Study Centre January 30, 2018

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CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

Shawnette Myers-Lawrence Kamau Karenga Charmaine Fuller-Wallace Shandeen Robinson-White
HUMAN & SOCIAL BIOLOGY PRINCIPLES OF BUSINESS PRINCIPLES OF ACCOUNTS INTEGRATED SCIENCE
Leroy Munroe Hilary Bassaragh Tedmore Clarke Marlene Grey-Tomlinson
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ENGLISH
LANGUAGE Lesson 17
with
Shawnett Myers-Lawrence
STORY WRITING: POINT OF VIEW
Hello readers.
In this week’s lesson we will look at point of view and its

importance in story writing. It is necessary to appreciate
the role of point of view as it affects the story that you will
tell and how the readers receive your story. Point of view
is the perspective from which a story is told. To put it
simply it is the ‘eyes’ that the readers see the action
FIRST PERSON POINT OF VIEW
through, the ‘mind’ whose thoughts they are shown and
the ‘psyche’ through which they experience the emotions
that the characters feel. This is why it is so important that
you choose the right point of view for your story as it will
determine what you tell and how you tell it.
First person is used when the main character is telling the

story. This is the kind that uses the “I” narrator. If you are
going to use a first person narrator keep in mind that your
readers can only experience the story through this person’s
eyes so they won’t know anything about the people or
Stories are told by narrators. The narrator may be a events that this character hasn’t personally experienced.
participant in the story or a non- participant. If the There is also first person peripheral which is when the
narrator is involved in the story then the most likely point narrator is a supporting character in the story, not the
of view will be first person as the narrator is experiencing main character. It still uses the “I” narrator but since the
the action and interacting with the other characters. narrator is not the protagonist, there are events and
However, if the narrator is not involved in the story then scenes that will happen to the protagonist that the
it is likely that the perspective will be third person. narrator will not have access to. In some cases the first
In a previous lesson we looked at ways to plan your story person plural is used where the narrator uses the
and a part of that planning involves choosing your pronouns “we” and “us”.
narrator. This week we will look at the different points of
view and how to select the best one for your story. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
SECOND PERSON POINT OF VIEW

EXAMPLE 1
“It was times like these when I thought my father,
who hated guns and had never been to any wars, was
the bravest man who ever lived.”
To Kill a Mockingbird by Harper Lee
In this example the narrator is speaking about another Second person point of view is generally only used in
character, her father. This perspective gives readers insight instructional writing. Very few stories are written using
into the narrator’s relationship with the character that is this perspective but you will find this more in poetry. It is
told from the perspective of “you”. Think about the poems
described and how she feels about him. Because we are
that you are now studying and see which of these have a
seeing the father through her eyes we are invited to share second person point of view.
her opinion of him.
THIRD PERSON POINT OF VIEW
Third person point of view is used when your narrator is
not a character in the story. Third person uses the
EXAMPLE 2 “he/she/it” narrator and it is the most commonly used
“One summer, along about 1904, my father rented a point of view in writing. There are three main types of
third person perspectives.
camp on a lake in Maine and took us all there for the
month of August. We all got ringworm from some Third Person Limited:
kittens and had to rub Pond’s Extract on our arms and
legs night and morning, and my father rolled over in
a canoe with all his clothes on; but outside of that
the vacation was a success and from then on none of
us ever thought there was any place in the world like
that lake in Maine.”
"Once More to the Lake," 1941
Limited means that the perspective is limited to only one
In this example, the narrator is speaking about an character which means that the narrator only knows
what that character knows. With third person limited
experience in which he is involved. He talks about his
the reader can choose to view the action from right
father and uses the pronouns “we” and “us”. These inside the character’s head or from further away, where
indicate that his experience is not just his but he is the narrator has more access to information outside the
speaking on behalf of the group of which he is a part. This protagonist’s viewpoint.
gives a certain level of inclusiveness that invites the reader
to be a part of the group experience. JOL ENGLISH LANGUAGE continues on next page
• Third Person Multiple:
This type is still in the “he/she/it” category, but now the narrator can follow multiple characters in the story.
The challenge is making sure that the reader knows when a switch is being made from one character to another. A
good way to signal this switch is with breaks in the action or setting.
• Third Person Omniscient:
This point of view still

uses the “he/she/it”
n a r ra t i o n b u t n o w
the narrator knows
EVERYTHING. The narrator
isn’t limited by what one
character knows. The
narrator can know things
that others don’t, can
make comments about
what’s happening, and
can see inside the minds
of other characters.
EXAMPLE 3
When Jane and Elizabeth were alone, the former, who had been cautious in her praise of Mr. Bingley before,
expressed to her sister how very much she admired him.”
He is just what a young man ought to be,” said she, “sensible, good humoured, lively; and I never saw such happy
manners! — so much ease, with such perfect good breeding!”
“He is also handsome,” replied Elizabeth, “which a young man ought likewise to be, if he possibly can. His character
is thereby complete.”
Pride and Prejudice – Jane Austen
This is an example of the third person omniscient narrator which is the most popular perspective in fiction. From the
excerpt we can see both the narrator’s perspective as well as those of the characters presented. Since the narrator is
able to access and present all of the characters’ experiences, thoughts and feelings then the reader is free to identify
with any character or draw conclusions about characters without having to sift through the narrator’s bias.
JOL ENGLISH LANGUAGE continues on next page

SELECTING YOUR POINT OF VIEW
When deciding on the point of view you are going to use for your story you must take some things into consideration.
Ask yourself the following questions before you decide.
Who will experience the conflict in the story?

Someone who is strongly affected emotionally usually makes the best point of view character. In this case you may
choose to make this character your protagonist and tell the story from his/her perspective. If the conflict is internal
then the first person point of view may have a greater impact on the readers’ understanding and appreciation of the
character.
Who can be present in the climax?

Your point of view character must be present, otherwise the reader will have to learn about the most important event
in the story through second hand information. This may not be as effective as a first-hand account. An omniscient
narrator may be useful in this case as the event may be presented as it unfolds without bias.
Who will provide the most interesting outlook?

If you think about some of the protagonists that you have met in your reading you will realize that some of these
characters are presented through someone else’s eyes. Just as human being are sometimes deluded about themselves
so too are the characters that writers create. It makes for good reading if your protagonist is seen through the eyes of
a narrator who calls attention to the disparity between who a character perceives himself to be and what the narrator
reveals about him. Ask yourself what kind of observations do you want to make and who would be best to make them.
When you have thought about your responses to these questions then you may begin “to flesh out” your story.
Shawnett Myers-Lawrence is on the staff of

St. Hugh’s High School
! Email: shawnomyl@yahoo.com
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MATHEMATICS Lesson 17
with Kamau Karenga
7 8 9
FUNCTIONS
+
Hello, everyone. Today we discuss the important topic,
4 5 6 –
FUNCTIONS.
A function may be described in various ways: by an

(algebraic) EQUATION, an ‘ARROW DIAGRAM’ or by a GRAPH.
1 2 3 –:
In any case, you are required to determine a ‘dependent’
output value, given some ‘independent’ input.
0 • = +
Let us now examine some output, given a specific input.
A function is essentially a description of how one variable
relates to a second variable. For example, y = 2 x means Example 1
that whatever value x may have, y is twice that value. In
‘real life’ situations, the relationship between individuals
Determine the value of the following functions
may be viewed as a function. [The relationship between
teacher and student, father and son, mother and daughter, when x = 1, x = 2, and x = 3.
all have certain characteristics which if observed and
studied carefully will have predictable inputs and
predictable outputs.]
Today we will also look at COMPOSITE FUNCTIONS and

INVERSE FUNCTIONS.
The symbol f (x), which is read f of x, is a way

of representing a function f that is expressed
in terms of a variable x.
This symbol represents the output of a function and
is interchangeable with other variables such as y.
The equations y = 2x and f (x) = 2x both describe the
same relationship. JOL MATHEMATICS continues on next page
JOL MATHEMATICS continued from previous page
Solution 1 Example 2
First, note that the function can be expressed in the form The functions f (x) and g (x) are defined as:
f (x), g (x) or as the variable y. However the function is 2x–4
i. f (x) = 3 x + 11 ii. g (x) = ––––––
named, in all cases we have a simple exercise in 3
substitution.
Determine: a) f g (x) c) f g (3)
b) g f (x) d) g f (3)
a) If x = 1, we are looking for f (1);
Wherever there is an x in the expression, replace it with
1.
Solution 2
x = 1: f (1) = 2 (1) + 6 ! f (1) = 2 + 6 ! f (1) = 8 a) f g (x) can be expressed as f (g (x)),
x = 2: f (2) = 2 (2) + 6 ! f (2) = 4 + 6 ! f (2) = 10 which means we substitute g (x) for x into f (x).
x = 3: f (3) = 2 (3) + 6 ! f (3) = 6 + 6 ! f (3) = 12
COMPOSITE FUNCTIONS
c) f g (3): We know that f g (x) = 2 x + 7
! f g (3) = 2 (3) + 7 ! f g (3) = 6 + 7 ! f g (3) = 13
The composite functions f g (x) and g f (x), read f of g of x We can evaluate without knowing the composite
and g of f of x, may be mistaken for the product of two function thus:
functions, but it is not. A composite is actually a function
inside another function.
we then substitute the 2/3 into f (x)
Therefore, f g (x) means that the function g (x) is on the
inside of the composite, and the function f (x) is on the
outside. For example, if f (x) = 3 x + 4, and g (x) = x – 8,
then f g (x) = f (g (x)).
This could be interpreted as: Therefore, f g (3) = 13

f g (x) = 3 (g(x)) + 4 ! f g (x) = 3 ( x – 8 ) + 4
f g (x) = 3 x – 24 + 4 ! f g (x) = 3 x – 20 JOL MATHEMATICS continues on next page
d) g f (3): ! Using the ‘quick’ method, we evaluate f (3) Example 3

first, and then substitute the value into g (x)
The functions f and g are defined as follows:
x–3
i. f (x) = ––––– ii. g (x ) = 3 x + 5
5
Evaluate: a) f –1(3) b) g–1(x)
Solution 3
a) To find f –1(3)
Substitute the 3 into the function, not for the x but for
INVERSE FUNCTIONS the f (x):
x–3 x–3
f (x) = ––––– ! 3 = –––––
5 5
Inverse functions are like reverse role play: Mom does what ! 3 × 5 = x – 3 ! 15 + 3 = x
Dad used to do and Dad does what Mom used to do.
Therefore f –1(3) = 18
Let us demonstrate using the function f (x) = 3 x + 11 b) To find (x); g (x) = 3 x + 5
First, we represent the function, Express in terms of y ! y=3x+5

using variable y: ! y = 3 x + 11
Switch the x and y terms: ! x = 3 y + 5
Next, we switch the variables. x–5
Where there is y we put x; Solve for y: ! x–5=3y ! –––– = y
3
where there is x we put y: ! x = 3 y + 11 x–5
Express in terms of g–1(x) ! g–1(x) = –––––
Make y the subject of the equation: 3
x–11
! x – 11 = 3 y ! ––––– = y
3 EVALUATION
We can now express the answer in terms of the inverse
function: The functions g and h are defined by:
i. g (x) = 6 x + 10
x–3
ii. h (x) = ––––
The arrow diagram of function 5
and inverse at right, shows a
relationship where a maps onto 3, a) Calculate the value of h (½)
b maps onto 1, and c maps onto 2.
b) Write an expression for h g (x) in its simplest
form
The inverse situation is: c) Find the inverse function g–1 (x).
3 maps onto a, 1 maps onto b
and 2 maps onto c.
JOL MATHEMATICS continues on next page
SOLUTION TO EVALUATION
WATCH THE VIDEO BELOW FOR MORE.
In our next lesson we will examine the expression of functions graphically. PEACE and LOVE!
Kamau Karenga is on the staff of Portmore Community College ! Email: kkarenga@pcc.edu.jm


SOCIAL
STUDIES Lesson 17
with
Charmaine Fuller-Wallace
REASONS PEOPLE MIGRATE
Often persons ask the question: Why do people move from IMPACT OF MIGRATION/IMMIGRATION
one place to another? People migrate to other countries
or within their own country to find employment, to join The effect migration has on countries varies. Countries of origin
relatives, to get a better education, to escape religious and host countries may experience both gains and losses.
persecution and for several other reasons. The reasons for
migration can be divided into two main groups, namely: IMPACT ON THE HOST/DESTINATION COUNTRY
Push factors ADVANTAGES

These are conditions that cause an individual to leave
his/her area. Examples include: • Availability of Cheap Labour: Migrants skilled or
unskilled often work for very low wages.
Unemployment; Bad roads, crime and • Provision of Skilled Labour: Some immigrants are
violence; Lack of water; Poorly equipped schools;
very skilled and talented and they are to use these
Low wages; natural disasters;
to contribute to the knowledge and economic
no entertainment; lack of political
development of the country they migrate to.
or religious freedom;
death threats
• Cultural Diversity: Immigrants add flavor to the culture
of the country that they migrate to. Diversity helps
cultures and traditions to loosen up on issues such as
discrimination and racism. It helps people to better
appreciate humanity as well as human rights.
Pull factors
These are conditions that attract someone to an area. DISADVANTAGES
Examples include:
• Discrimination/Racism: Often immigrants are not
from the same ethnic group as the locals and as such
High wages, their cultural backgrounds also different. Immigrants
great educational opportunities, who cannot speak the local language or do not
good health facilities, low crime rate, religious behave like the locals often find themselves
or political freedom, political stability,
unaccepted in their communities as the locals would
security, variety of
prefer not to have anything to do with them.
entertainment facilities
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
• Job Loss: Locals may lose jobs to immigrants. Also

IMPACT OF MIGRATION ON
both immigrants and locals may start competing for THE HOME COUNTRY/COUNTRY OF SUPPLY
the same jobs.
ADVANTAGES
• Better Job Prospects for locals: When a large number

of persons migrate, there is less pressure for jobs.
• Pressure is placed on social services: Pressure is Young persons leaving colleges or university will be
placed on the host country to provide housing, better able to find jobs resulting in unemployment
health, education, recreational and many other levels being lowered.
facilities. Also these facilities may suffer with the • Increase in Foreign Exchange earnings: When
excessive use by more people than it was designed immigrants send money to their families and
to take. This can force prices of these amenities to friends foreign exchange earnings increase. The
government and families can use these remittances
increase causing hardship to all.
to aid in development and economic growth.
• Flow of knowledge and skills: Sometimes migrants

return to their home with new skills and ideas.
• Breakdown of Culture and Traditions: The
predominant traditions and culture of the host DISADVANTAGES
country may be lost because:
• Pressure is placed on the government to find
resources to replace the loss of professionals and
– There is modification to the locals culture as skilled labourers.
a result of diversity
• Money spent on educating the emigrants does not
benefit the country.
– The locals ‘healthy’ way of life is ‘polluted’ as
people are exposed to ‘harmful’ ways of doing • Population and markets: When a larger number of
youths leave a country, the population doesn’t grow
things.
as fast as it should; usually the demand for some
goods and services decline. This affects businesses
– There is an increase in incidents of crime or that usually make a lot of profits when they have a
emergence of new crimes because of lot of buyers and large markets to use their goods
and services/products.
undesirable immigrants or if immigrants feel
as if they are being marginalized. • Brain drain/Loss of skill labour: Usually most
migrants who leave to offer their services are
very intellegent skilled labourers and
professionals such as doctors, nurses, teachers,
engineers and in recent times in Jamaica,
• Diseases: Sometimes immigrants unintentionally experienced truck and trailer drivers.
and sometimes intentionally expose locals to
contagious diseases. JOL SOCIAL STUDIES continues on next page
JOL SOCIAL STUDIES continued from previous page
ACTIVITY
Instruction: Answer the questions below and share your answer with your classmates.
1. Define the term ‘urbanization’.
2. Give two reasons explaining why governments are concerned about urbanization.
3. In recent times a number of persons in Jamaica have been migrating to developed countries. Suggest TWO
strategies that the Government of Jamaica may use to discourage skilled and professional persons from migrating.
ANSWERS TO ACTIVITY QUESTIONS
Urbanization is the movement of people in large numbers from the rural area to the urban areasof a country.
Two reasons explaining why governments are concerned about urbanization:
• Urbanization can cause an increase in social problems such as crime and violence, poverty, lack of opportunities,
deviant behavior among children, street children, homelessness, substance abuse.
• It causes overcrowding and it places a lot of pressure on infrastructure such as health, security and education,
as well as the human resource that works in these facilities. When this happens the government will have to
find money to either build new facilities or expand existing ones as well as train more persons to work in these
facilities.
Two strategies that the government of Jamaica may use to discourage skilled and professional persons from migrating.
• Implement a skilled and professional farm work programme with contractual periods of up to two years: The
government can partner with developed countries to provide human resources to these countries. In so doing
persons will not only be employed to provide for themselves and their family but the government will get well
needed foreign exchange earnings.
• Encourage persons to become entrepreneurs as well as partnering with financial institutions in Jamaica to assist
with the provision of capital (money, goods or equipment) and financial guidance.
Charmaine Fuller-Wallace is on the staff of

St. Andrew Technical High School
! Email: charmief2@yahoo.com

INFORMATION
TECHNOLOGY Lesson 17
with
Shandeen Robinson-White
PROGRAMMING WITH PASCAL
Today we continue to explore the world of programming!

Let us begin with a review of programming languages,
generations of programming languages, and the syntax of
programming.
STARTER ACTIVITY
Circle the flower that Beebot will end at when you press this algorithm:
Check your answer at the end of the lesson.
JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continued from previous page
The objective of today’s lesson is for you to be able to:
" Write programs (codes) using PASCAL syntax
PROGRAMMING LANGUAGES
Algorithms are designed to solve problems. Programming languages are used to implement algorithms. They create
the programs (software) that communicate instructions to a computer.
There are many different types of programming languages. But they all have the ability to:
• input data from a device such as a keyboard
• output data to a device such as a screen
• process calculations like addition and subtraction
• process decisions based on certain conditions being met
• process repetition for a certain number of times, or while a condition is met, or until a condition is met

Languages are defined as human-readable or machine-readable.
Human-readable instructions are encoded in a language that humans can use and understand, while machine-readable
instructions are in a language that computers understand, and are in binary code.
Languages are also described as high level or low level. Low-level languages, such as assembly language, more closely
reflect the mechanical workings of the CPU.
High-level languages include Java, JavaScript, C++, BASIC, PASCAL or Python, while low-level languages include Assembly
language, and machine code.
A computer’s CPU only understands (executes) series of binary numbers - so all programming
languages are converted into binary code. Low-level instructions can be processed more speedily
than high-level languages, but they are more difficult for people to read and write.
For major web applications and powerful games, developers need to know how to code in low-level
languages in order to maximise the speed and efficiency of a program. Modern games are typically
programmed using a variety of languages.

QUESTION
Let us look at a question asking you to write a program using PASCAL
The Customs Department uses a program to compute the duties and taxes to be paid on used cars imported into the
country.
1. All cars pay a duty of 40% of the landed value of the car (cost of vehicle plus shipping charges).
2. All cars with an engine capacity of 2000 cc and above pay a luxury tax of 10% of the landed value of the car.
3. Cars with an engine capacity below 2000 cc are not charged any luxury tax.
For EACH car, the program will compute the customs duties to be paid, luxury tax to be paid and the total duties and
taxes.
(a) Write a PASCAL code to declare the duties rate and luxury tax rate. [2 marks]
(b) Draw a flow chart to check the engine size of a car and compute the luxury tax to be paid. Use the variable
car_val to store the value of the car and the variable engine to store the size of the car engine.
[5 marks]
(c) Write PASCAL code to declare THREE variables with meaningful names to be used in the program.
[3 marks]
(d) Write PASCAL code to initialize the variable that will contain the total duties and taxes to zero (0).
[2 marks]
(e) Write PASCAL code to calculate the duty to be paid on the car. Use the variables you declared.
[2 marks]

QUESTION ANALYSIS
(a) CONST
dutyRate = 0.40;
luxRate = 0.10;
CONST means the variables will contain values that will not change for the duration of the program.
Remember your semi colons. The 2 marks are for correctly naming and assigning the values to the variables.
(b)
This is one of the reasons you have to be able to write an algorithm using pseudocode, flowcharts and PASCAL. You
could be asked a question to write a flowchart and codes in PASCAL, similar to this one.
You score marks from the correct use of the symbols. You will also get marks for what you write in the symbols. However
you will be penalised for writing the wrong statement in the wrong box. For example, placing an assignment statement
in an input box is telling the examiner that you are guessing (that you do not know the symbols).

(c) VAR LuxTAX, DUTY, TOTAL: real;

Here, you will get 2 marks for having named 3 variables; and then the other mark for declaring them as real
data type. Again, remember the semi colon.
(d) TOTAL := 0;
One mark for the variable name and one mark for zero (0) being assigned to the variable.
DUTY := car_val * dutyRate
(e)
Please note that it is okay to use other variable names than the ones used in the demonstration. We
only advise that you use names that tell what the variables are storing. DO not use names like ‘CAT’
or ‘TRUCK’ (for example) unless these variables will be storing cat and truck, respectively. The variable
name should give an idea of the data it stores.
Look at this
program
(algorithm)
Are you able to

explain each line
of the code?
These instructions
will be executed
once, in the order
written.

CONCLUSION
The mastery of problem solving and programming comes with practise. This is where we will stop for today’s lesson.
I trust your confidence in the topic is improving, as this topic is vital to your SBA and Paper 2 in your examination. Next
week we will continue to explore arrays in programming. Until then, keep practising!
Word to the wise: “Talent is cheaper than table salt. What separates the talented individual from the successful one
is a lot of hard work.” Whenever you feel like quitting, think about why you have started!
– Stephen King
STARTER ACTIVITY ANSWER:
WATCH THE VIDEO BELOW FOR MORE.
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.

! Email: teacherrobwhite@hotmail.com

HUMAN & SOCIAL
BIOLOGY Lesson 17
with
Leroy Munroe
RESPIRATION
Objectives:
At the end of this lesson students should be able to:
1. Explain what is respiration
2. Differentiate between aerobic and anaerobic

respiration
3. Explain oxygen debt
4. Explain the different types of lung capacity
5. The role of ATP and ADP in the transfer of AEROBIC RESPIRATION

energy
Oxygen must be present for aerobic respiration to take
6. The effects of cigarette smoking
place. If oxygen is not present, organisms cannot respire
aerobically. During the process of aerobic respiration,
molecules of food are burnt in the cells to provide the body
What is respiration? with energy. These molecules include fatty acids, amino
acids and most importantly glucose. Without the burning
Respiration should not be confused with breathing. of these foods, the body would not get any energy to carry
While breathing is the inhale and exhale of air, out its activities. When respiration takes place aerobically,
respiration is the chemical break down of glucose to glucose is the main food that is burnt by oxygen to provide
provide the body with energy in the form of adenosine our body with the energy we need, while carbon dioxide
triphosphate (ATP). This process takes place in the cells and water is produced in the cells as waste.
of the body. Oxygen is needed to burn the glucose in the
cells in order for it to release energy. Oxygen is used up Aerobic respiration is a complicated procedure involving
in the process and carbon dioxide and water is produced chemical reactions in which oxygen is used to transform
as waste products. The more energy the body needs, the glucose into carbon dioxide (CO2) and water (H2O). This
faster the rate of respiration. The mitochondrion is the process generates energy in the form of energy carrying
organelle in the cells that is responsible for cellular molecules called as ATP.
respiration. They are more numerous in the muscle cells
than any other cell in the body. JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
A large amount of energy is produced during aerobic respiration, which may be as high as 38 ATP molecules for every
glucose molecule. This means that during aerobic respiration, one molecule of glucose will produce about thirty-eight
kJ of energy per unit. The equation below summarizes the process of aerobic respiration.
C6 H12 O6 + 6O2 6CO2 + 6H2O + 2880kJ

glucose oxygen carbon dioxide water energy
During the burning process the energy released is in the form of heat. However, in aerobic respiration, the energy is
released in a controlled manner and less energy is wasted as heat. Almost all of the energy released is utilized to run
the various processes in the cell such as movement or growth.
ANAEROBIC RESPIRATION
Anaerobic respiration does not need the presence of oxygen to occur. Anaerobic respiration can take place without the
presence of oxygen. It happens when there is not enough oxygen for aerobic respiration. Anaerobic respiration starts
by breaking down the molecules of glucose to produce pyruvic acid. This acid then ferments and produces ATP, which
is used by the cells to produce energy. In anaerobic respiration, glucose is broken and the products generated from
this are energy and either lactic acid or ethanol (alcohol) and carbon dioxide (CO2). This process is termed as
fermentation.
In anaerobic respiration, glucose is partially oxidized or burnt and chemical energy is released without the requirement
of oxygen. Some yeasts, bacteria and muscle tissue use anaerobic respiration. Fermentation of the alcohol, which
produces ethanol, is a perfect example of anaerobic respiration. This is the basis on which alcohol is produced. The
main purpose of anaerobic respiration is to produce ATP (Adenosine Triphosphate), which a cell uses for energy purposes.
Aerobic respiration produces much more energy than anaerobic respiration.
There are some plants and animals that can use anaerobic respiration, but only for a short period of time. This is
possible especially during running or sprinting when the muscles respire anaerobically. Whenever we perform intense
physical exercises, our muscles respire anaerobically and produce lactic acid. This build-up of lactic acid in the muscles
is the main reason they feel weak, fatigued and painful if exerted too hard.
In anaerobic respiration glucose molecules are partially broken down, so only a small amount of energy is released in
the cells and instead of carbon dioxide (CO2) and water (H2O), being the by-products as in aerobic respiration, the
by-products in anaerobic respiration are lactic acid that is built up in the cells, CO2 and ethanol in yeast. The equations
below summarize anaerobic respiration.
C6H12O6 enzymes in yeast CO2 + 2C2H5OH + 210 KJ

Glucose carbon dioxide + alcohol + energy (ATP)
Glucose lactic acid + energy (ATP) (in cells)

C6H12O6 2C3H6O3 +150 KJ
JOL HUMAN & SOCIAL BIOLOGY continues on next page

Adenosine triphosphate (ATP) has three phosphate

OXYGEN DEBT
molecules. ATP works like a rechargeable battery. Energy
is released by converting ATP into adenosine diphosphate
When you are sprinting or doing vigorous exercises you
(ADP), which is the uncharged form. During the conversion,
respire anaerobically. Lactic acid is a by-product of
ATP releases a phosphate molecule to form ADP while
sprinting or exercising without using oxygen. It is essential
that the lactic acid is removed but it is not necessarily a releasing energy into the cells. By binding to a third
waste product. In anaerobic respiration energy is made phosphate group, ADP can be converted back to ATP the
available without using oxygen. In this case the demand charged form. Energy is released when the end phosphate
for oxygen is greater than the supply. Because your body bond is broken.
is working hard, you are breathing in a lot of oxygen, but When you eat your lunch or dinner, many complex
you cannot absorb enough to cope with the level of chemical reactions occur. In essence, all you are doing is
activity. This leads to oxygen debt that must be repaid
recharging your ATP because in order to do something
during and after sprinting or exercising, by rapid and deep
such as flexing your muscles, thinking or whatever you do,
breathing. If the lactic acid that is built up in the muscles
remains it can cause damage to the muscles. The reason it your source of energy is ATP.
is referred to as ‘oxygen debt is because oxygen was
borrowed and must be replaced. This is why breathing
rates increase with exercise and continue during recovery.
LUNG CAPACITY
The oxygen debt will last until the body obtains enough
oxygen to remove it.
Vital capacity is the maximum amount of air that a person
When breathing after exercise, it is important to take deep, can exhale from the lungs after inhaling, by filling the
long breaths to get oxygen deep into the lungs, although
lungs to their maximum extent.
it may be tempting to breathe quickly because the body
feels starved of oxygen. Slow, deep breaths will bring more
oxygen into the lungs, repaying the oxygen debt and Tidal air is the air that passes in and out of the lungs
allowing the heart rate to slow while the blood vessels during normal breathing. As you read this lesson air is
contract down to normal size and the needed oxygen passing in and out of the lungs. This air is tidal air.
circulates through the body.
Expiratory reserve refers to the extra volume of air that
THE ROLE OF ATP AND ADP IN THE TRANSFER OF ENERGY can be exhaled with maximum effort beyond the level
reached at the end of a normal exhalation.
During cellular respiration, energy is released in the form
of small molecules of a substance called adenosine Inspiratory reserve is the amount of air that can be inhaled
triphosphate (ATP). Energy not converted to the chemical by forcible inspiration after completion of a normal
bond energy of adenosine triphosphate (ATP) is lost as inspiration.
heat. Living things store energy mainly in the form of
chemical bonds. Within your cells, energy is constantly Residual air is the air that remains in the lungs after the
moving around from one large molecule to another. ATP is most complete expiration is possible.
a small power-packed molecule that can diffuse to any part
of the cell where energy is required for different processes
and activities. JOL HUMAN & SOCIAL BIOLOGY continues on next page
THE EFFECTS OF CIGARETTE SMOKING
Those who smoke may think that smoking injures them only physically. But in fact, smoking has varied effects on a
person. The effects of cigarette smoking depend on the intensity of smoking. If you are new to smoking or smoke once
a day, then you are affected gradually over a long period of time. But if you are a chain smoker, the effect will be seen
on you very quickly. The physical effects of smoking are cancer, premature aging, infertility, chronic bronchitis,
emphysema and heart attack. Cigarette smoking during pregnancy increases the risk of low birth weight, pre-maturity,
spontaneous abortion, and perinatal mortality in humans, which has been referred to as the foetal tobacco syndrome.
If you are a smoker and have tried to quit smoking, you should realize how hard it is. It is hard because the nicotine in
the cigarette is a very addictive drug. Nicotine is one of the most addictive substances known to man. Smoking cigarettes
is so compelling because of the effects of the nicotine it contains. As a stimulant, nicotine causes a temporary increase
in alertness and a calm feeling. It suppresses the appetite that helps smokers to keep weight off. Nicotine affects the
central nervous system including the brain. This stimulates some areas of the brain giving the smoker a feeling of
relaxation and reduced anxiety.
The risk of lung cancer increases with the extent to which a person is addicted to cigarettes. Lung diseases such as
chronic obstructive pulmonary disease, which includes chronic bronchitis and emphysema, are largely due to
smoking. Chemicals and particles in cigarette smoke stop the action of cilia in sweeping mucus out of the bronchiole
tubes. Emphysema is a long-term, progressive disease of the lung(s) and occurs when the alveolar walls are destroyed
along with the capillary blood vessels that run within them. This allows larger air spaces to be formed in the alveoli.
Heart disease, which includes coronary artery disease, heart attack and stroke are far more common in smokers. One
of the effects of nicotine is constricting the blood vessels, which in turn causes high blood pressure. Another effect is
raising your heart rate, which adds extra stress on your heart. Due to long term smoking, the arteries are hardened
and cholesterol is deposited in the arteries leading to blockage or rigidity of the arteries. Smoking triggers the hardening
of the arteries and causes narrowing of the arteries.
Cigarette smoke contains tar and is said to be carcinogenic. A carcinogen is a substance that is capable of causing cancer
in humans. Cancer is the abnormal division of cells producing lumps or growth. People that smoke are more likely to
be affected and die from lung cancer than non-smokers. Lung cancer is cancer that starts in the lungs. The more
cigarettes you smoke per day and the earlier you started smoking, the greater your risk of lung cancer. There is no
evidence that smoking low-tar cigarettes lowers the risk.
Smoking reduces the oxygen carrying capacity of the blood. Carbon monoxide, a major component of the smoke,
combines with haemoglobin and displaces oxygen carried by the blood. Since less oxygen is carried within each blood
cell, the heart must pump more blood through the body to transfer the same amount of oxygen to the cells hence
reducing the efficiency of respiration. This is the main reason serious athletes should not smoke.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

WATCH THE 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 NOW

♦ Spanish YOUR
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PRINCIPLES OF
BUSINESS Lesson 17
with
Hilary Bassaragh
ESTABLISHING A BUSINESS
In today’s lesson, we will continue covering establishing Of course the goods or services provided by such an
a business which is section three (3) of the syllabus. individual should be affordable. This individual will
bear all the risk and uncertainty associated with any
“The businessman who succeeds is the one that learns new venture, but ultimately reaps the benefits when
from his/her failures”. I am sure that you would agree that it succeeds. They are normally creative, innovative
anyone could start a business; once they have the and passionate.
resources to do so. However, in order for the business to
grow the owner must have a plan. He must have some idea
as to where he wants the business to go.
WHAT IS ENTREPRENEURSHIP?
When an individual goes into business he or she has to
understand the risk, and if a business fails to plan for the
Entrepreneurship is the process through which individuals
future then it will fail. This is because the market in which
identify opportunities and capitalized on them. It uses the
it operates is constantly changing, (demand, competition,
other three factors of production to achieve its goals.
governmental policy, global economic conditions, all affect
the survival of a business). With this in mind a business has
to plan for these contingencies, it will give the organization
a clear view as to the direction to take in times of crisis and Personal Qualities Of An Entrepreneur
prosperity as well as how to operate the business on a day
to day basis. This is called business strategy. Entrepreneurship requires the following characteristics
for success:
In order for you to properly understand the topic, there
are some fundamental concepts that you should consider. 1. The creativity to generate new product and ideas.
This section will outline these concepts.
2. The drive and determination to be successful.
WHO IS THE ENTREPRENEUR?
3. The ability to take calculated risks.
The entrepreneur is the person who conceptualized (came 4. The flexibility to adapt to changes in the market and
up) with the idea of what type of business and products industry.
to sell. They would identify the need or gaps that are in
the market and fill them by efficiently using the limited
5. Very goal-oriented to purposely and aggressively
resources available; for example, training workers, using
accomplish task and meet objectives.
machinery to increase labour productivity, maximizing the
use of factory and shop space and borrowing money at low
interest rate. JOL PRINCIPLES OF BUSINESS continues on next page
JOL PRINCIPLES OF BUSINESS continued from previous page
6. Evaluating the performance of a business: One of the functions of managers

ROLE OF THE ENTREPRENEUR
is evaluating. This is done at the end of the production process to see if the
entire process has been successful and to see if the goals of the organization
1. Conceptualizing: The entrepreneur have been met. Problems and failures are reviewed and suggestions are
generates the ideas regarding the
made and put in place to avoid these in the future.
type of business and products that
can be put on the market. He should
engage in market research to test
the viability of his venture. Once he 7. Bearing risks: Entrepreneurs must be willing to take risks or chances in
is satisfied with this he should order to make profits.
register his business and patents.
8. Reaping profits or the bearing of losses: To gain profit, the entrepreneur

2. Planning: This means that the must sell the good or service for more than it costs him to produce. If he
entrepreneur will try to stay ahead sells for less than it costs him to produce, he will make losses. In the long
of the competition by setting
run, he will go out of business.
targets and policies.
3. Accessing funds: The entrepreneur Challenges Faced By Businesses

is responsible for raising money
before production begins. If there
is little or no money to fund the
activities of the business it will
soon fail. Apart from savings, the
entrepreneur can use other sources
of finance, including:
• Borrowing from friends and
relatives
• Attracting foreign investors
• Acquiring partners
• Financial institutions
• Government grants.
4. Org a n i z i n g : T h i s i n v o l v e s
organizing or bringing together
the resources to ensure efficiency,
maximum output and profits.
5. Op e ra t i n g: T h i s i n v o l v e s
monitoring the activities of the Hilary Bassaragh is on the staff of The Queen’s School
business to ensure that workers ! Email: ac_teacher@yahoo.com
perform satisfactory.

PRINCIPLES OF
ACCOUNTS Lesson 17
with
Tedmore Clarke
MANUFACTURING ACCOUNTS
A firm that manufactures its own products for sale will

INDIRECT COSTS (FACTORY OVERHEADS)
normally prepare a manufacturing account to determine
its production cost for each accounting period. Production These are costs which occur in the factory, but are not
costs are sub-divided into two main groups: direct costs traceable to each unit (or batch of units) being
and indirect costs. Direct costs are traceable to each unit manufactured. They include:
(or batch of units) being manufactured. Indirect costs, on – indirect materials
the other hand, are not traceable to each unit being – indirect labour (wages and salaries paid to
manufactured, though they occur in the factory. factory cleaners, crane drivers, fork-lift truck
drivers, factory foremen, factory supervisors,
factory managers)
DIRECT COSTS
– rent, rates, insurance, etc. of factory
These include direct materials, direct labour and direct – light, heat, gas, fuel, petrol, oil and lubricants of
expenses. factory
– general factory expenses
1. Direct (raw) materials involve: – depreciation of plant, machinery and factory
– stocks (opening and closing) equipment
– purchases – repairs and maintenance of factory buildings and
– carriage and freight charges equipment.
– import duties
– returns
PARTLY MANUFACTURED GOODS
2. Direct labour: wages paid to workers who are directly These are products on which production is currently being
involved in the actual production process (i.e. wages paid carried out (started but not yet completed). As a result,
to production workers). Direct labour may be shown as: the term work-in-progress is commonly used to refer to
– direct wages such products. Work-in-progress at the beginning of the
– productive wages period should be added to manufacturing costs, while that
– manufacturing wages at the end should be subtracted, in order to arrive at the
– factory wages production cost of goods completed within the period.
– wages of machine operators
Tutorial Notes:
3. Direct expenses include: 1. The manufacturing account should ONLY contain
– hire of special plant and machinery costs relating to the FACTORY.
– royalties payable (to inventors of a particular brand, 2. Production Cost Per Unit = Production Cost
patent or trade-mark being used by the firm). Number of Units Produced
– license fees (e.g. Manufactured under license by
X. Co. Ltd.) JOL PRINCIPLES OF ACCOUNTS continues on next page
JOL PRINCIPLES OF ACCOUNTS continued from previous page
TRADING ACCOUNT
This deals exclusively with finished goods. The production cost of goods completed, when determined, should be
transferred to the trading account, where it will replace purchases. Since the firm will be manufacturing its own
products, there will not normally be purchases of finished goods. However, where enough units are not produced, the
firm might decide to purchase additional finished goods, rather than try to make them, since production will take some
time to be completed. In this case, the trading account will contain a figure for production cost and another for
purchases of finished goods.
PROFIT AND LOSS ACCOUNT
Here, the expenses are normally classified under three headings: selling and distribution, administrative and financial
charges.
1. Selling and Distribution Expenses relate to sales, advertising, promotion and distribution costs, such as:
– carriage outwards/carriage on sales
– delivery expenses
– advertising and display costs
– salesmen’s salaries and commissions
– depreciation of delivery vehicles and display equipment
– bad debts and provision for doubtful debts
– discounts allowed
2. Administrative Expenses include:

– rent, rates, insurance, etc. of office
– light, heat, air-conditioning, etc. of office
– wages and salaries of office managers and other office workers
– depreciation of office equipment, office buildings and office furniture
– general office expenses/sundry expenses
3. Financial Charges include:

– bank charges
– loan interest and interest on overdraft
JOL PRINCIPLES OF ACCOUNTS continues on next page

SPECIMEN
Tutorial Notes:
1. The manufacturing
account is also
called a Schedule of
Cost of Goods
Manufactured.
2. Where the
manufacturing
account is prepared
HORIZONTALLY, all
the above items
would simply be
shown on the
DEBIT SIDE.
3. Prime Cost
sometimes involves
only Raw Materials
Consumed and
Direct Labour.
4. Where necessary,
adjustments should
be made for
accruals and
prepayments
(whether in the
manufacturing
account or the
trading and profit
and loss account).
JOL PRINCIPLES OF ACCOUNTS continues on next page

Tutorial Notes:
1. Where no
finished
goods were
purchased,
cost of goods
sold is
obtained by
adding
production
cost to
opening
finished
goods, then
deducing
closing
finished
goods.
2. It is only
necessary to
categorize
the expenses
if the
examiner
requires this.
Tedmore Clarke is on the staff of Quality Academics

! Email: tedmoreorless@hotmail.com

INTEGRATED
SCIENCE Lesson 17
with
Marlene Grey-Tomlinson
THE TERRESTRIAL ENVIRONMENT –

PART 3
Hello students, in this lesson, we will describe the
characteristics of a cyclonic storm.
The air in the atmosphere is moving continually. This

movement is very important in determining weather and
climate. Air may move either horizontally or vertically.
Horizontal movement is the one which will be considered
in this lesson. The horizontal movement of wind is
important to weather because it:
One of the simplest examples of a local wind is the sea
breeze. On sunny days during the summer the sun’s rays
1. Relocates warm and cold bodies of air
heat the ground up quickly. By contrast, the sea surface
has a greater capacity to absorb the sun’s rays and is more
2. Transports water vapor, example, from over the seas
difficult to warm up - this leads to a temperature contrast
and continents between the warm land and the cooler sea.
3. Can cause severe damage when it is in rapid motion
To understand what makes the wind blow, we first need

to understand what atmospheric pressure is. Pressure at
the earth’s surface is a measure of the ‘weight’ of air
pressing down on it. The greater the mass of air above us,
the higher the pressure we feel, and vice-versa. The
importance of this is that air at the surface will want to
move from high to low pressure to equalise the difference,
which is what we know as wind. As the land heats up, it warms the air above it. The
warmer air becomes less dense than surrounding cooler
So wind is caused by differences in atmospheric pressure air and begins to rise, like bubbles in a pan of boiling
- but why do we get these differences? It comes down to water. The rising air leads to lower pressure over the land.
the rising and sinking of air in the atmosphere. Where air The air over the sea remains cooler and denser,
is rising we see lower pressure at the earth’s surface, and so pressure is higher than inland. So there is now a
where it’s sinking we see higher pressure. In fact if not for pressure difference; the air moves inland from the sea to
this rising and sinking motion in the atmosphere then not try and equalise this difference – this is our sea breeze.
only would there have no wind, but there would also be
no weather. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
It explains why beaches are often much cooler than inland The diagram below shows a satellite view of a cyclone
areas on a hot, sunny day. The opposite happens at night. leaving the Caribbean and heading towards North America.
Winds are caused by unequal heating of the air. They

always move from highs to lows. Pressure gradient is
important in determining the speed of the wind. A steeper
pressure gradient results in a stronger wind. Winds of very
high speed are observed most often over the sea. The
reason for this is that over land, moving air is subjected
to a greater fractional force which slows it down.
HURRICANES
The term cyclone actually refers to several different types
of storms. They occur in different places, and some occur Hurricanes are tropical cyclones. They are maritime
over land while others occur over water. What they all phenomena i.e. they originate over tropical oceans where
have in common is that they are spinning storms rotating
the temperature at the water surface exceeds 27°C. In the
around that low-pressure center. The location of a cyclone
Caribbean, hurricanes originate in the Caribbean Sea, the
determines what it is called. If the storm occurs in the
Atlantic Ocean and the Gulf of Mexico. The diagram below
Atlantic Ocean and Northeast Pacific, it’s called a hurricane.
If the exact same type of storm occurs in the Northwest shows the global distribution of hurricanes with respect
Pacific, this is a typhoon. And if we find those same storms to sea surface temperatures.
in the South Pacific and Indian Ocean, these are called
tropical cyclones. Energy from the hurricanes is derived from warm tropical
water. A constant supply of warm humid air is necessary
Cyclones are formed when contrasting air masses meet. for hurricanes. They do not therefore, develop in cold
Warm, moist air from the tropics mixed with cold, dry, waters.
polar air producing warm and cold boundaries (fronts –
reread previous two lessons) and unstable weather. The All hurricanes begin as an area of low pressure in the
warm, moist air rises and produces an area of low pressure atmosphere, where surface winds are converging toward
on the ground. As the moist air rises, it also cools and each other. This low-pressure area is called a tropical
condenses, resulting in showers or fierce storms. The large disturbance. If suitable conditions exist, the circulation may
amounts of energy given up during condensation further become more organized and wind speeds may increase.
power the storm. Air spirals in toward the center of the
Once the system obtains a clearly identifiable circulation
depression. In the northern hemisphere, the spiral is
center, the system is upgraded to a tropical depression.
counterclockwise. Fierce winds result. When wind speeds
exceed one hundred and twenty kilometers per hour
(120km/h), the cyclone is called a hurricane. JOL INTEGRATED SCIENCE continues on next page
If winds continue to intensify to greater than 64 km/hr, the system will be classified as a tropical storm, and once
winds are sustained above 120 km/hr., the system is officially upgraded to a hurricane. The diagram below shows the
life cycle of a hurricane.
FORMATION AND CHARACTERISTICS OF A HURRICANE
• A hurricane is characterized as a large revolving storm accompanied by violent destructive winds, heavy rains
and high waves and tides.
• The center of the hurricane is a region of low pressure.
• The hurricane has a central area of sinking air known as eye of the storm. The eye is usually 15-50 km in diameters.
Within the eye is an area of calm. There is no wind, rain or clouds and the sun shines brightly.
• Around the eye of the hurricane winds swirl violently. Their speed may range from 120-240 km per hour. The
area of destructive winds may have a diameter as large as 800 km. the wind spirals inward over tightening circles
moving and converging towards the eye.
JOL INTEGRATED SCIENCE continues on next page

The diagram below shows how a hurricane is formed.
• The entire storm system moves quite slowly at about 10 to 20 km per hour, just after it is formed. It later speeds
up and may reach speeds of up to 80 km per hour.
• The violent and devastating winds of a hurricane are always accompanied by heavy rainfall. As the hurricane
moves over an area, rain occurs before and after the eye passes. There is usually a lull period, but winds then
return from the opposite direction with a great force.

• During a hurricane, there is an increase in height of tides by as much as 5-10 meters above sea level. Much of the
destruction caused by hurricanes is due to flooding.
• As the hurricane approaches land, the winds become stronger and damage occurs. Trees and poles carrying power
lines are often uprooted, roofs blown off, houses damaged and communications networks disrupted.
• As the hurricane reaches further in land, it is usually weakened since it is not able to obtain its energy supply
from the warm seas. It is deprived of warmth and moisture.
• Hurricanes can last several weeks before they are spent.
The 2017 hurricane season was very active. The picture below from a news station shows at least three (3) hurricanes
in the Caribbean at the same time.
The hurricane season in the Caribbean is June to November each year. Several disasters have occurred as a result of
these hurricanes. Hurricanes usually move in a north westerly path in the Caribbean. Although we cannot prevent
hurricanes, we can take certain precautions to help overcome some of the disastrous effects.
Go online and look at pictures of the destruction caused by hurricanes in the 2017 season which affected many islands
in the Caribbean and the USA.

WATCH THE THE VIDEO BELOW FOR MORE.
Until next week when the lesson continues, have fun learning.
Marlene Grey-Tomlinson is on the staff of Excelsior High School ! Email: mgrey.xlcr@gmail.com
LECTURE SERIES NOW

♦ Spanish YOUR
COPIES

ENGLISH
LITERATURE Lesson 17
with
Simone Gibbs
THE TEMPEST
BY WILLIAM SHAKESPEARE
Hello there. By now you should be well into your
preparations for passing the examination. Remember that
in order to pass the examination in June 2018 you MUST
submit a School Based Assessment for English. If you are
sitting both English Language (English A) and English
Literature (English B), you need only submit ONE SBA for THE TEMPEST
both subjects.
Act 1 Scene 1 opens with a great storm (a tempest) on the
This week, preparation for the exam will take the form sea. There is a ship being tossed about on the waves. Based
of a focus on William Shakespeare’s play, The Tempest. on the dialogue of the frightened seamen the audience
As you may already know, there will only be ONE learns that there is royalty aboard the ship. On board is
question on each of the plays in Section A of Paper 02, Alonso, king of Naples. He had become king as he, Antonio
not TWO questions as in previous years. You are still and Sebastian had plotted together to overthrow Prospero.
required to choose only ONE question from this section Antonio, Prospero’s younger brother was also on the ship.
Through deceit and treachery, he was now the Duke of
and respond in essay format.
Milan. There was also Ferdinand, Alonso’s son, Sebastian,
Alonso’s younger brother and Gonzalo an older nobleman
It is important to note that Shakespeare wrote in the 16th
from the Court of Naples.
century: before electricity was invented. As a result the
playwright did not have access to such things as technical The action then switches to a scene on an island where
lighting effects and amplification of sounds. Instead he Prospero and his daughter, Miranda, are conversing.
had to rely heavily on his skill as a writer to structure his Both of them witness what has happened to the men
plays in such a way that he arrested the attention of his on the ship and Miranda feels pity for the shipwrecked
audiences and kept them intrigued and entertained. men. Prospero explains to her, and essentially to the
audience that some of these same men had plotted
Although Shakespeare wrote in English, it is the English of against him years ago and had overthrown him. As he
the 16th century and therefore the language of the play continues to explain the events of years gone by;
might be difficult to understand. With a little time and Miranda falls asleep, but the audience also learns, that
effort and with your teacher’s help, though, you should be it was Prospero, with the aid of magic, who had created
able to understand. Due to the unfamiliarity of the the great storm on the sea.
language I will spend some time to outline the events of
the play for you. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Prospero had learnt the art of magic from books that Miranda awakes, sees Caliban and is repulsed. From the
Gonzalo had placed in the boat that he and his daughter unpleasant dialogue which ensues, the audience learns
(who was three years old at the time) were set adrift that not only does Caliban hate being made to do
in after the coup. Now, twelve years later, he had Prospero’s bidding, but his master has had to control
him with threats, which Caliban responds to with
mastered the art of magic and was willing and able to
curses of his own. Additionally, Miranda berates Caliban
use it to take revenge. for still behaving in a brutish manner, despite her
attempts to civilise him. Caliban is not sorry for his
As he speaks and Miranda sleeps, Prospero summons Ariel, behaviour and slouches away, against his will, to do
a light-hearted spirit who serves him. Ariel reports that what Prospero has commanded.
although the passengers of the ship were terrified, none
had drowned when the ship capsized and they were all Then Ferdinand, upon hearing the beautiful sound of
Ariel’s music, is drawn towards the other characters. He is
now on the shore, scattered around the island. This
still in a daze because of his experience at sea and is
information pleases Prospero.
grieving as he thinks his father has died. Miranda sees him
but since she has not seen another man (besides Prospero
At this point Shakespeare introduces another character: and Caliban) for the past twelve years, she believes that
Caliban, son of Sycorax the witch. Like Ariel he is controlled he is merely an image conjured up by her father’s magic.
by Prospero’s magic to do whatever his master requires. Prospero assures her that Ferdinand is real.
Unlike Ariel, however, he is heavy-footed, deformed and
ugly and is reluctant to work for Prospero. JOL ENGLISH LITERATURE continues on next page
The two young people fall in love instantly. Ferdinand Next Caliban is seen dragging logs onto the stage. He
proposes to Miranda, promising her that she will become curses and complains about the various methods of
the Queen of Naples as he believes that he is the king since torment that Prospero has used to control him. Trinculo,
his father has died. Prospero is pleased, yet he accuses a court jester, and one of those who has been
Ferdinand of being a spy and challenges him to a fight. He shipwrecked, appears. Fearing that Trinculo has been
does this as he thinks that they have fallen in love too easily. sent to torment him, Caliban runs and tries to hide
Their love would be stronger, he believes, if they had to beneath his cloak. Trinculo, in an attempt to hide from
fight for it. Ferdinand draws his sword, but Prospero uses the storm, runs and lodges himself under Caliban’s cloak
magic to overwhelm him. He is rendered powerless as he as well. This creates humour.
becomes weary and cannot use his limbs. Miranda tries to
comfort Ferdinand. Prospero is pleased with himself. Still another character appears: Stephano, Alonso’s
drunken butler. The exchanges which follow are comedic,
In the next scene the other shipwrecked characters are seen
as Caliban kneels down and begins to worship Stephano
on the island. Alonso is mourning the loss of his son,
as a god with “the celestial liquor”. Sadly, this was the
Ferdinand. Gonzalo tries to comfort him but he refuses to be
same attitude that Caliban had displayed twelve years ago
comforted. Gonzalo continues to be positive, by pointing out
to Prospero. His servile attitude had allowed Prospero to
that they have been fortunate and they are not in the worst
position. Sebastian and Antonio, however, highlight all the overpower him. Stephano also decides to accept Caliban’s
negative aspects of the island and of their situation. Alonso’s offer of service and exploit “the monster”. This can be seen
grief worsens as he recalls that his daughter, Claribel, is lost as satiric (from the word satire) as Shakespeare seems to
to him as well. In fact they were just returning from her be commenting on the way inhabitants of Europe have
marriage when the shipwreck occurred. exploited the simple, hospitable people of the New World
who they see as inferior.
Insensitively, Sebastian and Antonio add to Alonso’s grief
by berating him for allowing his daughter to marry an In the next scene Ferdinand is seen labouring for love.
African prince. To them, this is the worst thing that could Prospero has insisted that in order to get his daughter,
have happened to a daughter of Europe. Further, they tell Ferdinand must perform some difficult tasks. Ferdinand
Sebastian that it is his fault that the titles and possessions gladly obeys. Miranda sees him labouring for her and
of Milan and Naples will be lost since Ferdinand is dead (so falls deeper in love with him. In order to seal their
they think) and Claribel has married the prince of Tunis. intent to marry, the two shake hands and go their
Gonzalo intervenes. Although he agrees with Sebastian separate ways. Of course this pleases her father who is
and Antonio, he chastises them for being so harsh. watching from a distance.
The heavy mood is changed as Ariel enters playing music. The treachery continues. Stephano and Caliban now plot
It is so soothing that some of the characters, including the to overthrow Caliban’s master. Stephano plans to usurp
grief-stricken Alonso, fall asleep. Sebastian and Antonio, Prospero and be lord of the island. As Caliban is afraid of
however, are awake. Antonio’s treacherous character Prospero, he urges Stephano to murder Prospero in a
surfaces again. He suggests to Sebastian that he should kill vicious way. Although Trinculo urges them not to go
his older brother Alonso and take over the throne of through with their plans, they are intent on following
Naples, just as he had done to his older brother Prospero
through. Once again, Ariel steps in. The beautiful music
to seize the dukedom of Milan. When Sebastian appeals to
that he is playing distracts the would-be killers from their
his conscience he dismisses him. Sebastian decides to do
plans as they follow the sound. Their murderous plans are
as Alonso says. Just as they approach the sleeping Alonso
postponed, for now.
to slay him, Prospero, who is viewing the events, sends
Ariel to wake the sleepers. Smartly, Sebastian talks their
way out of a most awkward situation. JOL ENGLISH LITERATURE continues on next page
Next the audience sees Prospero at a location above the Then Prospero, from his lofty position, praises Ariel for the
stage watching and enjoying the discomfort that those job that he has done. He is confident that the three men
who betrayed him years ago are experiencing as they have been sufficiently reminded of the wrong that they
wander in the wilderness of the island, searching for did to him years ago and that the reminder has disturbed
Ferdinand. Although he can see them, they cannot see him. them. He exits the stage to go and “visit young Ferdinand,
Gonzalo, however, the old man who was kind to Prospero whom they suppose is drown’d”. Gonzalo sees that the
years ago, is so tired that they have to stop to allow him men are disturbed, and because of his caring nature, he
to rest. Then sweet music (Ariel’s) is heard and magical
becomes concerned for them.
figures appear carrying a feast. The magical creatures
invite the men to eat and then leave. Even Sebastian and
I will close here this week. Next week I will continue with
Antonio, the usual doubters, are in awe of what they just
saw. Alonso is doubtful, but Gonzalo assures them that Act 4. Before I close however, I would like you to consider
such creatures do exist. All the men then decide to partake the themes of Love, Magic and Betrayal.
of the feast (perhaps because of how hungry they were).
Can you identify TWO examples of each theme in the play?
Alas they do not get the chance to do so as Ariel appears
and the banquet disappears. He accuses Alonso, Sebastian I hope you will join me next week for another lesson on
and Antonio of committing treason against Prospero and The Tempest.
informs them that the shipwreck was nature’s way of
making right the wrong that they had committed against
Prospero. Antonio and Sebastian are unrepentant but Simone Gibbs is on the staff of Calabar High School
Alonso shows remorse. When the two defiant men move ! Email: simonecgibbs@yahoo.com
to attack Ariel he disappears.
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Online:
► Communication
Studies 43 – 48
► Caribbean
Studies 49 – 53
DISPLAYING CONFIDENCE
GC FOSTER COLLEGE: These Edwin Allen High School athletes were a picture of
confidence at the recently concluded Central Hurdles & Relay Development
Track Meet on Saturday, January 20 2018
(PHOTO: GARFIELD ROBINSON)
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COMMUNICATION
STUDIES Lesson 17
with
Peta-Gaye Perkins Bryan
METHODS OF DATA COLLECTION

AND SAMPLING CONTINUED
Hello everyone. I hope you had an amazing week and you
are ready to complete our look at methods of data
collection and sampling.
If you have been thinking about your own research you will realize that you may need to do more than an interview
or distribute a few questionnaires. In our first lesson on research you were introduced to observation studies and case
studies and so today we are going to end our look at research by noting a few other methods that you can use. Now,
when you decide to gather your data there are a few things that you need to bear in mind. These include:
• Which data to collect • When to collect the date • Who will collect the data • How to collect the date
After you have answered the questions above you will then move on to implementing your method of collecting your data.
JOL COMMUNICATION STUDIES continues on next page

JOL COMMUNICATION STUDIES continued from previous page
Our final set of methods are as follows: 2. Focus Group

This is a small number of participants (between 6
1. Records -12) brought together by a moderator. This
These refer to all the numbers and statistics that moderator could be you or you could have someone
institutions, organizations and people keep as a else conduct the discussion in the group. You may
record of their activities. Some of the sources for the be wondering why you would even get someone
records you will need include census, educational right. Well, you may want to eliminate any
records and hospital or clinic methods. subjectivity you might bring and so you ask
If, for example, you want to find if it is really true someone to help you. Think about you asking why
that there are more girls than boys getting a teen girls get pregnant early and one participant
university education you could try to confirm these says the children are most times ‘rotten’. If you have
statements by visiting some universities and check a relative who got pregnant in her teens because
their records. If you do not want to do that on your she was raped you will not like that response, after
own you could also visit Statistical Institute of all, it was no fault of your relative. You may not be
Jamaica (Cecelio Avenue) and ask someone in the able to be mature enough and so having an external
library to help you. There are other places you can moderator will be helpful in this situation.
visit to get statistical data so do not limit yourselves
Advantages
as you carry out your own research. Want to find out
1) It provides detailed information about
if more teenage girls abuse drugs? Where would you
feelings, thoughts, perceptions and
go to get that information? Let me allow you to find impressions of people in their own words
out and next week you will see if you were on the 2) Provides insight into the similarities and
right track. Students, as you prepare for your exams differences of understandings held by people
and as you complete your research for your I.A. 3) It allows for multiple lines of communication
please note that you should try to be thorough. and so if your respondent may feel
uncomfortable talking to you in a one-on-one
interview that person may feel more
Advantages comfortable in a room with others who may
share the same views.
1) Records are unbiased
Disadvantages
2) Inexpensive 1) Not all topics can be explored at this level
2) Certain personalities may influence the group
3) Records often cover a long period of time discussion. If for example you are talking
about who may be pro-life or not and a ‘bully’
thinks we should ALL be pro-life the two or
Disadvantages three participants who believe that a woman
should be allowed to choose to terminate a
1) No one can be sure of the conditions under pregnancy if it may be detrimental to her life,
which the records were collected will certainly not want to share their views as
they feel they may be bashed.
2) All the researcher will have is what is there. 3) Some participants may be unwilling to share
If the research was incomplete then your personal information within a group setting
research will also be incomplete. but would not mind writing same on a
questionnaire.
3) There is no assurance of the accuracy of
the records. JOL COMMUNICATION STUDIES continues on next page
There are quite a few factors to consider when selection your method of data collection as you can see how timely it
may be to analyze the information gained from a focus group discussion. Whatever you decide, just ensure that it fits
you research.
3. Content Analysis – this entails a systematic reading of a body of texts, images and symbolic matter, not necessary
from an author’s or user’s perspective. Consider with me that you may want to find out how males are
represented in different television advertisements. What you will do is to select a sample of advertisements with
males (perfume advertisements, food advertisements, etc.) and then you study those advertisements. You will
then decide to count the number of times in one advertisement the male is without a shirt or in a tight pants or
any other factor you choose to identify. What is noted is that you look only at the body of texts – the
advertisements and note what you see.
Advantages
1) Relatively inexpensive – this will not require you printing any sheets to give to respondents neither
preparing snacks for your focus group and so it will be very cost effective to use this method of data
collection.
2) Can deal with current events/topics – as a result of the type of texts to be analyzed it is very advantageous
to explore current affair events/concerns
3) It is unobtrusive – you can rest assured that you will not be bothering anyone and so this could be done
relatively quickly
4) Yields data that can be quantified – if you think back on the scenario above you will be able to say how
many times the males are seen in tight pants and so in your analysis you can insert that 9 out of 10 times
men in tight pants are not wearing shirts, etc.
Disadvantages
1) Finding a representative sample may be problematic.
2) It is not going to be easy to ensure validity and utility in your findings.
3) You may also have a problem obtaining reliability in your coding.
Our final focus for today is on different types of sampling. I know you read for today’s lesson and so what I am sharing
will be just to help you concretize some concepts your discovered as well as to assist you with selecting your sample
for your research question. The larger your sample size the more precise your results will be, if it is of course
representative of the population from which it is drawn. There are two types of sampling. There is probability sampling
and then there is non-probability sampling.

Probability sampling usually incorporates some type of systematic selection procedure, such as a table of random
numbers, to ensure that each unit has an equal chance of being selected. This process does not always guarantee a
representative sample from the population, even when systematic selection is followed.
Simple Random Sampling - this is where each member has an equal chance of being selected. Here you will decide to
either place your subject back in the pool or remove the subject all together.

Systematic Random Sampling – the sample is selected by some prearranged order or system. The order or system may
already exist such as street numbers or phone numbers or it may be implied such as dates of birth. The pre-determined
manner of selecting this sample may reduce bias. Consider, for example, the scenario below, there is no way you can,
or should, decide to use a ninth customer because he or she looks like someone who will be a good subject.
• Pick a method of identifying subjects randomly before starting
• Requires strict adherence
• Example: Suppose a supermarket wants to study buying habitsof their customers, then using systemic sampling
they can choose every 10th or 15th customer entering the supermarket and conduct the study on this sample.
Non-probability sampling is
1. CONVENIENCE SAMPLING
also referred to as convenience
• Use results that are easy to get
sampling because it is used when
the total extent of the population
is not known. It is a collection of
readily accessible subjects such as
a group of students in the
transport centre who can help you
with social media questions or a
set of shoppers at a supermarket
who can help you with taste tests
for a new product.

Some non-probability sampling includes:
Accidental Sampling – this is when the sample is drawn from people that are readily available and convenient. Now, I
know you can think of a few issues that can come when you use this type of sampling right? As the researcher, for example,
you cannot scientifically make generalizations about the total population because it is not representative enough.
Judgmental Sampling – this is where you use the knowledge of a population to be surveyed or the knowledge of
resource persons who are also knowledgeable about the population to make a judgment as to which members and
how many in the population should be selected. This is so subjective.
I hope I have whet your appetite to find out more about sampling and the advantages and disadvantages of each
method of selection. For next week we will look at evaluating the sources used for your research. Do not underestimate
the commentary you need to make on this section of your orals as it is 4 marks of the total 16 marks. We cannot do
this without looking at some fallacies so do not forget to find a few over the course of this week.
I leave with you a video that should help you narrow your topic and hopefully help you to focus on the sources you are
going to be using.
Until next week, take care and

don’t forget to read and prepare.
References:
• Liamputtong, Pranee. (2011).
Focus Group Methodology:
Principle and Practice. London:
Sage Publications Limited.
• McDermott, Harold (2008).
CAPE Communication Studies.
La Romaine, Trinidad:
Caribbean Educational
Publishers.
• Tayie, Samy. (2005). Research
Methods and Writing Research
Proposals. Cairo: Center for
Advancement of Postgraduate
Studies and Research in
Engineering Sciences, Faculty
of Engineering – Cariro
University (CAPSCU).
• What is A Focus Group? (n.d.).
Retrieved from
https://www.shopify.com/
encyclo pedia/focus-group
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls ! Email: perkins.pg@gmail.com

CARIBBEAN
STUDIES Lesson 17
with
Debgeri Whitely
IMPACT OF SOCIETAL INSTITUTIONS

ON CARIBBEAN PEOPLE
This week, we’ll continue looking at Module 1: Caribbean
Society and Culture. However, there are two revision
activities that I want you to attempt to ensure that you
have been revising. We’ll then delve into the topic of the
“Impact of Societal Institutions on Caribbean People,” with Caribbean Sea
the main emphasis on the family. Please continue to do

your reading so you’ll be better able to understand the
topic(s) that are covered each week. All the best for this
week. Next week we’ll look at education, religion and the
justice system.
REVIEW ACTIVITY FOR LAST WEEK'S LESSON 3. Which of the following conditions does NOT lead to
hurricane formation in the Caribbean?
A. Low ocean heat
1. Which of the following is the BEST way to reduce the B. Location a few degrees from the equator
impact of earthquake? C. Unstable atmosphere (temperature falls as
A. Follow building codes height increases)
B. Hire experts to study seismic waves D. Pre-existing thunderstorms and high
C. Elect government officials to create laws atmospheric moisture (humidity levels)
D. Mitigate effects by devising emergency
evacuation
4. Soil erosion in the Caribbean can result in:
I. Crop failure
2. Which of the following has been the GREATEST danger II. Starvation of rural communities
from recent hurricanes in the Caribbean? III. A loss of livelihood in farming areas
A. loss of lives A. I only
B. Decline in business activity B. I and II
C. No efficient hurricane warning system in the C. II and III
Atlantic Ocean D. I, II and III
D. Property damage due to poor building materials
and locations JOL CARIBBEAN STUDIES continues on next page
JOL CARIBBEAN STUDIES continued from previous page
5. What is the MOST suitable soil conservation method 8. In what main social and economic ways does drought
affect areas of the Caribbean?
that can be practiced on agricultural lands?
A. Low yields for rain-fed crops as sugarcane.
A. Contour ploughing B. Householders and farmers experience water
B. Undertake land tenure reform shortages.
C. Increase in government spending on pumps to
C. Allow hills to grow natural forests
divert water to irrigate crops
D. Educate small farmers on proper drainage D. Reduction in availability of planting materials
such as roots and tubers may then require
imports.
6. How are Caribbean coral reefs mainly threatened by 9. Complete the following sentence: The main artificial
cause of floods in the Caribbean is __________________?
human activities?
A. Practice of agriculture
I. Coastal development, causing siltation. B. Building homes near the flood plains of major
II. Sewage creates eutrophication of the near-shore rivers
C. Heavy rainfall associated with tropical weather
ecosystem. systems
III. The dumping of marine oil or debris and D. Poor design and maintenance of drainage
channels, which may become blocked by debris
agrochemicals in runoff.
A. I only 10. What is the most important way to reduce flood
B. I and II dangers in Caribbean countries?
A. Poverty alleviation schemes, especially in rural
C. I and III areas
D. I, II and III B. Hazard mapping and building restrictions on
risky areas
C. Adequate design and maintenance of drainage
channels
7. What social and economic factor should Caribbean D. Flood basin management, by discouraging sand
mining in the river bed
governments focus on to protect coral reefs?
A. Control river dumping Essay Question
B. Legislation to ban fishing when scuba diving in
“Individuals, more the governments, have a responsibility
national parks to mitigate the effects of natural disasters. Discuss the
C. Support the growth of fishing cooperatives to extent to which it is the responsibility of individuals rather
than governments to mitigate the effects of natural
control size and range of species harvested
disasters.”
D. Require hotels to provide protected habitats on
the beachfront of their property JOL CARIBBEAN STUDIES continues on next page
IMPACT OF SOCIETAL INSTITUTIONS ON CARIBBEAN PEOPLE
3 Evaluate the ways in which societal institutions impact on our lives
The Family – is a group of individuals who are related by blood, marriage and or adoption. The family is a key agent of
socialization of children, thus making it the crucible of personality and brain development. As we know it, the family
has certain functions and the activity below speaks to that.
Activity #1
Instruction: With the use of a visual aid, assess (evaluate) the MAIN functions of a family.
[Text]
[Text] [Text] [Text]
[Text]
Historical Factors Influencing the Structure of Caribbean Families / Historical Context
It has been argued that there is a strong link between the current structure of Caribbean families and the plantation
system, particularly during slavery. One finds that with the advent of industrialization and the modern age, there have
been changes from within Caribbean society, brought about by factors such as migration and education in particular.
Therefore, research indicates that these have had an effect on the occurrence of family types.
JOL CARIBBEAN STUDIES continues on next page

Activity #2
Instruction: Fill in the missing areas with the relevant information.
TYPES OF FAMILY ORIGIN CHARACTERISTICS
The form was introduced to the Caribbean

Nuclear
region by the white Christian colonizers.
Where mother, father, children and an

aunt, uncle, grandparents or some other
relative live together and share
responsibilities. The family usually consists
of members from more than two
generations.
This type of family was formed during the

slavery period. The planters did not allow
their slaves to bond and marry each other.
They could be bought and sold at any
time, thus mitigating against the
formation of traditional family ties.
Sibling This causes “barrel” children.
Family Forms
Common Law
Visiting
JOL CARIBBEAN STUDIES continues on next page

The family is the institution responsible for the rearing of

IMPACT OF THE FAMILY ON CARIBBEAN SOCIETY
AND CULTURE children and the socialization of young members into
society. Ideas and beliefs about the family are inherited
from previous generations and undergo some change over
3 The impact of the family on health
time. They are translated into more tangible forms known
The family has also had an impact on the health sector.
Patterns of consumption are established very early in a as social organizations. Dominant and alternative ideas
child’s life. Many families pass down health practices in theand beliefs have an impact on the society at the level of
same way they pass down recipes. For example; eucalyptus individuals, groups and institutions.
and sage bush for colds, comfrey leaves for heachaches,
cerassee for belly aches, and mint and fever grass tea for N.B: Please ensure that you read up on the sociological
‘gas’ pains. perspectives on the family.
3 The impact of the family on education

References
In cases where the family emphasizes the value of reading,
it is found that their children are better readers and
portrays a love and value for reading and learning. These 1. CAPE Caribbean Studies for self-study and distance
children usually do extremely well and often times get to learning (distributed by Nelson-Thornes Ltd)
go to the school of their choice.
2. Caribbean Studies: for CAPE Examinations – 2nd Ed
by Jennifer Mohamed (distributed by Macmillan
3 The impact of family on gender roles and ideas. Education)
In the home, boys (gardening and taking out the garbage-
they have greater freedom) and girls (washing, cleaning 3. CAPE Caribbean Studies: An Interdisciplinary
and cooking – they are restricted and often supervised)
approach by Jennifer Mohamed – 1st Ed ( distributed
are often assigned different chores. Children also copy the
by Macmillan Education)
roles demonstrated by their parents
4. CAPE Caribbean Studies by Ottley, Gentles and

Activity #3 – Reflective Piece Dawson (distributed by Pearson Education Ltd)
3 Identify the type of family to which you belong. 5. CAPE Revision Guide Caribbean Studies by
Thompson, Lawson-Downer, St John and
Thomas-Hunte (Distributed by HarperCollins
3 Describe any impacts that you think your family has Publishers Ltd)
made on you – both positive and negative.
3 How do other members of your family, particularly Debgeri Whitely is on the staff of St. Hugh’s High School
parents, influence your choices and behaviours, directly ! Email: dwhitely@sthughshigh.org
or indirectly?

Study Centre January 30, 2018

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POSITIVE OUTLOOK &

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES INFORMATION TECHNOLOGY

ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES CAREER TALK

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STORY WRITING: POINT OF VIEW

In this week’s lesson we will look at point of view and its

First person is used when the main character is telling the

SECOND PERSON POINT OF VIEW

• Third Person Multiple:

• Third Person Omniscient:

This point of view still

JOL ENGLISH LANGUAGE continues on next page

SELECTING YOUR POINT OF VIEW

Who will experience the conflict in the story?

Who can be present in the climax?

Who will provide the most interesting outlook?

Shawnett Myers-Lawrence is on the staff of

LECTURE SERIES NOW

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

A function may be described in various ways: by an

Today we will also look at COMPOSITE FUNCTIONS and

The symbol f (x), which is read f of x, is a way

This could be interpreted as: Therefore, f g (3) = 13

d) g f (3): ! Using the ‘quick’ method, we evaluate f (3) Example 3

Evaluate: a) f –1(3) b) g–1(x)

First, we represent the function, Express in terms of y ! y=3x+5

WATCH THE VIDEO BELOW FOR MORE.

Kamau Karenga is on the staff of Portmore Community College ! Email: kkarenga@pcc.edu.jm

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

REASONS PEOPLE MIGRATE

Push factors ADVANTAGES

JOL SOCIAL STUDIES continues on next page

• Job Loss: Locals may lose jobs to immigrants. Also

• Better Job Prospects for locals: When a large number

• Flow of knowledge and skills: Sometimes migrants

1. Define the term ‘urbanization’.

ANSWERS TO ACTIVITY QUESTIONS

Two reasons explaining why governments are concerned about urbanization:

Charmaine Fuller-Wallace is on the staff of

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

PROGRAMMING WITH PASCAL

Today we continue to explore the world of programming!

Check your answer at the end of the lesson.

JOL INFORMATION TECHNOLOGY continues on next page

The objective of today’s lesson is for you to be able to:

" Write programs (codes) using PASCAL syntax

JOL INFORMATION TECHNOLOGY continues on next page

Languages are defined as human-readable or machine-readable.

JOL INFORMATION TECHNOLOGY continues on next page

Let us look at a question asking you to write a program using PASCAL

JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continues on next page

(c) VAR LuxTAX, DUTY, TOTAL: real;

Are you able to

JOL INFORMATION TECHNOLOGY continues on next page

STARTER ACTIVITY ANSWER:

WATCH THE VIDEO BELOW FOR MORE.

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

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

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

1. Explain what is respiration

2. Differentiate between aerobic and anaerobic