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THE DAILY OBSERVER
Tuesday,
ERIES DES
LECTUrdREdE itSion) GRA 13
March 10,
(3
tudy gu
ides: 2020 12 & O
CSEC s Language
English echnology,
Page 01 ALS ED
on T
Informati and History. LUD
S p a n is h
INC
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NEW JUMP RECORD
RUSEA’S HIGH SCHOOL, HANOVER: Herbert Morrison Technical’s Daniella Anglin
clears the bar at 1.75m to set a new record in the Class One girls high jump at yesterday’s
COCAA girls elimination day of the Western Championships. (Photo: Contributed)

LECTURE SERIES (3rd Edition)

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CAMPERDOWN BEATS KC’s MOVES 65-34

CAMPERDOWN HIGH
SCHOOL, KINGSTON:
Shemar Grey (left) from
Kingston College moves
away from Alrich Morris from
Camperdown High during
Game One of their best-of-
three basketball series final of
the 2019/2020 ISSA Southern
Basketball Conference
High School Boys Under-19
competition played in January.
Camperdown won the final.
(Photo: Norman Thomas)

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 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 3
THE ORAL PRESENTATION
Hello everyone.
So far, we have been looking at the written section
of the SBA and in general, students tend to be
comfortable with this part. In today’s lesson we
will examine the area with which many students
struggle and that is the oral presentation. This
part of the project is where students get to explore
their own creativity and present themselves in
person. For some students, this is a painless,
even exciting, activity as they get to speak and
perform instead of write. For others, it can be
quite a daunting task as they are terrified of the
prospect of speaking before an audience. What
we will do today is to outline the task and how you
will be graded and then make suggestions as to
how you can prepare yourself to do your best.
PREPARING FOR THE ORAL PRESENTATION
The oral presentation is essentially a performance
that demonstrates the theme or topic of your SBA.
You begin by thinking about your topic and which
aspect of it you would like to highlight. Remember
that in the course of your investigation you would
have discovered a lot of information relating to your
theme and topic and you cannot possibly speak
about all of it in the three to five minutes allotted
for the presentation. You would therefore, have to
select an aspect of the information that may be of
primary importance or which has resonated with
you or which you think will be of interest to your
examiner. You are required to outline what you
are going to do in your portfolio.
Lesson 23
You will have to think about how you would like
to present your topic and there are a range of
activities that you could do. The oral presentation
gives you the opportunity to choose a method
of delivery that you are most comfortable with,
which you believe will best suit your topic and
which showcases your talents. Whatever you
decide please remember that your presentation
must be primarily in Standard English. Be sure
to discuss your ideas with your teacher to ensure
that you are doing something appropriate. Here
are some ideas to think about:
• Write a speech on the topic. This could be
expository in nature explaining what you have
discovered or argumentative presenting you
views supported by evidence.
• Simulate a public service announcement
based on your topic.
• Do a mock interview with yourself answer
the questions related to the topic.
• Compose and sing a song related to the
theme or topic. This of course requires you
to have a decent singing voice.
• Develop a skit about your topic. This
performance may be aided by others but
performed primarily by you.
• Compose and perform a dramatic
monologue.
• Write a poem to be recited. A dub poem may
be accompanied by music or a live drummer.
• A narrative which you will recount.
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JOL ENGLISH LANGUAGE continued from previous page
COMPOSING THE PRESENTATION
It is always a good idea to prepare a script of
what you are going to present. This helps you to
organise your thoughts and gives you a “blueprint”
which helps you when rehearsing. When
composing your script keep in mind the following.
• Begin with an overview of the presentation.
Give some background information as well
as a brief statement of what the performance
is about. State your reason for selecting that
medium and the sources that you consulted
in developing the presentation.
• State the genre or mode that you will use in
your presentation (whether poetry, prose or
drama and the specific mode for example, a
skit, song, debate, speech etc.).
• Comment on the kind of language to be
used in the presentation. By this I mean,
whether the language is formal or informal
(using slang or colloquial expressions),
all Standard English or including some
Creole and how suitable and effective is the
language in delivering the message.
• Highlight any language or literary strategy
and techniques which you have used to
make your presentation effective.
• Indicate that you are about to start the piece.
• Present the piece.
HOW ARE YOU GRADED?
The presentation is marked out of ten with the
marks allotted as follows:
1. Fluency of delivery –
2. S t r u c t u r e , c o m p r e h e n s i b i l i t y a n d
development of topic –
3. Language use and vocabulary –
You will notice that the scores for this aspect of
the SBA are not geared too much towards the
content that you will present but the manner of
your presentation. The examiner will be looking
for how well you have said what you have said.
Let us discuss what these three areas entail.
Fluency refers to how clearly, smoothly and
well- paced your information is. Can the examiner
follow what you are saying? Are you speaking
clearly and audibly? Do the ideas flow or are there
long pauses? Do you seem confident or hesitant
by your delivery?
Structure refers to the arrangement of the
piece. Have you arranged the ideas in a logical
manner and which suits the genre and mode
that you have selected? Comprehensibility
refers to how well your examiner is able to
understand the content of your presentation
and this will be dependent on how the ides are
arranged and developed. In writing an essay
you would have learned to organise in terms of
introduction, body and conclusion and arranging
ideas in sequence, cause and effect, problem -
solution, in order of topic or importance etc. This
presentation is no different as you will need to
select the pattern that best suits your purpose
and develop your ideas accordingly.
Language and vocabulary are very important to
the presentation. Remember that this is an English
exam and you are required to demonstrate your
competence in speaking the language. You will
therefore be graded for you grammar and the
richness of your vocabulary. This is not to say that
you need to pull out your thesaurus and throw “big
3 marks
words” around. You just need o ensure that your
diction is varied and precise.
4 marks
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MAKING THE PRESENTATION

Having prepared your script, you will need to

practise the presentation. Remember your time
limit, so you will need to ensure that all that you
have to say can be said in three to five minutes
without rushing or dragging it out. You will need
to use family and friends to be your audience,
timekeepers and judges when you are practising.
It is important to get some feedback before you
do the actual presentation, as this will give you an
indication of what needs to be adjusted. Ensure that
you work on your pronunciation of words, your tone,
your pitch and your volume. You want to pause
at the right moments and use the right inflections
for emphasis. Your body language including your
posture, gestures and facial expressions must be
suitable for what you are presenting. The style of
presentation must also be suitable and you must
have eye contact with the audience. Eye contact
is a very important part of any presentation as
in indicates your level of confidence and your
engagement with the audience. What this means is
that you must know your presentation.
If you even have a cue card to prompt you, you are
not expected to be reading the presentation. This will
certainly hinder your ability to be impactful in your
presentation. Please see the following video which
outlines how to make an effective presentation.

All the best in your presentations.

Until next week.

Shawnett Myers-Lawrence is on the staff of

St. Hugh’s High School.
 E-mail: shawnomyl@yahoo.com
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 6

Lesson 23

CIRCLE THEOREMS

Hello Everyone.
We begin looking at circle theorems in this lesson by reviewing the parts of a circle. Following that, we
will look at each theorem before we try to work problems using the theorems.

PARTS OF THE CIRCLE

The Radius is the distance from the The centre of the

centre of the circle to the circumference circle.
The circle is defined as
The circumference of
all points equidistant
the circle
from a central point.
is the line joining
That point is simply
the set of points
called the centre
that are equidistant
of the circle.
from the central point.
I have used a large
This is
circle to indicate the
the actual circle.
centre here for visual
benefit but it is
simply a point.

The diameter is The chord is a line

a chord joining any two point
that passes through The arc is any portion on the circumference
the centre of a circle of the circumference of a circle of a circle

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The figure to the left shows a circle that has the diameter drawn in red.
We can see it is the diameter
because it passes through the centre of the circle
which is indicated by a small blue dot.
The diameter divides the circle into two equal halves.
Each half is referred to as a semicircle.

The figure to the right shows a circle that has a chord drawn in red.
We can see it is a chord because it goes from one point
Major segment
on the circumference to another.
Note that it does not pass through the centre of the circle
so we know it is not the diameter.
The chord divides the circle into two parts called segments.
The larger one is the major segment Minor segment
and the smaller is the minor segment.

Major sector A sector is

the area bound by two radii and an arc.
The smaller area is called a minor sector.
The larger area is called a major sector.
Minor sector

A tangent to a circle
is a line that touches the circle at a single point.
The tangent never intersects the circle…
That means it does not pass through it.
They merely meet at a point

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JOL MATHEMATICS continued from previous page

CIRCLE THEOREMS

A tangent to a circle
is perpendicular to the radius
at the point of tangency.
In the diagram, to the right,
the radius is the green line
and the tangent is the red line.
Point of tangency simply means
the point where they meet.
Recall that when two lines
are perpendicular to each other
it means they meet at right angles.
Notice we indicated the right angle on the diagram.

The angle in the semicircle is a right angle.

Recall that the diameter divides the circle
into two semicircles.
When we form an angle
at the circumference
from lines coming from the two endpoints
of the diameter,
that angle is always a right angle
i.e. it measures 90 degrees.

Angles in the same segment, Ang

standing on the same arc, are equal.
Once the angles are formed from lines Onc
coming from the end points of the chord shown, the
then they will all have the same measure.
Look carefully at the three angles formed. Loo
In each case, the lines are coming In e
from the chord drawn in red.
Additionally, the angles are all formed in the major segment. Add
So, blue angle = yellow angle = black angle.
The angle formed in the minor segment So,
will not have the same measure as the others The
as t

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The angle at the centre is twice the angle at the circumference,

The angle at the centre
standing on the same arc.
is twice the angle at the circumference,
The yellow angle and the standing oncoming
red angle are the same
fromarc.
the same points
The yellow angle and the
on the circumference. Hence, they are standing onred angle
the same arc.
are coming from the same points on the circumference.
Therefore: Hence, they are standing on the same arc.
Therefore:
red angle = 2 x yellow angle
red angle = 2 x yellow angle

Opposite angles of a cyclic quadrilateral are supplementary.

A cyclic quadrilateral
has all its vertices lying on the circumference of the circle.
Two angles are supplementary if their sum is 180 degrees.
Therefore:
-The two red angles sum to 180 degrees
-the two yellow angles sum to 180 degrees

Two tangents T
which have the same start point,
are equal in length.
Note that I have labelled
the point of origin, A.
The two points of tangency
are labelled T and P.
Based on the theorem,
AT = AP
P
A

Next lesson we look at more theorems, explore these further and use them to solve some problems.

Charyl Gordon-Brown is on the staff of The Manning’s School.  E-mail: charanbrown@gmail.com

 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 10

Lesson 23

REGIONAL
ORGANISATIONS

CARIBBEAN COMMUNITY (CARICOM)

ANSWERS TO THE MULTIPLE CHOICE QUESTIONS
☐ In 1972, Commonwealth Caribbean leaders
FOR MARCH 03, 2020 LESSON 22 at the Seventh Heads of Government
Conference transformed the Caribbean
1 B 4 D 7 C 10 B 13 B 16 B Free Trade Association (CARIFTA) into a
Common Market.
2 C 5 A 8 A 11 A 14 C 17 D ☐ The transformation of CARIFTA led to the
birth of CARICOM and an extension of
3 A 6 C 9 C 12 D 15 A CARIFTA.
☐ CARICOM was established as the Caribbean
WEST INDIES ASSOCIATED STATES COUNCIL Community and Common Market on July
OF MINISTERS (WISA) 04, 1973, by the treaty of Chaguaramas.
☐ WISA was formed in November 1966 by ☐ The treaty of Chaguaramas, which is an
countries in the Eastern Caribbean. example of a multilateral treaty, came
into force/became operational on August
☐ WISA was formed after the collapse of the 01, 1973. The original signatories to the
West Indian Federation. CARICOM agreement are Barbados,
Guyana, Jamaica and Trinidad and Tobago.
☐ WISA was formed in order to promote
☐ Since the signing of the treaty, a number
economic integration and functional
of other countries in the region became
cooperation among member states.
member states.
☐ After the formation of WISA the following
organisations were formed: AIMS/OBJECTIVES OF CARICOM
● Easter Caribbean Common Market The aims/objectives of CARICOM focus on
(ECCM) economic, political and functional integration/
cooperation among member states.
● The West Indies Associated States The aims/objectives are:
Supreme Court ● To have common policies when
● The Eastern Caribbean Council dealing with non-member states and
Authority (ECCA) international bodies;
● The Joint Overseas Mission in the ● To promote economic cooperation
United Kingdom and Canada through the Caribbean Common Market;
● Organisation of Eastern Caribbean
States (OECS) JOL SOCIAL STUDIES continues on next page
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● Expansion of trade and economic ● Have a common currency;

relations with countries outside the
community;
● To promote Functional cooperation in
areas such as health, education, culture,
agriculture and meteorological services;
● To improve the standard of living and
work of the population in the region;
● To improve production and productivity
in the region.
FAILURES OF CARICOM
Despite the progress that has been made by
CARICOM towards regional integration, there
are issues that have yet to be resolved. These
include failure to:
● Build an aluminium smelter planter
using oil from Trinidad and Tobago and
bauxite from Jamaica and Guyana;
● Replace the Privy Council and use the
Caribbean Court of Justice (CCJ) as the
final court in all CARICOM countries;
● Discontinue the implementation of trade
barriers against the importation of goods
from other Caribbean countries into their
country;
● Agree to have a common air carrier for
the region.
ASSOCIATION OF CARIBBEAN STATES
(ACS – 1994)
☐ The convention establishing the ACS was
signed on July 29, 1994, in Cartagena de
India, Colombia.
☐ The agreement was approved in July 1995.
☐ The secretariat of the organisation is located
in Port of Spain, Trinidad and Tobago.
AIMS OF THE ACS
☐ To develop greater trade relations;
☐ To strengthen regional cooperation and the
integration process;
☐ To promote economic integration,
investment, transportation and trade
liberalisation;
☐ To promote consultation, cooperation, and
concerted action among all the countries of
the Caribbean;
☐ To practise conservation measures in
relation to the Caribbean Sea and to
maximise its potential to benefit all.

MEMBER STATES AND ASSOCIATE MEMBER STATES OF THE ACS

The members and associate member states of the ACS are:

MEMBER STATES OF ASSOCIATE MEMBERS WITH

ASSOCIATION OF CARIBBEAN STATES (ACS) MEMBER STATES OBSERVER STATUS

Antigua and Barbuda, The Bahamas, Aruba, France Argentina, Brazil,

Barbados, Belize, Colombia, Costa Rica, Cuba, (on behalf of Canada, Chile,
Dominica, Dominican Republic, El Salvador, French Guiana Ecuador, Egypt,
Grenada, Guatemala, Guyana, Haiti, Honduras,
- Guadeloupe India, Italy,
Jamaica, Mexico, Nicaragua, Panama,
Montserrat, St Kitts and Nevis, St. Lucia, - Martinique), Holland, Korea,
St. Vincent and the Grenadines, Netherlands Antilles, Morocco, Peru,
Suriname, Trinidad and Tobago and Venezuela. Turks and Caicos. Russia and Spain

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ACTIVITY: TRUE/FALSE

Instruction: Answer ‘True’ or ‘False’ to the questions below.

TRUE/FALSE STATEMENTS

Regional integration will help to improve the economic development of the region,
1
which will see greater equality in the distribution of wealth.
Economic and social development processes happen at the same pace in all the
2
countries in the region.
Countries in the Caribbean region that are at different stages of development are
3
referred to as less developed countries (LDCs) or more developed countries (MDCs).
All countries in the Caribbean region that are developing countries are referred
4
to as small island developing states (SIDS).
5 The headquarters of CARICOM is in Georgetown, Guyana.
6 The ACS includes countries in the Caribbean and the Latin American States.
At the inception of the integration movement, the designation of countries as LCDS
7
or MDCS was based on size and level of development and not financial resources.
When countries pool their resources together, it is hoped that this will reduce
8 wastage, see more efficient use of resources, and less duplication of effort and
expenditure.
The OCS works to enhance transportation, develop sustainable tourism, and
9 facilitate greater and more effective responses to local natural disasters in the
Caribbean.
One of the problems experienced by LDCs is providing shorter periods of time for
10 the LDCs to phase out customs duties for products which were being produced
for revenue.
11 A free-trade area is an area in which there are barriers to trade.
The Commonwealth Caribbean Regional Secretariat is also called the CARIFTA
12
Secretariat.
13 CARIFTA was successful in decreasing intraregional trade.
Coordination of economic policies such as fiscal, monetary, exchange rate and
14
financial policies is one of the benefits of regional integration.
Grenada, Guyana, Honduras, Aruba, Jamaica, Nicaragua and Montserrat are
15
member states of the ACS.

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ANSWERS TO TRUE / FALSE ACTIVITY

1 T 4 F 7 T 10 F 13 F

2 F 5 T 8 T 11 F 14 T

3 T 6 T 9 F 12 T 15 F

Charmaine Fuller-Wallace.
 E-mail: charmief2@yahoo.com
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 14

Lesson 23

EXAM PRACTICE QUESTIONS

Hi. Today I will continue to discuss possible exam questions and how to approach them.
Starting with some multiple choices and then some short responses. Remember, in the interest
of time to get straight to the point when answering the questions. Pay attention to key terms.

STARTER ACTIVITY (Read EACH question carefully and circle the best option)
1. Operating systems that (c) It is possible to compare prices before buying goods
allow users to run more over the internet.
(d) Images of goods displayed on the internet are
than one program at a always accurate.
time are known as:
4. Many people have concerns about the security of
(a) multi-tasking online banking services. Which one of these is the most
(b) multi-user appropriate advice to follow when using these services?
(c) networking
(d) utility programs.

2. Fingerprint scanners are used

to identify individuals. The term
used to describe this type of
scanner is:
(a) ergonomic (c) digital
(b) optical (d) biometric

3. Many people buy goods over

the internet. Which one of these
statements is accurate?
(a) All goods bought over the
internet are cheaper than
those sold in shops.
(b) The sale of goods over the
internet is well regulated.
(a) Install a firewall and choose a simple password.
(b) Install a virus checker and change your password regularly.
(c) Install a virus checker and choose a simple password.
(d) Install a firewall and change your password regularly.
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5. A computer is advertised with a ‘3GHz Pentium
4 processor’. What is the processor speed in
pulses per second?
6. Music can be downloaded from the internet.
Which one of these statements is true?
(a) It is always necessary to have the
owner’s permission before downloading
music.

(b) Downloaded music can always be

legally copied and passed to other
people.

(c) Individual tracks, rather than whole CDs,

(a) 4 000 000 000 000
can always be legally downloaded.
(b) 4 000 000 000
(c) 3 000 000 000 000 (d) All music files take the same time to
(d) 3 000 000 000 download.

SHORT RESPONSES EXAM QUESTIONS

Question 1

‘JOY Build’ is a small manufacturing company. It has a Local Area Network (LAN).

(a) Identify one hardware component that a workstation must have to allow access to the LAN.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(b) One benefit of using a LAN is that steps can be taken to ensure data security.
(i) Identify three other benefits. (3)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(ii) Identify three ways in which data on the network can be made more secure. (3)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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JOL INFORMATION TECHNOLOGY continued from previous page
(c) ‘JOY Build’ has set up an intranet as part of
the LAN.
(i) Describe the features of an intranet. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
For the command term ‘Describe’,
you will need to write more than a
word or 2. Give a detailed account
in words (paint a picture – so to
speak; the examiner should be able
to visualise what you are saying).
(ii) Identify two facilities that ‘JOY Build’
could provide as part of the intranet. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Question 2
Blackwood Centre has 50 networked
computers with access to the internet. The
computers are used by local people for a
variety of different reasons.
(a) Jemal uses a computer at the Centre
to send emails with photographs to his
brother who lives in another country.
(i) Jemal has some printed
photographs. Describe how he
could get them into a format that
can be attached to an email. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(ii) Jemal has been advised to keep backup
copies of his photograph files. Give two
reasons for the advice. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(iii) Name one appropriate storage device
for keeping backup copies of the
photographs. (1)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(iv) Give one physical method Jemal could
use to keep his backup copies safe. (1)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(b) Jemal has a school project to complete on the
effects of global warming. He uses a search
engine to help him.
(i) When Jemal enters the words global
warming into the search engine a
large number of links are given. Give
two things Jemal can do to reduce the
number of links. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
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JOL INFORMATION TECHNOLOGY continued from previous page
(ii) Identify two other ICT based sources
Jemal could use to help with his
research. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(iii) Identify two non-ICT based sources
Jemal could use to help with his
research. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
(c) When using the internet for research Jemal
must ensure that the information provided is
as accurate as possible. Explain how Jemal
can do this. (2)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
STARTER SUGGESTED RESPONSES
1. A 2. D 3. C
4. D 5. D 6. A
SHORT ANSWER RESPONSES
Question 1:
(a) One of:
a. • Network interface card (1)
b. • Wireless adaptor (1)
(b i) Three benefits from:
• Share documents / files /
folders / data (1)
• Share peripherals / printers (1)
• Files (to share) can be
uploaded centrally (1)
• Software can be installed
easily / faster / centrally (1)
• Can use any workstation / hot-
desking (1)
• Communicate with other
workstations (1)
• Monitor / control users (1)
• Only 1 internet connection
needed (1)
• Terminals cheaper than stand-
alones (1)
(b ii) Three ways of making data secure from:
• User names & passwords (1)
• Access rights (1)
• Firewall (1)
• WEP / WPA (1)
• Encryption (1)
• Transaction logs (1)
• Backup (1)
These key terms
and phrases
must be included
in your description
and explanation.
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JOL INFORMATION TECHNOLOGY continued from previous page
(c i) A description involving any two points
from:
• Network of computers (1)
• Single organisation / private (1)
• An internal internet (1)
• LAN within the organisation that works
in a similar way to the internet (1)
(c ii) Two facilities from:
• Notice boards (1)
• Central store of files (1)
• Forms (1)
• Copies of company policies (1)
Question 2:
(a i) A description including:
• Scanning the photographs (1)
• Saving the electronic version from the
scanning (1)
(a ii) Two reasons for keeping backups from:
• Data can be overwritten (1)
• Someone may accidentally erase
data (1)
• System / hardware failure / natural
disaster (1)
• Someone may access and alter data
(1)
• Virus - if explanation given (1)
I have given you
some key terms
and phrases
that must be included
in your description
and explanation.
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.
 E-mail: teacherrobwhite@hotmail.com
(a iii) One device from:
• CD R / CD RW / DVD (1)
• USB pen / USB drive (1)
• Flash drive (1)
• Pen drive (1)
• Memory stick / Memory pen / Memory
Card (1)
• SD Card (1)
• External hard drive (1)
(a iv) Any method from:
• Store in a fireproof safe (1)
• Store in a different location to computer
(1)
(b i) Any two of:
• Add additional keywords (1)
• Restrict search to UK sites (1)
• Use different search engine (1)
• Use quotation marks (1)
• Use Boolean (1)
(b ii) Any two of:
• CDs (1) • DVDs (1)
• Online encyclopaedia (1)
(b iii) Any two of: • Newspapers (1)
• Books (1) • Questioning people (1)
(c) An explanation involving two of:
• Check the authority of the provider (1)
• Make sure not biased (1)
• Relevance of information (1)
• Check validity against information from
other sites (1)
This is where we will stop for this week. Keep on
studying!
Word to the wise:
Sometimes later becomes never. Do it now!
Great things never come from comfort zones.
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 19
FAMILY PLANNING
AND BIRTH CONTROL METHODS
Parents may decide to plan their family for the
Objectives:
following reasons:
At the end of this lesson
students should be able to:
● Define family planning;
● Identify and explain the different
birth control methods;
● Define abortion;
● Discuss issues relating to abortion.
WHAT IS FAMILY PLANNING?
Family planning allows individuals and couples
to accomplish their desired number of children by
determining the timing and spacing of pregnancies.
Family planning is when individuals and couples
control the number, spacing and timing of births
in their family. In other words, family planning
is planning the number of children you want to
have and the length of time you want to take to
have another child after your firstborn. A woman’s
ability to space and limit her pregnancies has a
direct impact on her health and well-being, as well
as on the outcome of each pregnancy.
Lesson 23
 Both parents may decide that they would like
to have a career before starting a family.
 They can spend more time, provide better
educational opportunities and health care
to each child when families are small.
 Better financial support and sustainability,
thus, parents and children can benefit from
any extra money available in the family.
It is thertefore less expensive to have a
small family.
 For the female, after age thirty-six, the risk
associated with having a baby is high. The
child can have birth defects such as Down’s
syndrome — which is a learning disability
with physical abnormalities.
 The age difference between parent and
child or children has to be taken into
consideration. Parent (s) and child may
have problems because of generation gap.
 Both parents should be emotionally mature,
be willing to support each other and be in
good physical and mental health.
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JOL HUMAN & SOCIAL BIOLOGY continued from previous page
METHODS OF BIRTH CONTROL/CONTRACEPTIVE METHODS
Birth control is the use of any natural or artificial
means of preventing pregnancy. All methods of
birth control are based on either preventing a man’s
sperm from reaching and entering a woman’s egg
(fertilisation) or preventing the fertilised egg from
implanting in the woman’s uterus (her womb) and
starting to grow. New methods of birth control are
being developed and tested all the time. What is
appropriate for a couple at one point may change
with time and circumstances.
NATURAL METHODS OF BIRTH CONTROL
The natural methods of birth control do not
involve pills, medicines or any other form of
devices to prevent pregnancy. These methods
of birth control include; abstinence- which is not
having sexual intercourse at all, withdrawal and
the rhythm method.
Withdrawal method
The withdrawal method of contraception, also
known as ‘coitus interruptus’, is when the male
withdraws his penis from the female vagina
and away from her external genitals before he
ejaculates or orgasms to prevent pregnancy.
The withdrawal method helps prevent sperm
from entering the vagina. This method is about
seventy-eight (78) percent effective.
Using the withdrawal method as a form of birth
control requires plenty of self-control from the
male. The withdrawal method is not an effective
form of birth control. Sperm may enter the vagina
if withdrawal is not properly timed or if pre-
ejaculation fluid contains sperm. The withdrawal
method does not offer protection from sexually
transmitted infections (STIs).
Rhythm method
The rhythm method, also called the calendar
method is one of the natural forms of birth control.
With this method, couples have sexual intercourse
during the so-called ‘safe period’. If a woman has
a twenty-eight-day menstrual cycle, she would
avoid having sex from around the 10th to the
17th day after the start of menstruation. During
this period, it is considered to be ‘unsafe’. At this
time, a mature egg can be present in the fallopian
tube ready to be fertilised by a sperm cell. This
method is between eighty (80) to eighty-seven
(87) percent effective in preventing pregnancy.
The rhythm method can also be used to determine
the best days to have sex by women who want to
become pregnant.
The rhythm method is by no means a flawless
method of birth control. It requires that a woman
have regular periods, and several women do not.
This, therefore, limits the number of women who
can practise this method. Another problem is,
even if a woman’s periods seem regular; a one-
time change in the timing of ovulation can alter the
expected days of infertility. If this is so, she may
be having unprotected sex during a time when she
thinks she cannot become pregnant. This method,
like the withdrawal method, does not prevent a
person from contracting sexually transmitted
infections. This method is an unreliable form of
birth control method. Abstinence is the most
reliable form of the natural method.
BARRIER METHODS OR ARTIFICIAL METHOD
The barrier methods of contraception work by
creating a physical barrier between sperm and
egg cells so that fertilisation cannot occur. The
most common forms of barrier contraception are
male and female condoms, diaphragm, and Intra-
uterine device (IUD).
JOL HUMAN & SOCIAL BIOLOGY continues on next page
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JOL HUMAN & SOCIAL BIOLOGY continued from previous page
Condom
A condom is a thin latex or rubber sheath that
is unrolled over the erect penis during sexual
intercourse. The condom collects sperm so that
they are not released into the woman’s vagina.
The sperm is usually retained in a teat at the end
of the condom, which is removed after intercourse.
Condoms are widely used because people find
them convenient and effective. They carry an
added advantage in that they act as a barrier to
pathogens or micro-organisms such as bacteria and
viruses, hence it prevents the spread of sexually
transmitted infections (STIs) particularly HIV/AIDS.
Disadvantages with condoms include the fact that
some people are allergic to latex, it reduces sexual
pleasure and may burst during intercourse, thus
releasing sperm into the vagina. The condom is
around eighty-two (82) percent effective.
Diaphragm
The diaphragm is a soft flexible rubber cup
shaped like a dome that is inserted into the
vagina. It blocks access to the cervix so that sperm
cannot pass from the vagina into the uterus and
subsequent fallopian tube. The diaphragm must
be covered on both sides especially around its rim
with spermicidal jelly, cream, or foam in order to
form a tight seal around it.
The diaphragm should be inserted into the vagina at
least one hour before sexual intercourse. It must be
left in place for at least 6-8 hours after intercourse;
after this time, it should be removed. There is
an increased risk of urinary tract infection with
diaphragm use. Using a diaphragm does not protect
a woman from sexually transmitted infections,
although the spermicide does give partial protection
against gonorrhoea and Chlamydia. If a woman
plans to use the diaphragm, she should seek medical
advice before doing so. When used with spermicide,
the diaphragm is about eighty-eighty (88) percent
effective. When used alone, it is between seventy-
seven to eighty-three percent effective.
Spermicides
Spermicides work by killing sperm cells.
Spermicides are either creams or jellies.
Spermicides must be placed in the woman’s
vagina before intercourse if they are to prevent
viable sperm cells from reaching her uterus.
They are usually used with other methods of
birth control such as the diaphragm. Spermicides
should not be used as protection for the woman
or man against sexually transmitted infections.
While spermicides may be partially protective
against certain organisms that cause sexually
transmitted infections, including Chlamydia and
gonorrhoea, they do not protect against the
human immunodeficiency virus (HIV) infection.
The spermicide is approximately seventy (70) to
eighty (80) percent effective.
Intrauterine device (IUD)
The intrauterine device is a loop, or coil, copper or
plastic. The device is also known as the copper T
because it can also have a T-shape. The device
is inserted into the uterus or womb by a doctor.
A plastic string tied to the end of the IUD hangs
down from the cervix into the vagina. It prevents
pregnancy by stopping the sperm from fertilising
an egg and preventing implantation. Copper act as
an effective spermicide by destroying sperm. Once
fitted, it can stay in the uterus or womb for up to ten
years. It is ninety-nine (99) percent effective.
Oral Contraceptive pill (Hormonal method)
The oral contraceptive pill contains the hormones
oestrogen and progesterone that affect the
woman’s body and stop her from becoming
pregnant. These artificial hormones effectively
trick the body into thinking it is already pregnant.
At mid-cycle when she would normally ovulate,
nothing happens. No egg is released from the
ovaries and pregnancy cannot occur. The
hormones in the pill stop the ovaries from releasing
an egg during the woman’s monthly cycle.
JOL HUMAN & SOCIAL BIOLOGY continues on next page
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 22
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
The pill works mainly by changing the body’s
hormone balance so that the woman does not
ovulate. That is, she does not release an egg
(ovum) each month from an ovary. In addition, it
causes the mucus made by the cervix to thicken
and form a ‘mucus plug’ in the cervix. This makes
it difficult for sperm to get through to the uterus
(womb) to fertilise an egg. The pill also makes
the lining of the uterus thinner. This makes it
unlikely that a fertilised egg will be able to attach
to the uterus. It cannot prevent the woman from
getting sexually transmitted infections (STIs). The
contraceptive pills are between ninety-one (91) to
ninety-five (95) percent effective.
Sterilisation (Surgical Method)
Sterilisation is considered a permanent method of
contraception. In some cases, sterilisation can be
reversed, but the success of this procedure is not
guaranteed. For this reason, sterilisation is meant for
men and women who do not intend to have children
in the future. The two types of sterilisation are tubal
ligation for females and vasectomy for males.
Tubal ligation
Tubal ligation is for women, and like a vasectomy,
should be considered a permanent form of birth
control. A small incision is made just below the navel
by a doctor. The oviducts or fallopian tubes are cut
and sealed at both ends. Tubal ligation blocks a
woman’s fallopian tubes. This prevents an egg from
passing down from the ovaries into the tubes. The
procedure takes anywhere from ten (10) to forty (45)
minutes. Side effects of a tubal ligation may include
infection and bleeding (haemorrhage).
Once a woman gets a tubal ligation done, the egg
can no longer travel down the tube to the uterus,
and sperm cannot make contact with the egg. The
procedure should have no effect on a woman’s
menstrual cycle and hormone production. A tubal
ligation does not protect a woman or her partner
from sexually transmitted infections. Tubal ligation
is approximately ninety-nine (99) percent effective.
Vasectomy
A vasectomy is a form of sterilisation for men. A
vasectomy ensures that no sperm will exit from
his penis when he ejaculates during sexual
intercourse. A vasectomy is usually performed by
a urologist or a general surgeon. The vas deferens,
the tubes that carry sperm from the testicles into
the urethra, also known as spermatic ducts are
cut or severed from each testicle. The open ends
are then tied by the doctor.
A vasectomy does not interfere with the ability of
a man to have an erection or the quantity of his
ejaculation fluid. After a man has a vasectomy,
another second form of birth control should be used
until his ejaculated fluid is found to be free from
sperm. This usually takes ten (10) to twenty (20)
ejaculations. A vasectomy does not protect a man
or his partner from sexually transmitted infections.
Like the tubal ligation in females, vasectomy is
also ninety-nine (99) percent effective for males.
Abortion
Abortion can also be used as a method of birth
control. Abortion is a medical process in which
medicine or surgery is used to terminate a
pregnancy before the normal development of
a foetus, which is ending the gestation after the
zygote attaches itself on the uterine wall and
before the foetus is able to survive on its own.
In some countries around the world, it is a means of
birth control and it is, therefore, a legal procedure.
In some countries such as Jamaica, there are
varying views pertaining to abortion and therefore,
termed as illegal. Abortion can be carried out in
different ways; one such way is removing the
foetus by suction. Drugs acting similar to oxytocin
may be used and the lining of the uterus wall may
be scraped to remove the foetus.
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JOL HUMAN & SOCIAL BIOLOGY continued from previous page
Abortion is an issue that has not garnered collective
support. This is due to different religious beliefs
and moral standards of different communities
around the world. Many times, abortion helps to
safeguard women’s health.
There are many women who suffer from various
hazardous medical conditions such as heart
disease, kidney disease, severe hypertension,
sickle-cell anaemia, severe diabetes, etc.
These diseases can be life-threatening; an
abortion often helps to avoid serious medical
complications from childbirth.
In cases where women are raped or incest occurs,
getting pregnant with such a child is yet another
brutality they would be forced to bear. Thus, the
option of abortion is the best for them. Some people
use abortion for economic and social reasons.
Some people considered abortion to be a cruel
act since it does not give the child in the womb a
chance at life. In effect, it is highly condemned by
a lot of religions. Abortion is often used as a type of
birth control by many women. An abortion always
lessens the chances of having children later in life.
It can leave a woman childless forever. Abortion
can lead to many medical complications such as
infection, and recurrent miscarriages. Abortion can
also cause psychological impairments amongst
women such as depression and guilt.
Miscarriages or stillbirths can be considered
as spontaneous abortions which are a result of
natural causes, such as illness.
Leroy Munroe is on staff of the
Trench Town Polytechnic College.
 E-mail: leroy_munroe@yahoo.com
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 24

Lesson 23

CONSERVATION OF ENERGY
PART 1

Hello everyone! Welcome to this first

lesson in our series on conservation of
energy where we will be explaining the
concept of energy and unit of energy,
discussing the inter-conversion and
conservation of mass energy.
Energy is the ability to do work and/
or produce a change.
This means that energy is necessary
for things to take place – changes to
happen. For example, making body
cells, producing waste, running,
playing an instrument, cooking food,
airplanes flying, kangaroos hopping
and a ball falling all require some
amount of energy. The SI unit of
energy is the joule with symbol J.
Other units of energy are kilojoule (kJ)
which is 1000 joules and megajoule
(MJ) which is 1000000 joules.
 Chemical energy is energy stored in the atoms and
Energy occurs in several forms. molecules making up substances. Examples are food
such as fruits and fossil fuels like crude oil.
 Kinetic energy is energy a
body has due to its motion.  Electrical energy is energy occurring when electrons
A few examples are people flow in a circuit or move from one body to another. An
walking, stones falling and a example is lightning.
train moving on a track.
 Heat or thermal energy is energy transferred from
 Potential energy is energy a one body to another due to the temperature difference
body has due to its position in a between them. For example, heat energy passes from
field of force and/or state. Four
the hot end of a metal rod to the cold end.
examples are a battery, a book
on a shelf, a wound clock and
a man on a mountain. JOL INTEGRATED SCIENCE continues on next page
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JOL INTEGRATED SCIENCE continued from previous page

 Light energy is energy that is electromagnetic
radiation. It comes from luminous bodies like
the Sun, electric bulbs, fires and stars. Light
does not need a medium to travel and so can
move through a vacuum. This form of energy
is important for photosynthesis in plants and
for animals to see.
 Nuclear energy is energy possessed by the
nuclei of atoms which is not usually used up
in chemical reactions. It is released during
fission and fusion of atoms and is harnessed
in power stations, to be used in households
and workplaces.
 Sound is energy that is transmitted by
objects that vibrate. Examples are hitting
drums, plucking a guitar and blowing a horn.
To determine work done, the following formula is
used: Work = Force × Displacement
Displacement is the distance travelled in the
direction of the force.
To determine kinetic energy of a body, the formula
given below is used:
Kinetic energy = ½ mass × velocity squared
Example1c]: A small car with a mass of 600kg
is moving at a velocity of 3.7 metres per second.
Compute the amount of kinetic energy the small
car possesses.
Kinetic energy = ½ mass × velocity squared = ½ ×
600kg × 3.7m/s × 3.7m/s = 4107J
The law of conservation of energy states that
energy is neither created nor destroyed, but it is
changed from one form to another.
This phenomenon is utilised in several equipment
used in the home, at school and at work.
A flashlight with a battery when turned on converts
chemical energy of the battery to electrical energy,
which is converted by the bulb into light and heat.

Example 1a]: A crane lifts a bag of sand weighing

70 newtons onto the floor of a room that is 25
metres above the ground. Calculate the work
done lifting the bag of sand into the room.

Work = Force × Displacement = 70N × 25m = 1750J

To determine potential energy of a body, the

formula given below is used:

Potential energy
= mass × gravitational field strength × height

On Earth, gravitational field strength is 10N/kg.

Example 1b]: A block of mass 9.4 kilograms is

moved to the top of a building that is 13.5 metres
tall. What is the potential energy of the block on
top of the building? Springs convert chemical energy to potential
energy. Telephones change sound energy into
Potential energy electrical energy.
= mass × gravitational field strength × height

Potential energy = 9.4kg × 10N/kg × 13.5m = 1269J JOL INTEGRATED SCIENCE continues on next page
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 26

JOL INTEGRATED SCIENCE continued from previous page

Computers, when in Energy is also produced in nuclear reactors when there is a change in mass.
use, convert electrical From his work Albert Einstein put forward an equation linking the change in
energy to light with heat mass with the energy produced.
given off as wasted
This formula is: Energy = mass × speed of light in air squared or E = mc2
energy. Electric motors
convert electrical energy During nuclear fission, larger atoms of some elements break down
to potential energy. into smaller atoms of other elements. An example of this process is the
A calculator converts disintegration of uranium-235 atom by bombarding the atom with a neutron.
chemical energy into The uranium atom then splits into a barium-144 atom and a krypton-90
electrical energy into atom. Two neutrons and a huge amount of nuclear energy are released.
light and also heat, After the reaction, the total mass of the particles formed is a little smaller
which is wasted energy. than the mass of the parent atom.
Hydroelectric plants
NB: The sum of the mass numbers of the reacting particles is equal to
convert potential energy the sum of the mass numbers of the particles produced.
in the water at the top
of the falls to kinetic
energy in the falling
water, to kinetic energy
in spinning the turbines,
to electrical energy in
the generator, with heat
energy being produced
at each stage as wasted
energy. Plants convert
light (radiant) energy
from sun into chemical
energy in glucose.
Internal combustion
engines convert
chemical energy to
heat energy to kinetic
energy.

Wax candles convert

chemical energy into
light and heat.

The 235 is the mass number of the uranium while 1 is the mass number
of a neutron. So, the total mass number for the uranium and the neutron is
235 + 1 = 236. Also, the total mass number for the barium, krypton and two
neutrons is 144 + 90 +2 = 236.

JOL INTEGRATED SCIENCE continues on next page

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JOL INTEGRATED SCIENCE continued from previous page

During nuclear fusion, smaller atoms of some elements combine to form larger atoms of other
elements. The amount of nuclear energy produced by this process is much greater than the nuclear
energy obtained from nuclear fission. One such example is the joining of two hydrogen atoms to form
a helium atom. In the process one neutron and a large amount of energy is released. After the reaction
the mass of the particle formed is a little smaller than the total mass of the particles in the beginning.

The total mass for the two hydrogen atoms is 5 and the total mass for the helium atom and the neutron is 5 also.

2) Complete the following table by filling in the

ACTIVITY
blanks. (8 mks)

1) a] (i) Define the terms energy, potential energy FORM OF ENERGY EXAMPLE

and kinetic energy. Potential

Sparks from a frayed wire
(ii) State the law of conservation of energy.
Sound
(5 mks)
Released from an atomic bomb
b] Write the most appropriate term on the lines Light
provided. (5 mks)
Energy from a fire

(i) When a table is banged, sound energy is Chemical

produced because of the _____________. Boy running on a track

(ii) Energy is a physical quantity having the 3) a] State the energy conversions in each of the
following: (9 mks)
____________ as its SI unit.
(i) electrical lamp
(iii) ___________ and ___________ are two (ii) blender
processes used to generate nuclear energy. (iii) solar calculator, (iv) nuclear power
station.
(iv) Light energy is produced by ___________
objects like a candle. JOL INTEGRATED SCIENCE continues on next page
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JOL INTEGRATED SCIENCE continued from previous page

b] Consider the following: A neutron is used to
penetrate a uranium-235 atom. This reaction
produces barium-141, krypton, three neutrons
and a large quantity of energy.
(i) What is the mass of the krypton? Show
all working.
(ii) In a diagram give the complete reaction.
(5 mks)
c] A man hauls a bag of rice using a force of
40 newtons 7.9 metres across a supermarket
floor. How much work does he do? (3 mks)

ANSWERS TO LAST WEEK’S ACTIVITY

1. a] (i) sound navigation and ranging, See how well you did by working out your
percentage.
(ii) self-contained underwater breathing
apparatus, Score: _______/19 Mark: _______%

(iii) radio detection and ranging. Remember our theme. Until next time everyone.
(1 mark each) Total 3 marks God bless you!

b] Magnetron produces radio waves having high Michelle Smith-Henry is on the staff of
frequencies. Duplexer links magnetron and Excelsior High School.
the antenna sending through generated radio  E-mail: chellysmithus@gmail.com
waves. Antenna transmits narrow beams of
radio waves through air. Radio waves hit ship
in water and are reflected (bounce back).
During break in transmission, reflected radio
waves are picked up by antenna. The antenna
is linked to the receiving unit by the duplexer.
Computer processes reflections and sends the
data to the display screen. Ship shows up as
blips on the radar screen.
(1 mark each) Total 8 marks

2. Life jacket, inflatable tube, life boats. Any of the

uses. (1 mark each) Total 4 marks

3. (As an individual descend below the surface of

the water the pressure on the person increases)
(allowing more nitrogen from air to dissolve in
the blood and cells of the body). (This causes
the diver to not be able to think properly) and
(to lose control of movements – effects are
similar to those of a drunk person).
(1 mark each point) Total 4 marks
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 29
PROSE
Good day to you! It’s a pleasure to have you
with me today. Thanks for taking the time out
to join me.
Today the lesson will focus on two of the short
stories from A World of Prose for CSEC edited by
David Williams and Hazel Simmons-McDonald,
which are on the prescribed list of short stories. I
hope you have read these stories by now so you
can relate to the following discussion on them.
The TWO questions on these stories will be in
Section C of Paper 02 of the examination.
ONE of the questions will name specifically two
of the stories, while the other question will name
a particular situation or theme and ask you to
choose the two stories you think will fit into that
category and respond to the question in essay
format. As a result of this, you should be looking
for similarities and differences between the stories
as you are studying them.
There will be TWO other questions in Section C:
ONE will be on Harper Lee’s To Kill a Mocking
Bird and the other question will be on Breath,
Eyes, Memory by Edwidge Danticat.
Read the following information that I will present
on Roger Mais’ “Blackout” and “Berry” by Langston
Hughes. Afterwards, try to determine what
similarities and differences there are between the
two stories.
Lesson 23
BLACKOUT
The story is set during an actual blackout, on
an island in the West Indies. Many of the lights
in the neighbourhood had not been turned on
as this was a policy during war time (some time
during the 1940s). In the night a white woman is
standing on a dark and lonely suburban street
waiting on a bus. As she stands waiting, she
notices the figure of a man approaching her. She
is not disturbed although there has been news
that a group of young men had been going around
the city committing crimes. As the figure draws
closer she sees that it is a black man. This does
not disturb her. Being from the Southern United
States she felt superior to this man. Where she
was from, a black man wouldn’t dare to speak to
a white woman, let alone do her harm. Still, this
was not the United States. This was an island in
the Caribbean.
The woman is smoking a cigarette. The man walks
up to her and asks her for a light. She did not
have any matches and did not want to give him a
light from her cigarette. In her mind, giving him a
light from her cigarette would make him think that
they were equals. As such she informs him that
she does not have any matches. His response
of “but you are smoking” indicates to her that he
was undaunted. Instead of arguing with him she
stretches out the lighted cigarette to him, hoping
he would take it from her hand and light his own.
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JOL ENGLISH LITERATURE continued from previous page
Instead of taking the cigarette from his hand, he
bends down with almost a stub of a cigarette in his
mouth, covers her hand and joins his cigarette to
hers to get it lit. He raises his head and says thank
you. How dare he, she thinks. To her, his actions
were almost intimate. She tosses her cigarette
in the gutter. The man stands and stares at her,
realising that she thinks little of him. His gaze
makes her uncomfortable and so she asks him
what he was waiting for, suggesting that now that
he has got a light, he should keep walking.
Instead of being upset, the man apologises to
her. He tells her that he is sorry that he made her
waste a whole cigarette. He also tells her that this
is a free country; that he can stand anywhere he
wants to. Further, he informs her that when all is
said and done, no-one is better than the other:
we are all equal and that there are just men and
women in this world. The woman is surprised that
he thinks this way. Does he really think that he is
equal to her? If so then he must be thinking that
there could be something sexual between them.
She becomes even more uncomfortable. The man
sees her discomfort and laughs. He assures her
that she has nothing to worry about because he
does not find her attractive.
His words surprise and even intrigue her. He was
not what she expected a black man to be. All she
can come up with is “Oh”. Finally, the bus is in
sight. At this point, the man realises that she is
about to leave and once again thanks her for the
light. Still, he does not walk away. He stands there
and waits until the bus arrives and the woman
boards the bus.
On the bus, the woman is uncertain what she feels
about this encounter. Was it that she was attracted
to him? She wanted to turn around and look back
at him, but she does not, for fear that someone on
the bus might think that she was interested in this
intriguing black man.
As the bus drives away the man bends down and
retrieves the discarded cigarette from the gutter.
Consider the literary device irony. What examples
of irony can you find in this story? If I say that the
title of the story can be seen as a pun, apart from
the literal blackout that is going on, what other
explanation could you give for the title? Discuss
these questions with your peers and your teacher
and see what answers you can find.
BERRY
It is important to note the background of the author
in order to fully understand the story. Langston
Hughes was an African American poet, social
activist, novelist and playwright who experienced
the sting of racism for most of his life. He was
born in Missouri, one of the southern states in
the U.S.A., where the whites are known for their
intense racist attitudes. Hughes died in the 1960s
(1967 to be exact), a time when the Civil Rights
Movement was active in America. The Civil
Rights Movement ushered in equal rights and
opportunities for blacks in America and made it
illegal for blacks to be treated unfairly by whites.
Consequently, Hughes’ work reflects much of his
lived experience.
Berry tells the story of Milberry Jones, a young
black man who is sent to work at Dr. Renfield’s
Summer Home for Crippled Children by the High
Class Help Agency. When he arrives there, he
is the only black person. Consequently, Mrs.
Osbourne, the chief administrator at the children’s
home, does not know what to do with him. Since
it was so late in the day and no trains were going
back to the city, they decided to keep him.
The wage that was paid to the young man who
had left was ten dollars ($10.00) but Dr. Renfield,
the owner of the institution, tells Mrs. Osborn to
pay him eight dollars ($8.00). Additionally, Berry
is not allowed to inhabit the living quarters that the
former employee had; instead, he is placed in the
attic – a dark, dirty and mouldy place.
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JOL ENGLISH LITERATURE continued from previous page
Although he is hired to wash dishes, he is
made to do much more, including taking care
of the children.
The crippled children love to spend time with Berry
because he is caring and kind, unlike the staff in
the institution. It does not matter to the children
that they are white and he is black. The nurses
are more than willing to pass off the responsibility
of caring for the children to Berry. He does not
complain despite the fact that he is treated badly
by the whites (including the good doctor), and is
overworked and underpaid. In fact, he is more
sensitive to the needs of the children than the staff
members who are trained, and who are being paid
to take care of the crippled inmates.
On one occasion, Berry is made to take the
children to the beach on an outing. In an attempt to
get his attention, a child who was in a wheelchair
reaches for him and falls out of the chair. It was
an unfortunate incident, but Berry is made into the
scapegoat and is fired without his pay.
The story also outlines a number of misdeeds of
whites, which do not involve Berry. These include
the Scandinavian (who is the epitome of white
people) kitchen boy who abandons his job at the
most inappropriate time, the flirting that goes on
between Dr. Renfield and Mrs. Osborn (which
understandably annoys Mrs. Renfield) and the
fact that it is only when friends and relatives come
to visit the children that they are given good food
and paid much attention.
What if you were asked to give examples of
Racism in the story? Would you be able to give
at least 5 examples? There are many. Pay close
attention to Mrs. Osborn’s reaction to Berry when
she first sees him, also to the amount that Dr.
Renfield decides to pay him. Look also at the
place that they make him sleep in and other ways
that he is treated. Would he have been treated
this way if he were white?
Here are some things to note about the two stories
that should be useful if you decide to respond to a
question on them.
SIMILARITIES
1. Instances of prejudice/racism can be seen.
2. Both authors use irony to show that sometimes
the view we have of people, is often incorrect
and it is silly to pre-judge people.
3. The white(s) think they are superior to the
blacks, but it turns out that they are seen to
lack moral character.
DIFFERENCES
1. The setting in both stories: “Berry” is set in
the southern United States, while “Blackout”
is set on an island in the West Indies. Also,
the events in “Berry” occur in a home while in
“Blackout” the events occur on the street.
2. At the end of “Berry”, the main character has
been displaced and his future is uncertain.
The black man in “Blackout”, however, seems
to be comfortable and at peace with himself
and his surroundings.
3. The black man in “Blackout” is quite assertive.
As such, he can be seen as being equal to
the white woman. Milberry Jones in “Berry”,
however, does not (and perhaps cannot) speak
up for himself although he was obviously being
treated unfairly. Clearly, the whites had power
over him.
Can you find other similarities and differences in
the stories? I’m sure you can.
Please join me next week as you continue to
gather information for your upcoming exam.
Simone Gibbs is on the staff of
Shortwood Teachers’ College.
 E-mail: simonecgibbs@yahoo.com
 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 32

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►Communication
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 THE DAILY OBSERVER Tuesday, March 10, 2020 Page 33

Lesson 23

ORALS

Hi everyone!
Welcome back to
another great lesson.
I hope you were able
to get some reading
done over your Ash
Wednesday break
and you are ready
for the final lap of
preparations for your
CAPE exams, some
of which begin as
early as May 4.

In the church, Ash

Wednesday is the
beginning of the
season of Lent
which is a season
of new life, self-
examination, and Today we will begin with the answers for the final three (3) multiple choice
even staying away items shared before you went off on mid-term break, after which we will look
from some things. at how to prepare your extemporaneous presentations.

As you go through this

season look at what
you can do to make ITEMS 12 - 14
your preparations for
exams a bit better,
how you can be 12. D 13. B 14. D
nicer to your peers
as well as getting rid
of the non-essentials
in your life that will
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JOL COMMUNICATION STUDIES continued from previous page
For today’s lesson we will look at an example of
what could be presented as part of a topic for the
orals. As we are in March, I know many of you
have your orals coming up soon. You are going
to see an example of how you can introduce
your topic, present your ideas and evaluate your
sources.
In your oral presentation you are expected to be
able to deliver an extemporaneous speech in
7-10 minutes. The requirements in the syllabus
state that you must do the following to score
maximum points:
❖ Demonstrate substantial knowledge of
critical issues related to your topic, as well
as challenges raised by the issues.
❖ Complete an excellent evaluation of the
effectiveness of source, context and
medium on the reliability and validity of
information gathered.
❖ Demonstrate an excellent level of
organisation with introduction, logical
sequence of ideas and conclusion.
❖ Speak with a clear, audible voice throughout
the presentation, and be consistently fluent
and confident, with excellent paralinguistic
control.
My disclaimer is that you ensure you review your
syllabus’ requirements before facing your panel
as the example below may not be perfect.
“As I got older and the pre-teen years rolled in, so
much more confusion came with it. I desperately,
however, would continue to cling to the hope that
I could grow up to achieve anything that I set my
mind to. What was very off-putting though were
those negative comments that would cause me to
struggle with self- doubt from time to time.
When my grandmother would style me as ‘good
for nuttin’ or my teacher would say that ‘is because
I’m dunce that’s why I got such a low grade’, it
made me question whether I was ever going to be
good enough…”
These are lines from “Life through the Experiences
of a Child in Jamaica Today” delivered by the
Children’s Advocate, Diahann Gordon Harrison
at the Child Month Media Launch in 2015. This
speech opened my eyes about child abuse in
Jamaica and its effects on children in our society.
Good morning teachers, I intend to enlighten
you on the causes and effects of physical and
emotional child abuse in Jamaica, which is my
area of research.
Children are deprived of their rights continuously.
According to the Child Protection and Family
Services Agency (CPFSA), child abuse is any
act, or failure to act, on the part of a parent or
caretaker, which results in death, serious physical
or emotional harm, sexual abuse, or exploitation
of a child. Any act, or failure to act, which presents
an imminent risk of serious harm to a child also
counts as child abuse.
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Although not the most prevalent, forms of child
abuse such as emotional child abuse are still
important to focus on. Physical abuse is any act
or failure to act that leads to the non-accidental,
physical harm of a child or that places the child’s
physical well-being at risk, while emotional abuse
is the expression of words, attitudes or behaviours
toward a child that create serious emotional or
psychological damage.
In 2014, statistics acquired by the Office of the
Children’s Registry proves that a total of 3214
children are being physically abused and 1833
children are being emotionally abused. There
are several causes and effects of child abuse
in Jamaica. Some of which are highlighted in
this presentation.
Firstly, the main interviewee, Ms. Cherena Forbes,
Head of the Psychology Unit at the CPFSA,
stated that “one major cause of the emotional and
physical child abuse in Jamaica is poor parenting
styles.” When parents are angry, they are not able
to control their aggression. This aggression is then
generally geared towards the child. This form of
aggression results in physical and emotional abuse
of the child. The parents with poor parenting styles
also think that the only way to discipline the child
is to hit them. Although spanking can be a good
form of punishment, the limit or extent to which
this form of discipline is done can be surpassed.
When this limit is surpassed the child will become
physically abused.
Another cause of physical and emotional child
abuse, according to the psychologist referred to
above, is that the abuser was raised in an abusive
environment. These victims will become a parent
or adult who is abusive. One interviewee, who is a
parent, stated “My parents raised me just like how
I am raising my child and I didn’t turn out badly. I
have my big job. If I can survive what was done
to me then, surely my child will survive how I am
raising her. Yes, I call her names but it will make
her want to become better.”
Calling a child names such as ‘wukliss gyal’ or
‘careless gyal’ causes the child to feel like they
are of no value. Therefore one should not abuse
a child because there is a chance of that child
becoming an abuser unconsciously when they
are older.
Thirdly, Ms. Forbes again claimed that when a
parent is marginally employed, problems from the
workplace can become problems in the home.
When someone is marginally employed there is
no steady income and often causes the parent to
become stressed about if they have enough money
take care of the child. “The financial problems
invoke parents to abuse children as an outlet of
their emotions. Stress could also be a root cause
of child abuse. This results in verbally abusing the
child,” an interviewee who was abused stated.
If a child is the recipient of the parent’s frustration,
then that child will also be the recipient of either
physical or emotional abuse.
There are many effects of child abuse. One such
effect is that the child will start to have regressive
behaviours. In my interview with Ms. Cherena
Forbes, she stated that “some children who were
potty-trained will return to wetting the bed and
others who stopped the habit of sucking their
thumb will return to this habit.” She also stated that
this occurs because the abuse is very traumatic
for the child.
A second effect of physical or emotional child
abuse is that the child will always be scared
and withdrawn from their peers. These children
are always on their guard and seek to protect
themselves from any other possible abuser or
threats in their lives. These children are generally
easily startled. The children will become antisocial,
according to the Office of the Children’s Registry.
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JOL COMMUNICATION STUDIES continued from previous page
Ms. Forbes said, “They will stay by
themselves to avoid contact with people as
they are fearful that anybody could abuse
them physically or emotionally.”
Lastly, “depression or suicidal ideation is a
common effect of both physical and emotional
child abuse” stated Cherena Forbes. Depression
or suicidal ideation arises from the child eventually
having low self-esteem especially when they are
emotionally abused. Dr. Ganesh Shetty, a Child
Psychiatrist in Jamaica in a Jamaica Observer
article entitled, “The Effects of Abuse”, also
claimed that low self- esteem is an effect of child
abuse in the long run.
Conducting this research has its challenges.
There was limited documented information on the
causes of physical and emotional child abuse in
Jamaica and how these causes directly correlated
to the effects of the types of abuse that were
focused on.
Additionally, there was difficulty in obtaining
information on these types of child abuse
because it is not the most prevalent in the
country. This made the research process quite
lengthy and the information found needed to be
inspected for validity, reliability and credibility. It
was also found that the titles of several articles
were misleading as the articles did not convey
what the titles suggested. The research mainly
entailed qualitative research so it was hoped
that secondary sources were going to be of
tremendous help. However, this was not so as
primary sources had to be used to accentuate
majority of the information. The sources I have
chosen to use have been consistent with respect
to their content and also in relation to each other.
Therefore, the sources are indeed reliable.
The major source used was an interview with
Ms. Cherena Forbes who is a qualified individual
in her field. She is a Psychologist who works
for the Child Protection and Family Services
Agency (CPFSA).
This source is deemed as a primary source as
she has had first-hand experience with children
who have been either emotionally or physically
abused in Jamaica. She is not a biased source.
She is believed to be credible and reliable as her
years of being a Psychologist signifies the level
of knowledge she has on the topic. Also, the
content received from this source is valid and
can be supported by other sources. Different
interviewees agreed to some of the causes and
effects of both physical and emotional child
abuse mentioned above. If the interviewees were
to be asked several other times their responses
would be the same. The interviewees stated what
actually occurred in their lives and other people
can verify the information they stated.
Another source used was The Office of The
Children’s Registry. This is an establishment that
provides information on child abuse in Jamaica
and records all the cases. This source is deemed
to be a credible one as it provides trustworthy
information on child abuse in Jamaica. This
company was appropriate to obtain information.
Another source used is The Jamaica Observer’s
article entitled “The Effects of Abuse” placed in
the All Woman column. The source is reliable due
to the mention of spoken words of an expert, Dr.
Ganesh Shetty, in the field of child abuse. The
Jamaica Observer is a notable long standing
newspaper in Jamaica that was established in
1995 and publishes credible and valid articles.
The Children’s Advocate in Jamaica, Diahann
Gordon Harrison was also used to provide
information on the topic. The report made by her
is not biased as she is a professional. This is
because she only talks about the confinements of
the law regarding the rights of children in Jamaica.
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JOL COMMUNICATION STUDIES continued from previous page

In concluding, causes such as poor parenting styles, the abuser being raised in an abusive environment
and parent being marginally employed can result in physical and emotional child abuse. The effects
are generally life threatening as they can range from regressive behaviours, being withdrawn from
society to even depression resulting in suicidal ideations. It can be deduced that depriving children of
their rights by physically and emotionally abusing them hinders the possibility of a fully functional future
generation. I challenge individuals to report, educate and protect our children from child abuse as they
need someone to nurture and care for them.

(This presentation was done by past student Malika Allen. Aspects of the presentation were
adjusted but over 90% remain the same.)

I wish you the best in your presentations and an excellent final grade for your I.A. I leave you with a
video that gives a guide to doing a fantastic extemporaneous presentation.

https://www.youtube.com/watch?v=41ZBTgYSl0c

Until next week, 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