A special

welcome!
yl:biology

MONACIA WILLIAMS
Contributor

ELLO, STUDENTS. Welcome to the first

lesson in our series of biology lessons; a
special welcome to all first-time readers. I
hope that you will stay with us as we go through
the little and big things that make biology such a
tremendous subject, one from which you will
gain enjoyment as we seek to place that coveted
grade one firmly within your grasp.

By the way, have you been reading the reports

on the results of the 2012 exams? Are you
shaking your head as you say not good? If you
were among that cohort there is nothing you can
do about your performance in that exam.
However, if you are among those who will be
sitting the 2013 exam, then the ball is in your
court. You still have time to connect and correct
all of the mistakes you are currently making and
do well.
Have you been reading the success stories of
your peers? If you have, then you would have
noticed that one recurring theme among the
reports was the hard work that these students had
to put in to generate that level of success.
Another is the fact that they were all willing to put
aside their cellphones so that more time could be
devoted to studying. I can just here you saying
that you cannot survive without your cellphone!
Are you willing to make these commitments? If
you are not, then do not be surprised when you
fail or do not get the quality grade you desire.
You need to remember also that sixth-form
spaces are limited, so only the students with the
very best will be given an opportunity to continue
to that level of studies. Do you want this
opportunity? Then you must be willing to pay the
price!
Biology, what does it entail? Two years of solid
work; most schools find it difficult to complete
the syllabus in the allotted time. It is difficult to
complete but it is not impossible. I am here to
help you with those topics that are often left
undone or breezed through when more in-depth
handling is required to promote understanding of
the different concepts. What are some of the
topics that present difficulties? These include:
4 Diffusion and osmosis this topic was
dealt with in the 2011 - 2012 series.
12

4 Plant biology the reason for this difficulty

I have not yet discovered because plants tend to
be straightforward and predictable in how they
carry out the characteristics of living things. By
the way, did you know that this is what is studied
in the Caribbean Secondary Education Certificate
biology course? Thats correct. You will be
studying the seven characteristics of living
things: nutrition, respiration, excretion,
movement, response to stimulus, reproduction
and growth!
4 Food tests most of you can probable
rattle off the analysis of these without thinking,
but can you give the reasons for the different
steps? You are more likely to be asked to explain
rather than to report.
4 Laboratory exercises I cannot
overemphasise the importance of doing your
labs, analysing your results and writing up these
in your lab books. Why? Simply because the first
question on Paper 02 always relates to a
laboratory exercise that you should have carried
out during the two- year course. If you have not
yet started to pay attention to your labs, you need
to begin doing so now. For those of you who are
just beginning the two-year course, you must
never neglect your labs. To do so is to set
yourself up for failure. Always try to do the writeup on your own; it is only by doing so that you
will receive maximum benefit. Discuss with your
peers but write it up on your own!
4 Role of the endocrine glands and the
hormones they secrete.
4 Genetics this topic often proves
problematic for students but it is one that is
usually easy to understand when students grasp
the concepts.
As we go through the year we will be looking
at some of these topics, but not necessarily in the
order in which they have been presented here.
The first one at which we will be looking is
laboratory exercises.
See you next week!
Monacia Williams teaches at Glenmuir High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl:office administration

Regaining control
HYACINTH TUGMAN
Contributor

Youthlink series
ELCOME TO the Gleaner/Y
of Caribbean Secondary Education
Certificate lessons for 2012-2013. It has
been a wonderful summer, full of excitement with
the 50th anniversary of independence celebrations
and with our sportsmen and women doing us
proud. So, guys, you need to take a page out of the
sportsmen/womens books and strive for your
goal.

Let me congratulate the many students who

were successful in the recent examinations. Surely,
hard work has paid off. To those who have to take
the journey again, remember to be more focused
this time and at least you already have the basic
concepts and principles of the subjects.
Let me use this opportunity to commend the
Gleaner Company for its thoughtfulness in
supporting education by having the study guide
published weekly in Youthlink so that you can
have additional materials to assist with your
studies. I hope you will fully utilise these lessons.
For those students sitting the examinations at
the end of this school year, you will need to
manage your time well. There are so many choices
and priorities competing for your time, but stretch
yourself too thin and you may find yourself feeling
stressed out. I encourage you to fully embrace the
moment and urge you to take the time to create a
homework-friendly home environment that will
allow you to excel. To regain control you should:
n Plan ahead
Get a calendar or personal planner. Mark the
dates of mid-terms, internal examinations and
regular tests. Note the due dates of your SBAs and
other projects as they are assigned. List any other
time commitments you have, like football or a
netball match.
n Stay ahead
Try not to fall behind. If you find yourself falling
behind and starting to feel frustrated, let your
teachers or parents know. Its better to get help
early than to wait and think you can use a few
nights to cram everything. If you are having
trouble with your SBA, ask your teacher for extra
help.
n Listen
Paying attention in class can actually pay off in
the long run. Sure, its often easier said than done,
but actively listening and taking notes during class
can make recalling information easier when it
comes to the time to write for a test or an
examination.

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

n Take notes
If you take notes and review them before class
begins (or while studying for an exam), you can
ask a teacher to go over anything you dont
understand. It can also be helpful to go over notes
with a classmate after class.
Students, have you ever given thought as to why
you have chosen to do the subject office
administration? Well, whatever your thoughts may
be I will briefly give the main idea of this subject.
Office administration is a business education
subject concerned with the study of administrative
principles, policies and procedures governing the
office environment. Modern offices have become
automated and the responsibilities of office
personnel today bear little resemblance to what
they were some time ago.
The office administration syllabus is designed
to provide you with the knowledge and the
technical and interpersonal skills to function
effectively within a modern office.
In this series we will look at the following topics
office orientation, communication, records and
information management, reception and
hospitality, meetings, travel arrangements, human
resources, the accounts office, purchasing and
stock control, sales and marketing, the factory,
dispatch and transport offices, and recruitment and
orientation.
In addition to the topics I will also look at the
SBA and the Paper 03/2.
Tests and answers will be given at the end of
each unit so that you can adequately prepare
yourselves for your examination.
Students, be reminded that these lessons are
designed for those of you who will do your exam
in May-June 2013; the syllabus cannot adequately
cover the topics for the January sitting. Please
note, too, that the new office administration
syllabus is not for the May-June 2013 examination
candidates so we will continue to use the old
syllabus.
As we work throughout this school year let me
emphasize the importance of time. You can do one
of two things waste time or use it wisely the
choice is yours.
I look forward to working with you this school
year. Next week, I will outline the format of the
examination and give pertinent information on the
school-based assessment.
Have a wonderful week.
Hyacinth Tugman teaches at Glenmuir High School. Send
questions and comments to kerryann.hepburn@gleanerjm.com

Introduction to the English

A syllabus
yl:english langauge

NATASHA THOMAS-FRANCIS
Contributor

ELCOME TO the 2012-2013 school year

and the series of lessons in English
language. I hope this new school year will
be a successful one for you; and it is my privilege to
share with you in this way as you face new
challenges and new ideas.

Let me congratulate the students who were

successful in their examinations and especially
those who benefited from the lessons last school
year. I hope that they have thanked their teachers
and family members for their support and guidance,
and, most important, I trust that they have
acknowledged Gods input in their success as well.
To those of you who are returning because you
were not so successful, my advice to you is to use
this disappointment as an opportunity to reflect on
the past year and to motivate yourself to do better

By now, you would have heard much discussion

in the media on the drastic fall in the regional
performance of candidates in English A. This is
something we should all lament. The CXC registrar
has suggested that this is due to changes in the
syllabus. The new syllabus (copyright 2009)
became effective for examinations in 2012. I urge
you to procure a copy of this new syllabus so that
you can be fully aware of the skills and knowledge
on which you will be assessed.

n English, a universal language, is used for

communication in business and politics, even in
some countries where it is a minority language. It is
also the major language of news and information in
the world.
n English is necessary for professional careers.
n An understanding of the language will greatly
enhance your performance in other subjects. You
can transfer the skills you learn in your English
class to other subjects which require you to
comprehend, reason and write. Remember that for
most subjects the Caribbean Examinations Council
(CXC) will require you to respond to questions
using the English language.

There are so many of who who believe that there

is no need to study this subject. This is very
unfortunate and this myth must be changed. There
are quite a few important reasons for the study of
the subject. Among these are the following:

The course of study will culminate with the sitting

of the CXCs English A paper in May-June 2013.
Students who do this examination must
demonstrate competence in their ability to use the
language with ease. You, therefore, need to develop

this year. Use the lessons to reinforce what you

were taught previously and clarify areas which you
did not fully grasp.

high-level skills in both understanding

(comprehension) and expression. These skills must
be demonstrated in the examination as you write
several answers, paying attention to the proper use
of all punctuation marks and other conventions in
writing proper sentence structure and
paragraphing, inverted commas, capital letters,
abbreviations, the writing of numbers, whether in
figures or in words, and correct spelling. These
areas will be addressed in subsequent lessons.
Next week we will consider the CXC syllabus.
I anticipate a productive year and I hope the
lessons will assist you as you strive towards
success in your studies. May you have a blessed
academic year!
Natasha Thomas-Francis is a teacher at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

AP

Jamaicas Shelly-Ann
Fraser-Pryce powering
home ahead of the
American pair of
Carmelita Jeter (centre)
and Allyson Felix (right)
in the womens 100
metres at the recent
IAAF Diamond League
meet in Zurich,
Switzerland. Fraser-Pryce
won in 10.83 seconds,
with Jeter second in
10.97 and Felix third in
11.02.

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

13

Fundamentals of
hardware and software
yl:information technology

NATALEE A. JOHNSON
Contributor

OOD DAY, students. Welcome to a new academic year and term.

I trust you had a restful summer filled with fun and due rest. As
you embark on a new school year I pray and wish for you
academic success both internally and externally.

4 Memory enables a computer to temporarily store instructions

and data, for example, the RAM chip (about which you will learn when
we look at storage).
Below is a diagram which illustrates the processing cycle of a
computer system.

Our initial lessons will be focusing on Section 1: Fundamentals of

hardware and software of the syllabus. This is lesson one of the series
of Gleaner lessons. This week, we will be looking at the terms
computer, computer system as well as the main components of a
computer system.

THE DATA PROCESSING CYCLE

A computer may be defined as an electronic device which accepts

input, processes the input and produces results (output) from the
processing and stores data and results for future use.

4 User
Any individual who interacts directly with a computer system.

Before we look at the main components of the computer system, let

us first look at the difference between the terms data and information.

SOFTWARE
This is the name given to the computer programs that tell the
hardware how to work. Without software the computer hardware would
do nothing as there would be no instructions.

The main components of a computer system are: hardware, software

and the user.

HARDWARE
This is the name given to the physical parts of a computer that you
can see and touch. These hardware components are also called
peripherals. Peripheral devices are any external devices or
components connected to the system unit such as a mouse, keyboard,
monitor, etc. The system unit is the box-like case that houses all the
electronic components of the computer.

THERE ARE FIVE GENERAL CATEGORIES OF HARDWARE:

4 Input devices
They get data into a computer. A mouse, keyboard, joystick,
biometric systems and a scanner are all examples of input devices.

4 The central processing unit (CPU)

This is the brain of a computer, also called the microprocessor. It
controls how the rest of the computer works. It is assisted by the
control unit (CU) and the arithmetic logic unit (ALU). The CU carries
out instructions in the software and directs the flow of data through the
computer. The ALU performs the calculations and logic operations.
4 Output devices
They get processed information out of a computer, for example to a
printer, monitor or even speakers.
4 Storage devices
These include floppy drives, hard disk drives, flash drives, CD-ROM
drives and so on that are used for storing information permanently.

14

4 System software
This software is usually called an operating system since it controls
the hardware and how all the other software works. The most
commonly used operating system is Windows made by Microsoft
Corporation. Other operating systems include disk operating systems
(DOS), Linux, UNIX and so on.
4 Application software
This software instructs a computer to carry out or perform a specific
task. Word processors, spreadsheet and databases are all application
software.

THE COMPUTER SYSTEM

Data is a set of raw facts and figures that a computer processes by

following a set of instructions called a program. Information, on the
other hand, is the processed data which is meaningful and useful.

4 Computer programs
These are instructions (programs) produced by programmers to
create system and application software.

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

We have come to the end of this lesson. See you next week, and
remember that if you fail to prepare you should prepare to fail.
Natalee Johnson teaches at Ardenne High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

MAUREEN CAMPBELL
Contributor

HE SOCIAL studies syllabus has unique

features that make it very interactive and
interesting. I trust that you are reading this
information because you are interested in helping
someone or in doing this subject at the Caribbean
Secondary Education Certificate level.

You must become eager to learn about his

subject which will, undoubtedly, make you a
conscious and a superior citizen. I am happy,
ecstatic, that you have decided to be involved
somehow in this subject, but let me remind you that
before you start you must prepare yourself for this
journey. You will need your syllabus and a notebook
for additional information and the writing of your
glossary.
In was in 1992 that the board of directors of
National Council for the Social Studies in the
United States adopted the following definition of
social studies; it is the integrated study of the social
sciences and humanities to promote civic
competence. Social studies, therefore, should make
available to us a coordinated, systematic study
which ultimately draws upon such disciplines as
anthropology, archaeology, economics, geography,
history, law, philosophy, political science,
psychology, religion and sociology, as well as
appropriate content from the humanities,
mathematics and natural sciences. All this makes
the subject multidisciplinary and interdisciplinary
because it is integrative, incorporating many fields
of study.
In the Caribbean we can deduce that the primary
purpose of the social studies syllabus is to help
individuals to develop the ability to make informed
and reasoned decisions for the public good as
citizens of a culturally diverse, democratic society in
an interdependent world. It may even be viewed as
being important as seen in its goal of educating
individuals who should become committed to the
ideas and values of our world and engage them in
the use of knowledge about themselves, their family,
community, nation and the world.
It is even more logical and interesting that along
with the social importance of this subject, students
are able to develop skills of data collection and
analysis, collaboration, decision making and
problem solving as they focus on the school-based
assessment (SBA) project. You will agree with me
that individuals who acquire this knowledge and
skills will make commitments that will help to shape
our future and sustain and improve our way of life.
According to the Caribbean Examinations
Council, social studies will contribute to the
effective development of the student. This becomes
possible by increasing personal and social
awareness and by placing emphasis on values as
well as on social and interpersonal relationships.
This focus makes the social studies syllabus not
only relevant to the learners but also facilitates the
smooth transition of the student from secondary to
tertiary education and to the wider society.
Every country survives based on its human

A new
beginning

yl:social studies
(i) Development and use of resources
(ii) Regional integration
Section C - Options
C1 - Communication
C2 - Consumer affairs
C3 - Tourism

EXAMINATION FORMAT
Paper 01
This paper consists of 60 multiple-choice items;
30 on Section A and 30 on Section B. The duration
of this paper is 1 hour and 15 minutes.
Paper 02
This comprises 10 questions; 3 from Section A, 4
from Section B and 3 from Section C. Candidates
are, however, required to answer only 5 questions.
Section A: Two questions

Education would be
so much more
effective if its purpose
were to ensure that by
the time they leave
school every boy and
girl should know how
much they dont
know, and be imbued
with a lifelong desire
to know it.
Sir William Haley
resource that must harness the physical resources.
Therefore, the continued development of the
Caribbean region will depend on the individuals
understanding of his or her roles and
responsibilities in families, groups, social
institutions, government, sustainable development
and use of resources, the regional integration
process and global issues as laid out in the
syllabus requirement. These issues are all of grave
significance to an individuals own development and
the collective well-being of his/her country and
region. The main focus of the syllabus is the
Caribbean, as its name suggests, but it provides

opportunities for comparison and the introduction

of international issues which have a bearing on
Caribbean development.

SYLLABUS CONTENT
The social studies syllabus content is divided
into three distinct sections. Students are required to
complete Sections A and B and one option from
Section C.
Section A - Individual, family and society
Section B - Sustainable development and use of
resources

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

Section B: Development and use of resources

(part 1) one question
Regional integration (part 2) one
question
Section C: One question
Paper 02 will last for 2 hours and 30 minutes,
giving students an average of 30 minutes to
complete each of the five questions chosen.

SCHOOL-BASED ASSESSMENT
Paper 03/1
This is based on a project which brings out
assessment of enquiry, communication, critical
thinking and decision-making skills on any
section of the syllabus.
Paper 03/2
This is the alternative to the SBA for private
candidate (see syllabus page 5).

SKILLS AND ATTITUDES TO BE

DEVELOPED
a. Skills of enquiry and the ability to present
reports on findings with clarity.
b. Critical thinking through normal classroom
interactions.
c. The ability and habit of making conscious and
deliberate decisions.
This is a subject that caters to all the needs of an
individual: to be accepted, aware and
knowledgeable about self, family, community,
country and the world will enhance your purpose for
living.
Social studies ensures that every child can
learn, and every child must learn. The percentage
pass rate is high, but you must become one of
those students who obtain quality passes;
dedication and self-discipline are required for you
to get a grade 1. You can do it, but the work begins
now!!
Have a good school year!
Maureen Campbell teaches at St Hughs High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

15

yl:geography

Review, reinforce,
research

IAN ALLEN PHOTOGRAPHER

Clayton Hall (right), the president of the Jamaica Teachers Association, congratulates some of the teachers who were awarded postgraduate and undergraduate scholarships from
TIP Friendly Society.The TIP Friendly Society Scholarship Awards ceremony was held at The Knutsford Court Hotel in Kingston,Thursday, August 30.
MARJORIE HENRY
Contributor

I greet you most heartily at the start of

the new school year and welcome you to
this series of geography lessons to be
presented in the Youthlink CXC Study
Guide. Generally speaking, I hope you
had fun and relaxed during the summer
holiday. For those of you who will write
the external examinations at the end of
this academic year, I trust that it was not
all fun and relaxation but that you also
made time to do some lessons, whether
privately or at summer school. The long
holiday provided an opportunity to
review past lessons, reinforce concepts,
especially those about which you are
unclear or uncertain and research topics
for which you needed more information.
I hope you capitalised on that.
Since the results of the recently held
examinations for which the results were
made known a few weeks ago, there has
been much outcry on the weak
performance in several subjects geography being one of them. Many
persons in different positions in the field
of education have suggested reasons for
the low performance. I feel certain that
you are well aware of some or all of
16

these reasons given. My challenge to

you is to ensure that you perform well
when it is your time to write the
examination in 2013. How will this be
possible? I would like to take a few
lessons to offer suggestions to help you
along.

If you have not yet done so, may I

encourage you at the outset to purchase
for yourself a copy of the current
geography syllabus. In fact, as far as
possible, have a syllabus for all the
subjects for which youll be writing
examinations. The syllabus is your
guide, which tells you what you must
know for the course. Do not just buy a
copy of the syllabus, but use it and use it
well.

The geography syllabus has four

distinct sections. For each section, read
carefully the specific objectives that list
what you, the student, should be able to
do and link them with the content.

For those topics that you have already

done in the lower grades, check the
syllabus to find out if all aspects of the
topics have been done. In short, you
must be able to do all that is listed in the
specific objectives for the topic. For the
topics yet to be done, once your teacher
has introduced them, use the syllabus to
prepare for the class. This includes
reading from the relevant sections of
your textbooks or doing research from
other sources. This preparation helps
you to follow along in the class and you

may even be able to contribute to the

lesson.

Along with the syllabus you must

have suitable textbooks. These are
costly, yes, but necessary and the
purchasing of them may be quite
restricted, but try to own even one of
those recommended. Hopefully, copies
of these are stocked in the school library
and you can access them or they are on
the book-rental system. The following
are recommended for use:
Geography for CSEC Nelson
Thornes
Geography for CSEC Jeanette Ottley
& Marolyn Gentles
CSEC New Integrated Geography
Sheldon G. Bleasdell et al

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

To be a successful student, you need

to set goals to achieve the things you
consider important. If you accept the
challenge I have given you to perform
well in the external examinations, your
goal should be to get good grades. It is
not enough to say that you want good or
better grades. Set specific goals
indicating what grade you desire and
work at achieving these. Let me caution
you, however, as this cannot be achieved
overnight; it is a process. Let me
suggest that you begin at the class level.
Here are some things you can do:
Prepare for class by reading and
researching on the topic.
Bring the necessary tools to class,
namely textbook, notebook,
workbook, pens, pencils, etc.
Position yourself in the class where
you can see and hear well.
Developing strategies for studying is
another factor which will help you to be
a successful student. I will share on
these in the next lesson.
Marjorie Henry is an independent contributor.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

YVONNE HARVEY
Contributor

I, FRIENDS. Yes, let us get started

on the Caribbean Secondary
Education Certificates (CSEC)
principles of business (POB). It is not
too early and you will never regret an
early start. To the new readers I say
welcome; to the long-time readers,
welcome back. The lessons which will
be presented in this series are designed
to help you in your preparation for the
CSEC POB General Proficiency.

It is important that you arm yourself

with the current syllabus and at least one
textbook; more if possible. Some texts
that are on the market, based on the
current syllabus, include:
Principles of Business for CSEC - by
Peter Stimpson, Yvonne Harvey et al Nelson Thornes Publishers

yl:principles of business

Principles of
business
Starting

Principles of Business for CSEC

Examinations - by Davion Leslie and
Kathleen Singh - Cambridge Publishers
There are also revision texts and pastpaper booklets available.

THE EXAMINATION
The examination comprises three
papers. Paper 01 (1 hour and 15
minutes) is a 60- item, multiple-choice
test. Questions will be based on all three
profile dimensions. Total marks: 60,
which is 30% of the final mark.

For students who are registered in the

regular school system there is still the
required School-Based Assessment
(SBA). This is paper 03/1. However, the
SBA has also changed. Details of the
new SBA are given in the syllabus on
pages 34-37. I do a lesson or two on the
SBA and, of course, you should also be
guided by your subject teacher. The
alternative to the SBA for private
candidates only, paper 03/2, is
discussed on pages 37-38 of the
syllabus. The SBA and its alternative are
marked out of 40 and constitute 20% of
the final mark.

As the weeks go on, you are free to

ask any questions and I will be happy to
answer them. This lesson is the
introductory one. It outlines the entire
course and indicates what lies ahead. I
am encouraging you to begin working
right away and to be consistent in your
efforts, especially those of you who will
sit the exam in May-June 2012.
The first thing I need to point out to
you is that the POB syllabus which will
be examined in May-June 2012 was
examined for the first time in June 2008.
You must ensure, therefore, that you
obtain the correct syllabus. It states on
the front, Effective for examinations from
May-June 2008. You may also check the
website www.cxc.org for an update of the
syllabus.

As we go along in our series of

lessons, I will set practice questions for
you. These will be quite useful to you, so
take them seriously and write outlines to
them. If you are not sure of the answer,
do some research then try to answer the
question without looking at notes or
textbooks.

STRUCTURE AND ORGANISATION

OF THE SYLLABUS

Profile dimension 1 has four sections,

profile dimension 2 has three and profile

You should also note that unlike the

previous syllabus, the one that was first
examined in June 2008 is only examined
at the general proficiency level. Each
candidate will be awarded a grade on a
six-point scale (grades 1-3 are regarded
as passing grades). In addition, a letter
grade will be given under each profile
dimension.

Paper 02 (2 hours) is commonly

called the essay paper. Section A has 3
compulsory questions from sections
1,2,5,6 and 7 of the syllabus. Section B
has four questions, two from sections 17 and two from sections 8-10.
Candidates will be required to answer
two questions from this section. All
questions on this paper are worth 20
marks (total marks: 100). This paper is
50% of the final mark.

Principles of Business for CSEC - by

Karlene Robinson and Sybile Hamil Carlong Publishers

The syllabus has three profile

dimensions:
Profile dimension 1 Organisational
Principles
Profile dimension 2 Production,
Marketing and Finance
Profile dimension 3 The Business
Environment

dimension 3 also has three sections. The

titles of these sections are given in the
syllabus.

Remember, the early bird catches the

best worms, so do not take anything for
granted. We are beginning serious work
right away. Next week we are going to
look at a very interesting section of the
syllabus business finance.

RICARDO MAKYN STAFF PHOTOGRAPHER

Sporting a bright smile is The Jamaica Pegasus General Manager Peter Hilary, who gifted
Deanna Robins with a weekend for two at the hotel.

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

Until then, keep safe.

Yvonne Harvey teaches at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

17

The nature of history

yl:history

DEBBION HYMAN

education level, etc. Thus, it is important for you to

analyse sources when using them.

Contributor

OBJECTIVES
At the end of the lesson, students should be able to:
o Define the term history.
o Define the term primary source and provide three
such examples.
o Define the term secondary source and provide two
such examples.
o Deduce the fact that an understanding of the
nature of history is critical in assessing the past as it
was.
The focus of this first lesson is an introduction to the
nature of history. What is history? What are the sources
used by the historian? Why are some sources more
credible than others? Why is the study of history
important? As a student of history, it is important for
you to have this foundation so that there is greater
appreciation for the subject.

WHAT IS HISTORY?
1. Beverly Southgate describes history as an
objective account of the past as it was.
2. E.H. Carr describes it as a continuous process of
interaction between the historian and his facts; an
unending dialogue between the past and the present.

PRIMARY SOURCES
A primary source can be described as a piece of
evidence written or created during the period under
investigation. Arthur Marwick describes it as sources
which come into existence during the actual period of
the past which the historian is studying. Examples of
primary sources include diaries, journals, baptismal
records, government dispatches, etc.

SECONDARY SOURCES
Conal Furay and Michael Salevouris describe
secondary sources as an account of the period in
question written after the events have taken place.
Examples of secondary sources include books,
magazines, memoirs, etc.

INTERPRETING HISTORICAL SOURCES

Oftentimes, the study of history swears by a
particular view because it was found in a book or, even
worse, on the Internet. As students, you oftentimes
believe the statement to be true or accurate since it has
been recorded. However, sometimes this is not the case.
The subjective nature of the writer can appear in his/her
work, influenced by his/her interests and even the
prejudices of his/her generation. It can be reflected by
the persons sex, age, religion, social standing,
18

EXTRACT - JOURNAL OF
COLUMBUS, 1492
All that I saw were young men, none of them
more than thirty years old, very well made, of very
handsome bodies and very good faces; the hair
almost coarse almost as the hair of a horses tail
and short; the hair they wear over their eyebrows,
except for a hank behind that they wear long and
never cut. Some of them paint themselves black
(and they are of the colour of the Canary
Islanders, neither black nor white), and some
paint themselves white, and others red, and
others with what they have. Some paint their
faces, others the whole body, others the eyes
only, others only the nose. They bear no arms,
nor know thereof; for I showed them swords and
they have grasped them by the blade and cut
themselves through ignorance; they have no iron.
Their darts are a kind of rod without iron, and
some have at the end a fishs tooth and others,
other things. They are generally fairly tall and
good-looking, well made. I saw some who had
marks of wounds on their bodies, and made signs
to them to ask what it was, and they showed me
how people of other islands which are near came
there and wished to cap ture them, and they
defended themselves. And I believed and now
believe that people do come here from the
mainland to take them as slaves. They ought to be
good servants and of good skills, for I see that
they repeat very quickly all that is said to them;
and I believe that they would easily be made
Christians, because it seemed to me that they
belonged to no religion.

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

For instance, when analysing primary sources,

you have to do the following:
o Ascertain when exactly the source was
produced. Find out its date. Assess how close its
date is to the date of the events to which it relates
or to dates relevant to the topic being
investigated.
o Identify what person or group of persons
created the source. Consider what basic attitudes,
prejudices, vested interests he/she would be likely
to have. Question how and for what purposes did
the source come into existence. Discover for/to
whom it was written.
o Determine the extent to which the author of the
source is really in a good position to provide firsthand information on the particular topic.
I have provided below an extract from one of
Columbus journal and I want you to examine how he
describes the indigenous peoples, whether their
physical features, culture or their society.
After reading this extract, answer the following
questions:
1. What are your views of Columbus?
2. Do you believe his (Columbus) depiction of the
indigenous peoples was accurate? Discuss your
response.
Undoubtedly, we would not see such a depiction
of the indigenous peoples in a modern Caribbean
history textbook. However, the reading of such an
extract at least provides us with a glimpse of how
Europeans viewed the indigenous peoples and, by
extension, reasons they treated the peoples in a
particular manner.

SOURCES
1. Beverly Southgate - What is History For?
2. E. H. Carr - What is History?
3. Arthur Marwick - The Nature of History
4. Conal Furay & Michael Salevouris - The
Methods and Skills of History: A Practical Guide
Debbion Hyman teaches at St Hughs High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

Laying a
solid
foundation
BERYL CLARKE
Contributor

OU HAVE started a new

school year and stepped up
on to another rung of the
ladder towards your goals.
Ahead of you is a
year in
which you
will strive
to achieve,
to reap
success and
to lay a solid
foundation for
the future you
wish to build.

I must pause
here to ask you to extend
congratulations to those who,
by their performances in the May-June CXC
examinations, deserve commendation for jobs well done. I do not wish to single out any institution, but I
know that across the length and breadth of our country many candidates have performed excellently. The
celebrations have been well deserved. There are those, however, who are less happy now. Perhaps they were
less successful than they had expected and feel dejected. I urge all such students not to give up but to
redouble their efforts this year. They know whether they did their best or could have put in more work.
Application, serious application, is vital, not beating up on oneself!
Let me welcome all my new students. It is with true pleasure that I invite you to become members of the
Youthlink classes and particularly to my class. I hope that you will be regular in attendance, read all the
work, do all the homework and get ready to earn a grade one! Let me give you a bit of advice, right at the
start:
If you have not yet set your goals, try to do so now. You may have already set your career goals but if you
have just not set intermediate ones. These would include working for the grades you want; those that will
take you to sixth form or wherever you want to go on to.
Take your studies seriously; try not to be sidetracked by people or things. There are those who will
deliberately set out to waste your time using one method or another, but if you put a value on your time and
on yourself you will not allow this to happen. Do not follow anyone who tells you that he/she has achieved
excellent results without doing any studying. It may be true for that person, but can you guarantee that it will
be true for you?
One more thing do not let circumstances dictate to you. Try to find ways to shut out unwelcome noise
and develop friendships and associations that can help you. Also, lean on your parents or guardians,
siblings, your teachers, your guidance counsellors and pastors. Do not be too shy or ashamed to ask for
help, when necessary.

yl:english literature
Before we look at the 2012-2014 syllabus and texts, I want to inform you that the January 2012
examination will be set on the 2009-2011 syllabus and texts. So, if you are sitting or resitting exam in
January you will use the same texts that were used for the 2011 May exam. In May 2012, however, the exam
will be based on the new syllabus and texts. Please make sure that you are using the appropriate ones for it
is often the unfortunate situation that some candidates find themselves in using texts that are no longer on
the prescribed list. It would be a good thing for you to buy yourself a copy of the syllabus. I am going to
give you the prescribed list and suggest that you keep it where you can refer to it during the year.

DRAMA
A Midsummer Nights Dream
Old Story Time

William Shakespeare
Trevor Rhone.

POETRY
A Contemplation Upon Flowers
Once Upon a Time
Forgive My Guilt
West Indies, U.S.A.
Sonnet Composed Upon Westminster Bridge
Orchids
The Woman Speaks to the Man who has
Employed Her Son
It is the Constant Image of your Face
Gods Grandeur
A Stones Throw
Test Match Sabina Park
Theme for English B
Dreaming Black Boy
Epitaph
Dulce et Decorum Est
This is the Dark Time, My Love
Ol Higue
Le Loupgarou
South
To an Athlete Dying Young

Henry King
Gabriel Okara
Robert P. Tristram Coffin
Stewart Brown
William Wordsworth
Hazel Simmons-McDonald
Lorna Goodison
Dennis Brutus
Gerard Manley Hopkins
Elma Mitchell
Stewart Brown
Langston Hughes
James Berry
Dennis Scott
Wilfred Owen
Martin Carter
Mark McWatt
Derek Walcott
Kamau Brathwaite
A. E. Housman

PROSE FICTION
Songs of Silence
Wine of Astonishment

Curdella Forbes
Earl Lovelace

SHORT STORIES
Selections from A World of Prose for CXC
Blackout
Shabine
Emma
The Man of the House
Septimus
The Day the World Almost Came to an End
The Boy Who Loved Ice Cream
Berry
Mom Luby and the Social Worker
To Da-duh, in Memoriam

David Williams & Hazel SimmonsMcDonald. (NE)

Roger Mais
Hazel Simmons-McDonald
Carolyn Cole
Frank OConnor
John Wickham
Pearl Crayton
Olive Senior
Langston Hughes
Kristin Hunter
Paule Marshall.

Literatures in English is a subject, I believe, that you have been doing for some years. I am wondering at
your reasons for choosing it. Some of you, no doubt, love literature for one reason or another and just had
to do it. Others, perhaps, are taking it because of a proposed career and some because at your school
students do well at it in examination. Of course, too, there are those of you who will be taking it to make up
the required number of subjects that the school insists that you do. No matter your reason, it is your duty to
do well at this and all the subjects that you will be preparing to sit in CXC exams.
Once again, welcome and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

19

FRANCINE TAYLOR-CAMPBELL
Contributor

ELCOME TO the Aids to

Chemistry series for 2012. In
this first lesson, we hope to
focus a little on the science-process
skills which are important to
understanding and completing the
school-based assessment (SBA). This
assessment must be viewed not just as a
component of the final exam, but more
so as the means of helping you to
acquire the skills needed to become a
better chemist or scientist. Approach
each task with a view to learn how a
chemist investigates and finds answers
to questions.

SCIENCE-PROCESS SKILLS
The main skills that are assessed via
the SBA are:
1. Observation/recording/reporting
2. Manipulation/measurement
3. Analysis and interpretation
4. Planning and designing
Observing involves the use of all the
senses to describe what is happening in
an experiment. It is the skill that seems
to be the easiest but requires attention
and detail to capture everything that is

Science skills
and SBAs

happening in an experiment. You need to

be aware of what you see, hear, smell
and feel. Remember, you do not taste
anything in a lab unless instructed to by
your teacher to do so!
The careful presentation of what you
have observed or the results of your
experiment in tables, graphs, drawings
and other forms is termed recording,
while reporting gives a description of all
that has happened in the experiment
using a specified format. Marks are
usually allocated for changes in colour,
state, texture, gases given off, changes
in temperature, sounds, smell of
substances, use of tables with proper
headings and the use of a proper format
to write up the experiment.

Manipulation and measurement

assess the proper use of laboratory
apparatus and materials. In most cases,
there is a procedure or correct way in
which to use an apparatus or carry out a
technique. You will most likely be taught
this by your teacher. For example, in the
use of the burette or other volumetric
apparatus you will be assessed on how
you fill the apparatus, read at eye level,
use the meniscus and position the
equipment using your fingers.

Analysis and interpretation is simply

finding answers to questions. This may
involve making calculations, predictions
and forming conclusions based on the
evidence or data that has been collected.
For example, if a gas was observed that
gave a pop sound, one can infer that

this gas was hydrogen which represents

the interpretation. Marks are usually
allocated for explaining observations,
making predictions or conclusions
based on the results obtained and for
carrying out calculations. Limitations
and assumptions made in the
experiment will also form part of the
analysis and interpretation. A common
application of this skill is in the
identification of cations and anions
where marks are given for explaining the
observations of precipitates and gases
seen as well as the ionic equations that
show their formation.
Planning and designing is probably
the most difficult skill to grasp in the
mind of the student. However, it is
basically the steps involved in the

yl:chemistry
scientific process where a problem is
identified and steps are followed to find
a solution. Critical to this skill is the
component requiring the formation of a
hypothesis, which involves making a
prediction based on previous knowledge
or data. A correctly stated hypothesis is
easily tested since the variables or
things being assessed are clearly shown.
This will then lead to the use of proper
methods which can accurately assess
the unknown. Marks are given for writing
a hypothesis, linking this to the aim of
the experiment, using an appropriate
method which shows how the variables
are to be treated, the results that are
expected and how these will be treated
and, finally, any limitations or
assumptions made in the experiment. To
get more practice in planning and
designing you can try to find answers or
solutions to common problems in your
school or area by applying the scientific
method. Past examination questions
also give some practice in this area.
So, let us view the SBA as the means
to perfecting our science skills and enjoy
chemistry this year!
Francine Taylor-Campbell teaches at Jamaica
College. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

Kabrena Robinson (centre), Miss Jamaica Caribbean Talented Teen 2012, is flanked by Oshin Morgan (left), first runner-up and Shannon Johnson (right), second runner-up.
20

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

Preparing to study
principles of accounts
yl:principles of accounts

ROXANNE WRIGHT
Contributor

T IS, of course, that time of year when Youthlink

embarks on making weekly presentations to
assist students who are preparing for the 2013
principles of accounts (POA) examination.

It would be remiss of me not to use this

opportunity to acknowledge and congratulate all
2012 candidates who have secured an acceptable
grade in the recent POA exam; you made us proud.
To those of you who followed our presentations last
school year and are back this year for one reason or
another, we say welcome back. Finally, to those of
you who are joining us for the first time, we offer a
profound welcome and thank you for being with us.
If nothing else we pledge to submit easy-to-follow
presentations that will assist you in going through
the POA syllabus. One thing we request of you all is
that you get your copy of Youthlink every Tuesday
to enable you to follow along carefully throughout
the series.

measuring, interpreting and reporting on the

results. Also of interest is that the accounting
system is modified to meet the needs of the different
types of business organisations.
To satisfy the requirement of the syllabus the
business organisations of which you need to be
aware are:
1. Sole proprietorship
A business owned by one person. It has
unlimited liability.
2. Partnership
A business owned by two to 20 persons called
partners. They are subject to unlimited liability.
3. Corporation
A business that is a separate legal entity whose
owners are called shareholders or stockholders.
These owners have limited liability.

As you study further, you will realise the purpose

and importance of accounting. It will be revealed
that accounting is an information and measurement
system that aims to identify, record and
communicate relevant, reliable and comparable
information about business activities. The
importance of accounting is that it provides
information about what the business owns, what it
owes and how it performs, hence, is essential for
decision making.

Accounting is needed by various users, both

external and internal, for different uses. We must
remember that external information users are those
who are not directly involved with the running of the
business, for example shareholders/investors,
lenders, customers and suppliers. Internal
information users are those who are directly
involved in managing and operating the
organisation.

b. lenders for measuring the risk of loans

c. shareholders for assessing the return and risk
of stock
d. directors for overseeing management
e. employees for judging employment
opportunities
As accountants we must at all times pay keen
attention to the general accepted accounting
principle which are a common set of standards
applied by accountants and which aid in producing
relevant, reliable and comparable information.

MAKE NOTE:
i. The business entity principle means that a
business is accounted for separately from its
owner/owners.

Principles of accounts is an easy subject to

facilitate academic success, as well as job creation
and employment opportunities. We must, however,
hasten to remind you that with success comes
responsibility, and one of your greatest
responsibilities is to get totally prepared for the big
day exam day when you will have to spend time
in total quietness with yourself to do justice to a
paper set by the examiner from the examining board
of your choice.

ii. The objectivity principle means that

independent, objective evidence supports the
information.

iii. The cost principle means that financial

statements are based on actual costs incurred.
iv. The monetary unit principle assumes that
transactions can be reflected in money term.

In your quest to take responsibility for your

future, your period of study should see you doing
regular and constant revision. This will definitely
help you to keep abreast of the format of the
questions and the principles to be applied in
answering POA exam questions. Our weekly
presentations will represent key areas in the
syllabus.

v. The going-concern principle means that

financial statements assume the business will
continue.
vi. The revenue-recognition principle means that
revenue is recognised when earned.

We want to inform you that accounting possesses

its own vocabulary, concepts, rules and formats
with which you must become familiar through
practice and understanding the context in which
they apply.
Worthy of note is the fact that accounting is a
process of keeping records in books and

These users use the information to make

informed decisions:
a. management for controlling, monitoring and
planning

Remember, at all times, that accounting is based

on a simple idea known as the accounting equation.
Our next presentation will introduce you to this
concept, so please visit with us again. See you then.

A range of free medical services and health information were provided at the health
fair hosted by the Jamaica Hotel & Tourist Association in association with Fraser
Fontaine & Kong in Kingston recently.
YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

Roxanne Wright teaches at Immaculate Academy. Send

questions and comments to
kerry-ann.hepburn@gleanerjm.com

21

Mathematical tools
yl:mathematics

4 offers or rewards when earned

4 gentle persuasion where necessary
4 firm insistence that they stay the
course when there is evidence of
tardiness
4 on-going involvement in the
practice of problems of increased
level of difficulty
4 constant review of topics done in
the lower forms

CLEMENT RADCLIFFE
Contributor

T IS my pleasure to welcome you to the CXC

Study Guide series for this school year.
Unfortunately, the fluctuating performances over
the past few years have continued. I report with
regret that we have recorded a further decline of
approximately two per cent this year over last year.
This is quite disappointing as the examination
papers continue to be less challenging for those
who are involved in conscientious preparation. This
is also far below the target set by the Ministry of
Education in its millennium goals to be achieved by
2015. I therefore implore you to join me as we study
together during this year. Please be assured that the
material to be presented will go a far way in
supporting your efforts.

I must remind you at the outset that mathematics

is not a subject to fear, but rather it is a subject that
will bring you immense pleasure as you learn the
various concepts and solve questions after
questions. In assessing students performance in
the past I, like many others, am of the view that too
many students are ill-prepared for the examinations.
We also feel that since the examination papers have
been quite straightforward, students should have
achieved better quality results. It is very difficult to
explain the poor performance of students on this
years paper in algebra and arithmetic.
Experience has confirmed that weaker students
wait until it is too late to begin adequate
preparation. Studying maths is quite unattractive to
these students, so they postpone their involvement
as long as they can. Let me remind these students
that they can begin by emphasising the recall and
method levels, (that is, recall of facts; also do
calculations, and apply methods eg, simultaneous
equations). Problem solving can be developed later
with practice. Practice will enable you to become
more comfortable with the material and so be able
to appreciate the various ways it may be utilised.

Of those listed above, practice is the most

important strategy. The careful selection of
questions should result in some success. This will
build the self-confidence of the students as they
attempt more difficult problems.
I wish to use this opportunity to commend those
students who did well in their examinations. I
suspect that the successful ones were those who
were diligent in their preparation. To those who
were unsuccessful, there is still another chance.
You may wish to register now for the 2013 January
sitting of the examination.

examination, you are tested on how well you have

learnt the specific objectives which are stated in the
syllabus. Owning a syllabus is, therefore, not an
option. Indeed, it should be noted that a distinction
in mathematics is equivalent to having a
comprehensive knowledge of the specific
objectives.
The syllabus is available at the Office of the
Overseas Examinations Commission in Kingston or
a copy may be sourced from high schools. The
syllabus was changed recently and so it is vital that
your efforts are informed by the correct syllabus.

Topic:
Date:
Brief notes:
Practice examples:

PAST PAPER QUESTIONS

Available in book shops

RESOURCE MATERIALS

4 Media publications, for example, weekly CXC

Study Guides in the YouthLink, the popular
publication by the Gleaner Company.
4 A wide variety of model answers.

You should note carefully the topics which were

removed.

INSTRUMENTS
Mathematical instruments and a calculator which
may be used in Paper 2.

TEXTBOOKS
To have you adequately prepared for the external
examination, I urge you to get the following
materials:

You may select from any of those available on the

market. Use the one with which you are most
comfortable.

SYLLABUS
This will inform you of the following:
4 Structure of the examination
4 Details of the specific objectives, etc
The syllabus states the specific objectives which
are tested in the various papers and sections. In the
22

NOTEBOOK
A hardcover book or folder is recommended.
Students must ensure that work done throughout
the course is kept together so that it may be
reviewed at any time. The recommended format for
each topic is as follows:

This is a comprehensive list of the material which

are required and must be used throughout the
period of preparation.
To all tutors of mathematics, let me remind you to
motivate your students. Motivation is the most
effective approach in dealing with a students fear of
mathematics. This strategy requires the continued
effort of both parents and teachers and may be
achieved through the following:
4 constant encouragement

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012

As you are no doubt aware, the mathematics

examination is one of the few CSEC subjects that
has no school-based-assessment component. The
examination is, therefore, based on two papers as
follows:
Paper 1 - 60 multiple-choice items
Paper 2 - Essay-type questions
divided into two sections:
Section I - 8 Compulsory questions
Section 2 - 6 Optional questions from
which to select two
Please be reminded of the following tips on
multiple choice questions:
4 The multiple-choice items are less demanded
than the essay-type questions.
4 Random guessing is not recommended as
some distracters are computed based on the usual
errors made by students.
4 A good performance on this paper is
necessary to ensure success in the exam.
Let me once again reaffirm how critical it is to
use the specific objectives as a basis for your
preparation.
Once again, I wish you all the best as we embark
on this important journey together.
Clement Radcliffe is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com