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ERIES DES
LECT(3UrdREdE itSion) GRA 13
March 3,
tudy gu
ides: 2020 12 & O
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nology,
Page 01 ALS ED
on Tech
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INC
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A JOINT OPERATION
PORT MORANT, ST. THOMAS: US Ambassador Donald Tapia pauses for a photo during
his visit to the Apiculture Storage and Food Processing project, being jointly done by the Port
Morant Community Development Committee and the Peace Corps. With him are (left-right)
Paul Sully, Country Director Peace Corps Jamaica, Kadian Francis from 4H St. Thomas,
Ajai Campbell and Irieko Hinds, Police Youth Club members. (Photo: Jason Tulloch)

LECTURE SERIES (3rd Edition)

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CHAMPION GIRL
ST. ELIZABETH TECHNICAL
SPORTS COMPLEX, ST.
ELIZABETH: Rusea’s High’s
Monique Stewart (left), who
set two records on Saturday’s
final day of the COCAA
Western Championships, was
named overall champion girl.
Stewart was presented with
a smartphone from Digicel’s
Marketing Representative
Georgine Smith. (Photo:
Paul Reid).

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 THE DAILY OBSERVER Tuesday, March 3, 2020 Page 3

Lesson 22

THE RESEARCH REPORT

Hello everyone!
In today’s lesson, we will discuss several matters related to the process of research. Our main focus
will, however, be on the research report. As we have seen in previous lessons, the SBA calls for you
to work as individuals and also as a team. You are expected to undertake your own research and
also collaborate with members of your group to determine the aspect of your theme that the report will
address. This requires the group to look at the artefacts that each member has garnered and select
which three among them will answer the questions the group has formulated. In this way, the research
is broadened to include areas which may be quite different for each person but all related to the team.
This is the activity that will test those softer skills discussed last week as only a single report is produced
by the group and all the members receive the same grade for it. All the members must, therefore, ensure
that they put their individual energy into producing the best possible report.

THE RESEARCH PROCESS

The type of research you will undertake for this SBA is a far simpler one than you would engage in at
the sixth form or college level. Since you are allowed to consult a variety of sources, some of which may
be creative or persuasive, there is no strictness applied where you have to ensure that the information
is valid or credible. The emphasis for this research is that the sources have to provide a perspective on
the chosen topic. Despite all this, you are expected to approach this project systematically if you are to
have a meaningful learning experience and build those skills which aid your overall development. The
research process as you experience it will be as follows:

Of course, since the report is a team effort then the process will involve much discussion, drafting,
editing and revising. The choice of how the final report is arrived at will be dependent on the members
of the group. Whatever the decision, there must be agreement amongst all the group members.

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SELECTING SOURCES OF INFORMATION
In more formal research, you may
be limited to academic and scholarly
sources. from which you may gather
information. However, given the type
of project that you are undertaking,
you may seek information from a
variety of sources. These are not
limited to print sources but at least one
of your sources must be in print. Once
you have thought about where you will
be seeking information, you will have
to undergo a process of elimination to
select the three pieces of information
which will be used to write your
reflections and report. Here are some
possible sources of information:
• Biographies
• Histories
• Plays
• Novels
• Poems
• Reports
• Short Stories
• Public speeches
• Advertisements
• Cartoons
• Comic strips
• Magazines
• Pamphlets
• Documentaries
• Blogs
• Newspaper Articles
• Podcasts
This list of examples is by no means exhaustive, as you are free
to explore any discourse which presents related information
on the topic. Of course, any process of investigation will
require careful assessment of the sources from which you
glean information and the information itself. Many videos and
written material that you find on the internet, for example,
may not be the kind of quality that will add substance to your
project. Many of these are written and published by the writers
themselves and it may be difficult to determine how true the
information is. Conversely, articles from newspapers, some
magazines and brochures may provide more valid information
as they would have undergone a process of editing before
publication. You must, therefore, evaluate the pieces before
deciding to choose them as part of the research. I will outline
below some areas that you may use to assess the quality of
any discourse that you come across.
THE FUNDAMENTALS OF GOOD WRITTEN AND SPOKEN DISCOURSE
Grammar
This refers to those set of rules which govern the way words
are put together to create meaning. If the piece contains good
grammar, then that is a good indication that the creator is at
least competent in expressing his/her ideas. Keep in mind,
however, that some of the information that you get may be in
Creole. This does not mean that it has no value, as a different
set of grammatical rules will apply to this language.
Spelling
This involves the sequencing of letters according to their
sounds to form a word. Every language has rules which govern
spelling and there are some sounds or ways of pronouncing
letters that exist in one language and not another. If a writer
is careless in spelling then this will detract from the overall
quality of the work. Spelling errors indicate a lack of editing or
the writer’s inability to spell well or self- correct.
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Punctuation
The characters or marks that are used to separate
sentences or parts of sentences in written
English are called punctuation marks. These are
used to make meaning clear. The addition or
removal of punctuation can change the meaning
of a sentence. For example a question mark may
be replaced with an exclamation mark or full
stop, to change a question to a declaration. You
must always remember that in writing, there is
nobody’s voice to give pauses or communicate
tone. It is those punctuation marks that contribute
to these inflections.
Organisation
This involves the arrangement or the sequencing
of ideas in a piece of writing. There are various
organisational structures in writing and these are
largely dependent on the type of writing. One
common thread, however, is that there must be
a beginning, middle and an end. If there is no
perceivable pattern to how a piece of writing is
organised then the reader will be confused and
meaning will be lost.
Tone
This is a concept that poses some difficulty for
several students. We often hear of skin tone
and tone of voice but what does tone have to do
with written words. Simply put, tone is a quality,
attitude or feeling that is expressed by the words
a writer uses. So how someone feels about a
subject matter, what he/she thinks about it can
be discerned by the words that are used to write
about it. Readers can detect a writer’s bias or lack
thereof, the writer’s excitement, anger, frustration
or awe by looking at the words used. The context
of word use will also convey tone, as a writer may
be using words ironically or employing sarcasm.
Vocabulary
This refers to the collection of words that are
used in a language. When we speak about a
person’s vocabulary, we speak about those
words in the language that a person knows. A
good vocabulary is not just one which consists
of many “big words”. As a matter of fact, these
words can be more of a hindrance to good
written expression if they are misused or merely
used for showing off. A good vocabulary enables
a writer to be able to express the same ideas
in several different ways and communicate the
same meaning each time. A piece of discourse
could actually use quite simple language and still
be credited with good expression.
Audience
Your audience is the person(s) that a writer or
speaker expects to read or listen to the discourse.
The target audience will determine the vocabulary
and tone that you use. You must, therefore, ask
yourself who is being targeted by the piece.
Purpose
Whenever someone writes or speaks, there is
always an intention behind it. Writers or speakers
usually have a clear idea of what their purpose
is and they will employ the strategies that they
believe will achieve their purpose. It is also
important to have some understanding of the
purpose of each type of writing. Is the writer/
speaker explaining a concept, expressing an
opinion about an issue, describing a scene in
a way that the reader can picture it or making
someone laugh? Whatever the purpose, it will
have much bearing on his/her word choice, how
the ideas are organised and the tone.
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In looking at all of these elements, it is clear that Conclusion:

they are interdependent. It is up to you to use
your understanding of these elements to assess • What have you ultimately learned about the
any type of discourse. Remember that even after theme?
you have made your selection of the pieces you In the final analysis, remember that the report is
will use, you will have to examine them again for marked out of 10 and all members of the group
the reflections as well as the report. It is therefore will achieve the SAME score. It is, therefore,
essential that you have good pieces, so you can important that you work together to produce the
have substantial ideas to discuss. best possible report.
Until next week.
PREPARING THE RESEARCH REPORT
Shawnett Myers-Lawrence is on the staff of
It is important to remember that the research
St. Hugh’s High School.
report is not merely a summary of your findings
 E-mail: shawnomyl@yahoo.com
on the topic. It includes an account of the process
in which you and your team engaged, in order
to arrive at this product. You are not expected
to write a lengthy piece, as the report should be
between 250 and 300 words. Here is a basic
outline of the report.

Introduction:

• A brief description of the process of selecting

the theme and forming the group.

Body:

The body of your report should include the

following. You could split it into two paragraphs,
one outlining the process and procedures and the
other outlining the findings.

• The process through which your team arrived

at the topic for the report.

• Where did you look for the artefacts used in

the research?

• Why did you select those artefacts?

• How did you decide on the artefacts selected

for the report?

• Summary of the information gathered from the

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Lesson 22

VECTORS

Hello Everyone. This lesson will look at VECTORS. This topic has many applications in the real world.
A SCALAR QUANTITY is represented only by size or magnitude. A VECTOR QUANTITY, on the
other hand, has magnitude and direction. Why would we need this? Sometimes the ‘where’ is just
as important as the ‘what’. You may get worried that there is a news item about thieves in a getaway
car on the highway. You may be much relieved when the announcer says they are headed east and
you know you’re heading west.

In the diagram
to the left
a number
of different
vectors are
shown.

The green
vectors are
the unit
vectors in the
direction of
the x and y
axes.

The yellow
vector is a
displacement
vector.

The red arrow

is a position
vector.

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Each vector is
described in terms
of its ‘components’
i.e. the horizontal
and vertical
motion required
to get from the
start point to the
end point. This
is the way your
translation vector
works as well.
The yellow vector
starts at the point
(4, 3) and ends at
the point (9, 8).
So we went
5 units right then 5
units up.
Yellow vector =

A quick inspection will reveal that the red vector is . The horizontal unit vector is and the
vertical unit vector shown is

UNIT VECTORS
Why are unit vectors so named? Because they have a magnitude of 1 unit. To find the magnitude of
the vector, we calculate it similarly to finding the length of the line segment. We can do this quite easily
using the following formula?

Note that there are other unit vectors. Any vector that has a magnitude of 1 unit is a unit vector. What I
have shown in the diagram are two special unit vectors.

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POSITION VECTORS
What are position vectors? These are vectors that originate at the origin, O i.e. the point (0, 0) is their
starting point. For example, the red vector from the first diagram above starts at the origin and ends at
( )
the point P(-6, 6). We can write it as the position vector OP = –6 . Note that:
6
• Any coordinate point in the Cartesian plane can be written as a position vector,
• Every position vector can be written as a set of coordinates.
EQUAL VECTORS
Two vectors are said to be equal if they have the same components.
PARALLEL VECTORS
Two vectors are said to be parallel if one is a scalar multiple of the other.

For example: given a = ( 23 ) and b = ( –4

–6)
, then we can clearly see that b = –2a. Hence, a and b are parallel.
NOTE: If two line segments or lines are parallel, they are always the same distance apart.
This could mean they are touching at every point i.e. the distance between them is 0. For two
line segments, it could mean that they are joined together and going in the same direction.
COLLINEARITY
Three points are said to be collinear if they lie on the same line. To prove this we:
1. Write the relevant line segment in terms of two vectors
2. Show that the two vectors are parallel
For example, show that the points P(-4, -3), Q(2, 1) and R(5, 3) are collinear.
Solution:
Let’s take the vectors PQ and QR. We know the points that make up the start and end of the vectors
but not the vector components. So we need to use position vectors and a little vector algebra to get what
we want. Firstly, recall that each coordinate point can be written as a position vector.

Then we can combine these as follows

Therefore the vectors PQ and QR are parallel and so the points P, Q and R are collinear.

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TRIANGLE LAW When two

vectors are
joined in
succession like
the yellow and
red vectors in
the diagram,
we can find the
resultant vector
by completing
a triangle.
By drawing a
line from the
start point to
the end point,
we complete
the triangle.
The resultant
vector is shown
in green in the
diagram.

PARALLELOGRAM LAW

When two vectors

have the same
starting point like
the yellow and
green ones in the
diagram, we create a
parallelogram to find
the resultant vector.
To create the
parallelogram we
replicate the vectors
given to make the
opposite sides of the
parallelogram.
The light blue vector,
which is the diagonal
of the parallelogram
is the resultant vector.

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For more Vector Geometry and everything vectors, check out the following video:

https://www.youtube.com/watch?v=Sp1oJSsrB94

Charyl Gordon-Brown is on the staff of The Manning’s School.

 E-mail: charanbrown@gmail.com
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Lesson 22

REGIONAL INTEGRATION

ATTEMPTS AT REGIONAL INTEGRATION/MAJOR STAGES IN THE CARIBBEAN INTEGRATION MOVEMENT

YEAR REGIONAL INTEGRATION EFFORT

The Leeward Islands were integrated under one governor,

Barbados in 1626
the Earl of Carlisle.

The Windward Islands and Barbados were united under one

1833 to 1855
government, of which Trinidad & Tobago was a part for two years.

The idea of West Indian territories integrating as a Caribbean

During the 1930s community under one federal or Caribbean government was
proposed, and meetings were held to effect this change.

May 03, 1958 - May 31, 1962 West Indian Federation

May 01, 1968 Caribbean Free Trade Area (CARIFTA)

November 1966 West Indies Associated States Council of Ministers (WISA)

July 04, 1973 Caribbean Community and Common Market (CARICOM)

June 18, 1981 Organisation of Eastern Caribbean States (OECS)

July 24, 1994 Association of Caribbean States (ACS)

1982 and 2008 Caribbean Single Market and Economy (CSME)

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3. The teachings of ________________helped
ACTIVITY
Multiple Choice questions covering the West
Indian Federation (WIF) and the Caribbean
Free Trade Area (CARIFTA).
Instruction: Read each question/statement and
4. All of the following were problems arising
corresponding answer choices and
select the most suitable answer.
1. All of the following were reasons for the
establishment of the West Indian Federation
EXCEPT:
a. West Indians in leadership positions
felt that they were trained and
knowledgeable about their own nation-
states and therefore could take over
control of their own governance.
b. The teachings of the Government helped
to empower blacks to take charge of
their own governments.
c. West Indians were not pleased with
the unresponsiveness and reluctance
shown by the British government to
address the social, economic and
political problems faced by the people
in the colonies.
d. West Indians wanted an end to poor
living and working conditions, political,
5. This means the amalgamation or coming
social and racial discrimination.
2. In which year did Jamaica, after a
referendum, vote to withdraw from the West
Indian Federation?
a. 1962
b. 1960
c. 1961
d. 1959
to empower blacks to take charge of their
own governments.
a. Marcus Garvey
b. Alexander Bustamante
c. Michael Manley
d. Paul Bogle
as a result of the Federation EXCEPT:
a. Many colonies questioned who would
provide the funding.
b. Alexander Bustamante, the Jamaican
Prime Minister, Grantley Adams,
the Barbadian Prime Minister and
representatives from Trinidad and
Tobago were not in total agreement
with the Federation.
c. The more financially able colonies feared
their development would be held back
by smaller and poorer colonies. They
felt that the federation would be more
beneficial to the less financially-able
colonies than to the more developed
colonies.
d. The smaller and less financially
able colonies feared that if the free
movement of Caribbean people were
allowed, they would be bombarded
by more immigrants, and would
become financially burdened.
together of a number of entities to form
one cohesive group with the same aims
and destiny.
a. Federation
b. CARICOM
c. CARIFTA
d. West Indian Federation
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6. All of the following were the objectives of
the West Indian Federation EXCEPT:
a. To Encourage political unity among
member states and move towards self-
government
b. To ensure that democracy prevails
in the Caribbean and protect this
democratic system from dictatorship
and communism
c. To ensure that dictatorship and
communism prevails
d. To improve the social and economic
conditions of the islands
7. All of the following were achievements of
federation EXCEPT:
a. The creation of a federal service
b. Federation established the West Indies
Shipping Service in 1962
c. Federation facilitated the move of
member states from self-government to
colonialism
d. Members had a stronger voice when
dealing with multinational organisations
such as the United Nations
e. Federation helped to strengthen and
expand tertiary education with the
opening of the then University College
of the West Indies (now University of
the West Indies) campus in Trinidad
and Tobago.
8. All of the following were failures of the West
Indian Federation EXCEPT:
a. The government in the colonies had
control over domestic and foreign affairs
b. The Caribbean population were not
sufficiently informed regarding the
Federation
c. There was no economic agreement and
the WIF had no powers over taxation
and customs
d. Jamaica and Trinidad and Tobago were
not prepared to share the burden of
financing the organisation
9. The West Indian Federation failed because:
a. There were several disagreements over
measures proposed for the operation
of the Federation in terms of taxation,
customs, freedom of movement, capital
site and financing, as Jamaica and
Trinidad and Tobago were not prepared
to share the burden of financing the
organisation.
b. The populations in the various countries
were not educated on the importance
of the federation and its benefit to the
region.
c. The larger states such as Jamaica and
Trinidad and Tobago who had available
physical (mineral) resources, did not
trust the smaller states who had more
spending power.
d. The communication network which
includes the telephone, postal service
and shipping services were not very
efficient.
10. ________________ introduced free trade
to the Caribbean region.
a. CARICOM
b. CARIFTA
c. WIF
d. OCS
11. A ____________________ would remove
the tariff and non-tariff barriers on goods,
which trading partners produce and sell
to each other, allowing them all to benefit
from faster and easier trading.
a. Free Trade Association/Area
b. Economic Integration
c. Tariff Barriers
d. CARICOM
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12. _______________ was seen as a strategy
that could improve the economic and
social conditions of the Caribbean region.
a. CARICOM
b. WIF
c. OCS
d. CARIFTA
13. Members of CARIFTA are divided
into two categories based on their level
of development and more resources.
The two groups are:
a. Tariff Barriers and non-tariff barriers
b. Less developed countries and more
developed countries
c. Developed and underdeveloped
countries
d. Free trade countries
14. The _________ was created to facilitate the
achievement of the CARIFTA objectives,
by providing loans for development
purposes to governments participating in
CARIFTA.
a. CARIFTA
b. CARICOM
c. Caribbean Development Bank (CDB)
d. Bank of Jamaica
15. CARIFTA was governed by two decision-
making bodies. The names are:
a. The Heads of Government Conferences
and the CARIFTA Council of Ministers
b. Less developed countries and more
developed countries
c. The Commonwealth Caribbean Regional
Secretariat and the CARIFTA Council of
Ministers
d. The Heads of Government Conferences
and the Commonwealth Caribbean
Regional Secretariat
16. The ________________ was created to
administer the affairs of CARIFTA
a. Bank of Jamaica
b. Commonwealth Caribbean Regional
Secretariat
c. Heads of Government Conferences
d. CARIFTA Council of Ministers
17. CARIFTA was formed to address the
problems experienced by LDCs by doing
all of the following EXCEPT:
a. Promote industrial development
b. Assist in the development of the coconut
industry
c. Assist in the provision of suitable
markets for products
d. Limit industrial development
CARIBBEAN FREE TRADE AREA (CARIFTA) (1968–1973)
OBJECTIVES OF CARIFTA
After the West Indian Federation failed,
CARIFTA was formed in an attempt to:
● Encourage Caribbean countries to diversify
their products and services;
● Give the countries a stronger presence
when dealing with international countries or
organisations;
● Increase trade among members by removing
customs duties, taxes and licensing
arrangements;
● Join the economies of the countries in the
region that had recently gotten political
independence;
● Promote trade liberalisation amongst
Caribbean countries;
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● Address the problems experienced by LDCs by:

– Encouraging the development of industries in the LDCs;
– Protecting the countries’ agricultural producers by restricting member states’ freedom to
import agricultural products from outside the region;
– Ensuring that the more developed countries purchase a specific number of agricultural
products from the Least Developed Countries at an agreed price;
– Providing longer periods of time for the LDCs to phase out customs duties products, which
were being produced for revenue.

The answers for this week’s lesson will be given NEXT WEEK

Next week, we will continue to look at Regional Integration

Have a wonderful week!!

Charmaine Fuller-Wallace.
 E-mail: charmief2@yahoo.com
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Lesson 22

EXAMINATION PREP –
PROBLEM SOLVING REVISION
In today’s lesson we will review a number of the topics in the syllabus. I want to help you prepare
for your mock examinations. Remember the use of the 3rd Edition Jamaica Observer Information
Technology booklet is a useful revision tool as your prepare for your internal and external
examinations. Luck is opportunity meeting preparedness. So, be prepared!
Here are some tips from the Examiners:
1. Read the questions thoroughly before answering. For example: if the question asks for two
advantages make sure that is what you give.
2. If you don’t know the answer to a question… have a guess. Do not leave any questions blank.
3. Make sure you understand the difference between explain, describe and identify.
4. Revise, Revise, Revise!
EXAMINATION QUESTIONS:
The following are examples of typical exam questions. Let us analyse them and discuss why the
answers are correct:
QUESTION 1:
(a) The following table shows lines of code from three types of programming languages.
Complete the table to indicate the type of programming language and the generation to
which EACH sample of code belongs.

Code Program Instruction Type of Language Generation

A Add Y

B 89 F8 A9 01 00 75 06 6B C0

C X :=X+Y
(6 marks)

Step Number Activity

One mark for each correct answer. Compiling
Creating source code
(b) Insert the numbers 1 to 4 to indicate Linking object code
the correct steps that correspond to
Creating executable code
the following program implementation
activities. (4 marks)

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QUESTION 2

(a) Complete the following trace table using X = 5, Y = 10 and Z = 3 for the following algorithm:
Read X
Read Y
Read Z
X=X+Y
Y=X+Z
Z=X+Y+Z
Print X, Y, Z

(b) Consider the following program segment:

Readln(salary);
If salary <= 5000 then
tax: = 0
else
tax := (salary - 5000) * 0.25;
Writeln (tax);

Complete the flowchart below by writing the appropriate program code from the segment above in
the corresponding symbols.

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QUESTION 3:

(a) State the Pascal data type to store EACH of the following values:
34.276 - _______
-37 - _______
Mango - _______ (3 marks)

(b) What type of error would occur when EACH of the following lines of Pascal code are executed?
(i) c = a +b; - _____________ (1 mark)
(ii) d := c/O; - _____________ (1 mark)

QUESTION 4:
Write a program named SWAP to do the following:
• Prompt the user to enter two unequal integers separated by a space.
• Read the numbers entered and store them in two variables named num1 and num2
respectively.
• Check if num1 is greater than num2. If yes, swap num1 and num2, else print “num1 is
less than num2”.
• Print the values of num1 and num2 separated by a space.

SUGGESTED RESPONSES TO QUESTIONS

Question 1a:

Question 1b: Question 2a:

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Question 2b:

Question 3:

Question 3b

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Question 4 - Suggested response:

Program swap;
var num1, num2, temp : integer;
begin
writeln(‘Please enter 2 unequal integers This was a rather simple programming question.
separated by a space’);
My reason for saying this is because I have seen
Readln(num1,num2);
more difficult questions. This question also tests
if num1 > num2 then
skills that you are expected to know. There was
begin
no looping involved in the question.
temp := num1;
num1 := num2;
num2 := temp; Word to the wise:
end You are the only one who can make it happen
else
writeln(‘num1 is less than num2’); for you. Others can support and encourage
Writeln(num1,’ ‘, num2) you, but you have to find the energy within in
end order to step into the center of your own life
Total 15 marks and take charge.

https://www.youtube.com/watch?v=W4aa4GgHIBE
– how to download past papers for Information Technology

Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.

 E-mail: teacherrobwhite@hotmail.com
 THE DAILY OBSERVER Tuesday, March 3, 2020 Page 22
REPRODUCTION
Objectives:
At the end of this lesson
students should be able to:
● Define fertilisation and implantation;
● State what pregnancy is and the stages
of birth;
● State the difference between ante-natal
and post-natal care;
● State the importance of breast milk.
FERTILISATION
Fertilisation can be defined as the fusion of male
and female gametes (sperm and egg) in the
fallopian tube or oviduct. For fertilisation to occur,
it first requires the process of sexual intercourse.
For this to happen, a man has to become sexually
excited and the penis becomes erect and stiff.
This results from an increase in the blood pressure
in the erectile tissue spaces that surrounds the
urethra of the penis. The pressure increases
because arteries supplying the tissues enlarge as
the veins constrict.
Lesson 22
Fertilisation requires the male to insert his penis
into the female’s vagina and rhythmic movements
by him causes ejaculation of semen containing
sperm cells into the vagina. Ejaculation is brought
about by contraction of the muscles surrounding
the urethra of the penis. This expels semen
through the urethra into the vagina. The semen
contains between one hundred and eighty (180)
to five hundred (500) million sperm cells. The
uterus (womb) also contracts and some of the
semen move into the cavity of the uterus.
The sperm cells swim up the fallopian tube where,
if an egg is moving down the fallopian tube, one
of the sperm cells may enter head first, losing
its tail in the process. An acrosome found in the
head of the sperm cell produces enzymes to help
penetrate the egg. Only one sperm cell can enter
into an egg cell, due to chemical change at the
membrane surface immediately after penetration.
The zygote formed has the content of both male
and female nuclei, which fuse. Each parent,
therefore, contributes an equal part, in the form of
one nucleus, towards the formation of the zygote.
Therefore fertilisation (conception) starts the
beginning of the human life span.
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IMPLANTATION

Implantation refers to the attachment of a zygote into the wall of the uterus. The zygote generally
implants at the top of the uterus, near where it exits the fallopian tube, within five (5) to eight (8) days
after fertilisation and is completed by nine (9) or ten (10) days post-fertilisation. If fertilisation occurs, the
corpus luteum secretes the hormones progesterone, which prepares the wall of the uterus to receive
the zygote. The uterus wall thickens as a result of an increase in blood supply. As the zygote moves
down the fallopian tube, it divides into a ball of cells. Upon reaching the uterus, it sinks into its wall
where it attaches itself. This process is referred to as implantation.

PREGNANCY AND BIRTH

Pregnancy is when a female carries a developing embryo or foetus in her uterus (body). Pregnancy
commences when the fertilised egg or embryo implants itself in the wall of the uterus or womb. The
thickened wall of the uterus in which the embryo is embedded forms the placenta. The placenta contains
many chorionic villi, giving it a large surface area for the exchange of nutrients and waste material
between mother and foetus. Chorionic villi are tiny, finger-shaped growths that contain many blood
capillaries similar to the villi found in the small intestine.

The placenta is attached to the wall of the uterus by blood vessels that supply the foetus with oxygen
and nutrients from the mother and remove waste such as carbon dioxide from the foetus and transfer
it to the mother, which in turn is disposed of through her urine. Before the blood goes to the baby, the
placenta filters it of harmful substances, while letting those that are good for the baby pass through. It
acts as a barrier from the mother’s blood and bacteria. It does not act as a barrier to viruses, alcohol,
nicotine and other drugs; hence these can cross the placenta and cause harm to the unborn baby.

The foetus is attached to the placenta by the umbilical cord. The cord runs from the embryo’s abdomen
(navel) to the placenta. The umbilical cord has three functions for the developing foetus: it supplies
oxygen, it delivers nutrients, and it helps to withdraw blood rich in carbon dioxide and depleted in
nutrients from the foetus to the mother.

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The foetus is surrounded by a protective sac called the amnion. The amnion is a thin membrane that
forms the amniotic sac. Inside the amniotic sac is the amniotic fluid that surrounds the foetus. The
amniotic fluid is mainly water that acts as a shock absorber. It cushions the baby from bumps and injury
and allows it to breathe and swallow. It also helps the baby’s skeletal system to develop and maintains
a constant temperature so that the baby does not get too hot or too cold, even if the mother is extremely
hot or cold. Before or during labour, the sac breaks releasing the water; this is what a person refers to
as the ‘headwater’ or the ‘water breaking’.

Diagram of a foetus in the uterus

THE BIRTH STAGES

Stage 1: The baby stimulates the maternal
pituitary to release the hormone oxytocin that
initiates contraction of the uterine wall. As the
uterine contracts, the cervix dilates (open),
softens, shortens and gets thin. The contraction
of the uterine wall pushes the baby into the
vagina. By the end of this stage, the cervix will
be fully dilated, and open to about 10cm (3.9in)
in diameter.
Stage 2: This stage begins when the cervix is
completely dilated (opened). At this point, the
mother feels the urge to push. Her pushing, along
with the force of her contractions, propel the
baby through the birth canal. The fontanels (soft
spots) on the baby’s head allow it to fit through the
narrow canal.
JOL HUMAN & SOCIAL BIOLOGY continues on next page
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Stage 3: After the baby is delivered, you enter the final stage of labour. In this stage, you deliver the
placenta, the organ that nourished your baby inside the womb. Should the placenta not easily come
out, tugging or pulling should not be performed. Gentle uterine massage may be utilised to assist in the
release. The placenta and membranes are shed from the mother and called the afterbirth.
Diagrams showing the stages of birth

ANTE-NATAL CARE

Once a female confirms that she is pregnant, it is important for her to see a doctor as soon as possible
to schedule an appointment. The doctor caring for her has two patients, her along with the baby. The
doctor will take the needs of both the mother and baby into account. The doctor should know about a
pregnancy as early as possible so that any medicine he prescribes is safe for both of his/her patients.
This is particularly important as the pregnancy may, of itself, cause symptoms such as headaches and
fatigue for which the mother may seek medical treatment.

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JOL HUMAN & SOCIAL BIOLOGY continued from previous page
If the mother has “morning sickness”, caused
by normal hormonal changes as a result of the
pregnancy, a harmless antacid can be given.
Tablets of iron and folic acid, a (B vitamin), are
routinely prescribed to prevent anaemia: it is
safe and important to take these. Pregnancy can
also lead to an increased sense of well-being
and contentment. Many women find that their
complexions improve and they feel more relaxed
as a result of the hormonal changes in their bodies.
During pregnancy, the mother should attend her
doctor’s ante-natal clinic for regular checks on
her weight and blood pressure, and on her baby’s
heartbeat, growth and position in the uterus.
Arrangements should be made for the baby’s
birth at home or (more likely) in a hospital. Mother
and perhaps father may also attend parentcraft
classes. There they will learn how the baby
develops, how to care for mother and child before
and after birth, and how to cope with the process
of birth itself.
The mother does not need to “eat for two” in the
sense of increasing her food intake. Adequate
amounts of protein, vegetables, fruit and milk
should be taken (particularly milk, since the
mother needs to replace the calcium taken from
her system to make the baby’s bones). The doctor
will advise on any special dietary needs. During
pregnancy, a mother can expect to gain around
12kg (allowing for the baby, placenta, fluid and her
own physical changes), but weight gain should not
be excessive and too much carbohydrate should
be avoided.
Foetal breathing movements are substantially
decreased if the mother smokes cigarettes during
pregnancy. There is evidence that prematurity,
stillbirth and slower development may be related
to this practice. It is important not to smoke during
pregnancy or when near a pregnant woman.
Even moderate amounts of alcohol taken in early
pregnancy may affect the child’s growth and
development (including that of the brain); heavy
drinking still carries a higher risk.
During the first three months of pregnancy, the
developing baby may be harmed by certain
infections and drugs. For example, rubella
(German measles) may damage the baby’s
heart, eyes or ears if the mother contracts it in
early pregnancy. Such harm can be prevented by
receiving immunisation against rubella as a small
child or as a schoolgirl, long before pregnancy
occurs. However, by the end of the third month,
the baby is less likely to develop a disability
because the body is well developed.
POST-NATAL CARE
Mother and baby will visit the clinic for some
months after the birth to check that all is well
with both of them. The mother should return to
her doctor or clinic six weeks later for her post-
natal examination to be sure that the uterus
has regained its former shape and that she is
otherwise in good health. The mother also needs
to know the value of breast milk.
The importance of breastfeeding
Breast milk is best for the baby, and its benefits
extend well beyond basic nutrition. Breast milk
is packed with disease-fighting substances that
protect the baby from illness. The digestive
system in a new-born baby is so delicate that it
can only digest the mother’s milk easily. A baby
develops in the mother’s body and thus, the
chemical constitution of the breast milk suits the
baby more than anything else. Hence, every baby
has a right over the mother’s milk for the first six to
seven months of his or her life. Cow’s milk can put
needless stress on the baby’s digestive system
although gradually, the baby develops the ability
to digest it.
Breast milk, particularly colostrums, is rich in
immunoglobulin, which pass on passive immunity
to babies. The lymphocytes (white blood) protect
the body against intestinal inflammation.
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The lactobacillus in the milk aids the growth of • Breastfed infants tend to have higher IQs
intestinal lactobacilli. Breast milk is rich in all due to good brain development early in life.
the vital vitamins and nutrients except iron and
provides the baby with the necessary energy
for all-round growth. It is a wholesome meal for • In the long term, breastfed babies have
the newborn baby, which is easy to digest and a decreased risk of malnutrition, obesity
enhances immunity. and heart disease compared to formula-
fed babies.
Breast milk is available at the correct temperature
for the infant and is free from all possible sources
of contamination. Apart from the nutritional aspect,
• Breastfeeding promotes mother-baby
the process of breast-feeding increases the
bonding.
mother and baby relationship – The baby’s sucking
causes the pituitary gland to release the hormone
oxytocin called “hormone of love “or “satisfaction
• Decreased risk of allergies and lactose
hormone”. When this hormone is released into
intolerance.
the brain it usually helps promote positive social
behaviour thus fostering bonds between mother
and baby. Also, breast-feeding helps to calm both
the mother and the baby. These act as reassuring • Breast milk is sterile.
factors for the baby and makes him/her feel safe
in the new surroundings. There is no substitute for
breast milk. • Baby experiences less nappy rash and
thrush.

Advantages of Breast-Feeding:
• Baby is less likely to develop allergies.

• Breast milk also contains infection-fighting

antibodies from the mother. • Baby experiences fewer stomach upsets
and constipation.

• Breastfeeding reduces the chances of

infection and increases the immunity of • Breastfed infants tend to have fewer cavities.
the baby.

• Breastfeeding promotes the proper

• The amino acids in breast milk, the building development of the baby’s jaw and teeth.
blocks of proteins, are well balanced for the
baby. These proteins best aid the baby’s
intestinal tract.
Leroy Munroe is on staff of the
Trench Town Polytechnic College.
• It strengthens the emotional bonding  E-mail: leroy_munroe@yahoo.com
between the baby and the mother.
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Lesson 22

ACCOUNTING RATIOS
CONTINUED
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Laura’s Variety Store

Income Statement for year ended 31 Dec. 2019
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POETRY
Welcome and thanks for joining me as you seek
to prepare for your exam, which is just around
the corner.
For the past three weeks, the emphasis has been
on the theme of Racism/Prejudice. Today, I will
focus on Paper 02, poetry from the prescribed text
A World of Poetry edited by Mark McWatt and
Hazel Simmons-McDonald.
Lesson 22
Two weeks ago, two sample questions were
given. One question featured “Little Boy Crying”
and “The Woman Speaks to the Man Who Has
Employed Her Son”. The other question focused
on those poems which contained the issue of
racism or prejudice. As such, four poems were
listed which could be used to respond to this
question. These are:
Test Match Sabina Park
Theme for English B
Dreaming Black Boy
West Indies, U.S.A.
Here is the question that was given two
weeks ago:
Choose TWO poems that you have studied from
the prescribed list that show the situation of
prejudice or racism that a person experiences.
Write an essay in which you describe the
experience of prejudice OR racism of ONE person
within EACH poem. In this essay, you must
discuss the effects of racism OR prejudice on the
person in EACH poem and examine ONE device
that EACH poet uses to explore the experience.
Total 35 marks
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JOL ENGLISH LITERATURE continued from previous page
Now I will give you some information that should
be useful with regards to writing a response to this
question.
DREAMING BLACK BOY
The persona in this poem is a black child who
is attending a school where the majority of the
students and teachers are white. The poem is set
in the southern United States around the 1960’s.
Throughout the poem, this child repeatedly outlines
his wishes and in so doing he reveals the oppressive
life that he lives due to the prejudice of the whites
and the laws that are in force in the society. These
include such things as being overlooked by the
teacher whenever he raises his hand in order to
answer a question and being denied access to a
good education because of the colour of his skin.
The persona experiences psychological trauma as
a result of the treatment that is meted out to him.
This can be seen when he states in stanza three
that the opposition that he has faced and will face
in his life would wear him out. He also speaks of
the fact that people sometimes talked about him as
if he “dropped from Mars” (line 26). This suggests
that he feels alienated and rejected. Additionally,
he speaks of being “scared” (line 27) and that
generally, his life is a “terrible burden” (line 31) that
he suffers. As such the tone of the poem is sad and
painful as it reflects the experiences of the persona.
Figurative Devices
The words “I wish” are repeated throughout the
poem. The poet uses repetition to highlight the
many hopes and dreams of the persona. The “I
wish” phrases also emphasise the things that the
persona does not have or considers that he will not
possess simply because he is black. Additionally,
the repetition of “I wish” is reminiscent of Dr. Martin
Luther King’s famous speech “I have a dream”,
which also outlines the existing conditions of black
people in (especially) the southern United States at
that time, the indignities they suffered as a result of
the prejudice as well as their desire for a better life.
Another device that the poet uses is allusion.
That is, he makes reference to a person or
thing that is known. In line 19, for example, the
persona wishes that he could be as outspoken
as “Paul Robeson” and wishes that the “torch
throwers at night” (line 22) and “the plotters in
pyjamas would pray for themselves” (lines 24
– 25). Paul Robeson was a black American
singer and actor who became involved in the
Civil Rights Movement in that country, an
organisation aimed at gaining equal rights for
African Americans in the late 1950’s and 60’s.
The “torch throwers” and “plotters in pyjamas”
refer to members of the Ku Klux Klan – white
supremacists who dressed in white outfits which
covered their faces and went around at nights
burning crosses, black people’s houses and
generally creating terror against the blacks.
What are some of the things you learn after
reading this poem? That is, what was the
objective of the poet when he wrote this poem?
Here are some conclusions I have arrived at:
1. Racism alienates people. It separates
human beings from each other.
2. Prejudice is senseless. We should not limit
others because of what they look like on
the outside or to the occupations that their
forefathers participated in.
3. Racism is unfair. It places restrictions on
persons and does not allow them to live to
their full potential.
4. Racism/Prejudice can be traumatic to
those who are seen as inferior, as they are
often at the mercy of those who consider
themselves superior. Sadly, the ones who
consider themselves superior often have
the power and authority to inflict harm on
the weaker ones.
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JOL ENGLISH LITERATURE continued from previous page
TEST MATCH SABINA PARK
The persona in “Test Match Sabina Park” is an
Englishman (white) who is attending a cricket
match at Sabina Park (Jamaica W.I.). The
Englishman steps into Sabina Park with an air of
superiority as he is of the view that the English
are the masters of cricket. After all, it was the
English who brought the game to their subjects
in the colonies, which included the West Indies.
Also, he is very proud of his complexion. As the
match progresses, however, the West Indian
spectators, who are not impressed with the style
of cricket being played by the Englishmen, harass
the persona and ridicule the kind of cricket that he
is so proud of.
At first, the Englishman in “Test Match Sabina
Park” tries to defend the slow pace of English
cricket, when the West Indians start to hurl
abuses at him and criticise the way the English
batsmen are playing. He tries to explain that the
Englishmen play a different style of cricket. When
he realises that his explanation is weak and
does not impress these spectators, he becomes
embarrassed and slinks out of the arena.
Additionally, because he is embarrassed, he
blushes and his face turns red. His complexion,
which he is so proud of, betrays him.
Literary Devices
“Test Match Sabina Park” is set in a sporting
arena, around or after the 1980s. It is a sunny day
in Kingston, Jamaica, where usually there is “no
problem mon”. Consequently, the poet is able to
take a light-hearted approach to a serious issue.
As such it can be seen that Stewart Brown uses
humour in the speech of the spectators to show
the disparity between the seemingly aggressive
West Indians and the less aggressive nature of
the English.
Another device that can be found in the poem is
contrast. This can be seen in the Englishman’s
attitude and behaviour at the beginning and at the
end of the poem. At first he “struts” into Sabina
Park. By the end of the poem, however, he is
“skulking” out of the arena. Also, at the beginning
he was proud, but by the end of the poem, he
was embarrassed.
A third device within the poem is irony. It is ironic
that the slow style of cricket that he was so proud
of, the kind he thought was superior, causes him
embarrassment when it is criticised by the West
Indian spectators. Irony can also be found in the
fact that his fair skin, which he is also proud of,
betrays him as he blushes when he is ashamed.
If his complexion were dark, his shame would not
have been so visible.
What lessons do you think the poet wants to
convey with this poem? Why does the poet take
such a light-hearted approach to the subject
of Prejudice/Racism? What similarities and
differences can you find between the two poems?
Your responses to these questions will also help
you to write a response to the exam questions.
Take care until next week, I hope you will join
me then.
Simone Gibbs is on the staff of
Shortwood Teachers’ College.
 E-mail: simonecgibbs@yahoo.com
 THE DAILY OBSERVER Tuesday, March 3, 2020 Page 35

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►Communication
Studies 36 – 39

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 THE DAILY OBSERVER Tuesday, March 3, 2020 Page 36

Lesson 22

MULTIPLE-CHOICE QUESTIONS
(PAPER 1)

Hi everyone. Welcome to another lesson for CAPE

Communication Studies. Last week we looked at
Types of Discourse which is one aspect for Module
1 and will be your first question on Paper 2. This
week, however, we will be looking at some multiple-
choice items which you will get on Paper 1.
MODULE 2
Numbers 16 – 30
Elements included in the language analysis,
characteristics of Creole, languages spoken in the
Caribbean, factors influencing language spoken in
the Caribbean.

MODULE 3
Numbers 31 – 45
Types of communication, organisational features,
forms of communication, technology and
communication, and the communication process.

Now, you know with these items you are either

wrong or right. In this paper, you have 45 items
to be completed in 1½ hours. For this paper,
please do not go on a guessing spree. If you are
uncertain about an answer, try to eliminate the
choices that just absolutely, cannot, in any way
be a possible answer. After you have done that
then you can try to select from the two options that
remain plausible. There are 15 items per module
separated as outlined below:

MODULE 1
Numbers 1 – 15
Listening comprehension, research, different
strategies, techniques associated with the types
of discourse. JOL COMMUNICATION STUDIES continues on next page
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As we observe Black History Month, the video below is based on a genre of music which
originated in the African-American communities of New Orleans – jazz. Jazz may not be what
you are into but it certainly has contributed to some of the music that you do like, for example,
hip hop and R&B and some of Kendrick Lamar’s songs. Have fun learning about another cultural
art form related to blacks while you prepare to respond to the questions based on the narrated
aspects of the video.

Items 1-6
https://www.youtube.com/watch?v=BMgKXbtQwoo

Instructions: Listen carefully to the information 2. Which of the following literary devices are
presented in the video and answer used in the extract?
the questions below based on it. I Simile
II Analogy
1. What is the MAIN idea in the information?
(A) Jazz contributed to many other genres III Metaphor
we know today (A) I only
(B) Jazz is a multiplicity of things making it (B) I and II only
hard to define
(C) I and III only
(C) Jazz is a musical life force of constant
improvisation (D) All of the above
(D) Jazz is an expression of different
conversational responses JOL COMMUNICATION STUDIES continues on next page
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3. Which of the following details support the Items 7 - 11

main idea? As we celebrate Black History Month, we must
examine bleaching as it may be a matter of
(A) The different rhythm and influences of
not being proud of one’s race why it is done.
the music on culture Naomi, a Nursing student at the university,
(B) The expression of the form of the is researching the increase in the use of
different elements of society bleaching creams by teens. She has prepared a
(C) The different collections of music in the questionnaire and is ready to begin collecting
her data. She decided to limit the distribution
Smithsonian museum
of questionnaires to her community.
(D) The influences of the genre and what
it represents 7. Select the BEST way in which the
questionnaires might be administered.
4. Identify TWO devices MOST used in the (A) Face to face
(B) Community meeting
information presented.
(C) Emails
(A) Metaphor and Analogy (D) Post Office
(B) Hyperbole and Simile
(C) Metaphor and Simile 8. Which secondary source might prove MOST
(D) History and Catchy Phrase useful to help Naomi with her research?
(A) Diary
(B) Encyclopaedia
5. Which mode of discourse would be (C) Journal article
applicable for the information shared? (D) Newspaper article
(A) Descriptive
9. Which other method of data collection
(B) Expository
could Naomi use to conduct her research?
(C) Persuasive (A) Experiments
(D) Narrative (B) Observation
(C) Content Analysis
6. What is the literary device used in the (D) Interviews
phrase, “jazz is like love”?
10. Select the MOST appropriate disadvantage
(A) Hyperbole of using questionnaires that would
(B) Metaphor HINDER Namoi’s research?
(C) Simile (A) Results will be based on the type of
(D) Symbolism questions
(B) Questions cannot be explained
(C) Large number of respondents possible
(D) Low response rate
ANSWERS
1. B, 2. D, 3. D, 4. A, 5. B, 6. C JOL COMMUNICATION STUDIES continues on next page
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JOL COMMUNICATION STUDIES continued from previous page
11. Which method of sampling would be MOST
appropriate for Naomi to use?
(A) Simple random sampling
(B) Convenient sampling
(C) Snowball sampling
(D) Purposive sampling
ANSWERS TO MULTIPLE CHOICE QUESTIONS
7. A, 8. C, 9. D, 10. B, 11. D
Items 12 - 14
Instructions: Read the following scenario
carefully and then answer Items
12 - 14.
February 21st was observed as International
Mother Language Day and the members of
your school’s Language Club are identifying
ways in which young people may be mobilised
to get volunteers for an upcoming community
workshop on getting people across the parish
to sign petitions to have Patois be Jamaica’s
Standardised language.
12. Which of the following mediums of verbal
communication would be MOST suitable
for attracting a youthful audience?
(A) public service announcement
(B) sound cry
(C) official documents
(D) jingles
13. Which of the following would not be
helpful to the club in ensuring youth
participation?
(A) Staging a song competition in the
school
(B) Bashing the work ethic of youth on IG
(C) Involving youth in a mentorship
programme
(D) Encouraging members from other
Language Clubs to join in the effort
14. Which of the following mediums could be
used by the members of the Language Club
to encourage their peers to volunteer?
I Case studies showing the work of the
club and its involvement in the printing
of the Patois Bible
II Local celebrities endorsing the use of
Patois in schools, parliament and other
formal settings
III Appeals made through the Department
of Language Linguistics & Philosophy
at University of the West Indies
(A) I only
(B) I and II only
(C) I and II only
(D) I, II and III
Until next week when we look at the answers for
items 12 – 14 and explore another exciting topic.
See you on our site soon.
Peta-Gaye Perkins Bryan is on the staff of
Queen’s High School for Girls.
 E-mail: perkins.pg@gmail.com