/
IAN ALLEN PHOTOGRAPHER
Ruel Reid (right), principal of Jamaica College, encourages some of his students from the lower school after a crusade at the St Andrew-located institution recently.
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
11
Matter
yl:chemistry
FRANCINE TAYLOR-CAMPBELL
Contributor
WELCOME TO another Aids to
Chemistry series.
STUDENTS SHOULD BE ABLE TO:
n Explain the differences between the
three states of matter in terms of
energy and particle arrangements.
n State the evidence that supports the
particulate nature of matter.
n Describe the structure of atoms.
WHAT IS MATTER?
n Matter has mass and occupies
space. The quantity of matter in a
material is determined by its mass.
n The state that matter occupies
depends on how the particles in it are
packed.
n The three states of matter are solid,
liquid and gas.
n Matter can be changed from one
form to another by increasing or
decreasing the kinetic energy of the
material.
n Processes such as freezing, melting
and boiling can change the form that
matter takes.
n All substances are made of atoms.
These combine to form elements
which later form compounds.
What are the main differences in the
three states of matter?
The three states of matter can be
differentiated based on their volume,
shape and the energy, arrangement and
forces operating between particles.
A solid has a fixed shape and volume
with the particles arranged in a regular,
repeated pattern. The fixed shape is
maintained by the strong forces of
attraction between the particles, hence,
particles have little kinetic energy and
can only vibrate in their positions. These
fixed positions mean that solids are
difficult to compress and expand.
12
In comparison a liquid, while having a
fixed volume, takes on the shape of the
container in which it is placed. The
particles in a liquid are arranged
randomly with small spaces between
them enabling them to move easily. The
moderate attraction and energy of the
particles enable them to move but not to
separate from each other. The small
spaces present help the liquid to be
easily compressed or expanded.
The particles in a gas, however, can fill
any space in which they are placed due to
the large amounts of kinetic energy that
they possess. This means that a gas has
no defined shape as the particles are
arranged randomly with large spaces
between them. The weak forces of
attraction between the particles of a gas
also enable them to move rapidly and as
far away from each other as possible. A
gas can, therefore, be easily compressed
or expanded.
How can matter be changed from one
form to another?
When the temperature of a piece of ice
is increased, for example, particles gain
kinetic energy and will begin to move,
changing their regular, ordered structure
to that of a liquid. This represents the
process of melting and the ice will
change to water. Further increase in
temperature will change the water to
steam (gas) as the particles get more
energy to move away from each other.
This is called boiling and evaporation. To
reverse this process, the temperature is
decreased by cooling (condensation) and
freezing. A solid can also be changed
directly into a gas (without becoming a
liquid) by the process of sublimation. A
common example is the use of dry ice
which changes to the gas carbon dioxide.
These processes represent the different
ways in which matter can be changed
from one form to another.
Francine Taylor-Campbell teaches at Jamaica
College. Send questions and comments to
[email protected]
yl:biology
Welcome
MONACIA WILLIAMS
Contributor
ELLO, STUDENTS. How are you this week?
Here we are again at the start of a new
school year. To my old partners I say
welcome back, and to those of you who will begin
to share this journey with me over the next few
months, I also extend a welcome and a wish that
we will have a fulfilling and a rewarding time!
Congratulations to those of you who sat the
Caribbean Secondary Education Certificate
(CSEC) exams and were successful, good things
come to those who work hard! We will not be able
to cover the entire syllabus in the short time
allowed, but it is my hope and prayer that the time
we spend going through the different topics will
be of help to you all.
H
I have found biology to be a fascinating subject
and I hope that you, in turn, will find it so. It
brings a sense of fulfillment when you begin to
appreciate how these wonderful bodies that we
have work! What many students do not realise is
that in this subject the same things are studied at
every level but in more depth as you advance up
the levels.
What is the central theme of biology? Did you
say the characteristics of living things? If you did,
then you are correct! The underlying, central
theme of biology is the characteristics of living
things! Do you remember these characteristics?
Let me remind you of them. They are:
n Living things reproduce
n Living things excrete
n Living things grow
n Living things respond to stimuli
n Living things feed
n Living things respire
n Living things move
I need to remind you also that living things
comprise both plants and animals; most times, we
tend to exclude plants from some of these
characteristics but they are also living, so they
must demonstrate all of these characteristics. I
will also pause here to remind you that this is a
practical subject and, hence, you will be expected
not just to carry out experiments but also to write
up these experiments in your laboratory
notebooks. The writing-up part is, of course, the
part that you do not enjoy and, therefore, you
procrastinate about it and when you can no longer
procrastinate, you do a poor job of it! I am
encouraging you to resolve to write up these labs
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
as soon as you have done them. Do not leave the
class without fully understanding what it is that
you have just done in the experiment. Knowing
this makes it easier to write up the experiment.
For those of you who are about to begin the
first year of the CSEC syllabus, you will be
starting a new syllabus. Guess what? You will be
the first set of students to be tested on this
syllabus in 2015! Those of you who are in the
second year will also be members of a historic set
because you will be the last set of students who
will be sitting an exam based on the old syllabus!
I am almost sure you did not look at it that way,
but those are the facts!
What are the changes in the syllabus? There
are quite a few:
n There are now three parts to the syllabus
instead of five. Unfortunately, the syllabus has not
been shortened! Different areas of the old syllabus
have been placed together to present a more
uniformed approach to the teaching of the subject.
n The approach to the practical component is
also different.
As we go along through the year, we will be
looking at these changes in more detail even as I
try to maintain a balance to facilitate the fifthformers who are still on the old syllabus.
The format of the examination remains the
same:
n Paper 01 consisting of 60 multiple-choice
items.
n Paper 02 consisting of three structured and
three essay-type questions.
n Paper 03 which is the alternative to the
practical but is not set for students
who are registered in schools.
n The lab book forms the Paper 03 for those
who are registered in schools. In other words,
once you are in a school your approach to the
subject must be laboratory-based.
As we continue in the weeks ahead, I hope that
you new students will come to enjoy the subject
and the life lessons it gives. Likewise, I hope that
those of you who started the journey last year will
continue to enjoy all that it has to offer.
See you all next week!
Monacia Williams teaches at Glenmuir High School. Send
questions and comments to
[email protected]
DEBBION HYMAN
Contributor
I, GUYS, welcome. I hope the
2013-14 academic year has
got off to a good start and that
you are refreshed and ready to learn.
This week, the focus will be on you
becoming familiar with the
Caribbean Secondary Education
Certificate (CSEC) history syllabus. I
will be outlining the topics/areas of
study and the nature of the
examination for this subject.
H
The CSEC
history syllabus
9. Popular Protests in the 1930s
10. Movements Towards
Independence and Regional
Integration up to 1985
THE THEMES
Section A
1. The Indigenous Peoples and
the Europeans
2. Caribbean Economy and
Slavery
3. Resistance and Revolt
Section B
4. Metropolitan Movements
towards Emancipation
5. Adjustments to Emancipation:
1838-1876
6. Caribbean Economy: 18751985
TOPICS – CORE AND THEMES
The CSEC Caribbean history
syllabus consists of 10 core topics
and 9 themes. The core represents a
broad historical overview of
Caribbean history and its areas with
which students should be familiar.
The theme covers the period from
the late 1400s to the late 1900s (up
to 1985) and is divided into three
sections. Your respective schools
should cover one topic from each
theme; this means that you should
be prepared for three themes in total.
You must complete all core topics;
you may find, however, that there
may be overlaps in a theme and a
core topic. For example, if your
teacher selects Caribbean Economy
and Slavery from Section A, then you
would not return to a study of the
core topic, The Economic Revolution
and the coming of the enslaved
Africans. This is due to the fact that
the objectives of the core are quite
similar to what is listed in that
theme.
Section C
7. The United States in the
Caribbean: 1776-1985
8. Caribbean Political
Development up to 1985
9. Caribbean Society 1900-1985
THE EXAMINATION
The examination will consist of a
multiple-choice paper, an essay
paper and a School-Based
Assessment (SBA) component. The
multiple-choice paper will feature 60
items valued at 60 marks and 35 per
cent of the final grade. On the essay
paper there will be 18 questions, two
on each of the nine themes. The
paper is valued at 75 marks and
accounts for 44 per cent of your final
grade. You are reminded that the
paper is divided into three sections
and you are required to answer one
question for each section. The
questions will be in varying formats,
such as extended essays, shortanswer questions and may also
require the use of stimulus material.
Stimulus material may include diary
extracts, photographs, cartoons,
lines from a song, statistical tables
and so on. Each section of the paper
will focus on these varying formats
and you will find your teacher
exposing you to these throughout
the school year.
Below is an outline of the core
topics and themes for the history
syllabus:
CORE
1. The Indigenous Peoples of the
Americas
2. The Europeans
3. The Economic Revolution and
the coming of the enslaved
Africans
4. Slave Resistance
5. Emancipation and
Apprenticeship
6. The coming of the Chinese,
Europeans (Madeirans, Germans,
French), Indians and Africans
7. The Establishment of the
Peasantry - 1838 to 1900
8. The United States’ influence in
the Caribbean
yl:history
/
WINSTON SILL FREELANCE PHOTOGRAPHER
Marlon King (left) and fellow Reggae Boy Theo Robinson at the Norman Manley International
Airport shortly after their arrival in the island. Jamaica will play Panama in a CONCACAF finalround World Cup Qualifier on Friday in Panama City.
Lastly, you will have to complete
the SBA which is valued at 35 marks;
it will be 21 per cent of your final
grade.
Debbion Hyman teaches at St Hugh’s High
School. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
13
yl:english language
Introduction to English
A syllabus
NATASHA THOMAS-FRANCIS
Contributor
ELCOME TO the 2013-2014 school
year and the series of lessons in
English A. I hope this new school year
will be a successful one for you. It is my
privilege to share with you in this way as you
face new challenges and new ideas.
Let me congratulate the students who were
successful in their examinations and especially
those who benefited from the lessons in the
last school year. I hope you have thanked your
teachers and family members for their support
and guidance and, most important, I trust that
you have acknowledged God’s input in your
success.
W
To those of you who are returning because
you were not so successful, my advice to you
is to use this disappointment as an opportunity
to reflect on the last year and to motivate
yourself to do better this year. Use the lessons
to reinforce what you were taught previously
and clarify areas which you did not fully grasp.
If you have been keeping abreast of the
discussions on this year’s Caribbean
Secondary Education Certificate passes in the
media, then you would have heard that there
has been an 11 per cent increase in the number
of candidates who scored a passing grade in
English A. Although we should be thankful for
an increase, we still have a lot of work to do to
get more students to achieve competence in
English.
If you are serious about doing well in this
subject, you should want to know what skills
and competencies will be assessed. The new
syllabus (copyright 2009) became effective for
examinations in 2012. I urge you to procure a
copy of this syllabus so that you can be fully
aware of the skills and knowledge contained
therein.
There are quite a few important reasons for the
study of the subject. Among these are the
following:
n English, a universal language, is used for
communication in business and politics, even
in some countries where it is a minority
language. It is also the major language of news
and information in the world.
n English is necessary for professional
careers.
n An understanding of the language will
greatly enhance a student’s performance in
other subjects. You can transfer the skills you
learn in your English class to other subjects
which require you to comprehend, reason and
write. Remember that for most subjects, CXC
will require you to respond to questions using
English language.
The course of study will culminate with the
sitting of the Caribbean Examination Council’s
(CXC’s) English A paper in May-June 2014.
Students who do this examination must
demonstrate competence in their ability to use
the language with ease. You, therefore, need to
develop high-level skills in both understanding
(comprehension) and expression. These skills
must be demonstrated in the examination as
you write several answers, paying attention to
the proper use of all punctuation marks and
other conventions in writing – proper sentence
structure and paragraphing, inverted commas,
capital letters, abbreviations, the writing of
numbers, whether in figures or in words, and
correct spelling. These areas will be addressed
in subsequent lessons.
Next week, we will consider the CXC
syllabus.
I anticipate a productive year and I hope the
lessons will assist you as you strive towards
success in your studies.
May you have a blessed academic year!
There are so many students who believe that
there is no need to study this subject. This is
so unfortunate and this myth must be changed.
14
Natasha Thomas-Francis teaches at Glenmuir High
School. Send questions and comments to
[email protected]
Contributed
May Pen Mayor, Scean Barneswell helps this young man to fix his tie in the May
Pen town centre as he heads out on the first day of school. Looking on is
Digicel’s Marketing Operations Manager Jacqueline Edwards-Locke.
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
Prepare
yourselves
BERYL CLARKE
Contributor
S THE new school year begins, I
want you to see the possibilities
ahead. There are opportunities
from which you can profit if you seize
them and make good use of them. Do
not allow anything to stand in your way.
A
It has to be seen as wonderfully
encouraging that for the last several
years our athletes have done us proud
in international competitions. I believe
that you must be especially inspired by
the anchor-leg performance in the
4x400m relay final by Javon Francis.
Please do not just talk about his great
action but consider the work he must
have put in and his determination to
succeed. Now, do you see what you
have to do? Sure, you do; put in the
work and confidently perform when
examination time comes.
I have to pause here to say
congratulations to all those students
who were successful in the recent
Caribbean Advanced Proficiency and
Caribbean Secondary Education
Certificate exams. Please do not accuse
me of being partial, but you should
understand that I have to offer special
congrats to those who benefited from
the lessons that were published in
Youthlink. I am particularly proud to
learn that in some schools the results
in literature were very gratifying.
Of course, regrettably, not all
students did as well as they would have
liked or hoped. Perhaps a
misinterpreted question or a
misjudgement of the allotted time
caused problems. You know, too,
whether you were as well prepared for
the exams as you should have been. It
makes no sense at this point to cry or
to be angry with yourselves. What you
must not even think of doing is giving
up. Here is your opportunity to prove
that you will not allow anything to keep
you down. There is a song, the actual
words of which I do not now remember,
yl:english literature
Here, now, is your 2014 syllabus.
DRAMA
A Midsummer Night’s Dream
Old Story Time
William Shakespeare
Trevor Rhone
POETRY
that tells us that when we fail we are to
pick ourselves up, dust ourselves off
and start all over. Success comes in
various forms, and at different times, so
go for it.
Let me now welcome my new and,
perhaps, continuing students. We are
going to have a great year together. We
will both do our parts; you will attend
all your classes and do your homework.
In addition, you will read the lessons as
provided and get all that you can from
them as you prepare to prove to
yourself, school, parents, friends and
CXC that you have neither wasted time
nor money. I hope that you are a
student of this subject because you
love it, you enjoy reading drama, poetry
and prose, and you never shy away
from good discussions on the works on
your syllabus.
There is much to be gained from
having a positive attitude towards your
study of literature. In doing this subject
correctly you will:
n Learn to read fluently if you do
not read quite as well as you
should be reading by now.
n Improve your ability to spell
correctly.
n Expand your vocabulary.
n Strengthen and improve your
ability to express yourself fluently,
interestingly and with flair.
n Increase your knowledge of the
world as you travel through the
pages.
n Appreciate the differences and
similarities that exist among
peoples everywhere.
n Continue to develop your skills
of analysis and synthesis.
n Write proper essays with
introductions, fully developed ideas
in separate paragraphs and
conclusions and not waste paper by
putting each paragraph on an
individual page!
n Enjoy the humour that you find in
the texts, whether poetry, prose or
drama.
A Contemplation Upon Flowers
Once Upon a Time
Forgive My Guilt
West Indies U.S.A.
Sonnet Composed Upon Westminster Bridge
Orchids
The Woman Speaks to the Man who has Employed her Son
It is the Constant Image of your Face
God’s Grandeur
A Stone’s Throw
Test Match Sabina Park
Theme for English B
Dreaming Black Boy
Epitaph
Dulce et Decorum Est
This is the Dark Time, My Love
Ol’ Higue
‘Le Loupgarou’
South
To an Athlete Dying Young
Henry King
Gabriel Okara
Robert P. Tristram Coffin
Stewart Brown
William Wordsworth
Hazel Simmons-McDonald
Lorna Goodison
Dennis Brutus
Gerard Manley Hopkins
Elma Mitchell
Stewart Brown
Langston Hughes
James Berry
Dennis Scott
Wilfred Owen
Martin Carter
Mark McWatt
Derek Walcott
Kamau Brathwaite
A. E. Housman
PROSE FICTION
Songs of Silence
Wine of Astonishment
Curdella Forbes
Earl Lovelace
SHORT STORIES
Selections from A World of Prose for CXC
(New Edition)
Blackout
Shabine
Emma
The Man of the House
Septimus
The Day the World Almost Came to an End
The Boy Who Loved Ice Cream
Berry
Mom Luby and the Social Worker
To Dah-Duh in Memoriam
David Williams & Hazel Simmons
McDonald
Roger Mais
Hazel Simmons-McDonald
Carolyn Cole
Frank O’Connor
John Wickham
Pearl Crayton
Olive Senior
Langston Hughes
Kristin Hunter
Paule Marshall
This brings us to the end of this academic year’s first Youthlink lesson. I hope that you will continue
each week to learn and enjoy not only what appears in this column but your school experience and life
generally. Do try to make the best of what you have without moaning and groaning and thinking about what
you do not now have. Times are, indeed, hard. Many parents are hanging on by their fingertips but they are
trying for they want the best for you—- their children. Set your goals and move with determination and grit
towards them.
Walk tall, young people, and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
15
First step
ROXANNE WRIGHT
Contributor
E MUST hasten to acknowledge that
2013-2014 was a successful school
year for most students, including
those who sat the Caribbean Secondary
Education Certificate Principles of Accounts
examination. We, therefore, extend
congratulations to those of you who got a
grade 3, 2 or 1.
W
We must also thank our repeat participants
for staying with us and, by all means, we must
welcome those who are joining us for the first
time. A guarantee is that as we offer a simple,
easy-to-understand presentation each week, it
will certainly be a delivery of topics in line
with the syllabus.
Many students have chosen to pursue a
study in principles of accounts having only a
vague idea of the full role of an accountant
and/or the accounts department. You may be
aware that accounting provides a major
yl:principles of accounts
There are two basic users of accounting, internal and external users:
service to the world of business. Practically
put, this service is based on the accountant’s
observation of a number of principles, rules,
conventions, formats and procedures. You,
therefore, must become familiar with this
knowledge as you embark on your studies,
with a view to be successful at the examination
level, and beyond.
There are some generally accepted accounting principles that you must be able to relate to as a
As we make our presentation on a weekly
student of principles of accounts. It is important to remember that accounting principles are a
basis, we will innovatively tackle important
common set of standards, applied by accountants, which aid in producing relevant, reliable and
areas required by the principles of accounts
comparable information.
syllabus at this level. Even before we move
fully into the syllabus, you must be informed
that accounting possesses its own vocabulary,
concepts, rules and formats. Not to worry, they
will become familiar through practice and
understanding the context in which they apply.
Just as a means of introducing the subject,
we ask that you acknowledge that accounting
is a process of keeping records in its relevant
books. Noteworthy, the accounting system is
modified to meet the needs of the different
types of business organisations.
Introducing the Types of Business Organisations relevant to your study include the following:
An integral part of accounting is the definition and interpretation of the accounting equation.
Noteworthy, the accounting equation is derived from business activities to prove at all times that:
Assets = Liabilities + Capital/Equity
The accounting equation is always in balance.
The elements of the equation include:
It is also important for you to identify and relate to the purpose and importance of accounting.
This is a suitable point to break. Next week, we will continue as we highlight how to keep the
scale in balance, no matter what happens.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]
16
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
yl:social studies
A new beginning
MAUREEN CAMPBELL
Contributor
ELCOME BACK to a new school year! As you
endeavour to become global citizens, you must be
able to use this subject to explain human experiences
and develop the ability to prepare for the future. You must be
ready for social actions engendering opportunities in relation
to self, family, community, national and regional development.
W
The syllabus is geared towards developing the skills of
social enquiry and the ability to make presentations and
reports with clearness. It is essential, also, to develop the
skills of critical thinking in order to recognise underlying
assumptions and values, make decisions and be able to justify
these decisions.
WHAT YOU WILL LEARN
Section A
Section B
Section C
Individual, Family and Society
Sustainable Development and Use of
Resources
(i) Development and Use of Resources
(ii) Regional Integration
Options
C1: Communication
C2: Consumer Affairs
C3: Tourism
- Compare different family types and unions found in the
Caribbean.
You will need to define the following concepts, so start your
concept bank now.
Kinship, status, extended family, nuclear family, monogamy,
polyandry, polygyny, patriarchal, matriarchal, patrifocal,
matrifocal, matrilineal, patrilineal, bigamy, incest, marriage,
legal separation, divorce, annulment, alimony, sibling,
inheritance.
Over the years, there has been a continuous debate
regarding an acceptable definition of the family. A definition
commonly used is that the family is a social unit created by
birth, marriage or adoption, all living together in a single
household.
FUNCTIONS OF THE FAMILY IN CONTEMPORARY
CARIBBEAN SOCIETY
Relationships that usually lead to the formation of families
include marriage and consensual unions. Families in the
Caribbean, as you can observe, have various structures as a
result of a number of social, economic and historical factors.
The family is viewed as the most basic social unit in the
Caribbean and is responsible for the performance of some very
important functions.
FORMAT OF THE EXAM
Each candidate doing this subject must do three papers:
Paper 01:
60 multiple-choice questions taken from Sections A and B
Paper 02:
Ten questions, three on Section A, four on Section B and
three on Section C. Candidates will be required to answer FIVE
questions on this paper.
Paper 3/1 or 3/2
Paper 3/1 is a project based on any section of the syllabus.
Paper 3/2 is an alternative to the project for private
candidates.
By now, you would have realised that you need to purchase
a syllabus which clearly sets out all that is required of
candidates, content and other requirements.
THE INDIVIDUAL AND THE FAMILY
For this lesson you will
- Be given key concepts relating to the study of the family.
- Describe the mayor functions of the family.
A. AS A UNIT OF PROCREATION
through welfare assistance, low-income housing, schoolfeeding programmes, free education and other such
assistance.
D. AS A SOCIAL UNIT FOR SATISFYING
EMOTIONAL AND PSYCHOLOGICAL NEEDS
Everyone needs to feel loved and wanted by other people
and protected. These feelings help in engendering feelings of
security, self-esteem and confidence.
DIFFERENCES IN FAMILY TYPES IN THE
CARIBBEAN
NUCLEAR
This family type consists of parents who may be married or
in a consensual union and living together in the same
household with their children – own or adopted.
EXTENDED
This family type extends beyond the limits of the nuclear
family and contains several generations of the same family.
Extended families usually include aunts, uncles, nieces,
nephews, and cousins sharing the same dwelling.
SIBLING HOUSEHOLDS
Both parents are absent from this family; there are only
brothers and sisters. This may occur because parents are away
from the home in search of work, imprisoned or deceased. As
a result, the older brother or sister usually assumes leadership
position in this household.
This is the process of reproduction. This is also the process
to prevent human beings from becoming extinct. The number
of children that families have will vary in different societies.
There are some countries where policies on procreation are
enacted in an attempt to control population growth.
SINGLE-PARENT FAMILY
B. AS A SOCIAL UNIT FOR REARING CHILDREN,
NAMELY THE SOCIALISATION OF THE INDIVIDUAL
Only one parent is present at all times. From observation,
there is a high percentage of single-parent families in the
Caribbean.
Socialisation describes the process where an individual
learns the culture of a society; that is the norms, values,
customs, traditions, social roles, symbols and language of the
society. This process enables the individual to survive in the
society.
C. AS AN ECONOMIC UNIT FOR SATISFYING BASIC
NEEDS
The family, in most societies, works to satisfy the material
needs of its members. Many families, however, are having
problems carrying out this function satisfactorily for its
members. Many agents assist these families to survive
ACTIVITIES
1. Research the following and be able to explain what they
are: Unions – visiting relationships, consensual or common
law, monogamy, legal marriage.
2. Outline four reasons we need family.
3. State and explain three reasons families are facing
problems in the Caribbean and suggest ways in which these
three problems may be solved.
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
17
yl:information technology
The computer system
NATALEE A. JOHNSON
Contributor
T IS a new year and the start of another level, or stage, of
your academic studies. As you pursue your studies this
year, ensure that you continue to develop a focused and
goal-driven attitude towards your studies. Our first lesson and
other upcoming ones will be from Section 1: Fundamentals of
Hardware and Software of the syllabus. At the end of this
lesson, you should be able to define the terms computer, data,
information, peripheral devices and computer system. You
should also be able to differentiate the main components of a
computer system.
I
A computer may be defined as an electronic device which
accepts input, processes the input and produces results
(output) from the processing, and stores data and results for
future use.
HARDWARE
This is the name given to the physical parts of a computer
that you can see and touch. These hardware components may
also be referred to as peripherals. Peripheral devices are any
external devices or components connected to the system unit
such as a mouse, keyboard, monitor, etc.
The system unit is the box-like case that houses all the
electronic components of the computer.
There are five general categories of hardware namely:
INPUT DEVICES
They get data, instructions or commands into a computer
for processing. A mouse, keyboard, touch screen, joystick,
biometric systems and a scanner are all examples of input
devices.
THE CENTRAL PROCESSING UNIT (CPU)
You will not be able to
fully comprehend how
data flows through the
computer system before
learning the terms ‘data’
and ‘information’.
Data is a set of
raw facts and
figures that a
computer
processes by
following a set of
instructions called a program, while information is the
processed data which is meaningful and useful.
This is the brain of a computer, which is also
called the microprocessor, and it controls how the
rest of the computer works. It is assisted by the
control unit (CU) and the arithmetic logic unit
(ALU). The CU carries out instructions in the
software and directs the flow of data through the
computer; the ALU performs the calculations and
logic operations.
OUTPUT DEVICES
Below is a diagram which illustrates the processing cycle
of a computer system.
SOFTWARE
This is the name given to the computer programs that tells
the hardware how to work. Without software, the computer
hardware would do nothing as there would be no instructions.
COMPUTER PROGRAMS
These are instructions (programs) produced by
programmers to create system and application software.
SYSTEM SOFTWARE
This software is usually called an operating system since it
controls the hardware and how all the other software works.
The most commonly used operating system is Windows,
made by Microsoft Corporation. Other operating systems
include disk operating systems (DOS), Linux, UNIX, Mac OS
and so on.
APPLICATION SOFTWARE
This software instructs a computer to carry out or perform a
specific task. Word processors, spreadsheet and databases
are all application software.
They get processed information out of a computer, for
example to a printer, monitor or even speakers.
USER
STORAGE DEVICES
Any individual who interacts directly with a computer
system.
Include floppy drives, hard disk drives, flash drives, CDROM drives and so on that are used for storing information
permanently.
Memory enables a computer to temporarily store
instructions and data, for example the RAM chip (which you
will learn more about when we look at storage).
We have come to the end of our first lesson in our series of
lessons. See you next week. Remember, if you fail to prepare,
be prepared to fail.
Natalee A Johnson teaches at Ardenne High School. Send questions and
comments to [email protected]
THE DATAPROCESSING CYCLE
The main components of a computer system are: hardware,
software and the user.
18
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
yl:office administration
Let’s get started
HYACINTH TUGMAN
Contributor
ELCOME TO another series of the 2013-2014
Youthlink CSEC Study Guide. Congratulations to
the many students who were successful in the
recent examinations. Surely, hard work has paid off. To
those who have to take, the journey again, remember to be
more focused this time and, at least, you already have the
basic concepts and principles of the subjects. New
students, I implore you to be focused in order to achieve
your goal.
W
Let me use this opportunity to commend The Gleaner
Company for their thoughtfulness in supporting education
by having this study guide published weekly so that student
can have additional materials to assist with their studies.
Students, I hope you will fully utilise these study guides.
To those of who will be sitting the examinations at the
end of this school year, you should be mindful that you are
working with a revised syllabus and so you will need to
manage your time well. There are so many choices and
priorities competing for your time; stretch yourself too
thinly and you may find yourself feeling stressed out. I
encourage you to fully embrace the moment and urge you
to take the time to create a homework-friendly home
environment that will allow you to excel. To regain control
you should:
TAKE NOTES
If you take notes and review them before class begins (or
while studying for an exam), you can ask a teacher to go
over anything you don’t understand. It can also be helpful
to go over notes with a classmate after class.
Students, have you ever given thought as to why you
have chosen to do office administration? Well, whatever
your thoughts may be, I will briefly give the main idea of
this subject.
Office administration is a business education subject
concerned with the study of administrative principles,
policies and procedures governing the office environment.
Modern offices have become automated and the
responsibilities of office personnel today bear little
resemblance to what they were some time ago. The office
administration syllabus is designed to provide students
with the knowledge and the technical and interpersonal
skills to function effectively within a modern office.
In these series we will look at the following topics –
Office Orientation, Communication, Recruitment and
Orientation, Records and Information Management,
Reception and Hospitality, Meetings, Travel Arrangements,
Human Resources Management, Accounts and Financial
Services, Procurement and Inventory Management, Sales,
Marketing and Customer Service, Operations, Despatch
and Transport Services. In addition to the topics, I will also
look at the SBA and the Paper 03/2.
PLAN AHEAD
Get a calendar or personal planner. Mark the dates of
midterms, internal examinations and regular tests. Note the
due dates of your School-Based Assessment (SBA) and
other projects as they are assigned. List any other time
commitments you may have, like football or netball match.
STAY AHEAD
Try not to fall behind. If you find yourself falling behind
and starting to feel frustrated, let your teacher or parents
know. It’s better to get help early than to wait and think you
can use a few nights to cram everything. If you are having
trouble with your SBA, ask your teacher for extra help.
LISTEN
Paying attention in class can actually pay off in the long
run. Sure, it’s often easier said than done, but actively
listening and taking notes during class can make recalling
information easier when it comes to the time to write for a
test or an examination.
Tests and answers will be given at the end of each unit
so that you can adequately prepare yourselves for the
examination. Be reminded that these lessons are
specifically designed for students who will do their exam in
May-June 2014, as the syllabus cannot be adequately
covered in time for the January sitting.
As we work throughout this school year, let me
emphasise the importance of TIME. You can do one of two
things – waste time or use time effectively – the choice is
yours.
I look forward to working with you this school year. Next
week, I will outline the format of the examination and give
pertinent information on the SBA.
WINSTON SILL/FREELANCE PHOTOGRAPHER
Have a wonderful week.
Hyacinth Tugman teaches at Glenmuir High School. Send questions
and comments to [email protected]
Here is Josselle Fisher, the winner of the Miss Jamaica
Caribbean Talented Teen 2013 show and coronation, held
at the Louise Bennett Garden Theatre, Hope Road, on
Sunday, September 1.
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
19
What you’ll need
CLEMENT RADCLIFFE
Contributor
T IS my pleasure to welcome you to the CXC Study Guide
series for this the 2013-2014 school year. Unfortunately, the
fluctuating performances over the last few years have
continued. The national performance by public schools is 42
per cent this year, compared to 38 per cent last year. While this
level of performance remains very weak, the improvement
recorded is a step in the right direction. It should be noted that
this performance has been recorded within the context that the
examination papers continue to be less challenging for those
who are involved in conscientious preparation. The average
achieved is also approximately half of the target set by the
Ministry of Education to be achieved in three years. I,
therefore, implore you to join me as we study together during
this year. Please be assured that the material to be presented
will go a far way in supporting your efforts.
I
Analysis of the performance of students points to the fear of
the subject as a factor affecting their final grade. Be reminded
at the outset that mathematics is not a subject to fear but one
that will bring you immense pleasure as you learn the various
concepts and solve question after question. In assessing
students’ performance in the past I, like many others, am of the
view that too many students are ill-prepared for the
examination. We also feel that since the examination papers
have been quite straightforward, students should have
achieved better quality results. Indeed, the 2013 Paper 02,
Section 1 was fairly predictable with questions 5, 7 and 8
being different. These three questions, however, only required
thought or demanded reasoning. You will be required to
prepare specifically for questions such as these which require
higher-level skills.
Experience has confirmed that weaker students wait until it
is too late to begin adequate preparation. Studying
mathematics is quite unattractive to these students, so they
postpone their involvement as long as they can. Let me remind
you students who fall into this category that you can begin by
emphasizing the recall and method levels (recall the facts, do
the calculations and apply the methods, for example with
simultaneous equations). Problem solving can be developed
later with practice. Practice will enable you to become more
comfortable with the material and so be able to appreciate the
various ways in which it may be utilised.
To have you adequately prepared for the external
examination, I urge you to get the following materials:
1. SYLLABUS
This will inform you of the following:
n Structure of the examination
n Details of the specific objectives, etc.
20
The syllabus lists the specific objectives which are tested in
the various sections of both papers. In the examination, you
are tested on how well you have learnt the specific objectives,
which are stated in the syllabus. A distinction in mathematics
is equivalent to having a comprehensive knowledge of the
specific objectives. Owning a syllabus is, therefore, not an
option. The syllabus is available at schools or at the Overseas
Examinations Office in Kingston. It was changed recently and
so it is vital that your efforts are informed by the correct
syllabus.
2. TEXTBOOKS
You may select from any of those available on the market.
Use the one with which you are most comfortable.
3. NOTEBOOK
A hard-cover book or folder is recommended. Ensure that
work done throughout the course is kept together so that it
may be reviewed at any time, especially just prior to the
examination. The recommended format for each topic is as
follows:
Topic:
Date:
Brief notes:
Practice examples:
4. PAST-PAPER QUESTIONS
These are available in bookshops.
5. RESOURCE MATERIALS
n Media publications, for example this weekly Youthlink
Study Guide which has been made popular by The Gleaner
Company.
n A wide variety of model answers available in bookshops.
n Revision materials available online, including the CXC
Notesmaster.
6. INSTRUMENTS
Mathematical instruments and a calculator, which may be
used in Paper 02.
This is a comprehensive list of the materials which are
required and must be used regularly.
To all tutors of mathematics, let me remind you to motivate
your students. Motivation is the most effective approach in
dealing with a student’s fear of the subject. This strategy
requires the continued effort of both parents and teachers and
may be achieved through the following:
n constant encouragement.
n offers or rewards when earned.
n gentle persuasion where necessary.
yl:mathematics
n firm insistence that they stay the course when there is
evidence of tardiness.
n ongoing involvement in the practice of problems of
increased level of difficulty.
n constant review of topics done in the lower forms.
Of those listed above, practice is the most important
strategy. The careful selection of questions should result in
some success. This will build the self-confidence of the
students as they attempt more difficult problems.
I wish to use this opportunity to commend those students
who did well in their examinations. I suspect that the
successful ones were those who were diligent in their
preparation. To those who were unsuccessful, there is still
another chance. You may wish to register now for the 2014
January sitting of the examination.
As you are no doubt aware, the mathematics examination is
one of the few subjects that has no School-Based Assessment
(SBA) component. The examination is, therefore, based on two
papers as follows:
Paper 01 - 60 Multiple-choice items
Paper 02 - Essay-type questions divided into two sections:
Section I - Eight compulsory questions
Section 2 - Three optional questions from which to select
two
Please be reminded of the following tips on multiple-choice
questions:
n The multiple-choice items are less demanding than the
essay-type questions.
n Random guessing is not recommended as some
distracters are computed based on the usual errors made by
students.
n A good performance on this paper is necessary to ensure
success in the exam.
Let me, once again, reaffirm how critical it is to use the
specific objectives as a basis for your preparation.
Please attempt the following multiple-choice items.
1. Write 2/5 as a decimal.
(a) 0.4 (b) 0.04 (c) 0.004 (d) 0.0004
2. 25 + 3 0 =
(a) 31 (b) 34
(c) 32
(d) 33
3. 39.96 x 0.5 is approximately
(a) 0.2 (b) 2
(c) 20
(d) 200
4. If 3n is an odd number, which of the following is an even
number?
(a) 3n - 2
(b) 3n + 2 (c) 3n + 4
(d) 3n - 1
Once again, I wish you all the best as we embark on this
important journey together.
Clement Radcliffe is an independent contributor. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
yl:principles of business
First steps in
principles of business
YVONNE HARVEY
Leslie and Kathleen Singh - Cambridge Publishers
Contributor
I, STUDENTS. It is a pleasure for me to welcome you to
the principles of business (POB) series of lessons.
Some of you are in the final year of your two-year
course, while others of you are aiming to do the subject in one
year. Whatever your case, my part is to help you to succeed.
H
These lessons will prepare you for the POB General
Proficiency Exam.
It is important that you arm yourself with the current
syllabus and at least one textbook; more if possible.
Some of the texts that are on the market, based on the
current syllabus, include:
Principles of Business for CSEC - by Peter Stimpson,
Yvonne Harvey et al - Nelson Thornes Publishers
Principles of Business for CSEC - by Karlene Robinson and
Sybile Hamil - Carlong Publishers
Principles of Business for CSEC Examinations - by Davion
Principles of Business for CSEC - by the Caribbean
Examinations Council - for self-study and distance learning
Also, there are revision texts and past-paper booklets
available.
Profile dimension 1 has four sections, profile dimension 2
has three sections and profile dimension three also has three
sections. The titles of these sections are given in the syllabus.
Each candidate will be awarded a grade on a six-point scale
(grades 1-3 are regarded as passing grades). In addition, a
letter grade will be given under each profile dimension.
As the weeks go on, you are free to ask any questions and I
will be happy to answer them. This lesson is the introductory
one. It outlines the entire course and indicates to you what lies
ahead. I am encouraging you to begin working right away and
to be consistent in your efforts, especially those of you who
will sit the examination in May-June 2014.
THE EXAMINATION
STRUCTURE AND ORGANISATION OF THE
SYLLABUS
Paper 02 (2 hours) is commonly called the essay paper.
Section A will consist of three compulsory questions from
sections 1,2,5,6 and 7 of the syllabus. Section B will consist
of four questions, two from sections 1-7 and two from
sections 8-10. Candidates will be required to answer two
questions from this section. All questions on this paper are
worth 20 marks and this paper is 50% of the final mark.
The syllabus has three profile dimensions as follows:
Profile Dimension 1 Organisational Principles
Profile Dimension 2 Production, Marketing and Finance
Profile Dimension 3 The Business Environment
The examination will consist of three papers. Paper 01
(1hour 15 minutes). This will be a 60-item, multiple-choice
test. Questions will be based on all three profile dimensions. A
total of 60 marks are available and this will be 30% of the final
mark.
For students who are registered in the regular school
system, there will still be the requirement of the School-Based
Assessment (SBA). This is paper 03/1. I will also be doing a
lesson or two on the SBA and, of course, you should be
guided by your subject teacher. The alternative to the SBA, for
private candidates only, is paper 03/2. The SBA and its
alternative are marked out of 40 and constitute 20% of the
final mark.
As we go along in our series of lessons I will set practice
questions for you. These questions will be quite useful to you,
so take them seriously and write outlines to them. If you are
not sure of the answer, do some research and then try to
answer them without looking at notes or textbooks.
I will start next week at the beginning of the syllabus. The
section is The Nature of Business and we will be looking at
some important business terms and concepts. These terms
and concepts will introduce you to POB and set the stage for
many other topics to come.
GLADSTONE TAYLOR/PHOTOGRAPHER
Children of Rainforest employees received scholarships to pursue their education. (Back row from left)
Tajay Coote, Lori-Ann Smith, Britney Miekle, Jahnya Brown, Gabrielle McCallum, Tianna Johnson (Front
row, from left) Sharissa Smith,Aisha Duncan, Kadeegha Nicholson, Jonace Telfer, Samantha-Jo Cunningham
See you all next week.
Yvonne Harvey is an independent contributor. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013
21
All around us
yl:geography
MESHECH GREEN
Contributor
ELCOME TO a new year for
Caribbean Secondary Education
Certificate (CSEC) geography
lessons. Congratulations to those candidates
who were successful in their first sitting of the
exam. To the others who were unsuccessful,
do not lose hope. There is the option of doing
the resit in January. This can be used as an
opportunity to amend the errors previously
made and attain an even higher passing grade.
Just know that your approach will have to be
adjusted – slightly or greatly – in order to
make the most of your practical skills,
knowledge and comprehension. These lessons
will be that extra push to get you to your
optimum ability or even further than that. Shall
we begin?
W
It is important that you realise from as early
as yesterday that the exams are just around the
corner for both the new and resitting
candidates. This means that you will have to
stay focused on the matters at hand in order to
be successful. To stay focused this year we will
be working from a four-step plan.
Step 1: Understand the contents of the
CSEC geography syllabus.
Step 2: Practise the skills required by the
syllabus.
Step 3: Become familiar with the format of
the exam (particularly the first-time
candidates).
Step 4: Devise an exam plan. Having a plan
is always recommended, especially if you
end up having some ‘shortcomings’ in your
preparation.
UNDERSTANDING THE CONTENTS OF
THE SYLLABUS
Stay focused by having the necessary
materials and resource. These resources
include your syllabus, recommended
textbooks, workbooks and past-paper
questions. Having them will increase your
chances of being successful. A syllabus,
however, is not a must-have guide. It aims to
develop your understanding of various
geographical phenomena while stimulating
your interest and building a firm appreciation
of the interrelationship between the natural
world and humans. Sustainability (get used to
this word) is the core reason for us
understanding these relationships. A costeffective means of obtaining this guide would
be to spend a little time to write from an
updated syllabus so you can have a permanent
account of what is required to be covered by
you.
For those of you who will have absolutely
no access to a syllabus, here is a rundown of
its contents. As we continue our lessons over
this exam year, I will delve into some of the
most tedious concepts to shed additional light.
Essentially, the syllabus is organised under
four main sections:
1. Map Reading and Field Study
2. Natural Systems
o Internal Forces
o External Forces
o Rivers
o Limestone Environment
o Coasts
o Weather, Climate, Vegetation and Soil
3. Human Systems
o Population and Settlement
o Economic Activity
4. Human-Environment Systems
o Natural Hazards
o Environmental Degradation
Consistently, over the years, candidates
have underperformed in the map reading and
field study section of the paper. You may visit
the official website of the Caribbean
Examinations Council at http://www.cxc.org/
to view the yearly reports by selecting the
following links (HOME > STUDENTS AND
PARENTS > SUBJECT REPORTS > SUBJECT
REPORTS (CSEC)) and see the performance
standard of previous candidates. This will help
with our examination plan later. Now I know,
having been a student of geography myself,
that this section (map reading) can boost your
confidence level significantly if you nail it.
Therefore, I will be spending a bit of time to
help you master the techniques and obtain
maximum marks for the section. I will also be
posting demonstration on YouTube for you to
follow. Additionally, there are demonstrations
online that you can view to fine-tune your skill
in the area. Stay posted and you will definitely
improve.
Next time we shall be looking at Step 2:
Practise the skills required by the syllabus.
This is where the learning begins to become
fun.
Until next time, stay focused!
Meshech Green teaches at Glenmuir High School. Send
questions and comments to
[email protected]
CONTRIBUTED
Claudia Cameron (seated) tries
her hand at the new computer
donated by the LIME Foundation
while Courtney Bell (second
right), community projects
manager, and Simone Ingleton
(left), Carlene Harvey King
(second left), inspector of the
Poor Relief Board, Portland,
Marion Hall and Raymond
Coulson look on.
22
YOUTHLINK MAGAZINE | SEPTEMBER 10-16, 2013