Study Centre October 31, 2017

www.jamaicaobserver.
com
THE DAILY OBSERVER
Tuesday,
ERIES
LECT(3UrdREEditSion)
October 31,
2017
:
dy guides Page 01
CSEC stu anguage
s h L
Engli nology
on Tech
Informati
ORDER YOUR COPY TODAY!
NOW Online
Online:
► English Language 3–6
► Mathematics 7 – 12
► Social Studies 13 – 16
► Information Technology 17 – 28
► Human and Social Biology 29 – 34
► Principles of Business 35 – 38
► Principles of Accounts 39 – 43
► Integrated Science 44 – 49
► English Literature 50 – 52
► Career Talk 53 – 56 13
&
GOOD AND TRUE ALPHA FUN S
12 UDE
D
CONVENT OF MERCY ACADEMY "ALPHA", KINGSTON: A DE INCL
The Observer camera captured this candid picture of GR LSO
these young "Alphas" having fun at the SMRT A
We welcome comments & suggestions initiative on October 26, 2017. (PHOTO: KARL MCLARTY)
► Call: 936-9458 or 384-2810
► Email: bookpubs@jamaicaobserver.com
LECTURE SERIES (3 rd
Edition)
The most comprehensive collection of CSEC study guides: NOW
English Language and Information Technology AVAILABLE
Available at JAMAICA OBSERVER LIMITED: • Kingston – 926-7655
• Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515
Also available at bookstores islandwide.
THE DAILY OBSERVER Tuesday, October 31, 2017 Page 2
PRODUCTION TEAM
EDITOR: Debra-Gail Williamson • ASSOCIATE EDITOR – DESIGN: Rorie Atkinson • GRAPHIC ARTIST / PAGINATOR: Roy France
CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

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

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

ENGLISH
LANGUAGE Lesson 7
with
Shawnett Myers-Lawrence
EXPOSITORY WRITING:
THE WRITING PROCESS
Hello Readers. In this lesson we will begin our discussion
of expository writing. Remember that this type of writing
was not previously tested in the English A examination.
The addition of exposition makes sense since it is the most
common type of writing that students will undertake
during their school lives. It therefore stands to reason that
a firm grasp of expository writing will help you excel in
other subjects as well.
What is expository writing? 2. It emphasizes clarity: At the end of the writing the
reader should understand precisely what the writer
Expository writing is writing that explains. The writer wishes to convey.
seeks to make readers understand an idea or phenomenon.
Like any other piece of writing the writer begins with a 3. It is based on facts: The writer’s opinion is never
subject matter and goes about explaining an aspect of this obvious.
subject matter in a way that the reader can understand.
There is usually some thesis or main idea or point that the 4. The tone is usually impersonal: The use of personal
writer wants to make and so will use certain techniques pronouns is usually avoided and writers keep
or strategies to get the reader to understand. An effective emotional overtones out of it.
expository piece uses reasons, explanations and other
supporting details, to shed light on the thesis, which lead 5. The language is precise and literal: Since this type
to a logical conclusion. of writing is not creative then the use of figures of
speech and metaphorical language is avoided.
FEATURES OF EXPOSITORY WRITING Words are used for the denotative meaning rather
than what they connote. The reader never has to
interpret what the writer is trying to say or read
The purpose of expository writing is to give information, to multiple meanings into the work.
explain and clarify. It must therefore employ stylistic and
organizational features which achieve these purposes. Here 6. It has an identifiable organizational structure: There
are some points to keep in mind when writing exposition.
are several organizational patterns used in
exposition and the writer will make a selection
1. It uses logic and reasoning: If the purpose of
based on the point that he/she wishes to make.
exposition is to explain then readers will be able to
understand if what is said makes sense and reasons
and explanations are given. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
TYPES OF EXPOSITION
Expository writing is used by virtually everyone and it can take several forms. If you want to explain how to do
something or make something, give a definition, report on an incident or experience, show the steps in a process or
just explore an idea then you are writing an exposition. If you think about the versatility of this type of writing then
you can conclude that many types of writing fit into this category. Some of these are:
! Book reports ! Newspaper articles ! Essays

! Instruction manuals ! Police reports
! Encyclopaedias
! Textbooks ! Minutes from a meeting
! Research papers ! Notes taken during a lesson ! Dictionary entries
Some of the people who typically use expository writing are:
! Reporter or journalists ! Teachers ! Pastors

! Lawyers ! Administrative assistants ! Scientists
! Scientists ! Students
THE WRITING PROCESS
In my experience as a teacher, students are often resistant to writing. The complaint is usually that it is hard to think
and put these ideas down in a way that the reader is able to understand. I appreciate the difficulty that students have
since many times they have to respond in writing to a given prompt in one shot and within a time limit. This is indeed
challenging but the idea behind tests and examinations is that candidates would have already honed their writing
skills and are therefore able to write on demand. We have to keep in mind however, that writing is a process that is
not a singular event. There are stages that a writer goes through in order to ensure that the finished product is effective
in achieving the writer’s purpose. To become a skilled writer you must develop the following skills:
To provide students with adequate opportunity to practice writing as a process and receive credit for it, the examining
body has introduced the School Based Assessment. In the SBA, you will learn to go through the process of selecting a theme
or subject, narrowing the topic, gathering information and producing a written report. None of these activities will be
done in one go. You will thus have to engage in brainstorming, selecting, discarding, refining, sorting, drafting, editing
and revising your effort. All this will be done with the assistance of your teacher and the members of your group.
JOL ENGLISH LANGUAGE continues on next page

THE WRITING PROCESS
JOL ENGLISH LANGUAGE continues on next page

Based on the preceeding diagram you can see that there is much involved in writing and if you are committed to going
through the process then the finished product will be quite effective.
Until next week.
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

" Email: shawnomyl@yahoo.com
LECTURE SERIES NOW

The most comprehensive collection AVAILABLE
of CSEC study guides:
♦ English Language
♦ Information Technology BUY
♦ Spanish YOUR
COPIES
Available at JAMAICA OBSERVER LIMITED:
• Kingston – 926-7655 • Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515 T ODAY!
MATHEMATICS Lesson 7
with Kamau Karenga
7 8 9
ALGEBRA 1
+
Greetings! Our topic this week is ALGEBRA; it is a significant
branch of mathematics and an important topic in CSEC.
The word is from the Arabic language and comes from a
book that had the Arabic word “al-jabr” in its title. It is
4 5 6 –
about 1,000 years old. Essentially, it involves the use of
letters and numbers.
1 2 3 –:
We will be looking at how to manipulate letters and
numbers together; how to simplify algebraic expressions;
how to solve algebraic equations; and how to evaluate
algebraic expressions by substitution. 0 • = +
ADDITION AND MULTIPLICATION
A + A = 2A
A × A = A2
The first lesson in algebra (perhaps the most important

What purpose does Algebra serve? lesson) is to know the difference between the addition of
two like variables and the product of two like variables. A
Algebra supplies us with the tools to analyse and solve
+ A means: add two A’s together and this gives us 2 A’s. A
complex problems. Not all problems can be solved by
× A means multiply two A’s together and this we write as
looking only at numbers. Some problems require the
A2. We shall see shortly that unlike variables cannot be
introduction of some unknown factor, an unknown variable,
added. The product A × B gives us AB, but the sum of A + B
an unknown letter.
is nothing more than A + B.
This is therefore an important part of our efforts to become
‘numerate’ and ‘literate’. JOL MATHEMATICS continues on next page
JOL MATHEMATICS continued from previous page
Try these examples. Try to work the next example on your own.
Example 1 Example 2
Simplify the following Simplify the following expressions:
a) y + 5y b) 3y + 7y c) 6 x – x a) 7x – 2y + x –5y
d) 7x + 2x e) 5b – 3b f) 3a + 9a b) 2bc – 4ac + x – 7ac – 8x + 5bc
g) y × 5y h) 3y × 7y i) 6 x × x c) k3 p2 × k p5
j) 7x × 2x k) 5b × 3b l) 3a × 9a
Solution 2
a) 7x – 2y + x – 5y:
Solution 1
First, we rearrange in order to group like terms
# 7 x + x – 2y – 5y = 8x – 7y
a) y + 5y = 6y b) 3y + 7y = 10y c) 6 x – x = 5x
b) 2bc – 4ac + x – 7ac – 8x + 5bc:
d) 7x + 2x = 9x e) 5b – 3b = 2b f) 3a + 9a = 12a
Rearrange and group
# 2 bc + 5 bc – 4ac – 7 ac + x – 8x
g) y × 5y = 5y2 h) 3y × 7y = 21 y2 i) 6 x × x = 6x2 = 7bc – 11ac – 7x
j) 7x × 2x = 14 x2 k) 5b × 3b = 15b2 l) 3a × 9a = 27a2 c) k3p2 × kp5 could be written as:

k×k×k×p×p×k×p×p×p×p×p
This gives us k4 p7
When there are a number of different variables, like terms OR
have to be grouped together. We could more easily view it as: k3+1 × p2+5
which is k4 p7
The expression 5x – 3y – 4bx – 7x + 4y + 8bx may be

EXPANSION AND SIMPLIFICATION OF BRACKETS
rearranged to group like terms
# 5x – 7x – 3y + 4y – 4bx + 8bx.
When we expand a bracket, the distributive law applies.
The multiplication distributes over the addition and
NOTE: The sign in front of each term stays with that subtraction. The number or letter on the outside multiplies
term wherever you should move it. each of the terms inside the bracket.
For instance 5(2x – 3y – 4)

Now 5x – 7x is – 2x; and – 3y + 4y = y is equal to 10x – 15y – 20.
(we do not write 1y); and – 4bx + 8bx = 4 bx.
Therefore 5x – 3y – 4bx – 7x + 4y + 8bx = – 2x + y + 4bx JOL MATHEMATICS continues on next page

Example 3 SUBSTITUTION
Expand and simplify the following.
a) 2 (5x + 4) b) 3 (2x – 3) c) 5 (2x – 4) Substitution is useful as an exam question by itself as well
as being a part of other topics.
d) 4 (x + 2) e) – 3(3x + 2) f) (3x + 2)(2x + 1)
g) (4x + 5)(x – 7) h) (2x – 1)(3x – 4) Remember: The substitution and the evaluation should
be done separately. Do not try to do them
i) (–2x + 4)(x – 7) j) – (9x + 6)(–2x + 3)
at the same time. For substitution, use the
numbers given and place them where you
Solution 3
are told to put them. Be careful to
a) Multiply both terms = 10 x + 8 substitute the correct numbers into the
correct spaces and be careful to replace the
b) 3 (2x – 3) = 6x – 9 c) 5 (2x – 4) = 10x – 20 letters with the numbers.
d) 4 (x + 2) = 4x + 8 e) – 3 (3x + 2) = – 9x – 6
Example 4
[NOTE the signs; both terms become negative]
Given that x = – 1; y = 2 and z = – 3, find the value of:
f) (3x + 2)(2x + 1): When we multiply a bracket by
another bracket, each term in the first bracket a) x + y + z b) y2 – z2
multiplies each term in the second. This may be
written as: 3x (2x +1) +2 (2x +1). xyz
c) zy d) ——
Expand both brackets and simplify 3
# 6x2 + 3x + 4x + 2;
Solution 4
Combine the similar terms: # 3 x + 4 x = 7x;
Final answer = 6x2 + 7x + 2 a) x + y + z
First, we do a careful substitution # (–1) + (2) +
g) (4x + 5)(x – 7) = 4x2 – 28 x + 5x – 35;
(–3)
Combine like terms # 4x2 – 23 x – 35
Then calculate: x + y + z = –2
h) (2x – 1)(3x – 4) = 6x2 – 8x – 3x + 4;
which simplifies to 6x2 – 11x + 4 b) y2 – z2 = (2)2 – (–3)2 → 4 – 9 = –5
i) (–2x + 4)(x – 7) = – 2x2 + 14 x + 4x – 28;

c) zy → (–3)2 = + 9
this is equal to – 2x2 + 18x – 28
j) – (9x + 6)(–2x + 3) = – (–18x2 + 27x – 12 x + 18) xyz (–1)(2)(–3) 6

# – (–18 x2 + 15x + 18) = 18 x2 – 15 x –18 d) —— = ————— → —— = 2
3 3 3
OR
First, we multiply the first bracket by the negative:
# (– 9x – 6)(– 2x + 3) = 18 x 2 – 15 x –18 JOL MATHEMATICS continues on next page
3) The difference of 2 squares is based on the fact that

FACTORISATION
A2 – B2 = (A + B)(A – B)
The opposite of expand the bracket is to factorize. So, when This can be proven by expanding the brackets to get the
we factorize, we create a bracketed expression. There are original A2 – B2
4 types of factorization possible in CSEC Math.
To factorize x2 – 4y2 : we first recognise that the two

They are: (1) Basic factorization (2) Factorization
by grouping (3) The difference of 2 squares and squares are x2 and (2y)2
(4) Quadratics. x2 – 4y2 # x2 – (2y)2 = (x + 2y)(x – 2y)
(1) Basic factorization usually has 2 terms, and is The 2 squares must first be clearly identified.
factorized using the highest common factor (HCF).
4) Quadratics are perhaps the most complex factorisation.
For instance, 2a3b + 6a2b2 is factorised
NOTE: It has nothing to do with quadratic formula,
by recognising that 2a2b is the HCF.
because we are not asked to solve the
We write: 2a2b( ) quadratic, only factorize.
and inside the bracket we place
2a3b 6a2b2 A quadratic expression will have 3 terms (ax2 + bx + c),
the results of ——— = a and ——— = 3b;
2a2b 2a2b and we have to make it into a factorisation by grouping,
so that the middle term (the x term) is broken up into
So we get 2a2b (a + 3b) 2 terms.
(2) Factorization by grouping usually has 4 terms and For instance x2 – 5x + 6:

requires a two-step process. First, the 4 terms are
put into pairs and factorized using the HCF. To begin, we multiply the coefficient of x2 by the constant
Sometimes we have to rearrange terms to get like 6. In this case we get: 1 × 6 = 6
terms together, but for the most part rearrangement
will not be required. The coefficient of x (–5) must be broken up into factors of
this number 6.
For instance, 3b – 6x + ab – 2ax; the first pair has
HCF of 3 and the second pair has HCF of a To do this we examine all the factors of 6;
# 3b – 6x + ab – 2ax = 3 (b – 2x) + a (b – 2x) They are 1 × 6, 2 × 3, – 1 × – 6, and – 2 × – 3.
The second step is to recognize that there are now The sum of these factors will be: 7, 5, – 7,
2 terms and they have a common term inside the and the desired outcome – 5.
brackets. It may sometimes be necessary to factorize
a negative value to get the same expression inside The quadratic now becomes: x2 – 5x + 6 = x2 – 2x – 3x + 6
the brackets of both terms. From here we have a more manageable factorization
by grouping;
We can now factorize the brackets
# 3 (b – 2x) + a (b – 2x) = (b – 2x)(3 + a) JOL MATHEMATICS continues on next page
The first pair has the HCF of x, and the second pair has the HCF of 3 or – 3.
x2 – 2x – 3x + 6 = x(x – 2) – 3(x – 2) → The – 3 factor is required so that the brackets are identical.
# x(x – 2) – 3(x – 2) = (x – 2)(x – 3)
Example 5
Factorise the following
a) mn3 + m2 n b) 4a2 + 8 ab – ab – 2b2 c) 25 x2 – 1 d) 2x2 – 3x – 20
Solution 5
a) Basic factorisation with the HCF of mn # mn3 + m2 n = mn (n2 + m)
b) Factorisation by grouping:
HCF of first pair is 4a; HCF of second pair is – b
4a2 + 8 ab – ab – 2b2 = 4a (a + 2b) – b (a + 2b) # (a + 2b)(4a – b)
c) Difference of 2 squares: the 2 squares are (5x)2 and (1)2

25 x2 – 1 = (5x)2 – (1)2 # (5x + 1)(5x – 1)
d) 2x2 – 3x – 20 is a quadratic
a = 2, b = – 3, c = – 20
2 × – 20 = – 40; and we examine factors of – 40
Since the sum must be negative, we make the bigger number the negative. The required numbers are – 8 and 5
2x2 – 3x – 20 = 2x2 – 8x + 5x – 20 # Factorise by grouping 2x (x – 4) + 5 (x – 4)
Therefore 2x2 – 3x – 20 = (x – 4)(2x + 5)
PRODUCT SUM
Required (– 40) Required – 3)
– 40 × 1 – 39
– 20 × 2 – 18
– 10 × 4 –6
– 8×5 –3*
JOL MATHEMATICS continues on next page

Algebra Basics: Solving Basic Equations Part 2 - Math Antics

SOCIAL
STUDIES Lesson 7
with
Charmaine Fuller-Wallace
ROLES OF FAMILY MEMBERS
Objectives:
At the end of this lesson students should be able to:

! State the roles/responsibilities of family members
! Explain the causes of the changes in the roles and responsibilities of family members in Caribbean Society
! List the results of the changing roles and responsibilities of men and women in the Caribbean family
! Answer correctly related short answer questions.
Family roles are the repeated patterns of behaviour by which individuals fulfill the family’s functions, needs and wants.
In order for family members to live together in peace and harmony, each member of the family must be aware of
his/her duties and responsibilities. Each member of the family has a different role.
ACTIVITY #1
Instructions: Use the following words to fill in the blank spaces in the table: husband/wife, grandparents, parents, child.
WHAT ARE THE ROLES OF FAMILY MEMBERS?
► Provide for the family’s financial and emotional needs

► Socialize the children to follow the values and rules of society
► Give the children duties around the home so that the children can grow into being
responsible adults
1. ► Pass on the traditions of the family and the society
______________ ► Discipline children appropriately when they are in the wrong and praise them when
they do good
► Socialize children to become responsible human beings
► Provide physical security and safety
► Communicate with the children about a variety of subjects
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
WHAT ARE THE ROLES OF FAMILY MEMBERS?

► To ensure that his wife’s/her husband’s sexual needs are met
2.
► To be supportive of his wife/her husband
______________
► To love and cherish his wife/her husband
► Assist the parents in solving marital problems
3. ► Assist the parents in caring for the children when they are not at home
______________ ► Teach the children the culture of the family and the society
► Contribute to the social, educational and emotional development of the children
► To assist parents with chores around the house
4. ► Go to school and learn so that they can become respectable and responsible adults
______________ ► Being respectful to themselves and others
► Practice the rules of the family and the society
FACTORS WHICH CONTRIBUTE TO THE CHANGING ROLES AND RESPONSIBILITIES

OF MEMEBRS OF THE CARIBBEAN FAMILY and RESULTS OF THESE CHANGES
Over the last few years, the traditional roles of men and women have been changing. For example: No longer are
men seen as the breadwinner or the women’s job being to take care of the home. Both men and women are now
sharing the once traditional responsibilities, taking care of the economic needs of the family. The table below lists
the factors which contribute to the roles and responsibilities of members of the Caribbean family as well as the
result of these changes.
FACTORS INFLUENCING THE CHANGES RESULTS OF THE CHANGES
! Expansion of family life education programmes

Males
! Increase educational opportunities for women
! Identity Crisis for the males
! Available technology ! Marginalization of the male
! Greater choice of employment
! Greater recognition of the rights of women/equality of the sexes Women

! Role conflict
! Increased Industrialization
! Independence of women
! Later retirement age
JOL SOCIAL STUDIES continues on next page

FACTORS WHICH CONTRIBUTE v INCREASED INDUSTRIALIZATION

Physical strength is no longer a requirement for skill
TO THE CHANGING ROLES related jobs. This is because increased
AND RESPONSIBILITIES OF MEMEBRS mechanization has resulted in women accepting
OF THE CARIBBEAN FAMILY jobs which were one reserved for men.
v LATER RETIREMENT AGE

v EXPANSION OF FAMILY LIFE EDUCATION
More and more grandparents are working into
PROGRAMMES
retirement and even past retirement age or
Governments across the region have spent a lot of
socializing/finding more time for leisure activities.
money on educating citizens about the importance
This means that they no longer have time to stay
of the use of family planning and planning for
home and care for grandchildren.
children. This has resulted in them having fewer
children, taking up jobs outside the home as well as
furthering their education.
THE RESULTS OF THE CHANGING ROLES
v INCREASE EDUCATIONAL OPPORTUNITIES FOR AND RESPONSIBILITIES
WOMEN OF THE CARIBBEAN FAMILY
Women now have access to the same educational
opportunities like men. This has led to them
The increasing number of women who are now working
becoming as marketable as their male counterparts.
outside the home has resulted in a number of changes in
With increased educational opportunities, the
Caribbean families.
opportunity for employment has also increased. Jobs
that were once considered male or female jobs have
changed as women are now working in areas such v IDENTITY CRISIS FOR THE MALES
as construction. Identity crisis occurs as a result of internal struggles
(within oneself) with regards to what roles each
v AVAILABLE TECHNOLOGY person should play in the family. Occupations that
The labour devices in the home such as washing were once traditional males / females have
machines have resulted in women spending less changed. No longer are jobs/occupations seen as
time doing chores around the home. This has male occupations or female occupations. Also, both
resulted in women being able to work outside of the males and females are now sharing
home as well as go to school. In addition, the gender-dominated roles in the family. In addition,
technological devices that are used in schools can male dominated tertiary institutions have now
be operated not only by males but also by females. become co-educational schools thereby giving
women the opportunity to go to college/university
like their male counterparts. Sometimes these
v EQUALITY OF THE SEXES
changes can have negative effects on how males
Women are no longer seen as housewives
feel about themselves.
performing jobs only around the house. Women
also have equal educational and employment
opportunities as their male counterparts. JOL SOCIAL STUDIES continues on next page
v MARGINALIZATION OF THE MALE ANSWERS

Many men have felt that with the changing roles,
they are no longer needed and depended on as
much as they use to before the changes. This has led ACTIVITY #1
to them believing that they are being marginalized
because of the following reasons: (1) Parents (2) Husband/wife
• the family is less dependent on the male as
the sole breadwinner;
(3) grandparents (4) child
• the recognition of gender equality has
resulted in both males and females sharing
authority and decision making in the family.
REASONS AN INDIVIDUAL MAY NOT PERFORM A PARTICULAR ROLE
v INDEPENDENCE OF WOMEN
More and more women have been able to develop a • Lack of skill or knowledge about how best to carry
positive self-esteem and self-confidence because of out the role assigned
the following reasons:
• educational accomplishments/advancements
• Limited or no financial resource to carry out the role
and being able pursue careers
• sharing in the decision making in the home
• paid equally alongside their male counterpart • Unwillingness on the part of the individual to carry
• earn their own income and making out the role
themselves less dependent on the males for
economic support.
HOW ARE SINGLE-PARENT FAMILIES FORMED?
v ROLE CONFLICT
Sometimes role conflict occurs when one role • Death of one partner
interferes with the performance of another role. This
may happen because:
• some persons still view some jobs as male • Through divorce/separation
jobs or female jobs; for example, a male may
think it’s the woman’s job to do the house • One of the partners may not want to marry the
chores and raise the children. other
• family members find it difficult to cope with
their jobs outside the home and their family • A man/woman adopts a child by him/herself
job.
• One of the partners usually the male is already in a
ACTIVITY #2 nuclear family
Instruction: Answer the questions below. Have a good week!!
1. Give 3 reasons an individual may not perform a

particular role. Charmaine Fuller-Wallace is on the staff of
St. Andrew Technical High School
2. State two ways in which a single parent household " Email: charmief2@yahoo.com
can be formed.

INFORMATION
TECHNOLOGY Lesson 7
with
Shandeen Robinson-White
exclamation point (!). For example, if you wanted to
USING MICROSOFT EXCEL 2013 reference cell A1 on Sheet1, its cell reference would be
TO COMPLETE YOUR SBA Sheet1!A1.
NOTE: If a worksheet name contains a space, you will

Today we will continue to look at how to use Microsoft
need to include single quotation marks (‘ ‘) around
Excel 2013 to complete your SBA. So far, we have explored the name. For example, if you wanted to reference cell
simple formulas, relative and absolute copying, the use of A1 on a worksheet named July Budget, its cell
the fill handle and how to switch between the formula reference would be ‘July Budget’!A1.
sheet and normal view. See lesson # 6 before you continue
with this week’s lesson. To reference cells across worksheets:
USING CELL REFERENCES WITH MULTIPLE WORKSHEETS In our example below, we will refer to a cell with a
calculated value between two worksheets. This will
allow us to use the exact same value on two different
In your SBA, you may be required to reference multiple worksheets without rewriting the formula or copying
sheets in your formula. Excel allows you to refer to any data between worksheets.
cell on any worksheet, which can be especially helpful if
you want to reference a specific value from one worksheet Locate the cell you want to reference, and note its
to another. To do this, you will need to begin the cell worksheet. In our example, we want to reference cell E14
reference with the worksheet name followed by an on the Menu Order worksheet.
JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continued from previous page
Navigate to the desired worksheet. In our example, we will select the Catering Invoice worksheet.
The selected worksheet will appear.
Locate and select the cell where you want the value to appear. In our example, we will select cell B2.

Type the equals sign (=), the sheet name followed by an exclamation point (!), and the cell address. In our example, we
will type =’Menu Order’!E14.

Press Enter on your keyboard. The value of the referenced cell will appear. If the value of cell E14 changes on the Menu
Order worksheet, it will be updated automatically on the Catering Invoice worksheet.
NOTE: If you rename your worksheet at a later point, the cell reference will be updated automatically to reflect the
new worksheet name.

If you enter a worksheet name incorrectly, the #REF! error will appear in the cell. In our example below, we have
mistyped the name of the worksheet. Click the Error button and select the desired option from the drop-down
menu to edit or ignore the error.
A function is a predefined formula that performs calculations

using specific values in a particular order. Excel includes many
common functions that can be useful for quickly finding the
sum, average, count, maximum value, and minimum value for
a range of cells. In order to use functions correctly, you need to
understand the different parts of a function and how to create
arguments to calculate values and cell references.
The Parts of a Function
In order to work correctly, a function must be written a specific

way, which is called the syntax. The basic syntax for a function
is the equal sign (=), the function name (eg. SUM), and one or
more arguments. Arguments contain the information you want
to calculate. The function in the example here would add the
values of the cell range A1:A20. JOL INFORMATION TECHNOLOGY continues on next page
Working with arguments
Arguments can refer to both individual cells and cell ranges and must be enclosed within parentheses. You can include
one argument or multiple arguments, depending on the syntax required for the function.
For example, the function =AVERAGE(B1:B9) would calculate the average of the values in the cell range B1:B9. This
function contains only one argument.
Multiple arguments must be separated by a comma. For example, the function =SUM(A1:A3, C1:C2, E1) will add the
values of all the cells in the three arguments.

CREATING A FUNCTION
Excel has a variety of functions available. Here are some of the most common functions you will use in your SBA:
! SUM: This function adds all of the values of the cells in the argument.
! AVERAGE: This function determines the average of the values included in the argument. It calculates the sum of
the cells and then divides that value by the number of cells in the argument.
! COUNT: This function counts the number of cells with numerical data in the argument. This function is useful for
quickly counting items in a cell range.
! MAX: This function determines the highest cell value included in the argument.
! MIN: This function determines the lowest cell value included in the argument.
TO CREATE BASIC FUNCTION
In our example below, we will create a basic function to calculate the average price per unit for a list of recently ordered
items using the AVERAGE function.
1. Select the cell that will contain the function. In our example, we will select cell C11.

2. Type the equals sign (=) and enter the desired function name. You can also select the desired function from the
list of suggested functions that will appear below the cell as you type. In our example, we will type=AVERAGE.
3. Enter the cell range for the argument inside parentheses. In our example, we will type (C3:C10). This formula
will add the values of cells C3:C10 and then divide that value by the total number of cells in the range to determine
the average.

4. Press Enter on your keyboard. The function will be calculated, and the result will appear in the cell. In our example,
the average price per unit of items ordered was $15.93.
NOTE: Excel will not always tell you if your formula contains an error, so it’s up to you to check all of your formulas.
TO CREATE A FUNCTION USING THE AUTOSUM COMMAND:

The AutoSum command allows you to automatically insert the most common functions into your formula, including
SUM, AVERAGE, COUNT, MIN, and MAX. In our example below, we will create a function to calculate the total cost for a list
of recently ordered items using the SUM function.
1. Select the cell that will contain the function. In our example, we will select cell D12.

2. In the Editing group on the Home tab, locate and select the arrow next to the AutoSum command and then choose
the desired function from the drop-down menu. In our example, we will select Sum. (See diagram below)
3. The selected function will appear in the cell. If logically placed, the AutoSum command will automatically select
a cell range for the argument. In our example, cells D3:D11 were selected automatically and their values will be
added together to calculate the total cost. You can also manually enter the desired cell range into the argument.

4. Press Enter on your keyboard. The function will be calculated, and the result will appear in the cell. In our example,
the sum of D3:D11 is $606.05.
NOTE: The AutoSum command can also be accessed from the Formulas tab on the Ribbon.

Excel VBA Topic 1.4 - Built-in Functions in Excel

HUMAN & SOCIAL
BIOLOGY Lesson 7
with
Leroy Munroe
MOVEMENT OF
SUBSTANCES ACROSS CELLS
Objectives:
At the end of this lesson students should be able to:
! Define diffusion, osmosis and active transport
! Explain the effects of osmosis on plant cells
! Give examples of osmosis, diffusion and active

transport in the human body and plants.
Our cells need to take in useful substances such as oxygen and nutrients, get rid of waste products that are harmful
such as carbon dioxide and move chemicals that are needed elsewhere in the body. In all living organisms, dissolved
substances move into and out of cells across the cell membrane in three different ways. These processes include
diffusion, osmosis and active transport.
DIFFUSION
Diffusion can be defined as the movement of liquid or gas from an area of high concentration to an area of low
concentration along a concentration gradient until everything is evenly distributed. The concentration gradient is the
difference in concentration of a particular substance in one region compared to another. The movement of these
molecules are passive because they do not require any energy to move. Even though the process does not require
energy, it requires cell membrane proteins, which are called carrier proteins, to carry the molecules across the cell
membrane from high to low concentration.
Diffusion occurs because molecules have energy, hence they are always moving. All the cells in our body depend on
oxygen and other substances to survive, hence oxygen diffuses from the blood into the cells of the body, while carbon
dioxide produced in the cells has to diffuse from the cells into the blood stream. All these processes rely on diffusion.
Our cell membrane is permeable to substances such as oxygen, carbon dioxide, water, glucose molecules, and ions. The
cell membrane allows these substances to diffuse across it easily.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

JOL HUMAN & SOCIAL BIOLOGY continued from previous page
When you spray air freshener or perfume, molecules of the scent will spread. Molecules of the scent from the container,
where they are high in concentration, will spread outward in every direction to regions where they are in low
concentration. Hence, other persons will be able to smell the perfume even if they are not in close proximity. You will
also have similar experiences when your mother is cooking in the kitchen. The aroma of the food diffuses in the kitchen
and if the door is open it will spread to other places. Sugar diffuses through water or when you are sweetening your
tea until the entire cup of water or tea is sweet.
A good example of diffusion is food colouring. If you place a drop of red food colouring in a beaker of water, eventually
the entire beaker of water will have a red tint. The food colouring moved through the water from an area of high
concentration to an area of low concentration until it was evenly distributed throughout the water in the beaker.
Examples of diffusion in the human body include:
! exchange of gases in the alveoli of the lungs – oxygen from air to blood and carbon dioxide from blood to air;
! movement of carbon dioxide and waste out of the cells into the blood capillaries;
! the exchange of gases (oxygen and carbon dioxide) during respiration in the cells (cellular respiration);
! the movement of oxygen and dissolved food molecules from the blood to the cells;
! absorption of food nutrients from the small intestine to the capillaries of the villi in the small intestine;
! transfer of transmitter substances in the nervous system – acetylcholine from presynaptic to postsynaptic gap.
Example of diffusion in plants:
! the movement of carbon dioxide into the stomata of leaves;
! the movement of oxygen out of the leave’s stomata and lenticels of the leaves.
OSMOSIS
This term is used when talking about water molecules diffusing across a cell membrane. Osmosis can be defined as the
movement of water molecules from an area where they are high in concentration to an area where they are low in
concentration or the movement of water molecules from a dilute solution to a more concentrated solution, through a
partially permeable or semi-permeable membrane. A dilute solution has a high-water concentration, while a
concentrated solution has a low water concentration. For example, if you pour some salt or sugar in a glass of water
the more salt or sugar you pour in, the more concentrated the water will be; the less salt or sugar you pour in the
more dilute the water will be. When water (solvent) is mixed with salt or sugar (solute) they form a solution.

A partially-permeable membrane is one that allows small particles such as water molecules through it, but not larger
particles such as sugar molecules and ions from salts. As the water molecules pass through the membrane, they exert
a pressure called osmotic pressure. Osmotic pressure is the energy driving osmosis and is important for living organisms
because it allows water and nutrients dissolved in water to pass through cell membranes.
Osmosis is a special type of diffusion. It is the diffusion of water molecules only and not the substances that dissolve
in water. Water molecules will move in the direction where there is a high concentration of solute (a substance that
will dissolve in a solvent, e.g. of solute is salt or sugar and solvent water) and a low concentration of water. A little
dissolved salt produces a dilute solution with a high-water concentration. A lot of dissolved salt produces a concentrated
solution with a low water concentration.
Osmosis can be demonstrated using an Irish Potato:
1. Cut two strips of equal sizes from an Irish potato.
2. Make a solution of concentrated salt solution.
3. Get two petri dishes or if you are doing this experiment from home you can use two small saucers.
4. Pour the salt solution in one of the petri dishes and tap or pipe water in the other.
5. Place one strip of potato in the salt solution and the other in the tap or pipe water, leave for about five (5)
minutes then remove and observe.
Observation A: You would have observed that the strip placed in the tap water became hard and stiff or turgid. Outside
the cell has a higher water concentration and inside the cell has a lower water concentration; hence, the water moves
from outside the cell to inside the cell by the process of osmosis. The pressure inside the cell rises; eventually the
internal pressure of the cell is so high that no more water can enter the cell. The cell gains water and grows larger. In
plant cells, the central vacuoles will fill and the plant becomes stiff and rigid, the cell wall keeps the plant from bursting.
Observation B: The strip placed in salt solution loses water by osmosis, the vacuole and cytoplasm decrease in volume
and the cell membrane shrinks away from the cell wall. In this case there are more solute (salt) molecules outside the
cell, which causes the water to be sucked in that direction. The concentration of salt solution is higher on the outside
than on the inside, causing the central vacuole to lose water and the cell shrinks, causing wilting.

In an animal cell, the cell also shrinks, hence the reason it is dangerous to drink sea water and the reason you get
thirsty after eating something salty. The water molecules cross the cell membrane in both directions (in and out), but
this time more water leaves the cell than what enters it. Therefore, the cell will shrink. The shrunken cell is now flaccid
or plasmolysed. Shrinkage stops when the cell sap is at the same concentration as the external solution.
Diagram showing a plasmolysis or flaccid cell and a turgid cell
TURGID (Cell stiff and rigid) vacuole full of

water exerts
pressure to
‘blow up’ cell
cytoplasm
cell wall
partially permeable
membrane
water
PLASMOLYSED (Cell loose)
vacuole
less water
air space
no pressure on wall

Some examples of osmosis that occurs in both In active transport, substances move opposite to
plants and animals are as follows: diffusion. Active transport requires the energy ATP
(adenosine triphosphate) to move these molecules.
! absorption of water by plant roots from the soil; Adenosine triphosphate or ATP is a chemical substance
that gives the energy required for the active transport
! re-absorption of water by the proximal and distal process. ATP is produced in the mitochondria using
convoluted tubules of the nephron in the kidneys to energy from nutrients and is capable of releasing that
prevent its loss in urine; energy to do work in the cell.
! re-absorption of tissue fluid into the venule ends of

Examples of active transport in human and plants:
the blood capillaries;
1. The re-absorption of glucose, amino acids and salts

! absorption of water by the stomach, small intestine
and colon. by the proximal convoluted tubule of the nephron
in the kidneys;
ACTIVE TRANSPORT
2. During the digestion of food in the small intestine.
Carbohydrates are broken into simple sugar such
Active transport describes what happens when a cell uses as glucose and protein into amino acids. The
energy to move something. Active transport can be defined glucose and amino acids are absorbed by active
as the movement of dissolved molecules or ions across a transport into the villi, to be passed into the blood
cell membrane from where they are low in concentration stream and taken around the body.
to where they are higher in concentration against the
concentration gradient. For example, protein molecules
3. Active transport also occurs in the human nerve
have to work against a concentration gradient, meaning
cells. Sodium ions are constantly moving out of the
they are pumped from areas of low to high concentration.
It can also be described as the movement of molecules and cell into the tissue fluid bathing the cells, the
ions across a cell membrane using energy. This energy is sodium ions move from a region where they are
provided by adenosine triphosphate (ATP). In active low in concentration to a region where they are
transport, particles move against the concentration high in concentration.
gradient and therefore, require an input of a large amount
of energy from the cell. 4. The kidneys use active transport to move urea and
nitrogen from the blood, from low concentration
Active transport usually occurs across cell membrane. of urea in the blood to a higher concentration in
Active transport is the energy demanding transfer of a the kidneys.
substance across a cell membrane against its
concentration gradient from lower concentration to higher 5. The uptake of mineral ions such as sodium,
concentration. Sometimes dissolved molecules are at a
potassium and nitrates into the hair cells
higher concentration inside of the cell than on the outside
of plants.
of the cell. Active transport also requires a specific carrier
protein to carry molecules in and out of the cell. Active
transport takes place only in living organisms. JOL HUMAN & SOCIAL BIOLOGY continues on next page
Osmosis in Potato Strips - Bio Lab

PRINCIPLES OF
BUSINESS Lesson 7
with
Hilary Bassaragh
FORMS OF BUSINESS CONTINUED
In today’s lesson, we will continue covering the Forms of

GOVERNMENTAL MINISTRIES
Business.
This type of government is evident in the majority of the

Local authorities Caribbean countries.
PUBLIC State corporations

These are run by the ministers appointed by the Prime-
SECTOR Nationalized industries Minister. They are responsible for the following services:
! Health ! Education ! Tourism
Government departments ! Finance ! Local Government ! Foreign Affairs
! Agriculture ! National Security ! Culture
! Justice ! Housing, Transport and Water
LOCAL AUTHORITIES ! Industry and Technology ! Labour and Welfare
This type of business is also known as local government, LOCAL GOVERNMENT

parish council and municipal corporations. These businesses
are owned and operated by the government. They exist to
They refer to institutions that exercise authority or carry
provide essential services which would be otherwise
out government functions at the local level; these are run
expensive if provided by the private companies. They are
by individuals appointed by the government ministers.
operated by a board of directors who are responsible for the
They operate to provide essential services required by
day to day running of the business. A Minister of the
citizens of a country. Local government authorities are
government then supervises this organization.
responsible for public health and sanitation, poor relief,
water supply, minor roads, markets and fire services.
Revenues come largely from land taxes, supplemented by
ADVANTAGES DISADVANTAGES
large grants from the central government; example
They provide Political interest ODPEM Urban Development Corporation, Solid Waste
employment can stifle the business Management, Water Commission; amaica Fire Brigade;
Bureau of Standard, Jamaica Constabulary Force and
They provide goods and It can give life
Defense force, Jamaica Promotions investment, Jamaica
services at a cheaper cost to monopolies
Fair trading Commission and Office of Utilities regulation.
‘Slow moving’ industries It can run into
may be revived financial difficulties
JOL PRINCIPLES OF BUSINESS continues on next page
JOL PRINCIPLES OF BUSINESS continued from previous page
MUNICIPAL AUTHORITIES ARGUMENTS FOR NATIONALIZATION
Municipal authorities also fall under this group, individuals 1. Public services: According to the theory of public
are appointed through local government election and are good or service, some services, such as defense
referred to as Councilors. The head of these councilors is (military), cannot be provided by the private sector
the Mayor. Financing of this body comes from government directly - only a government system of taxation
grants, taxes for certain community services and loans. can finance them. Others merit good, such as
education, can be under-provided by the private
sector.
ADVANTAGES DISADVANTAGES
2. Essential services: A very common example here is
health care and water. Nationalization may ensure
Some plans are unfulfilled their continuation regardless of commercial,
There is involvement
when there is a change environmental, or other external pressures.
from the locals.
in government.
3. Efficiency: In natural monopoly, competition is
There are wasteful and will tend to be eliminated by
Issues can be addressed
constant setbacks competitive forces. A public sector monopoly can be
from the local level.
because of lack of funds. held to account via democratically-elected
governments, in a way in which a private monopoly
cannot. (A private monopoly may be subject to
NATIONALIZED INDUSTRIES regulation, but this may be an inefficient way of
securing the public interest.
‘’Nationalization’’ or ‘’nationalisation’’ is the act of
transferring assets into public ownership. It usually 4. Accountability: As mentioned above, while a
refers to the transfer of private assets, but may also governmental monopoly is nonetheless still a
mean assets owned by other levels of government, monopoly, it is answerable to the electorate rather
such as municipality /municipalities. The opposite of than a small group of shareholders. For example, if
nationalization is usually privatization. the telephone service is nationalized, voters can
bring pressure onto the government to provide
better services, and parliament may have the power
Nationalization occurs on two levels: to sack anyone responsible for a reduction in the
quality of service.
1. When firms of national importance run close to
5. Consumer interest: Public ownership can protect
bankruptcy and can be acquired by the government
for little or no money. consumer interests in sectors where competition is
low, where choices are important but made
2. At other times, governments have considered it infrequently, and/or where consumers do not have
important to gain control of institutions of strategic the expertise to make good decisions (such as in
economic importance, such as banks or railways, or health care).
of important industries struggling economically.
E.g.: (FINSAC) JOL PRINCIPLES OF BUSINESS continues on next page
6. Common good: A profitable nationalized industry contributes with its profits directly to the common wealth of
the whole country, rather than to the wealth of a subset of its population.
7. Financial security: Public sector institutions have access to finance at government interest rates, which are
(almost) always lower than even the most financially secure private sector firms, because the government cannot
go bankrupt, which means less risk to the lender.
8. Work ethic: Employees may be more inclined to view their work positively if it is directed by a management
appointed by a government that they have a say in electing, rather than a management representing a
shareholding minority. Also, they may gain intrinisic satisfaction knowing their work is important and essential
for society as a whole.
9. Equity: Public ownership can help prevent extreme imbalances of wealth.
ARGUMENTS AGAINST NATIONALIZATION
1. Waste: Government ownership may lead to waste (inefficiency) if it proves its inability to motivate management
and personnel through appropriate incentives, including appropriate pay and threat of redundancy.
2. Consumer choice: Public ownership in an industry which could be competitive in private hands may stifle
innovation if proper incentives are not provided by the government. Consumer choice may be reduced and there
may be no alternative sources - and no catalysts for alternative sources - of goods or services that better meet
consumer preferences.
3. Mis-investment: Public ownership of profitable services may lead to over-investment in assets if decisions are
driven by engineering ideals and not efficiency concerns.
4. Misallocations of labour and money: The government may be inefficient in running production, trading, or service
operations, in the sense of causing misallocations of labour and Capital, with consequent reductions in the
standard of living and economic growth.
5. Influenced by politics: Decision-making in the public sector may be prone to interference from politicians
for political reasons. The industry may be over-staffed in order to reduce unemployment; it may be forced to
conduct transactions or actions in certain areas in order to win local votes; it may be forced to manipulate
its prices in order to control inflation. Of course, some of these measures may be considered positive rather
than negative, but if they are not taken properly, in the long run they are likely to be an inefficient way to
meet the desired goals.
JOL PRINCIPLES OF BUSINESS continues on next page

PRIVATE SECTOR VS PUBLIC SECTOR
We will begin by considering the term, ‘sector of an economy’. The sector of an economy refers to a section, division
or part of an economy. In the mixed economy, the private sector involves areas of economic activity in which economic
decisions are made primarily by individual households and businesses and the public sector is where areas of economic
decisions are made primarily by the government. Now, let us move on to the comparison of the two sectors.
PRIVATE SECTOR PUBLIC SECTOR
! Consists of private individuals and private

! Consists of state or government-owned enterprises.
businesses.
! Raises funds from personal and family savings, ! Raises funds by selling government bonds and treasury
loan from banks and other financial bills, revenue collected from taxes, grants from
institutions; sells shares. overseas, and loans from home and abroad (e.g. IMF).
! Does not operate at a loss. ! May operate at a loss for long periods.
! Functions with little or no government

! Tends to intervene in the private sector affairs.
intervention.
Hilary Bassaragh is on the staff of The Queen’s School

" Email: ac_teacher@yahoo.com
LECTURE SERIES NOW

The most comprehensive collection AVAILABLE
♦ English Language
♦ Information Technology BUY
♦ Spanish YOUR
COPIES
• Kingston – 926-7655 • Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515 T ODAY!

PRINCIPLES OF
ACCOUNTS Lesson 7
with
Tedmore Clarke
THE TWO-COLUMN CASH BOOK
The cash and bank accounts are usually shown together in the form of a Cash Book. This cash book will therefore
capture all receipts and payments of the business; both by cash and by cheque. The cash book shows amounts received
on the debit side and payments on the credit. Normally, only half of each ‘cash’ transaction is captured in the cash
book, but there are two instances when the cash book will record the complete transaction:
1. Cash paid into bank (cash banked)
2. Cash withdrawn from bank (for use in the business)
These are called ‘contra’ items or ‘contra’ entries, and will affect BOTH sides of the cash book.
The following items, however, should NOT be treated as contra entries:
1. Cash sales immediately banked – to be treated as goods sold for cheque.
2. Cashed a cheque to make a payment – to be treated as payment made by cheque.
3. Money taken for personal use (drawings) – to be treated as a payment from the cash book.
FORMAT OF THE TWO COLUMN CASH BOOK:
JOL PRINCIPLES OF ACCOUNTS continues on next page

JOL PRINCIPLES OF ACCOUNTS continued from previous page
Use of Folio Columns Discounts received should therefore be treated as revenue

to the firm and should be added to the gross profit in the
The following points should be observed when filling out
profit and loss account.
the folio columns of the cash book:
At the end of each period, the totals of the discount
1. Accounts which are not considered as personal
columns in the cash book are transferred to the general
accounts are normally placed in a firm’s General
ledger; the discounts allowed account being debited with
Ledger (GL).
the total discounts allowed to customers and the discounts
received account credited with total discounts received
2. Personal accounts of trade debtors are placed in the
from suppliers.
Sales Ledger (SL).
3. Personal accounts of trade creditors are placed in The Concept of Bank Overdraft
the Purchases Ledger (PL).
A bank overdraft exists where the bank allows a customer
4. For contra entries, a ‘C’ should be inserted in the to pay out more money than he has in his current bank
folio column on each side of the cash book. account. If the firm incurs an overdraft, then this will
result in a credit balance (b/d) on the bank columns of the
cash book. Interest is charged on the sum overdrawn for
THE THREE-COLUMN CASH BOOK the length of time it was overdrawn. This interest is an
expense of the firm and should be treated as such. The
This cash book introduces the concept of cash discounts, amount of the overdraft itself should be shown as a
which represent discounts given as incentives for speedy current liability on the balance sheet.
(or prompt) payments. There are two types of cash
discounts: discounts allowed and discounts received.
TUTORIAL NOTE
Discounts Allowed are discounts given to customers (by
the firm) when they pay their accounts promptly. Although it is possible for the bank columns to have
Discounts allowed to customers would therefore be an a credit balance (overdraft), this cannot be the case
expense to the firm and should be treated as such. with the cash columns as it is not possible for the firm
to spend more cash than it has control over (the cash
Discounts Received, on the other hand, are discounts must be physically handed over by the firm).
earned by the firm when it pays its accounts promptly.
FORMAT OF THE THREE-COLUMN CASH BOOK:

EXERCISES
1. From the following information, prepare the cash book of D. McMaster for the month of July 2017, balance off at the
end of the month and show the discount accounts in the general ledger.
2017
July 1 Balances brought forward: cash in hand $500; cash at bank $ 3,000
2 Bought fittings paying by cheque $1,000
5 Cash sales $800
7 Banked cash $700
10 J. Messam settled his account of $400 in cash, less 3% cash discount
12 Paid rent in cash $300
15 Paid the following accounts by cheque after deducting a 4% cash discount in each case:
Perkins $500; E. Richards $200
18 Paid Wages in cash $350
20 Drew cheque for office cash $500
22 H. Simpson settled his account of $380 by paying cash of $350
25 Cash sales paid directly into the bank $450
28 B. Silvera settled his account by cheque $550
29 Banked all cash except $200
30 Received a cheque for $400 from M. Smith (this is in full settlement of her balance of $420)
31 Bought Equipment paying by cheque $750.
31 McMaster introduced further capital in cash $600.
2. Write up M. Laird’s three-column cash book for the month of August 2017, from the following details, balance off at
the end of the month and show the discount accounts in the general ledger.
2017
Aug 1 Balances: Cash $750; Bank Overdraft $3,000
2 Cashed a cheque to pay rent $300
3 Cash sales $600 (of which $500 was banked immediately)
4 Paid the following by cheque, less 3% cash discount: G. Jarvis $200; L. Morris $300
7 Received rent in cash $120
10 Cash withdrawn from bank $400
12 Paid lighting expenses in cash $210
15 The following paid their accounts by cheque, less 4% cash discount in each case:
G. Mitchell $500; P. Parkes $300; L. Silvera $200.
17 Cash purchases $250
19 Paid B. Farrier his account of $400 by cash, after deducting a cash discount of 2 %.
22 Cash sales $700
23 Cash Drawings $150
24 Banked all cash except for $100
28 Received a cheque of $335 from P. Smart in settlement of his account of $350
30 Bought machinery paying by cheque $700
31 Cash sales $400 (of which $300 was banked).

SOLUTIONS
General Ledger

General Ledger
TUTORIAL NOTE: Where there is an overdraft, the bank balance is shown as a credit balance (b/d).
Tedmore Clarke is on the staff of Quality Academics

" Email: tedmoreorless@hotmail.com
LECTURE SERIES
The most comprehensive collection of CSEC study guides:
English Language ♦ Information Technology ♦ Spanish
NOW
AVAILABLE BUY
YOUR
COPIES
• Kingston – 926-7655 • Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515
T ODAY !

INTEGRATED
SCIENCE Lesson 7
with
Marlene Grey-Tomlinson
HEALTH AND SANITIATION – PART 3
Hello students, in this the final of three lessons, we will discuss the different
types of wastes, and discuss the impact of solid waste on the environment.
There are three types of wastes that humans produce and must be removed.
If these wastes are allowed to accumulate without proper disposal, this will
lead to pollution and the spread of diseases. These three types of wastes are
outlined below.
DOMESTIC: INDUSTRIAL:
Domestic waste or garbage is waste that is generated as This is waste produced by industries and factories, and
a result of ordinary everyday household activities. Such includes any material that becomes useless during the
wastes include old car tires, old newspapers, broken manufacturing process.
furniture and food waste.
Industrial waste water.
Industrial waste gases.
JOL INTEGRATED SCIENCE continues on next page

JOL INTEGRATED SCIENCE continued from previous page
BIOLOGICAL:
Waste water from your shower, bathtub, washing machine, kitchen sink and toilet is all considered sewage.
Sewage is the term used for wastewater that often contains faeces, urine and laundry waste.
Waste management is the collection, transportation, and disposal of garbage, sewage and other waste products. Waste
management also involves the process of treating solid wastes and uses various ways of recycling reusable items (how
garbage can be used as a valuable resource). Waste management disposes of the products and substances that you
have used, in a safe and efficient manner.
Although there are many methods of waste disposal, it is not always environmentally friendly.
An open dump is the most common way of disposing of wastes. This is an illegal waste disposal site and should not be
confused with a solid waste landfill. A dump is any area where persons put their wastes. In Jamaica we tend to use
our gullies, open field, or any area where we think garbage can accumulate. If allowed to remain, dumps often grow
larger, and eventually attract dumping of both solid and hazardous wastes.
A gully being used as dump.

LANDFILLS
This process of waste disposal involves burying the waste in the land. Landfills are commonly found in developing
countries. There is a process used that eliminates the odours and dangerous fluids of the waste before it is placed into
the ground. Landfills use space that many developing countries cannot afford, and these countries are reconsidering
this waste disposal method. Landfills give rise to air and water pollution which severely affect the environment and
can prove fatal to the lives of humans and animals due to the strong presence of methane and other landfill gases.
INCINERATION/COMBUSTION
This is a type of disposal method in which solid wastes are burned at high temperatures so as to convert them into
heat, gas, steam and ash. The biggest advantage of this type of method is that it reduces the volume of waste, decreases
the space they take up and reduce the stress on landfills. Incineration, also known as thermal treatment, is used in
many countries where landfill space is no longer available, such as Japan.
COMPOSTING
This is an easy and

natural process that
takes organic wastes,
that is, remains of
plants, garden and
kitchen waste, and
turn it into nutrient
rich food for plants.
Composting, normally
u s e d fo r o rg a n i c
farming, occurs by
a l l o w i n g o rg a n i c
materials to sit in one
place for weeks until
microbes decompose
it. Composting is one
of the best methods
of waste disposal as it
c a n t u r n u n s a fe
organic products into
safe compost. On the
other side, it is a slow
process and takes lot
of space.

REDUCE, REUSE AND RECYCLE
Reducing is cutting back on the amount of trash made, reusing is finding a new way to use trash so that it is not thrown
out, and recycling is using trash to remake new goods that can be sold again.
The easiest method of waste management is to reduce creation of waste materials thereby reducing the amount of
waste going to landfills. Waste reduction can be done through recycling old materials like bottles, bags, repairing
broken items instead of buying new ones, avoiding the use of disposable products like plastic bags, reusing second
hand items, and buying items that uses less designing.
Recycling and composting are two of the best methods of waste management. Composting is so far only possible on a
small scale, by individuals in areas where waste can be mixed with farming soil or used for landscaping purposes.
Recycling is widely used in the Caribbean, with plastic, paper and metal leading the list of the most recyclable items.
Most material recycled are reused for their original purpose.

BIODEGRADABLE AND NON-BIODEGRADABLE WASTE

The basic difference between biodegradable and non-biodegradable is that biodegradable items decompose or break
down naturally, while non-biodegradable items do not. This particular difference is most important when discussing
landfills and waste disposal. Large volumes of non-biodegradable waste take up excess waste and are potentially
damaging to the environment.
This waste creates huge environmental problems impacting the entire planet. Recycling is a method to responsibly
deal with this problem. The goal of recycling is to separate waste products into two major categories, biodegradable
and non-biodegradable.
Examples of biodegradable materials often referred to as “bio-waste”, include the following:
! human and animal waste ! remains from the death of living creatures
! plant products, wood, paper, food waste, leaves, grass clippings
Changing biodegradable materials into something useful and nourishing is called bio degradation or decomposition.
This process includes the help of other living organisms, such as bacteria, fungi and small insects. Other natural elements
such as water, oxygen, moisture and sunlight are also required for decomposition. Non-biodegradable waste includes
glass, metals, and plastics.
Biodegradable Materials Non-Biodegradable Materials

Don't Waste Your Waste

ENGLISH
LITERATURE Lesson 7
with
Simone Gibbs
SAMPLE POEM RESPONSE

AND ESSAY STRUCTURE
It’s good that you could join me again for another lesson
this week.
Last week I discussed two of the prescribed poems “A

Stone’s Throw” by Elma Mitchell and “The Woman Speaks
to the Man Who has Employed her Son” by Lorna Goodison,
and gave you an essay question on the two poems. I also
stated that I would write a sample response to the
question this week. Here is last week’s question again and
the promised sample response.
SAMPLE QUESTION
SAMPLE RESPONSE
“A Stone’s Throw” and “The Woman Speaks to the Man Both Elma Mitchell’s “A Stone’s Throw” and Lorna
Who has Employed Her Son” are both poems which include Goodison’s “The Woman Speaks to the Man who has
situations which women face. For EACH poem: Employed her Son” feature women and the situations they
face. In this essay I will describe what happens to each
(a) Describe what happens to the woman. woman in the poems and discuss the messages that each
(8 marks) poet wishes to convey about how women are treated in
their society. Finally, I will identify and discuss a literary
(b) Discuss the statements that the poet wishes to device that each poet uses and give my views on whether
or not this particular device is used effectively.
make about the treatment of women in society.
(8 marks)
“A Stone’s Throw” is based on a story from the Bible, in
particular, John 8 verses 3 to 11 where a Jewish woman was
(c) Identify ONE literary device that the poet uses caught committing adultery. The men who caught her in the
and comment on its effectiveness. (9 marks) act of adultery handle her roughly and parade her through
the streets en route to the Rabbi (referred to as the guru in
Total 25 marks this poem) in order for him to agree with them in executing
the punishment that she deserves: death by stoning.
Added to the 25 marks allotted for content, 10 marks will
be given for organisation and mechanics of writing. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
The woman’s accusers feel that they have a right to treat It is for these reasons one can see that Elma Mitchell
her this way and that they are superior to her. They are highlights the fact that women are treated unfairly in this
disturbed when the guru does not immediately sanction society. It is clear that the men in this society have
their actions but instead stoops and writes in the dirt. At positions of leadership and authority and as such they
this point, the guru challenges them to take a look at have the power to determine a woman’s fate. Thankfully,
themselves to see whether they are so different from this the ‘guru’ in the poem acted in her favour and so her life
woman. Upon introspection the accusers discover that was spared. If he had not, she would have been stoned to
they are not so different from the woman and are forced death by these men (and others) who despised her
to walk away with the stones still in their hands: unable because of the act that she had committed and because
to throw them because they too have committed sins. she is a woman.
When the men leave, the guru speaks to the woman and Similarly, the mother in Lorna Goodison’s poem is also
advises her to continue her life without sinning. treated unfairly. Her son’s father is seen to disregard
women in general. She is not the only woman with whom
The woman in “The Woman Speaks to the Man who Has he has had children and has simply walked away from,
Employed her Son” has done nothing wrong. Instead she leaving the women to raise the children on their own. In
has worked very hard to raise her son the best way she this way, Goodison points to a problem which exists in the
could as a single mother. With no help from the father, it Jamaican society, where over 80% of children are born
appears as if she and her son have had difficult times. outside of marriage. Very often the women are left to face
Consequently, the son appealed to an influential man in the challenges of life as single parents.
the community for help. Instead of helping him, however,
this man ‘employs’ him by giving him a powerful gun to The disadvantageous position of the women in this society
go out and (supposedly) commit crimes on his behalf. and the superior position that the men hold can also be
seen in the fact that it is a man who the son appeals to,
The mother is distressed about the situation, and it who now has the power to affect the lives of this small
appears as if she can do very little to change things. family. Unfortunately, the actions of this selfish, influential
Certainly she cannot appeal to her son’s father to intervene man negatively affect the lives of the woman and her son.
as he treats all his children “with equal and unbiased
indifference”. Her only option is to pray to God and ask him Biblical Allusion can be seen in “A Stone’s Throw”. As stated
for help. Although she is praying, she has resigned herself before, the poem is based on the story about the woman
to what she believes is his inevitable untimely death. who was caught in the act of adultery in John 8:3-11. In
this story a contrast is set up between justice and mercy.
It is important to note that the woman in “A Stone’s Although the woman deserved to be stoned to death
Throw” was accosted by men and dragged through the (justice), the guru forced the men to reconsider their
streets by them. Also, she was taken to the rabbi, who was actions and allow the woman to go unpunished (mercy).
(and is still today) a male official in the Jewish religion. This device is effective because it reminds the reader of
Furthermore, although the woman did not commit the act the fact that God is gracious toward us and we should
of adultery by herself, no mention is made of the man with therefore extend grace and mercy to others. After all we
whom she committed the offence. It would appear as if he all commit sins and our behaviour is just a ‘stone’s throw’
was allowed to get away, or at the very least, he was not from another person’s.
made into a public spectacle, nor was he made to answer
for his participation in this act. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Biblical Allusion can also be seen in “The Woman Speaks to the Man Who has Employed Her Son”. The references to
Absolom, Judas Iscariot and to the woman resorting to praying and reading psalms, all point to her religious nature.
With the use of this device Goodison seems to offer hope to those who might find themselves in a desperate situation.
It is therefore effective as this is one of the messages of the Bible: that God can comfort us and provide solutions
especially in difficult situations.
In conclusion, it can be seen that both of the aforementioned poems reflect situations that women experience. In each
case the poets show that simply because of their sex, these women are placed at a disadvantage by their societies.
With the use of Biblical Allusion, however, both poets are able to offer hope as they remind us that we are imperfect
and prone to making mistakes. Still, this does not necessarily mean that our situations will end negatively. Instead
with God’s intervention, we can have peace while we are experiencing the problems and he can ultimately work out
the negative situations in a positive way.
STRUCTURE OF THE ESSAY
Introduction: This is the first paragraph of the essay where you outline what material you plan to use in the body of
the essay (especially if you get a generic question that does not name specific poems) and what you
plan to do in the remainder of the essay. Make sure that your outline includes all parts of the question.
Not only will this show the examiner how you plan to proceed but it can also help to keep you on track
while you are writing since you can use this outline as a reference as you write your essay. In this way
your essay will be well organised. Remember marks will be given for proper organisation.
Body: The majority of your response can be found in the body of the essay. This is where you respond to all
that you have been asked. In the discussion here, you should return to the introduction to ensure that
you have done all that you claimed that you would do in the essay.
Conclusion: In this final paragraph you should “wrap-up” your essay. That is, you should summarise what you did
in the body of the essay and make final points about your response. Please note, the conclusion is NOT
the place to introduce new ideas. You should have discussed all your thoughts in the body of the essay.
As you write, remember to pay attention to such things as spelling, use of vocabulary, punctuation and grammar
(mechanics of writing). Since you will be writing under exam conditions you might be writing in a hurry and therefore
you may make some mistakes. For that reason, you should try to finish each essay with about five minutes left so that
you can read over your work and make corrections if necessary.
I hope the above has been useful to you as you continue to prepare for the examination next year. Please join me next
week for another lesson.
Simone Gibbs is on the staff of Calabar High School

" Email: simonecgibbs@yahoo.com
HEART CAREER TALK continued from previous page
www.jamaicaobserver.com
Article
with Career Development Services 7
THE NATIONAL TRAINING AGENCY
SAMPLE PSYCHOMETRIC ASSESSMENT INSTRUMENT
Psychometric testing is important as it assists us with Group #2: Young people in this group are talking about
identifying our personality traits. The results that we get using their minds to solve problems. They like
after completing one of these tools help to determine if math, science, investigating and discovering
we have the skills necessary for certain careers or school things, developing new ideas and products,
programs. The psychometric tool groups individuals based and conducting research. They enjoy serious
on their personality and they become better able to choose thinking.
career areas that are most suitable.
Group #3: Young people in this group are talking about
You may be wondering how you can know what type of creating things that are pleasing to the eye or
personality you have or to which group you belong. Career ear. They like art, music, dance, literature,
Professionals use tools such as personality inventories form, colour, sound, patterns, and using the
(career tools that help persons to understand their imagination. They enjoy the arts.
personality), which is usually a series of short and very
easy to answer questions. After this is completed persons Group #4: Young people in this group are talking about
will have a better understanding of themselves, the group social issues. They want to eliminate poverty,
that they belong to and careers that best suit them, which hunger, illness, racism, and sexism; help
would make it easier to choose a career. reduce crime and the need for welfare;
improve education; and help meet people’s
One of the most common personality inventory is called
spiritual needs. They enjoy helping others.
“Finding your Place” which was created by professor John
Hollands, one of the most famous career professionals. Below
is the John Hollands personality inventory. Complete the
business and politics. They like buying, selling
inventory and see if you learn anything new about yourself.
and investing; running a business or running
for office; and persuading others. They enjoy
“Finding Your Place” being in charge.
Imagine that you walk into a room where boys and girls
your age are talking about their future plans for education
making things run smoothly. They like
and work. You notice that there are six groups.
keeping records, files, and information
systems; following policies and procedures;
and taking care of details. They enjoy keeping
working with their hands. They like using
things organized.
machines and tools, being around plants and
animals, working outdoors, and making and
fixing things. They enjoy physical work. HEART CAREER TALK continues on next page
You are asked to join one of the Also according to Hollands, people can be classified according to six
groups and contribute to the personalities, i.e., the characteristics that lead us to seek certain workplaces.
conversation. Which group would To make things easy, used the same names for environments and personalities.
you most likely join first? They are:
#1 REALISTIC: A realistic
Group #__________
work environment
involves making or
After a few minutes, you decide to fixing things,
join a second group. Which group operating
would it be? machinery,
working with
Group #__________ plants or
animals, and
After a few more minutes, you using physical
decide to join a third group. Which skills. People
group would it be? with realistic
personalities
Group #__________ enjoy working
with their hands,
Adapted from “The Party,” found in being outdoors, and
The Quick Job-Hunting Map, by moving around. They like
Richard N. Bolles and Victoria B. to see a product as a result of
Zenoff. : Ten Speed Press. their work.
ANSWERS TO SAMPLE TEST #2 INVESTIGATIVE:

An investigative work
If completed correctly, the test environment
identifies which of the following involves thinking,
analysis, research,
environments/personalities an
experimentation
individual is most likely to fall in,
and problem
based on the responses given in the solving. People
various sections. with
investigative
WORK ENVIRONMENTS AND personalities
PERSONALITIES enjoy observing,
measuring, and
figuring out why
According to John Hollands, a things work as they do.
well-known career development They like to ask “what if”
author and researcher, the workplace questions and are often good
can be viewed as a combination of six at inventing things.
work environments, i.e., the kinds of
work people do, and where they do it. HEART CAREER TALK continues on next page
#3 ARTISTIC: An artistic work environment involves #5 ENTERPRISING: An enterprising work environment

creativity, trying something new, and producing involves buying, selling, persuading and coming up with new
something that is pleasing to the eye or ear. People with ideas. People with enterprising personalities enjoy working
artistic personalities enjoy composing, performing, in situations that create wealth or positions of power. They
writing, drawing or painting and dancing. They like to be like working in the worlds of business and/or politics.
free to express themselves in a variety of ways.
#6 CONVENTIONAL: A conventional work environment

involves working with information and keeping things
#4 SOCIAL: A social work environment involves interacting organized. People with conventional personalities enjoy
with and helping others, for example by teaching, healing, creating systems for displaying and using information or
supporting, or tending to spiritual needs. People with objects. They like orderly situations where rules,
social personalities like working with others, either regulations and policies are clear and easy to follow.
individually or in groups. They enjoy helping people
improve their lives.
HEART CAREER TALK continues on next page

Students who find education and work environments that match their personalities will increase their chances for
happiness and success. If this is not 100% possible, they can still use their personalities to shape the situations they
find themselves in. Think of a workplace that is familiar to most of us, like a fast food restaurant. It can be viewed as
any one of six work environments. How we view it can determine how we participate in it, and how successful we will
be. The same is true of a college or technical school classroom.
Erica Williams, Manager,

Career Development Services
HEART Trust/NTA, National TVET Centre,
Gordon Town Road, Kingston.
" E-mail: Erica_Williams@heart-nta.org.
Telephone: 977-1700-5, 970-2139
Website: www.heart-nta.org
LECTURE SERIES (3rd Edition)

The most comprehensive collection
English Language ♦ Information Technology ♦ Spanish
NOW
AVAILABLE
BU Y
YOUR
COPIES
• Kingston – 926-7655 • Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515
T ODAY !
ERIES
LECT(3UrdREEditSion)
:
dy guides
CSEC stu anguage
s h L
Engli nology
on Tech
Informati
ORDER YOUR COPY TODAY!
NOW Online
THE DAILY OBSERVER Tuesday, October 31, 2017 Page 57 www.jamaicaobserver.com
Online:
► Communication
Studies 58 – 65
► Caribbean
Studies 66 – 71
‘SMRT’ LOOKING
CONVENT OF MERCY ACADEMY "ALPHA", KINGSTON: These sixth form
students were engrossed at the Social Media Responsibility Tour
We welcome comments (SMRT) on October 26, 2017. (PHOTO: KARL MCLARTY)
& suggestions
► Call: 936-9458 or 384-2810
► Email: bookpubs@jamaicaobserver.com
LECTURE SERIES (3 rd
Edition)
The most comprehensive collection of CSEC study guides: NOW
English Language and Information Technology AVAILABLE
Available at JAMAICA OBSERVER LIMITED: • Kingston – 926-7655
• Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515

COMMUNICATION
STUDIES Lesson 6
with
Peta-Gaye Perkins Bryan
VERBAL AND NON-VERBAL

COMMUNICATION
Hi everyone. I hope you had a great week and also had
some fun with the case involving Omar and Alicia. Let us
look at the responses I think you may have arrived at.
POSSIBLE RESPONSES
Maybe you empathized with Omar and decided that the secretary was not right in avoiding him, especially
knowing that he travelled so far to gift the president the complimentary magazine. Did anyone think she may
have been rude? If you said yes you are within your right to think so because she had no reason asking him to
physically take the book and then sending it by courier.
Alicia was most certainly not a good listener as there were times when she even interrupted Omar. You do realize
by now that not listening can have a negative impact on the communication process. As you learnt last week it
is even a barrier to effective communication.
Now, if we were to see the conversation in a televised version we could see some of Alicia’s reactions and know
that they would definitely have a negative effect on the communication. When she asked why he was at the office
we can see her possibly frowning or placing her hands akimbo. When this is seen we can assume that she was
being impatient with Omar.
Another reaction could be her waving her hand and shaking her head when she told Omar that the president
knows of every publication. At this point I know that you would possibly have become impatient with Alicia
because we now see her getting annoyed and you would not like that response.
I hope that your responses were similar to my suggestions and you are ready to move on to our next topic.
There are a wide variety of smartphones on the market which all seem to do the same thing – make calls, take pictures,
browse the internet, and the list can go on. In the same way that we have these different types of phones we actually
have different types of communication. We communicate with each other in one of two, or two ways. We communicate
verbally or non-verbally.
JOL COMMUNICATION STUDIES continues on next page

JOL COMMUNICATION STUDIES continued from previous page
This week we will focus on Verbal and Non-verbal Communication. It was Ralph Waldo Emerson who said, “what you
do is so loud that I cannot hear what you say”. I am sure that at the first reading of this statement some of you went,
huh? It is, however, a valid statement. Take a look at the pie chart below and see if it may help to elucidate what
Emerson may be saying. What we do is sometimes what our receiver focuses on and at times it may distract or it may
help to effectively convey what we originally intend
Let us take a look at the different types of communication, namely verbal and non-verbal communication.

VERBAL
COMMUNICATION
Verbal communication refers to us communicating either by way of writing or orally. Some of the key components of
verbal communication include sounds, words, speaking and language.
Some examples of written communication include letters, reports, emailed messages, faxed documents,
Whatsapp or SMS.
Oral communication includes conversation, interviews, conferences, videoconferencing, using Skype, FaceTime or IMO.

Non-verbal communication, on the other hand, can be defined as the unintentional communication of something to
others without speaking or writing. Please note that there are instances where non-verbal communication can be
intentional, especially if you want the receiver to know that you are upset.
Some types of non-verbal communication are:
Artifacts – these are objects which communicate a message to others about someone. Some may include jewelry or
the car one drives. If you walked into a restaurant and saw someone in a Rolex watch you may immediately assume
he/she may be wealthy. Think further to someone driving with a Jamaican flag on his/her car. It is not Olympics,
neither is it football season. What would be communicated about the individual? Did you say patriotic? If yes, it is a
plausible response.
Proxemics – this refers to the space seen between individuals during interaction. Close friends may have a distance of
2-4 feet between them while business associates may have over 6 feet between them. The space between friends may
be described as personal while the space between business associates is social. This space is what is decided by the
individuals and so proxemics would not be a factor when you travel on a crowded bus. It must be noted that space
during interaction is observed differently across cultures. In the United States for example, it is acceptable to shake a
stranger’s hand, while in Latin America it is customary to kiss. How would you feel if someone you meet for the first
time comes into what is defined as your intimate space? Certainly, if a Latin American is shunned you are going to be
seen as rude and you may even think the person is rude for wanting to kiss you the first time you meet.

Facial expressions – this refers to the expression of different emotions. Unlike proxemics which may be dependent on
culture, facial expressions are universal. We will always, for example, see someone smiling to express happiness or
frown for sadness. This case is so true where we see these different facial expressions on our different devices and we
use them so often we don’t even realize as we are so concerned with sharing how we feel.

Gestures – this refers to body movement and can relate to someone being anxious or excited. There are times we speak
and we do not realize we are gesticulating. It helps to get our receiver more interested in our message or simply share
how excited we may be.

Body language – this refers to what our body ‘communicates’ to others. This may be unintentional as there are some
individuals who do not realize that they are sending a message with how they sit or stand (posture) and even how
they walk (gait). In the same way as the gentleman in the picture below rests his head on the desk to show he is no
longer interested; sometimes in classes you communicate the same thing to your facilitator. You may start to sit
towards the edge of your seat and you do not realize that you are ‘saying’ you are ready to leave the room or leave the
conversation. The next time you think of leaning or putting your arms akimbo, try to make sure you are sending the
right message.
Vocalics/Paralanguage – this refers to the pitch, tone, rate

or volume in someone’s voice. If, for example, someone is
angry or frustrated you may see such an individual
shouting or even talking very fast depending on how
emotional he/she becomes.
Dress – this refers to what we wear. It is said that “first

impressions last” and one of the ways we do this is by the
way we dress. Before we attempt to greet someone they
begin to do a scan of what we are wearing. As the
individual does his/her overview think of the person
seeing the holes in the sleeve of the blouse or the tie you
chose to wear for your lunch date. You may feel
embarrassed as well as you may not but before you go out
ensure you are comfortable with what you choose to wear. JOL COMMUNICATION STUDIES continues on next page
I leave with you a few questions for the week ahead. Write your answers so that you can compare them to mine.
1) As you enter the house your family of 4 is involved in a conversation. They continue to talk but you do not feel
welcomed.
a) What are 3 examples of non-verbal behavoiur that may alert you to the fact that you are unwelcomed at
that time?
b) Write 3 statements that either family member could say that would result in you feeling unwelcomed.
c) Write 2 ways (1 non-verbal and 1 verbal) in which your family could make you feel welcomed.
2) Annette’s father is about to leave home and reminds her to prepare dinner. Annette throws her hands in the air
and puts a frown. What is she communicating?
3) Shane and
Rheanna are
having lunch in
the canteen while
talking about their
upcoming
weekend
activities. Andre
sits next to
Rheanna and says,
“Hi” to both
classmates. Shane
and Rheanna slide
away from Andre.
What are they
communicating?
For next week’s lesson try to research possible functions of non-verbal communication.
Until next week, take care and don’t forget to prepare.
REFERENCE
Rochford, Edlin D. (2011). Communication Studies: Preparing Students for CAPE. Bloomington: iUniverse.
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls " Email: perkins.pg@gmail.com

CARIBBEAN
STUDIES Lesson 7
with
Debgeri Whitely
LOCATION AND DEFINITION OF

THE CARIBBEAN REGION AND ITS DIASPORA
Hello everyone, welcome back to this week’s lesson. I hope that you have
been using your syllabus and text to do independent research/study.
If you have not yet started I implore you to start doing so.
This week, we’ll be starting a new module - Module 1: Caribbean

Caribbean Sea
Society and Culture. Module 1 has eight components. These are
location and definition of the Caribbean, the historical process,
characteristics of society and culture, identity and social
formation, impact of geographical phenomena, impact of societal
institutions on the Caribbean, Caribbean Art and popular culture
in the region and its Diaspora and Caribbean global interactions.
LEARNING OUTCOME:
3 Locate and define the Caribbean Region and its Diaspora (page 6 of the syllabus)
! Geographical location:
! names of territories; ! sub-regions, for example, Greater Antilles, Lesser Antilles, Bahamas;
! position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses.
! Definitions of the Caribbean Region:
! geographical; ! geological; ! historical; ! political; ! diasporic
“The Caribbean is the region in the Americas which comprises the Caribbean Sea, its islands and the surrounding areas.
The region is southeast of North America and the Gulf of Mexico, east of Central America and to the northwest of South
America. Some of the islands of the Caribbean border or are located in the North Atlantic Ocean. The Caribbean region
has over 7,000 islands and islets and also includes some territories located on the mainland of South America.”1
Try to identify the Caribbean in relations to the following: position of territories in relation to the Caribbean Sea, Atlantic
Ocean and the continental land masses.
The Caribbean is divided into four sub-regions: the Greater Antilles and the Lesser Antilles sub-regions are further
divided into the Leeward and Windward Islands, the Mainland Territories and other territories.
––––––––––––––––––––––––––––––––––
1 Thompson K., Lawson-Downer M, St John A and Thomas-Hunte E. (2017) CAPE Revision Guide Caribbean Studies London: HarperCollins
Publishers Ltd.
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
ACTIVITY #1
Instruction: Use a diagram to show/represent the sub-regions of the Caribbean and their associated countries.
DEFINITION OF THE CARIBBEAN REGION

The information presented below seeks to explain that there is no one way of defining the Caribbean region.
The Geographical definition of the Caribbean

The geographic conception of
the Caribbean is based on a
view of the Caribbean Sea as a
basin with the surrounding
territories representing the
limits of the basin. That is,
geographically, the Caribbean
is the area washed by the
Caribbean Sea.
Source:
https://image.slidesharecdn.co
m/definitionsofthecaribbean

ACTIVITY #2
Instruction: Examine the map of the Caribbean above along with the representation of the geographical Caribbean
and carefully list all the countries that fit the geographical definition. Explain why some countries are
included and others are excluded.
Geological definition of the Caribbean

The geological definition of the Caribbean refers to the area defined by the Caribbean Plate (which has marked
boundaries or margins where it meets other tectonic plates) that shares similar seismic, tectonic and volcanic features.
As such, the Caribbean is described by geologists and seismologists.
ACTIVITY #3
Instruction: Carefully examine the diagrams below and make a list of all the countries that fit the geological
definition of the Caribbean. Explain why some countries are included and others are excluded.
Source: https://www.google.com.jm/search?q=location+and+definition+of+the+Caribbean

The Caribbean is situted in a geologic feature known as the Caribbean Plate which has boundries or margins with other plates
nearby. A plate is a large piece of crust (on which ther may be both land and ocean) and it moves in relation to other plates.
On the whole the earth is made up of six or seven plates and many smaller ones. The Caribbean Plate is a small plate.
Source: https://www.bing.com/images/search
The Historical definition of the Caribbean

The Historical Caribbean refers to the countries that have shared/common experiences of European colonization, slavery,
genocide, indentureship, the development of plantation slavery and a major struggle for independence.
ACTIVITY #4
Instruction: With the aid of the map below, construct a table highlighting the cultural spheres (language ethnicity)
which divide the region along with their countries.
Note: The differences are evident in the official languages, major religions, and political ideas and institutions among
other aspects of their culture.
EXAMPLE:

The Political definition of the Caribbean

Refers to the socio-economic and other groupings found in the region. That is, one political definition might relate to
the countries that share/shared a similar political system. The three dominant types are: independent states, associated
states and colonial dependencies or dependent territories.
ACTIVITY #5
Instruction: Find the description of the following political arrangements and the countries associated with each.
(Constitutional Monarchy, Republic, British Overseas Territories, Overseas Departments of France, Associated States of
the USA, Special Municipalities of the Netherlands, and Constituent Countries of the Netherlands.)
Diasporic definition of the Caribbean

The Caribbean diaspora refers to the people of the Caribbean who even though they have established themselves
outside of the region through the process of migration, they still retain strong familial, emotional, cultural and economic
attachments/ties to the region.

ACTIVITY #6
Instruction: Complete the following table which highlights the definitions of the Caribbean, benefits and the drawbacks.
CATEGORIES BENEFITS DRAWBACKS
Geographical
Geological
Historical
Political
Diasporic
Please look out for the answers to the activities next week
For additional reading, you can consult the sources below…
REFERENCES
1. CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd)
2. CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed ( distributed by Macmillan
Education)
3. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
4. CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte (Distributed
by HarperCollins Publishers Ltd)
LINKS TO ONLINE SOURCES:

https://www.slideshare.net/egfred/location-of-the-caribbean-6th-form
https://www.slideshare.net/egfred/definitions-of-the-caribbean
http://slideplayer.com/slide/6175543/
1 Thompson K., Lawson-Downer M, St John A and Thomas-Hunte E. (2017)
CAPE Revision Guide Caribbean Studies London: HarperCollins Publishers Ltd.
Debgeri Whitely is on the staff of St. Hugh’s High School

" Email: dwhitely@sthughshigh.org

Study Centre October 31, 2017

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Study Centre October 31, 2017

Uploaded by

Copyright:

Available Formats

www.jamaicaobserver.

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

ENGLISH LITERATURE CAREER TALK COMMUNICATION STUDIES CARIBBEAN STUDIES

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

! Book reports ! Newspaper articles ! Essays

Some of the people who typically use expository writing are:

! Reporter or journalists ! Teachers ! Pastors

THE WRITING PROCESS

JOL ENGLISH LANGUAGE continues on next page

THE WRITING PROCESS

JOL ENGLISH LANGUAGE continues on next page

Until next week.

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

LECTURE SERIES NOW

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

The first lesson in algebra (perhaps the most important

Simplify the following Simplify the following expressions:

d) 7x + 2x e) 5b – 3b f) 3a + 9a b) 2bc – 4ac + x – 7ac – 8x + 5bc

j) 7x × 2x = 14 x2 k) 5b × 3b = 15b2 l) 3a × 9a = 27a2 c) k3p2 × kp5 could be written as:

The expression 5x – 3y – 4bx – 7x + 4y + 8bx may be

For instance 5(2x – 3y – 4)

Therefore 5x – 3y – 4bx – 7x + 4y + 8bx = – 2x + y + 4bx JOL MATHEMATICS continues on next page

i) (–2x + 4)(x – 7) = – 2x2 + 14 x + 4x – 28;

j) – (9x + 6)(–2x + 3) = – (–18x2 + 27x – 12 x + 18) xyz (–1)(2)(–3) 6

3) The difference of 2 squares is based on the fact that

To factorize x2 – 4y2 : we first recognise that the two

(2) Factorization by grouping usually has 4 terms and For instance x2 – 5x + 6:

Factorise the following

a) mn3 + m2 n b) 4a2 + 8 ab – ab – 2b2 c) 25 x2 – 1 d) 2x2 – 3x – 20

c) Difference of 2 squares: the 2 squares are (5x)2 and (1)2

JOL MATHEMATICS continues on next page

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ROLES OF FAMILY MEMBERS

At the end of this lesson students should be able to:

WHAT ARE THE ROLES OF FAMILY MEMBERS?

► Provide for the family’s financial and emotional needs

JOL SOCIAL STUDIES continues on next page

WHAT ARE THE ROLES OF FAMILY MEMBERS?

FACTORS WHICH CONTRIBUTE TO THE CHANGING ROLES AND RESPONSIBILITIES

FACTORS INFLUENCING THE CHANGES RESULTS OF THE CHANGES

! Expansion of family life education programmes

! Greater choice of employment

! Greater recognition of the rights of women/equality of the sexes Women

JOL SOCIAL STUDIES continues on next page

FACTORS WHICH CONTRIBUTE v INCREASED INDUSTRIALIZATION

v LATER RETIREMENT AGE

v MARGINALIZATION OF THE MALE ANSWERS

Instruction: Answer the questions below. Have a good week!!

1. Give 3 reasons an individual may not perform a

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

NOTE: If a worksheet name contains a space, you will

JOL INFORMATION TECHNOLOGY continues on next page

The selected worksheet will appear.

JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continues on next page

A function is a predefined formula that performs calculations

The Parts of a Function

In order to work correctly, a function must be written a specific

Working with arguments

JOL INFORMATION TECHNOLOGY continues on next page

TO CREATE BASIC FUNCTION

JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continues on next page