Study Centre 23 October 2018

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TEAM SUPPORT &
13
D
INSTITUTE OF JAMAICA (IOJ) LECTURE HALL, KINGSTON: 12 UDE
Meadowbrook High School students supported their team E S L
in the African Caribbean Institute of Jamaica/Jamaica R A D INC
Memory Bank (ACIJ/JMB) debating competition, in G LSO
collaboration with the National Council on Reparation. A
(Photo: Naphtali Junior)
LECTURE SERIES (3 rd
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THE DAILY OBSERVER Tuesday, October 23, 2018 Page 2
ST. JAGO – FIRST ROUND CHAMPIONS OF THE ACIJ/JMB, NCR DEBATE COMPETITION
Ronaldo Richards
makes his
arguments f o r
his team.
H e w a s named
Best Orator for
the match.
INSTITUTE OF JAMAICA (IOJ) LECTURE HALL, KINGSTON:

The victorious St Jago debating team of Ronaldo
Richards, Alanah Jackson and Damario Patterson
were all smiles after their school won their
match against Meadowbrook High School on The St Jago High School debating team discussing
Tuesday October 2, 2018. The teams debated the their strategy for proposition prior to the contest
issue of reparations. against Meadowbrook High. (Photos: Naphtali Junior)
PRODUCTION TEAM
EDITOR: Kesi Asher-Dawkins • ASSOCIATE EDITOR – DESIGN: Rorie Atkinson • GRAPHIC ARTIST / PAGINATOR: Roy France
CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

Shawnette Myers-Lawrence Charyl Gordon-Brown 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 COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely Heart Trust/NTA
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ACIJ/JMB, NCR DEBATE COMPETITION HIGHLIGHTS

The African Caribbean Institute of schools – St Jago High, Meadowbrook Institute of Jamaica (IOJ) Lecture Hall,
Jamaica/Jamaica Memory Bank High, St. Hugh’s High, Jamaica 10 – 16 East Street, Kingston with St.
(ACIJ/JMB), and the National Council College, Titchfield High, Gaynstead Jago High School vs. Meadowbrook
on Reparation (NCR), are staging a High, Wolmer’s Boys’, Ardenne High, High School debating the moot, “Be
Debate Competition under the theme and St. Andrew Technical – in it resolved that reparation to
From Enslavement to Reparation, intellectual discourse around the descendants of enslavement in the
as part of its year-long series of burning topic of reparation. Anglophone Caribbean would reopen
activities on reparation. The competition kicked off on old wounds and destabilize relations
The competition engages nine Tuesday, October 2, 2018 at the between blacks and whites.”
Alexis McDavid, the research officer (ACIJ/JMB), giving final Meadowbrook High School debating team (l-r) Abby Gail
instructions to the St Jago High School debating team Weir, Dante Armstrong and Zara-Albulal Muhammed
before their match against Meadowbrook High. discussing their arguments to be presented.
Abby Gail Weir,
from the
Meadowbrook
team, outlining
her arguments
in opposition of
Professor Verene Shepherd, co-chair of the National Council
the moot. on Reparation (NCR).
(l-r) Ms Marcella Phillips Grizzle, acting research fellow at

the African Caribbean Institute of Jamaica/Jamaica Memory
The Meadowbrook High School debating team takes time Bank (ACIJ/JMB); Mr Jason Ramsay, keeper of the
out for the camera with their teacher Ms Anoush Harrison collections, museums IOJ; and Dr Shani Roper, research
Jackson (2nd right) and Professor Verene Shepherd (C), officer at Liberty Hall constituted the judging panel at the
co-chair of the National Council on Reparation (NCR). first match in the competition. (Photos: Naphtali Junior)
www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 7
with
Shawnett Myers-Lawrence
SUMMARY WRITING:
PUTTING IT TOGETHER
Hello everyone.
In the last lesson, we looked at an important skill in

writing summaries. In this lesson we will combine the
skills of identifying the main ideas and paraphrasing in
order to write a coherent summary. Before we get to that,
we will review the activities given in the last lesson. Please
check your efforts against these.
EXERCISE 1
Read the following and identify the similar ideas in both. Can you think of any other way to express these?
ORIGINAL PARAPHRASE
The twenties were the years when drinking was During the twenties lawlessness and rebellion
against social norms prevailed. In cities
against the law, and the law was a bad joke because
organised crime flourished without police
everyone knew of a local bar where liquor could be
interference and, in spite of nationwide ban of

had. They were the years when organised crime ruled
liquor sales, anyone who wished to buy a drink

the cities, and the police seemed powerless to do
anything against it. Classical music was forgotten while
jazz spread throughout the land, and men like Bix knew where to get one. Musicians like Louis
Armstrong became favourites, particularly
Beiderbecke, Louis Armstrong, and Count Basie became
among young people, as many turned away

the heroes of the young. The flapper was born in the
from highly respectable classical music to jazz.

twenties, and with her bobbed hair and short skirts,
she symbolized, perhaps more than anyone or
anything else, America's break with the past. One of the best examples of the anti-traditional
trend was the emergence of young "flappers",
women who rebelled against custom by cutting
off their hair and shortening their skirts.
JOL ENGLISH LANGUAGE continues on next page

EXERCISE 2
Read and paraphrase the following.
ORIGINAL PARAPHRASE
"The Antarctic is the vast source of cold on our planet, According to Jacques Cousteau, the activity of
people in Antarctica is jeopardising a delicate
just as the sun is the source of our heat, and it exerts
natural mechanism that controls the Earth's

tremendous control on our climate," [Jacques]
Cousteau told the camera. "The cold ocean water
around Antarctica flows north to mix with warmer climate. He fears that human activity could
interfere with the balance between the sun, the
water from the tropics, and its upwellings help to cool
source of the Earth's heat, and the important

both the surface water and our atmosphere. Yet the
fragility of this regulating system is now threatened
by human activity." source of cold from Antarctic waters that flow
north and cool the oceans and atmosphere.
ORIGINAL PARAPHRASE
Of the more than 1,000 bicycling deaths each year, The use of a helmet is the key to reducing
bicycling fatalities, which are due to head
three-fourths are caused by head injuries. Half of those
injuries 75% of the time. By cushioning the head

killed are school-age children. One study concluded
that wearing a bike helmet can reduce the risk of head
injury by 85 per cent. In an accident, a bike helmet upon impact, a helmet can reduce accidental
injury by as much as 85%, saving the lives of
absorbs the shock and cushions the head.
hundreds of victims annually, half of whom are

schoolchildren.
We will now move on to combining the skills of finding NO MARKS ARE AWARDED FOR CONTENT IN THIS SECTION.
the main idea and paraphrasing these to write a summary. What this means is that the examining body wishes to test
It is important to note that on the last exam set by CXC, the skills separately. Consequently, the candidates are
forced to isolate the points that the writer has made. This
candidates were required to write the main ideas
enables them to be able to better organize the summary
separately as a numbered list of points. This was graded
as they can see the sequencing of the ideas and the
for content. A separate space was provided for the actual relationship among them.
summary which was then marked for organisation and
language use. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
Let us look at the example below.
STEP 1
Read the following passage and highlight the main and supporting ideas.
For years, people have found many ways to protect

themselves. Today, they wear camouflage uniforms and The first paragraph introduces the main idea
shoot pepper spray. Where did people get the ideas for which is a combination of two ideas. The last
these forms of protection? They may have come from the sentence signals that what will come in the
unusual ways animals defend themselves. Animals protect body paragraphs are the three ideas directly
themselves in three amazing ways. related to the main idea.
One common way animals protect themselves is by

changing colour to blend in with their environment. A
good example of this is the snowshoe rabbit. This rabbit
The topic sentence tells us the first way that
turns from brown in summer to white in winter. Its
change in colour makes it hard for predators to see the animals protect themselves and the clincher
rabbit in dry summer grass and winter snow. Cuttlefish (the last sentence) shows how humans have
also change colour to blend with their surroundings. adapted this animal trait for themselves.
Without the ability to change colour, some species of The other two body paragraphs treat the
animals would probably be extinct by now. Humans have supporting ideas in the same way.
borrowed this idea to make camouflage clothing.
A more unusual way animals avoid attack is by giving off

a chemical that smells bad or clouds the surroundings. The
skunk defends itself by releasing a foul-smelling chemical
from glands found beneath its tail. Because the chemical
can severely sting eyes, and the smell is enough to send
predators hurrying away, any animal that tangles with a
skunk surely won’t do it twice! An octopus squirts a dark,
inky fluid in front of its attackers. The ink clouds the water
and lets the octopus escape. Did these protective methods
give someone the idea for pepper spray?
Perhaps the most amazing way animals protect

themselves is by releasing a tail or another body part to
get away when captured. When a limb is trapped, these
animals simply release it and go. A salamander’s tail will
fall off to allow escape, and a starfish’s detached arm will
grow into a new starfish! The gecko, a tropical lizard, can
drop its tail, which then keeps moving to distract the
attacker. After the animal escapes, the lost body part will
grow back. Wouldn’t it be amazing if humans possessed
the ability to regrow parts?

Nature has provided animals with many different ways to

protect themselves. They blend in with their surroundings,
give off bad-tasting or bad-smelling chemicals, or even The conclusion refocuses the reader on the idea
drop a captured limb. Over the years, humans have presented in the introductory paragraph and
observed and copied many of these defenses. Human suggests the importance of the topic.
beings may be more intelligent, but they can still learn a
lot from animals.
STEP 2
Write a numbered list of the main and supporting ideas by combining the topic sentences and clinchers.
1. For years people have found different ways of protecting themselves. They may have come from the unusual
ways animals defend themselves.
2. One common way animals protect themselves is by changing colour to blend in with their environment. Humans
have borrowed this idea to make camouflage clothing.
3. A more unusual way animals avoid attack is by giving off a chemical that smells bad or clouds the surrounding.
Did these protective methods give someone the idea for pepper spray?
4. Perhaps the most amazing way animals protect themselves is by releasing a tail or another body part to get
away when captured. Wouldn’t it be amazing if humans possessed the ability to regrow parts?
5. Nature has provided animals with many different ways to protect themselves. Human beings may be more
intelligent, but they can still learn a lot from animals.
STEP 3
Paraphrase the main and supporting ideas.

1. Many of the ways human beings have invented to protect themselves may be attributed to the unique methods
used by animals for self-defence.
2. The idea of camouflage clothing could have come from the way that many animals blend into their surroundings
to avoid detection.
3. A less common way used by some animals is to emit dark or noxious fumes. The idea for pepper spray may have
resulted from this method.
4. To escape from capture some animals have the incredible ability to release a body part which would regrow. This
capability would be quite useful to human beings.
5. Animals have been given these various ways to protect themselves by nature; though more intelligent, people
could learn much more from animals.

Additionally, to escape from capture some animals have

STEP 4
the incredible ability to release a body part which would
regrow. This capability would be quite useful to human
Combine main ideas inserting transitional words to show beings. Thus, animals have been given these various ways
the relationship among ideas. to protect themselves by nature and though more
intelligent, people could learn much more from animals.
Many of the ways human beings have invented to protect
themselves may be attributed to the unique methods used I hope that these steps will prove useful to you. When
by animals for self-defence. doing your practice exercises you should get into the habit
of following these steps. Remember that practice is your
Firstly, the idea of camouflage clothing could have come best study technique for English A. Until next week.
from the way that many animals blend into their
surroundings to avoid detection. Another less common
Shawnett Myers-Lawrence is on the staff of
way used by some animals is to emit dark or noxious
St. Hugh’s High School
 Email: shawnomyl@yahoo.com
fumes. The idea for pepper spray may have resulted from
this method.
MATHEMATICS Lesson 7
with Charyl Gordon-Brown
CONSUMER ARITHMETIC
7 8 9
+
Hello Everyone. I hope you are ready to continue our
discussion on EVERYDAY MATHEMATICS, also called
CONSUMER ARITHMETIC.
Last week we looked at earnings and discussed briefly the

4 5 6 –
importance of budgeting. Budgeting is not just about
dividing up your money to serve different purposes. It is
also about finding the best way to meet your needs. 1 2 3 –:
One big decision is usually how to purchase household
items. Whether you’re just starting out, replacing older
items or doing a complete overhaul, the decision is still a
big one. Is it the best idea to buy a big screen Television
0 • = +
just to watch the World Cup?
First, consider your options: cash payment, layaway, hire purchase, loans. Plus there are options within those options.
 Cash payment is easy. You only spend what you have and you get the goods instantly. The drawback is that you
have to ‘save up’ to get the really expensive items. Remember to add taxes where necessary.
EXAMPLE: GCT is currently calculated at 16.5%

A 50-inch smart TV is being sold for $75,356. Check out the tax office website
a) What is the price after GCT is added? to see which goods in Jamaica
116.5 x $75,356 = $87,789.74 do not attract GCT.
Cash Price = –––––––––
100
b) On Cyber Monday, all goods in the store are 40% off before GCT. How much less would you pay for the smart
TV at that time?
60
Sale Price before GCT = –––– x $75,356 = $45,213.60
100
60
Sale Price with GCT added = = –––– x $45,213.60 = $52,673.84
100
Therefore, the difference between the sale price and the regular price is $35,115.90
JOL MATHEMATICS continues on next page

JOL MATHEMATICS continued from previous page
 Layaway has the advantage that there is usually no interest added. It’s like saving to buy the item except you
don’t keep the money in your ‘piggy bank’. In addition, there are not necessarily set payments for each week or
month. The drawback is that you won’t be able to use the item until you’ve made the last payment. This is not
a part of the syllabus but I chose to mention it here since it is a part of our practical business experience.
 Hire Purchase allows you to take possession of the item even before you have made the first payment – in some
cases. Beware though, the payments may look nice and easy but the interest added is greater if you take a longer
payment term.
EXAMPLE 1:
The marked price of a keyboard is $20,000 including GCT. The keyboard may be bought on hire purchase with an
initial deposit of $8,240 followed, by three monthly instalments of the same amount. What is the hire purchase
price of the keyboard?
SOLUTION:
Hire Purchase Price = Deposit + Total Monthly Instalments
= $8,240 + [3 x $8,240]
= $8,240 + $24,720
= $32,960
EXAMPLE 2:
An item was bought on hire purchase for a total of $146,214 over 18 months. How much was each monthly
instalment given that there was no deposit required?
No deposit or down payment implies that

there were just the 18 monthly instalments
to cover the cost of the item
SOLUTION:
Total Monthly Instalments
= Monthly instalment x number of months
$146,214 = x x 18
∴ x = $146,214 ÷ 18 = $8,123
EXAMPLE 3:
An item may be bought on hire purchase by making a down payment of 10% of the marked price, $67,550, followed
by 24 equal monthly instalments of $4,056. What is the hire purchase price of the item? How much would have been
saved if the customer had paid cash?

SOLUTION:
10
Down Payment = 10% of $67,550 = ––––– x $67,550 = $6 755
100
Total Monthly Instalments = 24 x $4,056 = $97,344
Hire Purchase Price = Down Payment + Total Monthly Instalments

= $6,755 + $97,344 = $104,099
“How much would have been saved if the customer had paid cash?”
This is simply the difference between the cash price and the hire purchase price.
Savings = Hire Purchase Price – Cash Price
= $104,099 – $67,550 = $36,549
EXAMPLE 4:
An item has a marked price of $76,435. The down payment is calculated at 15% of the marked price. If simple interest
is charged at 16% per annum, determine the outstanding balance and the monthly instalment given that the
payments should be completed in 36 months.
SOLUTION:
15
Down payment = 15% of marked price = –––– x 76,435 = $11,465.25
100
Outstanding Balance = balance + interest

balance x rate x time
= [marked price – down payment] + [––––––––––––––––––––]
100
balance x rate x time

= [$76,435 – 11,465.25] + [–––––––––––––––––––––]
100
$64 969.75 × 16 × 3
= $64,969.75 + [––––––––––––––––––––]
100
= $64,969.75 + $31,185.48
= $96,155.23
Monthly Instalment = Outstanding balance ÷ number of months

= $96,155.23 ÷ 36
= $2,670.98

Hire Purchase
EXAMPLE 1 EXAMPLE 4
Calculate the simple interest on $60,000 if the rate of Determine the rate of interest if $30,000 earned $4,000
12% p.a. is applied over five years. simple interest over 2 years.
PRT $60,000 × 12 × 5 PRT

SI = –––– = –––––––––––––––– = $52,500 SI = ––––
100 100 100
EXAMPLE 2
$30,000 × R × 2
What is the accumulated value if a principal of $150,000 $4,000 = –––––––––––––––
is invested for 7 years at 5% simple interest per annum? 100
PRT $150,000 × 5 × 7 $4,000 x 100 = $30,000 x R x 2

SI = –––– = –––––––––––––––– = $52,500
100 100 $400,000 = $60,000 x R
This formula can ONLY be used to calculate the INTEREST R = $400,000 ÷ $60,000
∴ A = $150,000 + $52,500 = $ 172,500
= 6.7%
(ACCUMULATED VALUE = PRINCIPAL + INTEREST)
COMING UP:
EXAMPLE 3 Compound Interest, Appreciation, Depreciation,
What is the simple interest earned on $45,000
over 6 months at 15% p.a.? A budget is telling your money where to go instead of
wondering where it went. – Dave Ramsey
PRT $45,000 × 15 × 0.5
SI = –––– = ––––––––––––––––– = $3,375
100 100
OR
PRT $45,000 × 15 × 6
SI = –––– = –––––––––––––––– = $3,375
100 100 × 12
Recall that the time must be written in years.
6 months is ½ a year
HAVE YOU STARTED YOUR SBA YET??
We write ½ or 0.5 jn place of T.
OR
We write it as 6/12 given that Charyl Gordon-Brown is on the staff of Mannings School
there are twelve months in a year.  Email: charanbrown@gmail.com
LECTURE SERIES (3rd Edition)

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SOCIAL
STUDIES Lesson 7
with
Charmaine Fuller-Wallace
CONSUMER AFFAIRS
ACTIVITY # 1
CONCEPTS AND TERMS ASSOCIATED WITH CONSUMER AFFAIRS

Instruction: Use the following concepts/terms to match with the correct definition below.
Black market Demand Free Goods Producer Goods Budgeting Devaluation

Goods Saving Consumer Goods Disposable income Gross Income Supply Consumer
Dividend Hire purchase Services Credit E-commerce Investment
Layaway Plan Credit union Economic goods Income Thrift Credit Card
Inflation Debit Card Exchange rate Pricing Electronic transaction
WORDS MEANINGS
Individuals, businesses or institutions that use goods and services for his/her wants
1.
and needs.
2. An estimate of individual’s expenses and income over a specified period of time.
3. The money that an individual receives from investments, work or rent.
The process whereby a business, whether small or large, sets the price at which it will
4.
sell its products and services to consumers.
This is where an individual, a group of persons or businesses put money into a
5.
financial institution.
6. This is the act of setting aside money, usually in a financial institution, for future use.
All the tangible products that consumers use to satisfy their needs and wants.
7.
Examples: house, food, car, clothes.
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
WORDS MEANINGS
This is an agreement whereby goods, services or money are exchanged with the
8.
promise to pay later for a period agreed by both parties.
Economic activity that takes place outside of the laws and regulations of the
9. government. These transactions usually occur “under the table” to enable
participants to avoid government price controls or taxes.
Trading or business transaction that is completed online or using the internet.
10.
Example online banking, purchasing airline tickets online
This is a credit system whereby the seller/retailer keeps the item the consumer
11. wants, while the consumers puts a deposit on the item and then makes regular
payments until the purchase price is met.
This is where a consumer buys or sells something using the internet. It is also where
12.
money is transferred electronically, especially over the internet:
This is a way in which an individual uses money and other resources carefully and not
13.
wastefully.
This is the portion of one’s income that is left after taxes and all other compulsory
14.
deductions have been taken out of an individual’s gross income.
This is the rate at which the prices for goods and services in an economy is rising over
15.
a period of time and the decline in the purchasing power of currency.
This is the quantity of goods or services that consumers are willing or able to buy at a
16.
certain price and at a certain time
17. This is a financial institution that is owned and managed by its members.
The official or deliberate reduction in a country’s official exchange rate relative to

18.
other countries.
19. The amount of goods sellers have and are willing to offer for sale at a particular time.
This money paid either quarterly, every 6 months or yearly by a company to its
20.
shareholders out of its profits (or reserves).
Actions performed to satisfy the needs and wants of consumers. Example: providing
21.
transportation to the public.
The price for which the currency of a country can be exchanged for another country’s
22.
currency.

WORDS MEANINGS
These are goods that consumers do not have to pay for and are available in unlimited
23.
quantities. Example: air and sunlight
This is a type of credit system whereby the buyer/consumer is allowed to pay for the
24.
item with interest applied in regular instalments while using the item.
The amount of money an individual receives for his/her income before taxes or any
25.
deductions are withdrawn.
These are goods that are scarce, and consumers have to pay a price to get these
26.
goods.
This allows eligible users to borrow money or buy goods and services on credit up to
a predetermined limit. The card holder/owner can choose to pay off the entire
27.
balance owned without having to pay an interest or pay part of the balance and pay
interest on the remaining balance.
This type of card is connected to an individual’s, savings, chequing or money market

28. account through an electronic system. This card allows the purchaser to pay for goods
and services without having to use cash.
These are goods that are used to satisfy the needs and wants of consumers directly
29. and are available in the form in which consumers wish to consume the goods.
Example of this type of goods are: items of clothing, food items, appliances
These are items that are used to make other goods. For example, raw material such as
30.
the ingredient flour that is used to make bread.
CATEGORIES OF CONSUMERS
Consumers are individuals, businesses or institutions that use goods and services to satisfy their needs and wants.
Words such as buyer, shopper and customer are often used to describe a consumer. Consumers are usually classified
according to how they pay for goods and services. The different categories of consumers are: Consumers of goods,
Consumers of credit and Consumers of services.

RIGHTS OF A CONSUMER RESPONSIBILITIES OF A CONSUMER

Consumers have rights that guarantee them some Consumers also have responsibilities, which they must
measure of protection against unfair practices. Consumers exercise to protect their rights. The consumer has the
however must know their rights and must also safeguard responsibility to:
their rights by acting responsibly. Consumers must be
protected because they can be exploited by service 3 be wise
providers, manufacturers, retailers and wholesalers. 3 compare prices before purchasing
Consumer protection include all the activities that are 3 complain about violations of their rights
designed to guarantee their rights. The rights of 3 check to ensure that goods bought are of acceptable
consumers are: quality and fit the purpose for which they have been
bought
3 Right to be informed about products, its contents 3 inform themselves about a product or service so
and where it is manufactured and packaged. they can make an informed decision
Consumers need to be informed so they can make
an informed choice about whether or not to use a Despite the law having rights to protect the consumers,
particular good or service. sometimes the rights of consumers are violated.
3 Right to redress: Consumers have the right to refuse

HOW COSUMERS’ RIGHTS ARE SOMETIMES VIOLATED
products or services that are unsatisfactory and at
the same time, obtain a refund. Consumers usually want the best quality goods and
services at fair prices. Businesses on the other hand often
3 Right to be heard by the government concerning any want to ensure they make as much profit as they can
regulations or decisions that may affect them. which sometimes result in consumers being overcharged
or sold inferior quality products at very high prices.
3 Right to be protected from unfair methods of Businesses may violate consumers rights by:
competition. A consumer should have access to a
wide variety of similar products and services. 3 denying consumers a refund or exchange on faulty
or poor quality goods, resulting in the consumer
3 Right to be able to afford goods and services to losing money;
satisfy their basic need for food, clothing, shelter, 3 giving consumers incorrect weights and measures
healthcare, water, education and sanitation. resulting in the consumers not getting what they
paid for;
3 Right to safety from any products that could be 3 selling consumers goods that may endanger their
deemed dangerous and or unhealthy. health;
3 giving consumers misleading information about a
3 Right to consumer education: Consumers should be particular product in order to get consumers to
educated about the various goods and services that purchase that product;
are available for consumption or use in the country. 3 giving consumers unfair conditions in a contract, for
This will enable them to decide how, where and example, no refund or exchange after 3 days, which
when to spend their money. It also allows them to sometimes is not enough time to make a
voice their opinions on issues that affect them. determination as to the effectiveness of the product.
3 Right to a healthy clean, and safe environment. JOL SOCIAL STUDIES continues on next page
WAYS IN WHICH CONSUMERS CAN PROTECT HIMSELF/HERSELF
Consumers can protect themselves by:
• reading warranties and hire purchase agreements before purchasing an item
• ensuring that they get a receipt whenever they purchase and item
• keeping receipts as proof of purchase of an item in case they need to return the item
• not purchasing poor quality products
• educating themselves about consumer affairs
• knowing their rights and responsibilities
• taking action to protect their rights and responsibilities
ACTIVITY 2
ANSWER TRUE OR FALSES TO THE ITEMS BELOW
TRUE/FALSE STATEMENTS
1 Goods and services are produced to satisfy consumers needs and wants.
In order to protect consumers, government established consumer protection agencies

2
such as the Consumer Affairs Commission and the Bureau of Standards.
Consumers should ensure that when buying an item, they should sign the contract then
3
read it at a later more convenient time.
4 Some goods may be classified as both producers and consumers.
Consumers rights may be violated when there are too many similar products available
5
to consumers.

ANSWERS ACTIVITY # 1
1. Consumer 12. Electronic transaction 23. Free Goods
2. Budgeting 13. Thrift 24. Hire purchase
3. Income 14. Disposable income 25. Gross Income
4. Pricing 15. Inflation 26. Economic goods
5. Investment 16. Demand 27. Credit Card
6. Saving 17. Credit union 28. Debit Card
7. Goods 18. Devaluation 29. Consumer Goods
8. Credit 19. Supply 30. Producer Goods
9. Black market 20. Dividend
10. E-commerce 21. Services
11. Layaway Plan 22. Exchange rate
ANSWERS ACTIVITY # 2
1. T 2. T 3. F 4. T 5. T
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School

 Email: charmief2@yahoo.com
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Excel Cell References: Link or Refer to the Cells Across Different Worksheets | …
JOL INFORMATION TECHNOLOGY continued from previous page
USING CELL REFERENCES WITH MULTIPLE WORKSHEETS
In your SBA, you may be required to reference multiple sheets in your formula. Excel allows you to refer to any cell on
any worksheet, which can be especially helpful if you want to reference a specific value from one worksheet to another.
To do this you will need to begin the cell reference with the worksheet name followed by an exclamation point (!).
For example, if you wanted to reference cell A1 on Sheet1, its cell reference would be Sheet1!A1.
Note that if a worksheet name contains a space you will need to include single quotation marks (' ') around the name.
For example, if you wanted to reference cell A1 on a worksheet named July Budget, its cell reference would
be 'July Budget'!A1.
TO REFERENCE CELLS ACROSS 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 worksheets without rewriting the formula or copying data
between worksheets.
Locate the cell you want to reference, and note its worksheet. In our example, we want to reference cell E14 on the
Menu Order worksheet.
JOL INFORMATION TECHNOLOGY continues on next 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.
EXCEL IN BUILT FUNCTIONS

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.
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.
$606.05
NOTE: The AutoSum command can also be accessed from the Formulas tab on the Ribbon.

Like a program, a cell could be considered a variable name (or storage location) in memory. It can
contain a number, text, symbols, date or data. Read the 3rd edition of the Jamaica Observer Lecture
Series Information Technology booklet for more details.
This is where I will stop for this week. Next week we will look at the IF function.
Word to the wise: Motivation is what gets you started. Habit is what keeps you going. — Jim Ryun
Shandeen Robinson-White is affiliated with

Maths Unlimited and Hillel Academy.
 Email: teacherrobwhite@hotmail.com

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 useful substances such as oxygen and nutrients in order to move chemicals that are needed elsewhere
in the body and to get rid of waste products that are harmful to us, such as carbon dioxide. In all living organisms,
dissolved substances move in and out of cells across the cell membrane three different ways. These processes include
diffusion, osmosis and active transport.
DIFFUSION
Diffusion can be defined as the movement of particles (atoms, ions or molecules) from an area of high concentration
to an area of low concentration, along a concentration gradient, until everything is evenly distributed. A 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, 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. Oxygen therefore 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 an 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. Therefore, 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, for instance, when you
are sweetening your tea, it diffuses until the entire cup of water or tea is sweetened.
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 stomata and lenticels of the leaves
OSMOSIS
Osmosis can be defined as the movement of water molecules from a region where they are high in concentration to a
region where they are low in concentration, across a selectively permeable membrane. It can also be defined as 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 diluted 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 dissolved
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. Cut two strips of equal sizes from an Irish potato. Make a
solution of concentrated salt solution. Get two petri dishes (If you are doing this experiment from home you can
use two small saucers). Pour the salt solution in one petri dish and pour tap water in the other. Place one strip of
potato in the salt solution and the other in the water. Leave for about five (5) minutes then remove and observe.
You would have observed that the strip placed in the tap water becomes 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 the outside of the cell to the inside of 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.
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 animal cells, 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 cell that shrinks is now flaccid
or plasmolysed. Shrinkage stops when the cell sap is of 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 occur 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. ATP
 absorption of water by plant roots from the soil is produced in the mitochondria using energy from
 re-absorption of water by the proximal and distal work in the cell.

nutrients and is capable of releasing that energy to do
convoluted tubules of the nephron in the kidneys to

prevent its loss in urine
Examples of active transport in humans and plants:
 re-absorption of tissue fluid into the venule ends of
the blood capillaries 1. The re-absorption of glucose, amino acids and salts
by the proximal convoluted tubule of the nephron
 absorption of water by the stomach, small intestine in the kidneys.
and colon
2. During the digestion of food in the small intestine,

ACTIVE TRANSPORT Carbohydrates are broken into simple sugars,
glucose and protein into amino acids. The glucose
Active transport describes what happens when a cell uses and amino acids are absorbed by active transport
energy to move something. Active transport can be defined into the villi, to be passed into the bloodstream and
as the movement of dissolved molecules or ions across a taken around the body.
cell membrane, from where they are low in concentration
to where they are higher in concentration against the
3. Active transport also occurs in the human nerve
concentration gradient. For example, protein molecules
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. cell into the tissue fluid bathing the cells. The
It can also be described as the movement of molecules and sodium ions move from a region where they are low
ions across a cell membrane using energy. This energy is in concentration to a region where they are high in
provided by the chemical substance, adenosine concentration.
triphosphate (ATP). In active transport, particles move
against the concentration gradient and therefore require
4. The kidneys use active transport to move urea and
an input of a large amount of energy from the cell.
nitrogen from the blood, from low concentration of
Active transport usually occurs across the cell membrane. urea in the blood to a higher concentration in the
Active transport is the energy demanding transfer of a kidneys.
substance across a cell membrane against its
concentration gradient, from lower concentration to 5. The uptake of minerals and ions such as sodium,
higher concentration. Sometimes dissolved molecules are potassium and nitrates into the hair cells
at a higher concentration inside the cell than outside the
of plants.
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
WATCH THE VIDEO BELOW FOR MORE.
Have a good week.
Leroy Munroe is on staff of the Trench Town Polytechnic College.  Email: leroy_munroe@yahoo.com
LECTURE SERIES (3rd Edition)

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PRINCIPLES OF
BUSINESS Lesson 7
with
Hilary Bassaragh
FORMS OF BUSINESS AND FUNCTIONS OF MANAGEMENT (cont’d)
In today’s lesson, we will continue to look at: 1. Forms of Business 2. Functions of management
Complete the sentences by filling in the missing words.
• Sole trader • Partnership • Co-operatives • Multinational • Private company
• Public company • Shareholders • Limited liability • Joint stock company • Nationalized Industries
1. This business is a _____________________________________________ because it has more than one person as the owner
who share responsibilities and capital.
2. This business is not listed on the stock exchange ____________________________________________________________________
3. This business sells shares to the public _______________________________________________________________________________
4. These are the owners of a public company___________________________________________________________________________
5. Some shareholders enjoy the benefit of having ______________________________________________________________________
6. This is the other name for a public or private company______________________________________________________________
7. This is the name of the parent company______________________________________________________________________________
8. A group of individuals who have the same interest, forming a business ____________________________________________
9. Government-owned and operated businesses ________________________________________________________________________
10. This type of business is easy to start and has one owner ___________________________________________________________
JOL PRINCIPLES OF BUSINESS continues on next page

JOL PRINCIPLES OF BUSINESS continued from previous page
Answers. 1. Partnership 2. Private companies 3. Public companies 4. Shareholders 5. Limited liability
6. Joint stock company 7. Multinational 8. Cooperatives 9. Nationalized industries 10. Sole trader
SUMMARY OF THE FORMS OF BUSINESS
PUBLIC/
SOLE LIMITED PRIVATE GOVERNMENT
PARTNERSHIP MULTINATIONAL
TRADER LIABILITY COMPANY CONTROLLED
COMPANY
Indefinite Overseen by a
One Two or more Two to fifty Multiple
OWNERSHIP number of Member of
person individuals members owners
shareholders Parliament
Owners are Ownership is
Not
required to have separate
SET required
an agreement or from its Separate Separate legal
UP/LEGAL by law to Separate legal entity
partnership deed. members. legal entity entity
STATUS be
Owner and the Separate
registered
business are one. legal entity
Pays
Company Company tax
TAXES income Pays income tax Company tax Guided by the law
tax on net income
tax
To provide services
REASON FOR Make
Make profit Make profit Make profit Make profit and goods at a
EXISTENCE profit
cheaper rate
Continues Changes in
Dies when a Continues for a long government results
GOING Until the
partner dies, new even with time until in change of
CONCERN/ owner Continuous
one will be death of it is not governance but it
EXISTENCE dies
formed owner profitable will continue as long
to do so. as they don’t sell it.
ECONOMICS SYSTEMS
These systems revolve around how people in those societies allocate scarce resources to satisfy competing wants and
needs. In other words, an economic system attempts to find ways of solving the basic economic problem.
In essence, there are four main types of economic systems that can be identified. These are:
1. The market or free market economy 3. The mixed economy
2. The command, or planned economy 4. The traditional economy

Free or laissez-faire – this allows the

businesses freedom to operate as they
see fit. They are given the freedom to ADVANTAGES DISADVANTAGES
produce whatever they may think will
sell. Almost all the resources are
privately owned and the consumer
 Decision making is
 Only goods and
has freedom of choice. There is little
or no government control, except in not controlled
services that yield
 Adaptability to
the making of laws and regulations to the highest profit
guide business. will be produced
market forces
 The disparity or
 Greater product
Planned or controlled – this type of FREE
economy has one central government inequality between
innovation and
that controls all the resources of the the rich and the
technological
country. The state makes all the poor is very
development due
pronounced
decisions regarding production and to private
distribution. All wages and salaries of investments
workers are controlled by the state.
Consequently, it is said that there is
 There is a lack of
little freedom of choice for the
 There is no
consumer.
choice and
duplication of freedom on the
Mixed – this system combines the
resources part of individuals
elements of the previous two. PLANNED
Therefore there are a lot of businesses  There is less  Wastage of
operated privately and some publicly. inequality of resources due to
Government implements laws and wealth corruption and
regulation to control prices and bureaucracy
wages. The consumer has freedom of
choice and private businesses can
 Consumers have
produce what they think will sell.
the choice to
 Some products
Traditional – Most people in these
economies are self-sufficient, choose what they
producing most of their own food, will purchase. may become
MIXED unattainable to
 Government
clothing, shelter, and other items.
consumers because
This type of economic system may go intervention of price
unchanged for quite some time. Once prevents
this economy begins to change it exploitation
usually morphs into one of the other
systems mentioned previously.

MANAGEMENT FUNCTIONS
PLANNING ORGANISING DIRECTING COORDINATION CONTROL
To plan means to This means This involves giving This is combining checking the
look into the future employing the right instruction to all other performance of the
and make decisions. type of skilled people to ensure management workers with the
These decisions may workers, and using that the policies of functions so that all plans of the
be about sales specific equipment the company are activities are in company. It means
projection, and technology. carried out. This is accordance with the that certain
production and done by delegating objectives and standards have to
overhead costs, responsibilities to policies of the be set and
day-to-day- other members company. For maintained. If these
expenditure and within the co-ordination to be standards were not
cash flow estimates. company. effective the efforts achieved then it
of all concerned means correcting
needs to be unified, the problem.
as well as there
needs to be
effective
communication.
Read the situations listed in the table below and indicate whether these businesses are in the private or public sector.
a. Jim maintains his family by using his private vehicle for hire.
b. Mary goes to Florida every three months to shop. On her return she sells her goods in the vendors’ mall.
c. Staco is a company that has 60% government ownership and supplies water to the country.
d. AgriCo, an agricultural company that grants loans to farmers, is controlled by the state.
e. Power Supply Inc. is a joint venture firm, which supplies energy to the country.
f. The postal agency, which is a statutory body, is controlled by an appointed government board of directors.
g. The public transportation company that is funded by taxpayers.
A group of designers and seamstresses formed themselves into a company, Jamaica Garments, which supplies
h.
uniforms and a variety of clothes for the government.
i. A multinational firm that has been serving food and related beverages to the Caribbean area.
j. Arch Tech Housing Development has been building homes throughout the Caribbean and Latin American countries.
See you next week when we will continue on management responsibilities.
Hilary Bassaragh is on the staff of The Queen’s School.  Email: ac_teacher@yahoo.com


PRINCIPLES OF
ACCOUNTS Lesson 7
with
Tedmore Clarke
THE CASH BOOK
The cash and bank accounts are usually shown together in the form of a Cash Book. This cash book will therefore record
all receipts and payments of the business, whether by cash or cheque. The cash book shows amounts received on the
debit side and payments on the credit. Normally, only half of each ‘cash’ transaction is reflected 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:
DebitSide Credit Side
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 be added to the gross profit in the profit
1. Impersonal accounts are normally placed in a firm’s and loss account.
General Ledger (GL).
At the end of each period, the totals of the discount
columns in the cash book are transferred to the general
2. Personal accounts of trade debtors are placed in the
ledger, the discounts allowed account being debited with
Sales Ledger (SL). the total discounts allowed to customers, and the
discounts received account credited with total discounts
3. Personal accounts of trade creditors are placed in received from suppliers.
the Purchases Ledger (PL).
Bank Overdraft
4. For contra entries, a ‘C’ should be placed in the folio
This is where the bank allows a customer to pay out more
column on each side of the cash book. money than he has in his current 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.
THE THREE-COLUMN CASH BOOK
Interest is charged on the sum overdrawn for the length
of time it was overdrawn. This interest is an expense to
This cash book introduces the concept of cash discounts, the firm and should be treated as such. The amount of
the overdraft itself should be shown as a current liability
which represents discounts given as incentives for speedy
on the balance sheet.
(or prompt) payments. There are two types of cash
discounts: discounts allowed and discounts received.
TUTORIAL NOTE
Discounts Allowed are given to customers (by the firm)
when they pay their accounts promptly and are therefore Although it is possible for the bank columns to have
a credit balance (overdraft), this cannot be the case
regarded as an expense to the firm.
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 to encourage prompt payment.
FORMAT OF THE THREE-COLUMN CASH BOOK:
Debit Side Credit Side

EXERCISES
1. From the following information, prepare the three-column cash book of M. Harvey for the month of July 2018, balance
off at the end of the month and show the discount accounts in the general ledger.
July 1 Balances brought forward: cash in hand $500; cash at bank $ 3,000
2 Bought fixtures 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 dicount
12 Paid rent in cash $300
15 Paid the following accounts by cheque after deducting a 4% cash discount in each case:
A. 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 Harvey introduced further capital in cash $600.
2. Write up L. Walker’s three-column cash book for the month of August 2018 from the following details, balance off
at the end of the month and show the discount accounts in the general ledger.
Aug 1 Balances: Cash $750; Bank Overdraft $3,000

2 Paid rent by cheque $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).

SOLUTION FOR EXERCISE 1
SOLUTION FOR EXERCISE 2

TUTORIAL NOTE: Where there is an overdraft, the bank balance is shown as a credit balance.
Tedmore Clarke is on the staff of Quality Academics.

 E-mail: tedmoreorless@hotmail.com

INTEGRATED
SCIENCE Lesson 7
with
Marlene Grey-Tomlinson
HEALTH AND SANITATION –

GOOD HYGIENE
Hello students, in this lesson we will discuss the need to
practice good personal hygiene, the elimination of body
odours, social acceptance, prevention of infections, and
care of the genitalia.
Personal hygiene may be described as the principle of

maintaining cleanliness and grooming of the external body.
Maintaining a high level of personal hygiene will help to
increase self-esteem and confidence, while minimising the
chances of developing infections. There are many contributory
factors that make up personal hygiene, with the main ones
being washing, oral care, hair care, nail care, wound care,
cleansing of personal utensils and preventing infection.
SOCIAL EMBARRASSMENT
POOR PERSONAL HYGIENE
Social aspects can be affected, as many people would rather
alienate themselves from someone who has bad personal
Failure to maintain a
hygiene than to tell them how they could improve. Bullies
standard of hygiene can
may use bad personal hygiene as a way of abusing their
have many implications. Not
victims, using social embarrassment as a weapon.
only is there an increased
risk of getting an infection
Poor personal hygiene can have significant implications on
or illness, but there are
the success of job applications or the chance of promotion.
many social and
No company wants to be represented by someone who does
psychological aspects that
not appear to be able to look after themselves!
can be affected. Poor
personal hygiene, in relation
to preventing the spread of
disease is paramount in
preventing epidemic or even
pandemic outbreaks. To
engage in some very basic
m e a s u re s co u l d h e l p
prevent many coughs and
colds from being passed
from person to person. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
CHILDREN AND PERSONAL HYGIENE
Children should be taught the importance of hygiene as early as possible, with oral care, washing, toilet hygiene and
hair care being taught as part of everyday routines. Singing songs or making games out of the activities will help to
ensure they enjoy looking after themselves. Bath time can provide an ideal opportunity for spending quality time
together, and for teaching the importance of cleanliness. Toys such as dolls can be used to educate children in correct
bathing techniques.
JOL INTEGRATED SCIENCE continues on next page

FOOD HYGIENE
Probably the most important aspect of all, food hygiene is very closely associated with personal hygiene. Poor personal
cleansing can have a very significant effect on the start and spread of many illnesses through contact with food. For
persons who prepare food for sale it is very important that good personal hygiene is practised. The lessons before dealt
with proper food hygiene, revisit these lessons.
ACTIVITY
Diseases are easily spread when poor hygiene is practised while preparing food.
1. Examine the picture below and try to find ten (10) ways in which the cooks and chefs are displaying poor hygiene.
2. Suggest how disease may be spread by the poor hygiene displayed.

The human body can provide places for disease-causing  Washing hands with soap throughout the day and
germs and parasites to grow and multiply. These places especially after using the toilet
include the skin and in and around the openings to
the body. It is less likely that germs and parasites will
get inside the body if people have good personal
hygiene habits.
 Washing hands with soap before preparing and/or

eating food. During normal daily activities, such as
working and playing, disease causing germs may
get onto the hands and under the nails. If the germs
are not washed off before preparing food or eating,
they may get onto the food.
 Changing into clean clothes. Dirty clothes should

be washed with laundry soap before wearing
them again.
 Hanging clothes in the sun to dry. The sun’s rays will

kill some disease-causing germs and parasites.
 Turning away from other people and covering the

Good personal hygiene habits include: nose and mouth with a tissue or the hand when
coughing or sneezing. If this is not done, droplets of
 Washing the body often. If possible, everyone should liquid containing microbes from the nose and mouth
have a shower or a bath every day. However, there will be spread in the air and other people can
may be times when this is not possible, for example, breathe them in, or the droplets can get onto food.
when there is a shortage of water. If this happens,
wiping all over the body with a wet cloth will do.
 Cleaning the teeth at least once a day. Brushing the

teeth after each meal is the best way of making sure
that gum disease and tooth decay are avoided. It is
very important to clean teeth after breakfast and
immediately before going to bed.
 Washing the hair with shampoo at least once

per week. JOL INTEGRATED SCIENCE continues on next page
CARE OF THE GENITALS
Genital hygiene is very important for preventing infections from developing and spreading.
Females: Many women take the issue of genital hygiene very seriously even to the extreme of becoming obsessed in
cleanliness. Over cleaning of the vagina can in fact be harmful.
The inside of the vagina rarely needs cleaning with the use of soap. It has a natural balance of substances that can
become disturbed by washing, causing any bacteria that enter to have the potential of developing into an infection.
The external part of the vagina, the labia, should only need cleaning once a day using a mild soap and water. The area
should also be cleaned following sexual intercourse.
Washing should be performed using a singular front to back motion to avoid bacteria around the anus from coming
into contact with the vagina or urethra (the external opening to the bladder).
The anus should be the last part to be cleaned so the bath water or wash cloth does not become contaminated with
bacteria that would be spread to other parts of the body.
Wash cloths and towels should be individual and washed after use.
There is no need to increase washing frequency whilst menstruating, as long as appropriate sanitary wear is
being used.
Try to wear one hundred percent (100%) cotton underwear. Avoid wearing acetate, nylon, and other man-made fibres.
Underwear made of natural fibres allows air flow so that the secretions from the vagina can evaporate. Avoid wearing
thongs and nylon pantyhose. They tend to trap heat and moisture and provide an ideal breeding ground for harmful
bacteria and fungi.
Perfumes and deodorants should not be applied to the genital region.
Males: The penis, scrotal area and anus, should only need cleaning once a day. No attempt should be made to try and
clean the inside of the urethra; this can cause serious damage. Special care should be taken by uncircumcised men to
make sure the head of the penis is cleaned. This can be done by allowing the warm water to act as a lubricant and the
foreskin should be gently pulled back. Failure to clean this area properly will result in smegma collection, causing bad
odours and an increased risk of infection. It is important to remember to return the foreskin to its natural position
after cleansing and drying.
The area should be cleaned after intercourse, even if wearing a condom, to prevent bacterial build-up and unpleasant
smells arising. Wearing loose fitting cotton underwear can reduce the chance of perspiration build up and subsequent
unpleasant odour. Do not apply aftershaves or deodorants to the genital area.
If either partner has a known infection, they should tell the other person so adequate provisions can be made such as
the use of condoms and doctor visits.

WATCH THE VIDEO BELOW FOR MORE.
Until next week continue to learn!
Marlene Grey-Tomlinson is on the staff of Excelsior High School  Email: mgrey.xlcr@gmail.com


ENGLISH
LITERATURE Lesson 7
with
Simone Gibbs
TO KILL A MOCKINGBIRD
Welcome to Lesson #7. This week we will continue

preparing for the examination by focussing on Harper Lee’s
novel To Kill a Mockingbird. Remember that you will only
get ONE question this year on each of the novels. It
therefore means that you must know the novel inside out
so that whatever you are asked about the text you will be
able to answer the question.
I will first examine the title of the book, and then look at
how Lee presents two of the themes/issues in the book.
TO KILL A MOCKINGBIRD
During the trial it became obvious that he did not, and

could not have done what he was accused of doing. Still,
he was found guilty and sentenced to prison by a jury of
his “peers” (ironic, since Tom was a black man and all the
jurors were white men). This had occurred simply because
of the racial divide which existed in Maycomb (the
fictitious town in which the story is set). Hence, racism will
be the first theme that will be discussed as it is dominant
throughout To Kill a Mockingbird.
RACISM
Racism can be defined as prejudice, discrimination or

According to Miss Maudie, the neighbour of two of the main
antagonism against someone of a different race. It is based
characters, Jem and Scout Finch, it is a sin to kill a
on the belief that one’s own race is superior. In Maycomb,
mockingbird because mockingbirds do nothing but sing and
as was the case in many small towns in the 1930’s in the
add cheer to the listener. They are not among those birds
southern states of the United States of America, whites
that eat people’s fruits or take from people in any way.
believed themselves to be superior to the black people
Tom Robinson can be seen as a symbol of a mockingbird who lived in the town and their treatment of and relations
in the text. Tom was unjustly accused of raping and with the blacks are evidence of racism.
beating Mayella Ewell. He was arrested, charged and
placed on trial. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
For one thing, the living conditions and the amenities Scout and Jem were incredulous. They couldn’t believe
that were available to each race were different. When what they had just seen and heard. It was very strange
Scout describes the houses on her street, and the to them that grown people could not read. After all, both
neighbours who lived there, it was evident that of them were able to read even before they had started
although these white people were not wealthy, they going to school, since their father was always reading at
possessed decent dwellings and were able to live home. Reading had seemed to be something that was
comfortably. Many of the blacks, however, lived in natural to them. Further, the black people didn’t seem to
shacks or very humble dwellings in designated areas be bothered by their inability to read. Singing the songs
which were obviously impoverished. Blacks and whites the way they did (Calpurnia referred to it as “linin”),
did not live in the same neighbourhoods. appeared to be the norm.
The educational opportunities for blacks and whites were Although Calpurnia’s church was old and the paint was
also different. It was mandatory for white children to stripping from it, it was evident to the children that the
blacks were proud of their church. It was named First
attend school at an early age in Maycomb. In fact, all white
Purchase African M.E. Church, given that name because it
children had to register and attend at least one day of
was bought by the first earnings of freed slaves. According
school at the beginning of the school year. If s/he does
to Scout, “Negroes worshipped in it on Sundays and white
not, then a social worker would make enquiries as to why
men gambled in it on weekdays.” This was an obvious sign
that child did not and a follow-up would be done to ensure
of disrespect, which was rooted in racism. The white men
that the child attends school. That was not the case with
had their own churches yet they chose not to, or would not
the black children. There were no schools at all for black have been allowed, to gamble in them. They chose, instead,
children and the majority of black adults were illiterate. to desecrate the black people’s sanctuary simply because
Those who were able to read and write were taught they did not have the same respect for blacks as they did
informally by well-meaning whites and the few blacks for whites. Additionally, they had the power and authority
among them who were literate. Scout discovered this on to invade the black people’s spaces and do whatever they
one occasion when she visited Calpurnia’s church. wanted. Legally the blacks could not stop them.
It was a strange experience for her as the blacks As stated before, the charges brought against Tom Robinson
worshipped differently from what she was used to. One of highlighted the issue of racism in Maycomb in particular,
the things Scout noticed was that there were no hymn and in the United States in general. Once the townspeople
books and she asked Calpurnia, their black maid who had heard that Atticus, the children’s father, was his defence
taken them to visit her church how the congregation attorney, life became difficult for his children. Scout and
would sing without them. Her question was answered Jem repeatedly got into fights over negative comments that
when Zeebo, Calpurnia’s son and “musical the children at school made about Atticus and the fact that
superintendent”, stepped forward with a battered hymn he was defending Tom Robinson. Even some adults made
book and read the first line of the song that was nasty comments about Atticus to the children which
announced. Miraculously, the whole congregation began infuriated them. Things got so bad that Atticus forbade
the song on the same pitch and as they were ending the them to get into any more fights and told them that if he
last word of the first line Zeebo read the second line of the heard that they had got involved in any more fights because
hymn. Then the congregation sang that line too. As they of what somebody had said about him, he would “wear
were ending the last word of the second line, he read the them out”. Atticus had never applied corporal punishment
third line of the song. Once when the members did not to his children, but they understood that he was serious
hear what he had said, they simply stopped and he about them not getting into any more fights.
repeated the words. Then they continued with the song.
This continued until the hymn ended. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Scout could not understand why the people in Maycomb Aunt Alexandria felt that it was her duty to step in and
were not on the side of Tom Robinson. After all, Tom seemed save her brother’s children from running wild and ruining
to be a decent, respectable man who worked hard to provide the family name; something that was very important to
for his wife and children. Further, everyone knew that the her. She had to do something to save the Finches since in
Ewells were the ‘worst’ people in town. They lived close to her estimation (along with many other whites) Atticus
the town dump and lived off it. The Ewell children rarely was ruining the family by defending a negro.
attended school, and when they did, they were filthy and
rude. Generationally, they were known to break laws and be Scout could never understand why Aunt Alexandria was so
involved in nefarious activities. The current patriarch, Bob preoccupied with heredity. She could relate stories about
Ewell, habitually used the welfare cheques given to him to different families and the history of how they came to live
take care of his children to buy liquor and go on loud, in the territory, how they came to own their property, the
disruptive binges throughout the town. Why then couldn’t feuds among them, which family members had got
the people see that Atticus was doing the right thing by married to other families etc. To Aunt Alexandria, and
defending Tom Robinson? The answer is clear: racism. many others, the family name defined who a person was
or was likely to become. Anyone with the last name Ewell,
When the guilty verdict was given, Scout and Jem could for example, was likely to be a no-good character, while
not believe it. Jem, who often prided himself on being the Cunninghams were known to be extremely poor yet
more mature than Scout, began to cry. It was obvious grateful and honest people.
throughout the trial that Bob and Mayella Ewell were liars
as their stories contradicted each other. Not only that, Tom There was obvious family pride among the whites in
Robinson had gone into the Ewell’s house only because Maycomb. The Radleys were known to be stern Christians.
Mayella had asked him to; he had felt sorry for her and he Years ago a young Arthur Radley (whom the children called
was only trying to help her. Additionally, Tom’s left hand Boo) had got involved with the wrong crowd and into
was withered and therefore unable to inflict the blow on trouble with the law. His father promised the judge that
the side of her face where Mayella had been punched. his son would not give any more trouble, and from that day
Justice was not served that day, yet the majority of white Arthur was not seen for many years. When the senior Mr.
people in Maycomb were happy about the verdict. They Radley died the townspeople believed that Arthur would
had killed a mocking bird. emerge from the house, but that did not happen. Instead,
Nathan Radley, Arthur’s older brother moved back to
FAMILY RELATIONS Maycomb and continued the job as warden to ensure that
his father’s word was kept and that his brother would not
Shortly before Atticus began his defence of Tom Robinson be a problem to the residents of Maycomb.
that summer, his sister left her husband behind and moved
in with her brother and family. Scout was not pleased. What do you think about the way black people were treated
in Maycomb? What do you think about Aunt Alexandra’s
Whenever Aunt Alexandria visited she made it her point
treatment of Calpurnia? What is your opinion about how
of duty to correct Scout in particular, and often accused
Calpurnia treats the children? How would you characterise
Atticus of not teaching his children (especially Scout, since
Atticus Finch? Write down your answers to these questions
she was a girl), proper social graces. Now she was going
as you continue to prepare for the examination.
to be living with them.
Although Calpurnia had been taking care of the children Please join me for another lesson next week. Take care
for years even before their mother had died years ago and until then.
Atticus saw her as invaluable, it did not matter to Aunt
Alexandria. Atticus assured his sister that Calpurnia was
Simone Gibbs is on the staff of Calabar High School.
 E-mail: simonecgibbs@yahoo.com
doing an excellent job of taking care of his children, but
she did not think so.
HEART CAREER TALK continued from previous page
www.jamaicaobserver.com
Article
with Career Development Services 7
THE NATIONAL TRAINING AGENCY
CAREER PLANNING TOOLS
The previous article dealt with career planning and how Disadvantages of the workbooks are that they do not allow
to develop a Career Plan. This week we will be looking at for changes (although there is usually some room for
some career planning templates and different types of upgrades) and persons will more than likely be required
tools that persons can consider using for the development to complete a new book if they require any major changes.
of their own plan. Another disadvantage is that the books are not as durable
or flexible as an online version of the career planning tool
CAREER PLANNING WORKSHEET and backing up or duplicating the book may require you
physically writing another book.
This is usually a good way to start your career plan. A
career planning worksheet is a template set out with blank ONLINE CAREER PLANNING TOOLS
sections for individuals to fill in. These worksheets are
usually available at a career centre, office or department.
One major advantage of this type of plan is that it is easy Perhaps the most useful career planning tool is the online
to complete. It is also a useful brainstorming tool that version. This is usually a soft copy (online version) of a
helps individuals think carefully about their plans and career template that persons can input their relevant data
goals in the developmental stages, so they can accurately into each of the sections. Advantages of online career
develop a guiding plan in the future. Disadvantages of the planning tools are that they are easy to update and
worksheet is that it can easily be lost or destroyed, it doesupgrade. Individuals may also easily create backup
not allow for changes or upgrades and usually does not
versions of the plan in case the original is lost or damaged.
allow for detailed information to be kept.
One major disadvantage is that you may need to be online
or at least have access to the use of a computer in order
CAREER PLANNING WORKBOOKS to retrieve your plan. As long as persons can ensure access
to the plan whenever it is needed, this version is
Career planning workbooks are books developed specifically recommended for everyone.
for the development of career plans. The pages are usually
made up of a career planning template, on which you can Ideally, it is very useful for persons to create all three
plan from inception to where you want to go. It has detailed versions of the plan. This allows for holistic planning and
areas for individuals to complete, in chronological order, individuals will be less likely to leave out important
which makes your career path easier to follow. Advantages information. If you are not able to keep all three, just
of this are that it allows for easier and more detailed
ensure that you have at least one.
planning, the plan is connected, and the areas are already
laid out. The books are more durable than the worksheet
so persons can have them long term if stored properly. HEART CAREER TALK continues on next page
CAREER PLANNING TEMPLATE Plans for the Future

Issued to:
Date Issued:
These are blank versions of the career plan that have only
Name of School:
headings and provide areas for persons to complete with
Counsellor’s Name:
the relevant information. Not all templates are the same,
Year of Graduation:
and you may find some headings on one version that are
Education Objective:
not on another. Individuals need to try as best as possible
Short Term Objective:
to find a template that covers all the areas for their career
Long term Objectives:
plan, at the particular point in their career planning stage.
You can also add headings that are not there and delete
the ones that are not necessary for you. There are certain My Five-Year Plan
headings that you will find on most if not all career plan Year 1
templates, for example ‘goals’ or ‘career goals’. Conduct Year 2
careful research to ensure any planning template you
Year 3
choose has all the basic headings required for an effective
Year 4
plan.
Year 5
SAMPLE CAREER PLANNING TEMPLATE

Careers that Interest Me
(Extract from the Passport Planning Tool)
Careers that Interest me Matching Subjects
(choose 5-10) (or subjects required)
Extra Curricular Activities
Clubs
Sporting activities
Community activities
Church activities
Plans for Future Education and Training

Institutions to Courses Length
consider to pursue of study
HEART CAREER TALK continues on next page

The link below provides a sample of a career planning

Goals – Example: To pass 5 CXC subjects (short term) worksheet:
My Short-Term Goals http://www.careers-advice-online.com/support-files/sam

ple-career-development-plan-worksheet.pdf
My Medium-Term Goals
My Long-Term Goals
The websites below provide a view of some online
planning templates that you can use to develop your
career plan. Templates may look different in terms of
Networking format and heading and perhaps even design. The
important thing is to remember that individuals can
Name Address Telephone #
make the necessary adjustments to the templates so that
it suits them.
http://www.sampletemplates.org/career-plan.html
https://www.google.com.jm/images?q=online+career+pla
nning+templates&hl=en-JM&gbv=2&sa=X&oi=image_result
_group&ei=xs2mVI79HoalNoCXgOAI&ved=0CEgQsAQ
Plans for Employment

Erica Williams, Manager,
Places I would like What I would like Career Development Services
to work to do on the Job HEART Trust/NTA, National TVET Centre,
Gordon Town Road, St. Andrew.
 E-mail: Erica_Williams@heart-nta.org.
Telephone: (876)977-1700-5, (876)970-2139
Self Employment: Website: www.heart-nta.org
Create own Employment/Start a Business
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Online:
▶ Communication
Studies 61 – 64
▶ Caribbean
Studies 65 – 70
ANTICIPATING VICTORY
INSTITUTE OF JAMAICA, KINGSTON: These St Jago High School students supported their
debating team as they played Meadowbrook High School in the first match the African
Caribbean Institute of Jamaica/Jamaica Memory Bank (ACIJ/JMB) debating competition,
in collaboration with the National Council on Reparations. (Photo:Naphtali Junior)
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COMMUNICATION
STUDIES Lesson 7
with
Peta-Gaye Perkins Bryan
NON-VERBAL COMMUNICATION
Hi everyone, welcome to another exciting lesson. Before

we turn our attention to this week’s lesson, let us look at
the answers for the 3 questions in last week’s lesson.
2) Annette’s father is about to leave home and reminds

1) As you enter the house, your family of 4 is involved in her to prepare dinner. Annette throws her hands in the
a conversation. They continue to talk but you do not air and wears a frown. What is she communicating?
feel welcomed. Suggested answers:
The frown could indicate that she is not willing to cook,
A) What are 3 examples of non-verbal behaviour she is annoyed or she hates cooking.
that may alert you to the fact that you are When she throws her hands in the air she could be
unwelcomed at that time? communicating that she is absolutely frustrated to be
Suggested answers: preparing dinner or being told to prepare dinner.
They may turn their backs or their bodies; they
could avoid eye contact, they may not even 3) Shane and Rheanna are having lunch in the canteen
acknowledge your presence for the entire time while talking about their upcoming weekend activities.
Andre sits next to Rheanna and says, “hi” to both
you are standing there.
classmates. Shane and Rheanna slide away from Andre.
What are they communicating?
B) Write 3 statements that either family member
Suggested answers:
could say that would result in you feeling
The body language/movement of Shane and
unwelcomed.
Rheanna show that they do not want Andre to sit
Suggested answers:
with them or they may not want him to hear
Why are you here at this time of the day? I did what they are talking about.
not think that she would be home already. Do
you need something now, because we are I hope you did very well at getting the answers correct. I
having a private conversation? know that many of you did some reading on non-verbal
communication and I hope you were able to learn some
C) Write 2 ways (1 non-verbal and 1 verbal) in more types of non-verbal communication. If not, please
which your family could make you feel welcomed. research haptics, kinesics and oculesics to add to your
Suggested answers: notes as you prepare for exams next May.
Verbal – “Hi, how was your day at school?”
Non-verbal – a hug or a wave hello. JOL COMMUNICATION STUDIES continues on next page
JOL COMMUNICATION STUDIES continued from previous page
Non-verbal Communication
Functions
To begin today’s lesson, I want you to first think about the

meaning of the word ‘function’. Did you think about 2. Substituting – This is when you use the non-verbal
functions in mathematics? Well, if you did, you would not cue to communicate what you want to say. With
be wrong, but we are not looking at that today. The the substitution function you will not be saying
definition of function could be how something works, as anything at all and hope the receiver correctly
well as the purpose for which something is designed. For interprets the message you are sending. Let us
take, for example, an event you may be attending
today’s lesson, we will be using the definition of function
and it is very loud with the blaring music. You see
that relates to the reason for which something is designed. a friend, and you would like him or her to come to
With non-verbal communication, why would you wave you but there is no way you will speak loudly
your hand while you are saying goodbye? Isn’t that enough. The next thing you will do is use your
redundant? Well, let us see if it really should happen. hands and indicate for your friend to come over to
where you are seated. You have used the gesture
instead of the words and here you are indicating
FUNCTIONS OF NON-VERBAL COMMUNICATION that you want the person near to you.
3. Regulating – Regulate means to control, and our

non-verbal cues help to control conversations. Let us
think about paralanguage, for example. When we say
something to someone our receiver will know it is a
question because the voice is slightly raised towards
1. Reinforce or accentuate – This is when you use a the end of that interrogative sentence. Another way
that you could look at non-verbal cues operating as a
non-verbal cue to complete or emphasise what
regulating function is the use of graphics. Motorists,
you are saying. You wave your hand as you say
for example, know that different road signs mean
goodbye to emphasise the fact that you are
different things. When a motorist sees the signs
bidding the person goodbye. Let us say you want
above, it communicates that he/she should be careful
a group of your friends to be quiet as the principal
as he/she is entering a silent zone. When a motorist
may be walking by. You will first whisper for them
is driving near a school and a hospital, the regulation
to be quiet, and may even say shut up, but you
is that he/she should not toot the car horns.
may also put your finger over your lips. The
placing of the finger on the lip serves to reinforce
what is being said.
JOL COMMUNICATION STUDIES continues on next page
Another example of regulating is something you are

very familiar with in your classroom setting. If you
wish to participate in the discussion, you are required
to raise your hand, after which the teacher will point
to you, indicating that it is your turn to speak. Both
actions here regulate the in-class interaction
(McDermott, 2008).
5. Establishing Relationships – We can deduce the

types of relationships people have with how close
4. Contradicts – The meaning of contradict is to or far apart they are (use of space), their posture,
oppose, so why would you want to oppose and even the objects. Let us say you visit another
yourself? This will involve you possibly sending school during assembly, you will most likely be
mixed messages, but you know what you want to able to recognise the principal because of his/her
communicate. Let us examine this example: You are
feeling mischievous and think your best friend may posture on the platform as well as the distance
be deserving of a prank. You and a relative from the students. Here, posture and use of space
approach your friend and realise that he or she may would indicate the authority of the principal
be doing house chores. You are disappointed at the (McDermott, 2008). Think about you and your best
fact that you will not be able to hang out for a
while so you say, “I hate you right now.” While friend. You know you are close, so when an
making that statement to your friend, you wink to onlooker sees you together the closeness indicates
your cousin. Why did you wink? That would be that you are best friends.
because you wanted to communicate that you were
joking. The use of the eyes will do the
communicating for you.
JOL COMMUNICATION STUDIES continues on next page
For this week, I am going to ask you to think about these This is where we stop for this week, but for next week’s
two scenarios and decide which function each non-verbal lesson we will be moving to ‘context of communication’.
cue could indicate.
1. You stopped by Sovereign Centre to get your lunch See you on our site soon.
one Saturday and you end up seeing a group of your
friends from school. You are surprised, yet delighted, Reference:
and you go over to sit with your friends, but they McDermott, Harold (2008). CAPE Communication
are deep in a conversation. How would you indicate Studies. La Romaine, Trinidad: Caribbean Educational
non-verbally to your friends that you want to join Publishers.
the conversation?
Peta-Gaye Perkins Bryan is on the staff of
2. You have a new mathematics teacher and you can
Queen’s High School for Girls
 Email: perkins.pg@gmail.com
tell that he is nervous. What non-verbal cues would
you use to help make your teacher feel comfortable?

CARIBBEAN
STUDIES Lesson 7
with
Debgeri Whitely
CHARACTERISTICS OF SOCIETY
AND CULTURE Caribbean Sea
Objectives:
At the end of this lesson students should be able to:

Analyse the characteristic features of Caribbean society and culture
“Human civilization tends to organize itself in groups, as befitting a very social animal. Some would
say that this is one essential feature of being human – interactions with others; in many societies,
exclusion from the group is used as punishment and isolation can be used to induce insanity. From
the earliest hunter/gatherers to sophisticated city dwellers, individual membership in the family,
clan, tribe, community has been thy key to survival. The common living practices would then be
their culture, identifiably different from other cultures”.
Adapted from: CAPE Caribbean Studies; pg. 114 by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
DEFINITION OF SOCIETY AND CULTURE

CHARACTERISTICS OF SOCIETY


Culture is not static. It is a dynamic, creative and continuous process. The Caribbean has been referred to as a
melting pot of cultures because of the input of the various groups and races. Our colonial experience over a number
of centuries played a major role in shaping the culture of the Caribbean.
There are different types of culture:
3 Material Culture – is concrete and tangible, it refers to those things that a society produces and uses for
survival such as food items, clothing, houses, books, computers, tools and factories.
3 Non-material Culture – refers to all intangible components of a people’s way of life. For example languages,
beliefs, ideas and values of a people that shape their norms and standards of behaviour.
3 High Culture (or dominant culture) - refers to the cultural creations that are, essentially, the culture of the
dominant group or colonizer. This doesn’t necessarily reflect the statistical majority but it reflects those
with the most power and status.
3 Folk Culture - refers to the culture of ordinary people, especially those living in pre-industrial societies.
Dominic Strinati states that folk culture is from the “grass roots”, it is self-created and autonomous and
directly reflects the life and experiences of the people – such as folk songs and stories.
3 Mass Culture – is consumed by large numbers of people and one of its features is that it is generally very
easily understood, with very obvious themes that do not require a great deal of thought.
3 Popular Culture – is sometimes referred to as ‘mass culture’. Popular culture includes cultural products that
are enjoyed by large numbers of ordinary people who do not pretend to be cultural experts. Elements of
popular culture includes TV and radio programmes, pop music and fiction.
3 Subculture – refers to groups of people that have something in common with each other that distinguishes
them in a significant way from other groups, e.g. the Rastafarian movement in Jamaica.
3 Ideal Culture – refers to the values and standards of behaviour that people in a society claim to hold and
that are worthy of aspiring to, e.g. abstaining from sex before marriage.
3 Real Culture – refers to the values and standards that people follow in society as opposed to the cultural
ideal.

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)
5. https://www.slideshare.net/Veeshalla100/movements-toward-independence
Debgeri Whitely is on the staff of St. Hugh’s High School

 Email: dwhitely@sthughshigh.org

Study Centre 23 October 2018

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www.jamaicaobserver.

▶ Human and Social Biology 33 – 38

INSTITUTE OF JAMAICA (IOJ) LECTURE HALL, KINGSTON:

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

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ACIJ/JMB, NCR DEBATE COMPETITION HIGHLIGHTS

Abby Gail Weir,

(l-r) Ms Marcella Phillips Grizzle, acting research fellow at

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In the last lesson, we looked at an important skill in

interference and, in spite of nationwide ban of

liquor sales, anyone who wished to buy a drink

among young people, as many turned away

from highly respectable classical music to jazz.

JOL ENGLISH LANGUAGE continues on next page

Read and paraphrase the following.

natural mechanism that controls the Earth's

source of the Earth's heat, and the important

injuries 75% of the time. By cushioning the head

hundreds of victims annually, half of whom are

Let us look at the example below.

For years, people have found many ways to protect

One common way animals protect themselves is by

A more unusual way animals avoid attack is by giving off

Perhaps the most amazing way animals protect

JOL ENGLISH LANGUAGE continues on next page

Nature has provided animals with many different ways to

Paraphrase the main and supporting ideas.

JOL ENGLISH LANGUAGE continues on next page

Additionally, to escape from capture some animals have

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

Last week we looked at earnings and discussed briefly the

EXAMPLE: GCT is currently calculated at 16.5%

JOL MATHEMATICS continues on next page

No deposit or down payment implies that

JOL MATHEMATICS continues on next page

Total Monthly Instalments = 24 x $4,056 = $97,344

Hire Purchase Price = Down Payment + Total Monthly Instalments

Outstanding Balance = balance + interest

balance x rate x time

Monthly Instalment = Outstanding balance ÷ number of months

JOL MATHEMATICS continues on next page

PRT $60,000 × 12 × 5 PRT

PRT $150,000 × 5 × 7 $4,000 x 100 = $30,000 x R x 2

LECTURE SERIES (3rd Edition)

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

CONCEPTS AND TERMS ASSOCIATED WITH CONSUMER AFFAIRS

Black market Demand Free Goods Producer Goods Budgeting Devaluation

2. An estimate of individual’s expenses and income over a specified period of time.

3. The money that an individual receives from investments, work or rent.

JOL SOCIAL STUDIES continues on next page

The official or deliberate reduction in a country’s official exchange rate relative to

JOL SOCIAL STUDIES continues on next page

This type of card is connected to an individual’s, savings, chequing or money market

JOL SOCIAL STUDIES continues on next page

RIGHTS OF A CONSUMER RESPONSIBILITIES OF A CONSUMER

3 Right to redress: Consumers have the right to refuse

WAYS IN WHICH CONSUMERS CAN PROTECT HIMSELF/HERSELF

Consumers can protect themselves by:

• reading warranties and hire purchase agreements before purchasing an item

• not purchasing poor quality products

• educating themselves about consumer affairs

• knowing their rights and responsibilities