B7, folic acid and vitamin B12, hence,
green vegetables. Other sources are potatoes and liver.
the name B complex. These vitamins are water-soluble
because they can only dissolve in water and not fat. They
are easily destroyed by alcohol and cooking. JOL HUMAN & SOCIAL BIOLOGY continues on next page
Vitamin C is needed in the body to carry out the following The vitamin is needed in the body for:
functions:
• the absorption and utilization of calcium and
• Make collagen, a protein that helps support tendons, phosphorus by the human body
ligaments and blood vessels
• promoting the formation of normal bones and teeth,
• Maintain healthy skin, teeth and gums and the calcification of bones
• Improves the absorption of iron from plant based foods The deficiency disease that is caused from a lack of vitamin D
is rickets in children, here, the bones become soft, they do not
• Helps to strengthen our immune system increasing our harden properly during growth and development hence, they
resistance to diseases are deformed. The development of tooth is also affected. A
deficiency of vitamin D in adults, cause osteoporosis where
• Needed for the growth and repair of tissues in our body the bones become weak and osteomalacia (pain in the
bones). This is caused by poor absorption of calcium and
The deficiency disease that results from a lack of vitamin phosphorus, which leads to decalcification of bones. The
C is called Scurvy, here, the walls of the blood capillaries cause of rickets and osteomalacia is mainly from a lack of
weaken, allowing blood to escape through them, the teeth exposure to ultraviolet light.
loosened and falls out, the gum bleed, and the healing of
wounds are retarded. The resistance of a person to
infection is also lowered.
MINERAL SALTS
Vitamin D
The mineral salts are inorganic compounds present in both
Vitamin D (calciferol) is another of the fat-soluble vitamin. plants and animals that are important for the health and
It can be dissolved in fat but not water. Vitamin D is growth of the human. They are important for many cellular
required for the regulating and the absorption of calcium processes such as the formation of bones and teeth and the
and phosphorus, and facilitating normal function of the regulation of body fluids such as maintaining the correct
immune system. It also plays an important role in the balance between acidic and alkaline fluids in the body. They
development of healthy bones and teeth. Exposure to the are only required in small quantities in our diet, a lack of
sun is an easy and reliable way for some people to get mineral salts in our diet will lead to deficiency diseases like
vitamin D. The vitamin is produced in the skin by the the vitamin deficiency diseases. These deficiency diseases
action of ultra-violet light from the sunlight. can be cured by taking in a small amount of these minerals
in the diet. Mineral salts supply the elements that are not
Good sources of the vitamin come from egg yolk, fish liver supplied by fats, carbohydrates and proteins. The quantity
oil, liver, sardines, mackerel, tuna, herring, butter and of mineral elements needed daily in the diet to stay healthy
cheese. Cow’s and human milk contain a negligible may vary from one person to another at different ages.
amount of this vitamin. Approximately ninety percent of
it is obtained through exposure to the sunlight. JOL HUMAN & SOCIAL BIOLOGY continues on next page
The deficiency disease from a lack of iron in the body is

CALCIUM
Anaemia. In anaemia, the amount of haemoglobin in the
blood is less than normal, and less oxygen is carried from
Calcium is important in the growth of new bones and lungs to tissues causing tiredness and lack of energy due
maintaining bone and teeth strength.
to lack of red blood. A disease such as malaria causes this
Good sources include milk, yogurt, cheese, bread, cereals,
condition in humans.
legumes, green vegetables and fruits
• Helps in blood clotting WATER

• Formation of healthy bones and teeth
• Helps in the transmission of nerve impulses
• Helps in the contraction of muscles Water plays an important role in our body, it is important
• Maintain a regular heartbeat for all body functions. About two thirds of the body is
• Regulates blood pressure composed of water. Our body cannot store water; hence,
• Helps insulin open cells to glucose we need a fresh supply every day to make up for losses
from the lungs, skin, urine and faeces. The amount we
The deficiency disease from a lack of calcium in the diet is need depends on our body size, metabolism, the weather,
rickets in children and osteoporosis in adults. Decaying the food we eat and our activity level.
teeth and white flecks under the fingernails. Numbness in
It is the foundation for good health.
the fingers and toes, muscle cramps, loss of appetite and
abnormal heart rhythm.
Important functions include:
1) the hydrolysis of food during digestion;
IRON 2) it is a solvent and fluid for transportation in blood;
3) helps dissolve food nutrients and minerals during
Iron is a mineral found in every cell of the body. Iron is digestion to make them accessible to the body;
considered an essential mineral because it is needed to 4) it transports nutrients and oxygen to cells and removes
make part of blood cells. The human body needs iron to the waste products carbon dioxide and water;
make the oxygen-carrying proteins haemoglobin and 5) acts as a cushion for organs and joints;
myoglobin. Haemoglobin is found in red blood cells and
6) regulates the body’s temperature;
myoglobin is found in muscles. Iron also makes up part of
7) when the sweat evaporates, it cools the body;
many proteins in the body.
8) provides support within the cells by providing turgid
Good sources of iron include liver, red meat, cereals, egg pressure (inflating the cells).
yolk, kidney, yeast and green leafy vegetables (callaloo, 9) Prevents constipation
and spinach are good sources), legumes, fish, poultry,
dried fruits. Water must be replaced in our body because we lose it
during sweating, excretion and breathing.
Iron is needed in the body to carry out the following It is difficult for one to live beyond four days without any
functions in the body water (liquid) intake. Water can be obtained from several
• Formation of haemoglobin. Haemoglobin gives the red sources such as the food we eat, vegetables, fruits and
colour to the red blood cells and acts as an oxygen
milk. Dehydration is caused from a lack of water.
carrier
• It is also a component in many enzymes
• Needed for energy metabolism JOL HUMAN & SOCIAL BIOLOGY continues on next page
ROUGHAGE/DIETARY FIBRE Effects of constipation on the body

• Abdominal pain and cramps
Dietary fibre or roughage is the part of plants that cannot • Excessive gas and bloating
be digested when eaten. Dietary fibre does not provide us • Haemorrhoids (perfuse bleeding, pain, itching and
with any nutrients but they play a very important role in extreme sensitivity)
our diet. It is important that some of our food remain as • Affects one’s quality of life, causes stress, and
bulk in the alimentary canal. This allows the muscular diminishes one’s overall sense of well-being
walls of the intestines to grip the food and push it through • An increase in harmful bacteria and other parasites in
the alimentary canal in a process called peristalsis. Muscle the colon because it becomes a breeding ground for
movements are not stimulated by soft food and foods that these pathogens
are digested. Such foods do not move through the intestine • Weakens the body’s immune system and reduces the
and can cause constipation. ability to fight illnesses.
• A feeling of lethargy, fatigue, mood swings and sleeping
Roughage is important in the large intestine, where with
disorder
the absorption of water, the faeces are kept soft for
• Loss of appetite
movement passing through the alimentary canal. Good
• Nausea and headaches
sources of dietary fibre are vegetables, fruits, nuts, peas
• Distended abdomen
and beans. The outer husk of cereal grains called bran is a
good source of dietary fibre. A lack of dietary fibre can
cause cancer of the intestines. DIARRHOEA
Diarrhoea is defined as the passage of three or more loose
CONSTIPATION or liquid stool per day. This is an intestinal disorder in
Constipation is the inability to pass faeces. It is usually which faeces are discharged from the bowels frequently in
caused by the slow movement of stool through the colon. a liquid form. Diarrhoea is associated with frequent, loose,
It occurs when bowel movements become difficult or less watery stools, abdominal cramps and pain, fever, blood in
frequent. Having three or less bowel movements for the stool and bloating.
week may be a sign that you are constipated. It can also Causes of Diarrhoea
mean straining to have a bowel movement or passing
• Viral infection that include the Norwalk virus, and viral
stool that are small, hard and dry. Going longer than three
hepatitis. Rotavirus is a common cause of acute
days without a bowel movement is too long. After three
childhood diarrhoea.
days, the stool or faeces become harder and more difficult
• Bacteria and parasites (Food poisoning). Common
to pass. A poor diet and an inactive lifestyle are the most
bacterial causes of diarrhoea include, salmonella,
common causes of constipation.
shigella and Escherichia coli. Food may cause diarrhoea
when it is prepared or stored in unhygienic conditions.
Some common causes of constipation
• Medications: Many medications can cause diarrhoea.
• Inadequate intake of water and other fluids.
The most common are antibiotics. Antibiotics destroy
• Lack of food high in fibre (fruits, vegetables and whole
both good and bad bacteria, which can disturb the
grain)
natural balance of bacteria in your intestines.
• Inadequate activity or lack of exercise
• Lactose intolerance – Lactose is a sugar found in milk
• Eating a large amount of dairy products
and other dairy products. Many people have difficulty
• A disruption in regular diet or routine; travelling
digesting lactose and experience diarrhoea after eating
• Stress and depression
dairy products.
• Having colon cancer
• Resisting the urge to have a bowel movement, this is
sometimes the result of pain from haemorrhoid (piles). JOL HUMAN & SOCIAL BIOLOGY continues on next page
Effects of diarrhoea on the body

• Dehydration: With the frequent passing of watery stools, the body loses excessive fluids and minerals that lead to
dehydration;
• Thirst and dry mouth;
• Moderate or severe abdominal pain or tenderness;
• Nausea and vomiting may occur;
• Fainting due to hypotension (low blood pressure);
• Irritation of the anus due to frequent passage of watery stools;
• Prolonged and severe diarrhoea that can lead to kidney failure, lack of urine, shock and acidosis (too much of acid
in the blood that can lead to coma if not treated promptly;
• The body loses electrolytes and water;
• Persons may experience loss of energy and weakness
WATCH THE THE VIDEO BELOW FOR MORE.
Have a good week.
Leroy Munroe is on staff of the Trench Town Polytechnic College ! Email: leroy_munroe@yahoo.com

PRINCIPLES OF
BUSINESS Lesson 11
with
Hilary Bassaragh
INTERNAL ORGANIZATIONAL ENVIRONMENT
Objective:
At the end of this lesson candidates should

understand the communication process and strategies for effective communication within an organization.
COMMUNICATION
Effective communication is needed if a business is to survive and grow. It therefore involves all members of the business
and it must also be understood and acceptable by all persons involved. It is important that parties communicate
effectively internally and externally as we are now in a global market, where competition is fierce, so everyone in the
organization needs to collaborate closely on solving organizational challenges and on achieving objectives. Poor
communication results in errors, decreased productivity, distrust, absenteeism and dissatisfaction with ones job.
Communication is a two way process that enables information to be transmitted within an organization. Individuals
can communicate through speech, behavior (body language), writing or signals (sign language). The objective is to
convey ideas from one person to another or to several persons. However, the use of satellites has allowed businesses
to correspond by both sound and vision worldwide either through intranet or internet. Effective communication needs
to be planned and the following needs to be considered:
1. The objective 2. The audience 3. The message 4. The tools 5. The resources
Effective communication involves four elements:
3 the sender - the source of the information
3 the message - the content of what needs to be communicated
3 the channel - method or medium used to send the message
3 the receiver - the person or audience to whom the message is sent
JOL PRINCIPLES OF BUSINESS continues on next page

JOL PRINCIPLES OF BUSINESS continued from previous page
Communication can take place in different ways. These include:
1. Vertical - this is up and down the organization. Downwards is from the superiors to subordinates. (Examples: giving
orders, setting targets). Upward is employee to employer. (Example: presenting a report)
2. Lateral - this is communication across the organization (Examples: one team to another, or department to
department)
3. Non verbal - this is communication without the use of words. (Examples: using body language, using letters, memo
and diagrams)

4. Verbal - this is using words whether they are spoken face to face or by means of the phone or written as in the form
of E-mails.
5. Formal - following the channels of communication established by the organization
6. Informal - using channels established by the workers, often called the “grapevine”. This method passes around
information quickly but it can become distorted.
7. Internal - this is what takes place within the organization
8. External - this takes place outside the organization or between other organizations. (Examples: advertising and
annual report)
METHODS OF COMMUNICATION
WRITTEN
The method of communication used will depend on the following:
1. time – how quickly do you want to sent the information
2. cost – some method will cost more than others, however the need or urgency will dictate the method used
3. distance – how far the message will have to be sent
4. privacy – how private you want the information to remain. If you want few people to access this then direct
contact is necessary

BARRIERS TO COMMUNICATION
1. Physical - this is often due to the type of equipment used. It may be outdated or fail to function. This may also
include distractions such as noise, poor ventilation and lighting. All this can affect people’s morale and concentration,
which in turn affect communication.
2. Culture and language - words can have several meaning to different persons who are not using the same language.
Similarly, each country has its Creole or slang. Therefore individuals can infer or misinterpret the information.
3. Psychological factors - a person’s state of mind can affect how they communicate. If we are in a bad mood, then our
thoughts will reflect our mood. Equally, if you are happy it is evident in your approach with people. If a person also
chooses to have selective hearing this can become disastrous for business relations.
TECHNOLOGY
Technology has changed how we communicate today. Virtually every day a new and more effective way of
communicating has developed. There are several choices open to the business community, including:
1. voice mail 3. Internet ( E-mail and E-bay)
2. Tele and video conferencing 4. Voice recognition and touch screen computers
Hilary Bassaragh is on the staff of The Queen’s School ! Email: ac_teacher@yahoo.com


PRINCIPLES OF
ACCOUNTS Lesson 11
with
Tedmore Clarke
DEPRECIATION OF FIXED ASSETS
Fixed assets refer to long-term assets bought for use in the It is possible, however, for depreciation on the
business and not specifically for resale. Such assets will straight-line basis to be calculated as a fixed percentage
not be used up in their entirety in any one trading year of original cost. In this case, the percentage is applied on
and as such should not be treated as expenses in any single the cost of the asset, with the resulting depreciation being
year. Depreciation is used to allocate the cost of fixed charged each year on the asset.
assets to the profit and loss account as expense over the
lives of those assets. Depreciation, representing that part The Reducing Balance Method
of the cost of a fixed asset used up over the life of the asset,
is therefore regarded as an expense of the firm. This method assumes that a decreasing portion of the
asset is used up each period. A fixed percentage is used
DEPRECIATION CALCULATIONS and depreciation is calculated on the balance on the asset
for each period. In the first year the percentage is applied
There are two main methods for calculating depreciation: on the original cost, but thereafter the book value (also
1. The Straight Line (or Fixed Installment) Method; and called the written down value) is used. This means that
the charge for depreciation will become smaller each year
2. The Reducing (or Diminishing) Balance Method. for the asset.
The Straight Line Method

ILLUSTRATION
This method assumes that a constant proportion of the
cost of each fixed asset is used up each year; hence a fixed
T. Christian, a retailer, purchased a motor van for $100,000
amount is charged as depreciation for each period. The
cash. It is expected that this van will have an effective
amount to be charged as depreciation is calculated as:
working life of four years, with an estimated scrap value
Depreciation = Cost - Disposal Value of $40,960.
–––––––––––––––––––––––––––––
No. of Years (Life of the Asset)
Show your calculation of the figures for depreciation and
NOTE: Disposal value (also known as residual, scrap, or the resulting book value for each of the four years, using:
salvage value) is the value of the asset at the end
of its useful life. a) the Straight Line Method
Where the asset has no disposal value, the formula b) the Reducing Balance Method, with a rate of 20%
becomes: per annum.
Depreciation = Cost
–––––––––––––––
Life of the Asset JOL PRINCIPLES OF ACCOUNTS continues on next page
JOL PRINCIPLES OF ACCOUNTS continued from previous page
The Books of T. Christian
For the Straight Line Method:
Annual Depreciation = Cost – Disposal Value

Life
= $100,000 - $40,960
4
= $59,040
4
= $14,760 per annum
DOUBLE ENTRY RECORDS FOR DEPRECIATION
The asset account should record the asset at its original cost. Depreciation is then recorded in a Provision for
Depreciation Account, where the depreciation accumulates each year.
To Record Depreciation:
DR Profit and Loss
CR Provision for Depreciation
At the end of the trading period, the balance (c/d) on the provision for depreciation account (representing the
accumulated depreciation at that date) is subtracted from the original cost of the asset on the balance sheet.
JOL PRINCIPLES OF ACCOUNTS continues on next page

EXERCISE
On January 1, 2014 G. Ashley, a trader, purchased a computer for $30,000, paying by cheque. The rate of depreciation
being charged on the computer is 12.5% per annum, using the straight-line method.
Assuming that the financial year-end is December 31 annually, prepare the following for the first THREE years:
a) the Computer Account
b) the Provision for Depreciation Account
c) the Profit and Loss Account Extracts
d) the Balance Sheet Extracts
SOLUTION
The Books of G. Ashley
Straight Line Depreciation = 12.5% of $30,000

= $3,750 per annum.

TUTORIAL NOTE
Each year, the credit side of the Provision for Depreciation Account should be prepared BEFORE the debit side.
TUTORIAL NOTE
In order to demonstrate the double entry principle, it is necessary to use the horizontal format for the profit and
loss account.

Tedmore Clarke is on the staff of Quality Academics

! Email: tedmoreorless@hotmail.com
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INTEGRATED
SCIENCE Lesson 11
with
Marlene Grey-Tomlinson
SAFETY – PART 2
Hello students, in this the second lesson we will evaluate

first aid methods for treating accidents.
Accidents do not just happen; they are caused. Accident

prevention should be everyone’s concern. Accidents may
result in any of the following:
• Pain to the victim
• Broken apparatus
• Spoiled material
• Feeling of guilt
• Liability
• Loss of time and money
• Serious injury
• Permanent disability
• Even death
Therefore, we all need to develop the desire to practice

safety. To achieve this objective, we need to be aware of
hazards and potential hazards. Then, out of respect for
such knowledge, we take the necessary precautions
against likely accidents.
In any working environment, injury to a person may

result from:
• Tripping over cords and other objects
• Falling from chairs, boxes and ladders
• Slipping on wet floors, whether it is a water or oil

spill
• Lifting of equipment in either an improper manner

or lifting too heavy an object. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
The use of electricity is always a potential hazard in any

work area. Frayed wires, defective sockets, no plugs and
poor connections can also be a source of electrical fires. In
any case, the injuries that can occur are numerous, ranging
from shocks and burns to scratches; all in different degrees
of severity.
ACCIDENTS WITH HOUSEHOLD APPLIANCES
ELECTRICAL
Accidents are likely to occur when safety precautions are

not observed. Following are some safety hints given by
electricity supply companies with respect to electrical
appliances:
• Never turn on an appliance when standing on a wet

floor, and do not put electrical parts in water
• Do not touch plumbing or metal objects and an

appliance at the same time.
• Follow the manufacturer’s instructions for operation

and care.
• Always disconnect appliance before cleaning.
• Connect appliance directly to wall outlet (not to

extension cord).
• Keep motors clean - free from lint, dust and dirt.
• Teach children not to touch appliances with wet

hands.
• Use heat resistance cords.
• Keep combustible materials (clothing, curtains, and

paper) away from heating devices.
• Be sure an iron is unplugged when you leave it.
JOL INTEGRATED SCIENCE continues on next page

Electrical shock: - Everyone experiences minor electrical Treating for Shock: Even if a person seems normal after an
shocks from time to time. In some cases, however, even injury, take precautions and treat the person for shock by
following these steps:
small amounts of electricity can be life-threatening
• Get the person to lie down on his or her back and
because they can produce unconsciousness, cardiac arrest, elevate the feet higher than the person’s head. Keep
and cessation of breathing. Electrical shocks also can the person from moving unnecessarily.
produce serious, deep burns and tissue injury. If you find • Keep the person warm and comfortable. Loosen
tight clothing and cover the person with a blanket.
a person whom you think has been electrocuted, look first • Do not give the person anything to drink.
- do not touch. He or she may still be in contact with the
electrical source, and touching him or her may only pass
the current through you. If possible, turn off the source of
electricity. If this is not possible, move the source away
from you and the affected person using a non-conducting
object made of cardboard, plastic, or wood.
Once the person is free of the source of electricity, check

the person’s breathing and pulse. If either has stopped or
seems dangerously slow or shallow, initiate resuscitation
immediately. If the person is faint or pale or shows other
signs of shock, lay the person down with the head slightly
lower than the trunk of his or her body and the legs
elevated. Treat any major burns (see Treating Major Burns)
and wait for emergency medical assistance to arrive. JOL INTEGRATED SCIENCE continues on next page
MOUTH TO MOUTH RESUSCITATION
This is also called the ‘kiss of life’, and is only performed if the person is unconscious and has stopped breathing.
Before you can begin mouth-to-mouth resuscitation, you must be sure the person’s airway is clear. If the person does
not begin breathing once the airway is clear, perform mouth-to-mouth resuscitation.
• To begin mouth-to-mouth resuscitation, position the victim so you can check for breathing by laying the person
on his or her back on a flat, firm surface.
• Place yourself next to the person’s neck and shoulders. Extend the person’s neck gently, and open the mouth and
airway by lifting the chin. To determine whether the person is breathing, place your ear above the person’s mouth
and listen for the sounds of inhaling or exhaling. Feel for air against your cheek and watch for motion in the person’s
chest.
• If the person is not breathing, begin mouth-to-mouth resuscitation immediately.
• Pinch the person’s nostrils closed with your thumb and forefinger.
• Take a deep breath, and make a seal around the person’s mouth with your mouth.
• Breathe slowly into the person’s mouth twice; checking to be sure the person’s chest rises each time you breathe.
• After the second breath, turn your head, listen for air leaving the person’s lungs and watch to see if the
chest falls.
• Once the person starts breathing on his or her own, call for professional medical help.
JOL INTEGRATED SCIENCE continues on next page

WATCH THE THE VIDEO BELOW FOR MORE.
Until next week, have fun learning!
Marlene Grey-Tomlinson is on the staff of Excelsior High School ! Email: mgrey.xlcr@gmail.com
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ENGLISH
LITERATURE Lesson 11
with
Simone Gibbs
TI-JEAN AND HIS BROTHERS –

PART 2
Welcome to this week’s lesson. Last week I began a lesson
on Derek Walcott’s Ti-Jean and His Brothers. This week I
will continue to look at various aspects of this prescribed
play. I ended last week’s lesson with themes, in particular,
the theme of Appearance versus Reality. Let us continue...
THEMES
Good versus Evil

The poverty of the family can also be seen as evil. It puts them
at a disadvantage. That is, it makes them vulnerable and
susceptible to temptation. In other words, it is their abject
poverty that makes each one of the sons want to go out and
make his fortune – there is nothing at home to inherit or even
to make their lives comfortable. Furthermore, because they
have not had many opportunities, each one jumps at the first
offer of employment and sticks to it despite the fact that it is
very difficult.
Although poor, there is goodness in the lives of the mother

and her three sons. As simple as it may sound, they have
the benefit of being a family – togetherness, a history of
love, sound advice, and a mother who prays for them and
is concerned about their well-being.
When the Devil throws out the challenge to the three sons,
it sets in motion a war between evil and good. At first it
The obvious symbol of evil in the play is the Devil. He has appears as if evil is winning the war. Every time the White
Planter (disguised as the Devil) tricks and defeats one of the
been the cause of confusion, pain and suffering in the lives
brothers, evil has won a battle. Ti-Jean’s ultimate defeat of
of human beings for centuries. He goes out of his way to the Devil is, therefore, the triumph of good over evil.
deceive human beings so that he can disrupt their peace
and destroy their lives. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Not only does Ti-Jean kill and eat the planter’s goat, turn hisFurther, the planter who employs the brothers appears to
workers against him and burn his cane fields and house, but be benevolent. Even when he engages the brothers in
Ti-Jean’s bravery in the face of difficulty, causes the Devil to
conversation, it is not because he is interested in their
feel rage and to cry, hence showing human weakness. well-being or because he even wants to have a
Colonialism conversation with them, it is simply that he wanted to
trick them into becoming enraged so that they could lose
The history of the West Indies includes slavery and the challenge.
colonialisation. European (white) owners of plantations
were masters of the black people whom they had taken Irony can also be found in the other characters. Gros Jean
from Africa to work as slaves and later labourers, after who boasts of his great strength which he claims is able
slavery was abolished. Blacks were treated terribly, both to conquer the world, becomes frustrated when he is given
as slaves and labourers. a lot of work to do and instead of smashing his way to
The White Planter in the play is typical of the plantation victory, he is easily overpowered by the Devil and loses the
owners that existed in the past. He treated his workers challenge. Mi-Jean who professes that he is more
poorly – they were overworked and (in the case of Gros intellectual than everyone else around him, is outwitted
Jean), poorly paid. Yet he lived lavishly from the wealth that first by the planter’s goat, then by the planter himself who
he made from the hard work of the black labourers. It is no goads him into losing his temper, and therefore the
wonder that Walcott made the character interchangeable challenge. Ti-Jean, on the other hand, the youngest and
with the Devil. He was simply wearing a mask. smallest of the three brothers, does not claim to have any
particular ability, yet he is the one who defeats the Devil,
When Ti-Jean encourages the labourers to burn the cane
with his wit and of course with assistance from God (via
fields, it can be seen as an act of insurrection, reminiscent
the prayers of his mother).
of the riots that took place on the plantations years ago;
the blacks fighting against the oppressive whites who
were in control of them and as a protest against the Biblical Allusion
system that existed in the West Indies. The burning of the
cane fields can also be seen as a victory for the blacks who The play is filled with references to God (of the Christian
lived then and as a statement of defiance as well. faith) and the Devil. In fact the plot is centred around the
eternal struggle which has existed between good (God)
LITERARY DEVICES and evil (the Devil). In the play Walcott is careful to point
out that God is benevolent. He wants the best for human
Irony beings. Not only does God care for humanity, but he also
As you can recall, irony occurs when something appears to listens to humans and answers their cries for help.
be one way on the surface but upon investigation, it is
found to be something else. The simple creatures (the bird,The Devil on the other hand, has been the enemy of
the frog, the cricket and the firefly) in the forest, for humanity seemingly from the beginning of time and has
example, give the humans (the three brothers) advice: been the source of much suffering among humankind. In
they warn them against the wiles of the Devil. the play the Devil makes reference to the fact that he was
once in heaven where he had a special place in God’s heart,
The Old Man, also, appears to be helpful as he is the one
but he had lost that place, because of his own selfish
who tells the brothers about the job on the plantation
actions. All these are references to stories in the Bible
after they tell him of their desire to make their fortune.
regarding the Devil.
Unfortunately, the Old Man was not assisting the young
men; he was sending them into a trap – a situation that
he planned to end in their deaths. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
The Biblical references in the play serve to provide a sense Walcott is able to dictate the moods and movement
of hope both to the characters and to the audience. Even within the play. These stage directions include [Roll of
when the Devil was lamenting his lost place in heaven, he drums. Comic quarto], [Sad music on flute], [The music
sang the song “Leaning on the Everlasting Arms”. Quite stops. The brothers GROS JEAN and MI-JEAN put their arms
ironic. Clearly, even he wanted support and
around each other, and to heavy drums tramp home], and
encouragement and was aware that God could provide
[Crash of cymbals…].
them. This further, highlights the strength of God and his
ability to overcome evil.
In several instances also the characters’ lines are lilting
Symbolism and lyrical. It is unlikely that any audience would be bored
when all these aspects are employed.
A symbol is an object that is used to represent
something else. As mentioned before the characters of Suspense
the Planter, the Old Man and the Devil are one and the
same. All three are symbolic of what is evil. It can be
A skilful playwright knows that he must include
argued that Walcott uses these various characters to
make the point that evil can come in many different events/instances in the play that will cause the audience
forms. This might cause audience members to think to wonder... What will happen next? How will this
twice about those with whom they come into contact: situation turn out? What will happen to …(a character)?
are they really who they claim to be?
At the end of the Prologue, for example, the Devil issues
Ti-Jean can be seen as a symbol of the developing West the challenge to the woman’s sons and he and his demons
Indian territories. He is young and inexperienced. He does sing “Give the Devil a child for dinner”. Then the scene
not have ‘military might’ (like some developed countries,
changes to the mother and her three sons in their hut.
or the strength of Gros Jean’s arm) nor is he known for
Here the audience is left to wonder – “Will the devil in fact
being a rhetorician (like Mi-Jean). Instead all he has is the
desire to do well, an appreciation for the things of God and win and eat the woman’s children?”
the prayers of his mother.
Another example occurs at the end of Act One when Gros
Ti-Jean is smart. He assesses the situation he is in, adapts Jean loses his temper and the challenge and the devil
to it then uses his wits to overcome the difficulties that he devours him. The audience will no doubt feel sympathy for
faces (including the white planter). him. They will also wonder what will be the fate of the
other brothers.
DRAMATIC TECHNIQUES
I hope you have benefitted from the above discussion.
Dramatic Techniques are tools that the
playwright/dramatist uses to enhance the play. Please join me next week when I will give an example
These tools work to keep the audience interested of an essay question that you might get on Paper 02
and entertained. of the examination, as well as my essay in response to
that question.
Music and Singing
The play is a musical. There is much music and singing and Simone Gibbs is on the staff of Calabar High School
dancing by the characters. Even the animals participate in ! Email: simonecgibbs@yahoo.com
the singing. With the use of stage directions,
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► Communication
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CLIMBING THE MOUNTAIN

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(SMRT) if students aren't showing off their best moves at the end of the
presentation on November 16, 2017. [PHOTO: ANTHONIO GRAHAM]
LECTURE SERIES (3 rd
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COMMUNICATION
STUDIES Lesson 11
with
Peta-Gaye Perkins Bryan
FUNCTIONS OF LANGUAGE
Hi everyone. Welcome to another awesome week of

studies. I know many of you are going to be doing exams
in December and so for today’s lesson I am going to look
at a bit of what you may encounter. Let us first check your
responses for last week’s closing activity.
You were asked to see if you could spot any of the

characteristics of grammar. The truth is, you would have
immediately recognised most of the characteristics we
covered last week. Let us start with the fact that the Objectives:
characters were all human beings. Even though there may
have been challenges with pronunciation, they were
comprehensible. At the end of this lesson students should be able to:
Not only did they understand each other but they made " Explain the functions of language
errors with the grammatical rules you have come to know
and understand. You will then realise that language is " Define Creole
systematic – it has a set of rules that we really do utilize
on a daily basis. " State the characteristics of Creole
Language is verbal. Regardless of the black character have " Explain the factors influencing our language
having a few spelling errors (I can’t spill to save my loaf)
the fact that you could hear what he was saying you
automatically get to ‘autocorrect’ in your mind. You know Regardless of how differently we use language we all want
he meant that he cannot spell to save his life. to achieve effective communication. All language functions
facilitate communication and expression (McDermott,
I do hope you were able to identify more of the
2008). Language has at least four (4) distinct functions.
characteristics of language from the video clip.
For today let us take a look at what I hope to achieve by
the end of this week’s lesson. JOL COMMUNICATION STUDIES continues on next page
JOL COMMUNICATION STUDIES continued from previous page
You may buy a gift (conduct), you may say ‘I love you’
FUNCTIONS OF LANGUAGE
(words) and you may give her a hug (gestures). Language
allows us to express our anger, anxieties and our
1. The Communicative Function
frustration. It is that outlet that allows you to shout at
your sibling to leave you alone and he or she understands
that right now you are annoyed and should not be
disturbed. If humans did not have language as an outlet
for all their fears and frustrations, then certainly our world
would be a frightening and dangerous place.
3. The Reflective Function
We communicate on a daily basis. We use our phones

to text, snap, WhatsApp and call and we do not speak
gibberish. We understand each other in all we do and
say and so we could say that one function of language
is to communicate. Language allows us to share and
understand new information, talk of past events, make
projections about the future as well as to rearrange and
communicate our thoughts and feelings in new and
different ways if we desire (McDermott, 2008).
As humans we can deliberately focus our attention on and

2. The Expressive Function
analyse the past in order to deal with the present or
distant future (Simmons-McDonald, 2012). I know some of
you might have used the saying, “sticks and stones may
break my bones but words will never hurt” to someone in
your past. Is it really true though? Whatever the person
may have said could have indeed been hurtful and from
time to time you think about it (reflect upon it). You either
know you will not do what the words say or you choose
to not be friends with that person again.
Express means to convey a thought or feeling in words or
by using gestures or conduct. How will you express that
you really love your mother this Christmas? JOL COMMUNICATION STUDIES continues on next page
4. The Identification Function Last week we looked at the different characteristics of

language and we can understand that there will also be
some characteristics of Creole too. When we think of one
of the characteristics of language that says it is systematic
we know there are rules governing grammar. With
Standard English we know there is the rule of subject-verb
agreement for example. We have been taught that a
singular subject uses a singular verb. In our textbooks we
will see the following as a sentence that is grammatically
Language gives its users a sense of identity. If you can correct:
recall the video with Barak Obama addressing the audience
at U.W.I. Mona in 2015 when he addressed the Young • The girl walked that route every day and it was a
Leaders of the Americas he greeted them with, “wha surprise she cut her foot on the log.
gwaan Jamaica?” because he knew this was an expression
that was distinctly Jamaican. I know some of you may have This is not the way we say it in our Jamaican Creole right?
travelled and when you speak, others ask where you are Would you say?
from or may even say they like your accent. The way you “Di girl did walk de so everyday so how come she cut
speak is what identifies you and it results in you feeling a har foot?”
sense of belonging with others like yourself. It also
highlights one user as being different from another user In the example, how do you know it was something that
in the same setting. Believe it or not in our own island of happened in the past?
Jamaica some of us can tell a bit about another speaker.
This is so because each speaker will use different words, You are correct. The use of the word ‘did’. For our creole
repeated phrases and even pronunciation that are all we use the proverbial marker ‘did’ to show that it
unique to that speaker. This is referred to as his idiolect happened in the past. There is also the unmarked action
(McDermott, 2008). verb. What I mean is that the word ‘walk’ has nothing
indicating it happened in the past but you know that in
DEFINING CREOLE the Standard English expression you have added the ‘ed’
to show past events. When you think of the situation that
was just explained we look at it in terms of grammar or
Creole language emerged out of situations of social syntax.
dominance, in most of the early cases of slavery, in which
the majority group had to learn the language of the
We can also look at it in terms of the words used, also
dominant minority. Creole languages also exhibit features
referred to as lexicon. This looks at some peculiar words.
of the main languages in contact in the social situation
Think about the situation of wiping mucus from your
and presumably some others arising out of the nature of
nostrils. Graphic right? But are you thinking about it? How
the situation itself (Simmonds-McDonald et al, 2012). This
would you tell your sibling to clean his or her nostril using
does not mean that only the places that experienced
Jamaican Creole?
plantocracy (slavery) have Creole languages as creole is a
mixture of different languages in the speech community.
“Go wipe di cole from yu nose-hole.”
While it is not exclusive to slavery it does involve certain
sociohistorical events. There are some characteristics of OR
Creole that make them peculiar. For the specific
“Yu nu see yu nose-hole waan clean”?
characteristics, I am going to direct you to the syllabus and
the tables of pages 14-16. Copy this link:
http://www.cxc.org/subject/communication-studies-cape/ JOL COMMUNICATION STUDIES continues on next page
What is “nose-hole?” Yes, it is nostril(s) but why would • Social factors

you not just say that?
Some social factors may include access to a wealth
There are so many other exciting characteristics of our of resources. Think about the fact that even though
creole languages that you just absolutely must have a look the internet is so widely accessed by many, there
at in the syllabus. When you think about it though, why is still quite a number of people who do not have
do we speak this way? Or you have never given it much access. For those who have access to the internet
thought? or even cable TV these individuals will have a
difference in their speech. They will be able to talk
Well, there are some factors that influence how we speak about the stepping down of Zimbabwe’s president
– not just our creole but even our Standard English speech. while another student might ask, “Who?” The
Let us take a look at a few. people we come in contact with and where we live
are all different social factors that influence our
language.
FACTORS INFLUENCING LANGUAGE
• History
• Education
As we become more educated some of us tend to

speak differently. You might think it is natural. We
start to use the new words in our vocabulary and so
no longer do you just tell your neighbour she or he
is being silly or stupid. At the most opportune time
you shout that he or she is being ludicrous. As you
interact with other students and teachers, as you
gain more knowledge from your books and get
access to more resources you will find that your
speech patterns change. The slave trade is a big influence on how we speak.
Think about the different colonisers for example. In
Jamaica we were colonized by the English for Haiti
• Geographic location it was France and for Cuba it was Spain. It is not
strange then that Cubans speak Spanish, Haitians
Where you are located influences your speech. Let speak French and Jamaicans speak English. During
us say you live in the city as opposed to another your History classes you might remember that
student who lives in the rural area. What are some different tribes from Africa were taken to the
of the things that may differ about the way you both Caribbean and so the desire to have one language
speak? Yes, definitely the accent or even some of the to understand each other would result in an
words used. If both parents are farmers, the student amalgamation of tongues, which would have been
in the city may say he or she is going on the farm passed on for generations.
but the student in the rural area may say he or she,
“a go grung (ground)”. JOL COMMUNICATION STUDIES continues on next page
• Economics
One’s ability to afford some things in life can be one factor which influences how we speak. For those of you who
have never travelled you may not know what your classmate means when he or she returns in September and
after the first class you hear, “I am so zonked”. Well your classmate means he or she is tired. Why not say that?
We do become exposed to some things when we can afford it and it plays a role in how we speak. Some other
words include ‘bae’ or ‘fleek’. Take for example that one girl whose aunt gave her a smartphone but she has no
social media access let alone Instagram account, she may not understand what these terms mean.
• Environment
We have looked at context of communication and you remember there is public communication. If you are asked
to give an address at your graduation dinner you will not choose to use Jamaican Creole for your entire
presentation. This is so because of the environment. Think of a job interview. Yes, it is interpersonal
communication but you do not know your interviewer, neither is it the time or place for casual talk.
Hope you learnt something new today. For our next lesson, I want you to read about the language analysis. It is also
a requirement for your I.A. so as you read think about how the elements are represented in your reflective pieces.
JOL COMMUNICATION STUDIES continues on next page

I cannot close without home work. You must use the syllabus for this one. Have a listen to this song and see how many
characteristics of creole you can identify. Ensure you write them all so that you can check your answers against mine next week.
WATCH THE THE VIDEO BELOW FOR MORE
I hope you have an awesome week! Take care and don’t forget to prepare.
REFERENCES:
McDermott, Harold (2008). CAPE Communication Studies. La Romaine, Trinidad: Caribbean Educational Publishers.
Roberts, Peter (2002). West Indians and Their Language. Cambridge: University Press
Simmons-McDonald, Fields, L. and Roberts, P. (2012). Writings in English. Kingston: Ian Randle Publishers.
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls ! Email: perkins.pg@gmail.com

CARIBBEAN
STUDIES Lesson 11
with
Debgeri Whitely
THE HISTORICAL PROCESS CONTINUED
Today we will look at the answers for the activities given in the previous lesson. Caribbean Sea
Activity #1
Construct a table or a timeline showing the migratory movements and patterns
of settlement by different groups within the Caribbean.
Table showing the migratory groups and their respective time of migration along with other major happenings within
the Caribbean.
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
Activity #2 3 Where did they go?

Caribbean Nationals have had the option/
Independent Research/Study - Find out the opportunity of going to different areas around the
world for different reasons. They have been to places
migratory movements within and outside of the
such as Panama, Honduras, Costa Rica, Cuba,
Caribbean after 1838. Venezuela, USA (Baltimore, Boston, New York and
Philadelphia), Guyana, Aruba, Curacao, Britain,
3 What time period did they leave? France and Canada. Today in the 21st century, there
is absolutely nowhere in the world that a Caribbean
From around 1854 even until the 21st century
National isn’t found.
Caribbean Nationals have been migrating within
and outside of the Caribbean region JOL CARIBBEAN STUDIES continues on next page
3 Why did they leave?

The main factor enabling Caribbean nationals to leave their countries of abode is work/occupational
opportunities. Therefore, many migrated to work in railway construction industry in Panama, others to work on
the Panama Canal. Banana plantations, sugar plantations, oil fields and gold mining, job opportunities due to
WWI and Post WWII reconstruction as well as favourable immigration laws, seasonal employment and job
opportunities.
3 Make a list of the different Caribbean Nationals who migrated to the areas identified above.
Jamaicans, Barbadians, St. Lucians, Guyanese, Trinidadians, Curacao, St. Kitts, Guadeloupe, Martinique, Haitians,
Dominicans, Bonaire, Sint Maarten, Saba, the Dominican Republic, British and French West Indians.
Ways in which the immigrants/emigrants transformed the Caribbean region either positively or negatively.
MAJOR MIGRATORY
EFFECTS
GROUPS
Cassava cakes (bammy), Barbecue (this method of cooking preserved meat for
long periods – Jerk chicken/pork), hammock, extraction of dyes from woods,
tobacco cultivation and smoking (still important in Cuba), cacao cultivation and
Amerindian chocolate making, and the formation of words (hurricane, canoe, barbecue,
hammock, tobacco, cay – key, also place names and natural features just to name
a few. Some of these items are a main source of income for some Caribbean
nationals. Additionally, some of the words used by them are still used today.
• Cultural – introduction of the languages Spanish, English, French and Dutch

within the Caribbean territories. They also introduced food, dress, architecture,
place names, dance and music.
• The decline of the indigenous populations

European
• The establishment of new systems of production and economic control
**Please read up on
(encomienda, slavery, indentureship)
the ‘Columbian
Exchange’ **
• Political influences and legal systems (colonisers brought their systems of
government and imposed it on the indigenous people of the Caribbean)
• The introduction of slavery (demographic change within society)
• Religion (Roman Catholic, Anglican - Protestantism); Education system

MAJOR MIGRATORY
EFFECTS
GROUPS
• The growth of the plantation system and increased sugar production;
peasantry developed
• The introduction of new cultural practices and influences (this was used by the
African to cope with the harsh realities of enslavement
• The establishment of new social norms as a result of ‘plantation culture’
Africans (racial stratification still evident within our society)
• Demographic change (increase in numbers of those of mixed race)
• As a result of the African coping strategies new cultural forms developed
through the process of creolisation, acculturation, cultural assimilation,
cultural hybridization and syncretism
• Demographic impact
Indentured • New cultural traits (religions – Hinduism, Islam; language)
Labourers • Economic effects
• Social impact
The development of systems of production - measures used to produce goods and services which drive the Caribbean
economy of the day. This proved very instrumental in the development of the Caribbean.

TODAY’S ACTIVITY
Instruction: Match the ‘systems of production’ identified on the previous page, with the correct meaning/definition
in the table below.
SYSTEMS OF PRODUCTION MEANINGS/DEFINITIONS

Indigenous Amerindians were expected to pay tribute to the Europeans (in
Slash and Burn gold, silver, crops, foodstuffs or other goods) and to labour in the fields and
mines in exchange for ‘protection’ and instruction in Christianity.
A method of production implemented by the Europeans in the Caribbean
Encomienda System whereby large plots of land were used to grow cash crops such as sugar
and tobacco for the main purpose of export.
The state or period of being a servant bound to service for a specified
Slavery
time (usually until death)
The clearing of agricultural plots by burning trees and other types of
Plantation System
vegetation
People were legally treated as personal property of the owner and could
Indentureship
be bought, sold, traded and inherited as any other ‘goods’.
REFERENCES
1. CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd)
2. CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed (distributed by Macmillan
Education)
3. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
4. CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte (Distributed
by HarperCollins Publishers Ltd)
Remember there’s a lot of reading involved with this subject.

Please click on link below for supplementary material:
Debgeri Whitely is on the staff of St. Hugh’s High School

! Email: dwhitely@sthughshigh.org

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ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

INTEGRATED SCIENCE ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES

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In this week’s lesson we will look at the expository essay.

The expository essay provides information and analysis.

COMPOSING THE ESSAY

Your essay will be assessed on how well you:

• Select relevant and complete information

• Organize and express the information in your essay

• Use appropriate grammar, sentence structure, vocabulary, spelling and punctuation.

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

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BASIC LAWS OF GEOMETRY

1. Where two straight lines intersect, vertically opposite

a) corresponding angles are equal,

b) alternate angles (Z angle) are equal,

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d) The sum of interior angles in a figure with n sides is

Let us see how these laws apply to a few examples.

b) The sum of angles at a point is 360°

In the diagram shown below, not drawn to scale, KLMNO

4. The base angles of an isosceles triangle are equal.

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The triangles are not congruent because the lengths of

The mathematics of the properties, measurement,

i) Calculate, giving a reason for your answer, the measure

EVALUATION SOLUTION TO EVALUATION

d) "d is part of a four-sided figure where the other three

e) "e is at a point where the sum of the angles is 360°

f) "f is co-interior with 110° therefore "f = 70°.

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Kamau Karenga is on the staff of Portmore Community College ! Email: kkarenga@pcc.edu.jm

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DEVELOPMENT AND USE OF

WHAT ARE RESOURCES?

REASONS RESOURCES ARE IMPORTANT

Resources are important because it can be used to:

3 create wealth; 3 solve problems;

THE MAIN RESOURCES IN THE CARIBBEAN

Consist of a skilled population of people such as engineers, scientists, artists,

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Concepts Relating to Human Resources

Instruction: Match the following terms with the correct definitions.

birth rate immigration overpopulation pull factors

brain drain infant mortality rate population push factors

death rate labour force population census sustainable development

demography life expectancy population control underpopulation

depopulation migration population density underemployment

emigration net migration population distribution unemployable

employment natural increase population explosion unemployment

human resource optimum population population pyramid work

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The number deaths per one thousand in a country in a given year

The total number of people living in a country/community or geographic area at a

The total number of people living in every square kilometer of an area.

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This has to do with measures implemented (such as encouraging the use of

13. This refers to rapid growth in population.

The study of a population size, density, distribution and composition

19. The decrease in the number of persons living in a country/ an area.

21. To be productively involved in an economic activity that produces an income.