CONTRIBUTED

Clayson Panton, human resource specialist at Caribbean Cement Company, chats with students from Rockfort, Kingston, after presenting them with cheques during the company’s
back-to-school programme.The presentations were made at the company’s head office in Kingston recently.

YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014 11


The CSEC English A syllabus
NATASHA THOMAS-FRANCIS
Contributor
ELLO, ALL! I hope that by now you
H
have had a look at the revised English
A syllabus and you are now armed with
the necessary tools to undertake the English A
course. Just in case you have not yet gone
through the syllabus, I am going to highlight
a few things which I think would be beneficial
to you.
THE AIMS
Before you pursue studies in any subject,
you should be familiar with the aims and
objectives of the syllabus which will guide
you through the subject area.
THE ENGLISH A SYLLABUS AIMS TO:
 Develop the ability to use the spoken
and written language, Caribbean standard
English, with precision, clarity and
grammatical correctness.
 Develop the ability to use, understand
and respond to spoken and written Caribbean
Standard English.
 Develop the ability to use language
effectively for communicating in a variety of
contexts: social, academic and professional.
 Develop the ability to give effective
articulation to experience (real or imagined).
 Promote in students a willingness and
ability to inform themselves about and to
contribute reasoned opinions on social issues.
 Promote a lasting appreciation of the
diversity of purposes for which language
varieties are used.
 Promote an understanding and
appreciation of the place and value of the
varieties of English and of the dialects and
creoles of the Caribbean and other regions in
different social and cultural contexts.
12
 Develop a critical awareness of the
language devices used to persuade.
 Develop knowledge of the various
sources of information and a desire to use
these for students’ own enlightenment, while
recognising the importance of acknowledging
the contribution of such sources to their own
ideas.
 Develop the capacity to assess the
reliability of sources including those available
on the Internet.
THE SKILLS AND ABILITIES TO BE
ASSESSED
The aims above can only be attained if your
language skills are developed. For English,
the skills are categorised under two broad
headings: Understanding and Expression. For
those of you who have done the exam in the
past and have received your results, you
would have noticed that you were given letter
grades for these two profile dimensions
beside the numeric grade.
What do these categories mean? Well,
Understanding means the decoding and
interpretation of messages through the
analysis of the language structures and
devices used in any given context. In other
words, your ability to understand what you
read. Expression means the conveying of
meaning through the selection of language
structures and devices appropriate to each
specific context.
For candidates doing the exam (General
Proficiency), greater emphasis is placed on
Expression than on Understanding. The
weighting of the examination under the
profiles is 40% for Understanding (profile
dimension 1) and 60% for Expression (profile
dimension 2). It is very important that you
understand the implication of this weighting
as, even though you may do very well on the
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
comprehension aspect of the examination, if
you do poorly on the tasks that require you to
use language creatively and persuasively, it is
unlikely that you will receive a good grade.
THE EXAMINATION
Finally, let’s take a look at the make-up of
the English A examination.
You are expected to complete two
examination papers: Paper 01 (1 hour 30
minutes) and Paper 02 (2 hours 30 minutes).
Paper 1 consists of 60 compulsory
multiple-choice items arranged in two
sections. The first section contains
approximately 20 discrete items related to
word choice, grammar, syntax, sentence
structure, punctuation and paragraphing; and
section two contains approximately 40
reading comprehension items based on five
stimuli as follows: one poem, one narrative
extract, one expository extract, one persuasive
extract (for example, an advertisement,
speech or a letter to the editor), one visual
extract (for example, tables, diagrams, maps,
conventional sign and symbols, cartoons,
advertisement).
Paper 2 is divided into four sections, as
follows:
SECTION ONE
One compulsory question which tests your
ability to communicate factual information
clearly, concisely and adequately in writing
reports and summaries.
SECTION TWO
Two compulsory short-answer reading
comprehension questions which test your
ability to understand meaning conveyed in
reading, through word choice, grammar,
punctuation and paragraphing.
yl:english language
SECTION THREE
Three questions, at least one of which must
be a short story, and one description.
Candidates must attempt only one question.
This section tests your ability to give aesthetic
satisfaction to others in personal, creative and
imaginative language.
SECTION FOUR
Consists of two argumentative essay
questions. Candidates must attempt only one
question. This section tests your ability to
communicate personal opinion clearly and
cogently in language which effectively
persuades or dissuades.
THE COURSEWORK
ORAL COMPONENT
You must note that this time around there
is an additional component to the syllabus
and the examination. This is the internal
assessment of the oral skills. As time
progresses your teacher will, no doubt, be
going in-depth with you on what is required.
We will discuss this new area as the series
continues.
So now that you have a better understanding
of what is required of you to be successful in
the subject of English, I expect that you will
equip yourself with the necessary textbooks
and supplemental materials which will help
you achieve this end. Remember, also, that
your Youthlink lessons are extremely
important and you should try not to miss any
of them.
I want to wish you all the best this
academic year. May God guide you in your
preparations.
Natasha Thomas-Francis teaches at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

The skills of the historian
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson you should be
able to:
1. Define the term ‘history’.
2. Define the term ‘primary source’ and
provide two such examples.
3. Define the term ‘secondary source’ and
provide two such examples.
4. Deduce the fact that an understanding of
the nature of history is critical in assessing
the past ‘as it was’.
The ability to effectively gather and
interpret historical sources should be skills
that are developed by students of Caribbean
history. As such, the focus of this lesson is
an introduction to the nature of history and
the skills of the historian. What is history?
What are the sources used by the historian?
Why are some sources more credible than
others? How do I depict bias in sources? Why
is the study of history important? All these
issues will be addressed in this and
upcoming lessons.
WHAT IS HISTORY?
History is described by Beverley Southgate
as “an objective account of the ‘past as it
was’.”
WHAT IS A PRIMARY SOURCE?
A primary source is described by Arthur
Marwick as “sources which come into
existence during the actual period of the past
which the historian is studying”. Such
examples include diaries, journals, baptismal
records, Hansards, government dispatches,
etc.
WHAT IS A SECONDARY SOURCE?
Conal Furay and Michael Salevouris
describe secondary sources as “an account of
the period in question written after the events
have taken place”. This means that the writer
is accessing the original materials and then
providing an interpretation of the event. Such
examples include books, magazines,
memoirs, etc.
INTERPRETING HISTORICAL DATA
Have you ever done research and used
Wikipedia as a reference? Many students,
when undertaking research, usually use this
source and cite it as ‘authority’. The notion is
that if it is written information, it is accurate.
This is sometimes not the case. There should
be the ability to substantiate the information.
Additionally, when using material, one has to
do several things. He/She has to consider
who is the author - what person, or group of
persons, created the source? How close to
the date of the event was the topic
investigated? How far is the author of the
source really in a good position to provide
first-hand information on the particular
event? One cannot simply cite a text as an
‘absolute truth’ but rather a writer’s
interpretation of a historical event. It is
important to read several sources on the said
historical event and find common threads in
the discourse. This gives the best
interpretation of the event. Undoubtedly, it is
important for all of you students to analyse
sources when using them.
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
USE OF SOURCES
The student of history should be able to
identify a source type and how it fits into the
larger historical discussion. Below is an
excerpt of an article of a shooting incident at
the army’s Green Bay firing range. The article
was one of the first on the incident – an
incident that would become known as the
Green Bay Massacre. Attempt the following
questions that are based on the article below.
INSTRUCTION
Read the article and answer the questions
that follow.
The Gleaner, January 7, 1978, pg. 1
GREEN BAY RANGE - Search for escaped
9 continues
The security forces yesterday continued
their search for nine men who escaped when
soldiers ambushed and shot up a group of
men who were conducting target practice on
the army’s Green Bay firing range in south St
Catherine.
Two hundred soldiers and a number of
policemen yesterday continued to scour the
hills, but up to late evening none of the
fugitives had been found.
The search would continue throughout the
night, a spokesman for the security forces
said, as it was strongly believed that some of
Michaelus
Martin (third
left) celebrates
scoring a goal
while team-
mates and
coaching staff
members react
during the Red
Stripe Premier
League football
match against
Harbour View
at Harbour
View Stadium
recently.
yl:history
the men were badly injured in the shooting
and were still holed up in the rugged terrain
overlooking the sea.
The hunt for the men has continued non-
stop since the shooting occurred shortly
before noon on Thursday.
Up to late yesterday, none of the guns
carried by the gunmen had been recovered by
the security forces.
In the meantime, all five men slain by the
soldiers have been identified. They all hail
from the central Kingston area.
They are Norman ‘Gutto’ Thompson, 27,
who played football for Santos Football Club
and Jamaica and lived at High Holborn
Street; Trevor Clarke, 24, and Winston
Hamilton, both of High Holborn Street;
Glenroy Richards, alias ‘Richie’, 29, of Ladd
Lane and Martin Howard ‘Howie’ of Fleet
Street …
QUESTIONS
1. What type of source is this article?
2. a) Identify two primary sources and one
secondary source that a history student
could use to investigate the 1978 shooting
at the Green Bay range.
(b) For any source (whether primary or
secondary) identified above, explain one
reason why it would be a credible source
of gathering information and one limitation
of the source.
SOURCES
1. Beverley Southgate - What is History
For?
2. E. H. Carr - What is history?
3. Arthur Marwick - The Nature of history
4. Conal Furay & Michael Salevouris - The
methods and skills of history: a practical
guide
Debbion Hyman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
13
 yl:english literature
BERYL CLARKE required to answer three questions, one from

The exam
Contributor each section thus doing a total of three
OU ARE back at school and settling in

Y
questions on this paper. Paper 02 questions
nicely, I hope. This week, we will each value 35 marks so the entire paper is
continue by learning about the worth 105 marks.
examination, the external CXC that is.

OTHER REMINDERS – THINGS YOU

So the term has started and you and your
friends are together again. You have had time
to share all the stories about your holidays,
and by this time you have stopped the
moaning and groaning about the reopening of
school. Well, I shouldn’t have to remind you
that you have to put in the groundwork if you
want to be successful. By the way, how are
those songs and poems, dub too, concerning
our athletes, cricketers and footballers coming
along? I am sure that your creative juices have
been flowing and you have been writing. Have
fun!
THE EXAMINATION
This will consist of two papers. Paper 01
will be 1 hour and 30 minutes in length and
will be worth 30% of the total marks to be
awarded. Paper 01 will consist of three
questions: One question from Drama, one
from Poetry and the other from Prose. In each
question, you will be required to give three to
five short answers. All questions are
compulsory! There are no multiple-choice
questions on the Literatures in English
examination. Let me remind you that you are
expected to give short answers to all
questions asked on this, the unseen paper.
Now, you may be wondering why it is referred
to as unseen. Simply, it is because the drama,
prose or poetry extract or whole poem on
which the questions will be based is from
works that you would not have studied. You
will use your knowledge of the three literary
genres that you gained in preparing for the
other paper.
Paper 02 will be 2 hours and 30 minutes in
length. The paper will be divided into THREE
Sections.
I ) SECTION ONE – DRAMA
Consists of four Type A (single book)
questions two on each book. You must answer
one question from this section.
II ) SECTION TWO – POETRY
(A SELECTION OF 20 POEMS)
Cconsists of two Type B questions
(comparative – requiring knowledge and
study of two texts). One question will be asked
on two named poems and the other will allow
you make a comparative answer on any two
poems that are appropriate for answering the
question. Sometimes, candidates with
inadequate knowledge create difficulties for
themselves by choosing poems that do not
suit the question asked.
You must only answer one question from
this section.
III) SECTION THREE – PROSE
FICTION
(Either West Indian novel and other novels
in English OR West Indian short story and
other short stories in English) This section
consists of four Type B (comparative)
questions. Candidates must answer one from
this section. You have the freedom to choose
to write about one of the novels, or to write on
two named short stories, or make a choice of
two on your own, on which to write.
Please note that overall, you will be
ARE EXPECTED TO BE ABLE TO DO
1 ) Make judgements in response to
drama, poetry and prose.
2) Describe, analyse and synthesise
information from different areas of texts
and use different texts to answer questions.
3) Use the vocabulary of literature (literary
terms) in writing properly organised
essays.
4) Produce balanced, critical analyses.
5) Be aware of the writer’s craft, that is the
methods he uses to present characters,
relationships and ideas.
6) Grasp ideas and values and understand
how they are brought out in literature as
well as their effects.
We will take a break here this week but will
continue to share a few more of the things you
should and will be able to do before external
exams. Have a great week and God bless!
Beryl Clarke is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

Primary data, also known as field CONSUMER PANELS relevant information, it must use a

Sources of research, is research that collects

yl: principles of business

A panel consisting of a small representative sample, meaning that

original or new data using various number of consumers is set up. consumers forming the sample must
techniques. These techniques include: Members receive the product and represent the market as a whole.
comment on it.

information QUESTIONNAIRES
The questionnaire is the most
common survey method. It may be
written or orally administered. It is
YVONNE HARVEY designed specifically for the task and
Contributor
is normally completed face to face, by
ELLO, MY friends. It is a pleasure to once again be
INTERVIEWS
These may be formal or casual.
The researcher must also decide
how the respondent will be chosen
and how large the sample will be.
They may be conducted on an
individual basis or a group basis.
THE SAMPLING METHOD USED
MAY BE:

H
telephone or through the post or e- OBSERVATION (a) Random – where everyone in
presenting the POB lesson to you all. The specific mail. People’s reactions are quietly the population has an equal chance of
objective of this lesson is that you students should be watched or noticed while they shop. selection since no special criteria for
able to identify sources of information for conducting TEST MARKETING This provides information from the
selection is used.
research into the establishment of businesses. Also, you A potential new product is marketed market place.
(b) Stratified – where a subgroup of
should be able to explain the relationship between planning on a small scale regionally, to gauge the population is selected, for
and the operation of the business. people’s reaction to it, before SAMPLING IN PRIMARY OR example using age, sex, occupation,
committing the firm to production and FIELD RESEARCH etc. Only those in the subgroup will
The research plan can call for the gathering of primary national launch. If primary research is to provide be in the sample.
data, secondary data or both.
CONTINUED ON PAGE 16

14 YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014

 yl:biology

Observation, recording, reporting

MONACIA WILLIAMS which the title is given, can have up to seven TABLE SHOWING THE EFFECT OF CHANGING THE CONCENTRATION OF
Contributor columns. SUGAR SOLUTION ON THE LENGTH OF POTATO PIECES.
ELLO, STUDENTS. How are you this

H week? I hope that by now things have

settled down and you are working on
that mindset that is required to ace the
3. The first column always has the
independent variable and the subsequent
columns will have the dependent variable.
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;ŵŽůͬĚŵϯͿ
>ĞŶŐƚŚ ŽĨ
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;ŵŵͿ
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ϮϰŚŽƵƌƐ;ŵŵͿ
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exams. If you are doing so, then you will be What are these, you may ask? The Ϭ͘Ϭ ϲϬ ϲϬ ϲϰ ϲϮ͘Ϭ нϮ͘Ϭ нϯ͘ϯ
taking the new class and the new lessons in independent or manipulated variable is the Ϭ͘Ϯ ϲϬ ϱϴ ϱϵ ϱϴ͘ϱ Ͳϭ͘ϱ ͲϮ͘ϱ
stride. Remember that success cannot come ‘thing’ that is changed to determine what Ϭ͘ϰ ϲϬ ϱϱ ϱϱ ϱϱ͘Ϭ Ͳϱ͘Ϭ Ͳϴ͘ϯ
Ϭ͘ϲ ϲϬ ϱϰ ϱϰ ϱϰ͘Ϭ Ͳϲ͘Ϭ ͲϭϬ͘Ϭ
without hard work and commitment! effect changing it has on the experiment. The Ϭ͘ϴ ϲϬ ϱϯ ϱϰ ϱϯ͘ϱ Ͳϲ͘ϱ ͲϭϬ͘ϴ
dependent variable is what is measured to ϭ͘Ϭ ϲϬ ϱϮ ϱϯ ϱϮ͘ϱ Ͳϳ͘ϱ ͲϭϮ͘ϱ
Last week, we began looking at the skills determine the effects of changing the
that are assessed to satisfy the requirements independent or manipulated variable. Sounds Have you noticed that all the requirements 4. All the data have the same number of
of your SBAs. The first skill that we looked at complicated? Read it again. What are you have been met? What are they? decimal places.
was ORR, and the lesson concluded with the getting from it? Are you getting that in an 1. There is a title, written in capitals and
promise that we would be looking at the experiment you have control over the If you were constructing this table it would
placed at the top of the table.
construction of tables and the drawing of independent variable, meaning you can have been done in pencil. Oops, I thought we
2. The independent variable, concentration would have had enough time to do graphs
graphs. Do you remember why you need to manipulate – increase or decrease – it? Are
do this? Of course, you do; tables are used of sugar solution, is placed in the first but we don’t. See you next week!
you getting also that the dependent variable
for the recording of scientific data and graphs is affected by the changes in the column; the second column contains the
Monacia Williams is an independent contributor.
are used to process data recorded in the independent? Meaning that if the dependent variable.
Send questions and comments to
tables. Remember, also, that you may be independent is changed then the dependent 3. All units are placed in the headings. kerry-ann.hepburn@gleanerjm.com
called upon to use these skills in doing that will change. If you are, then you are well on
all-important first question on Paper 02! your way to understanding! Let us say that we
are investigating the rate of reaction against
CREATING THE TABLE changes in temperature. What can we
Tables are used to organise data collected manipulate or control? The temperature! We
from doing experiments. Creating a table can decide the range of temperature that we
requires some degree of pre-planning before are going to use, but in order to find out the
you actually begin construction of the table. effects we will have to measure the rates of
A table consists of columns, horizontal and reaction at the different temperatures.
vertical ones. There are certain rules which Temperature must, therefore, be our
must be obeyed in order to satisfy the independent variable and the measured rate
requirements of your course. What are these? of reaction – the dependent.

1. Decide on a title for your table. The title
is written in capital letters, at the top of the
table, and must begin with the words ‘Table
showing … ‘For example, in an investigation
of the effects of sugar solution on potato
tissue, the title could be ‘Table showing the
effect of changing the concentration of sugar
solution on the length of potato tissue.’
2. Decide on the number of columns that
your table will have, for example, a
comparison table will normally have two
columns, while a table showing the results of
an osmosis investigation, such as the one for
4. All units of measurement must be
placed in the headings for the columns –
never in the body of the table.
5. Tables must always be drawn using a
pencil and a ruler.
6. All numerical data must be recorded to
the same number of decimal places.
AP
Remember, also, that the table can be used The United States’ Justin Gatlin (right) runs alongside Jamaicans Rasheed Dwyer (centre)
to record data that is descriptive. The and Nesta Carter on his way to win the men’s 100 metres at the IAAF Grand Prix in Rieti, Italy,
following is an example of a properly recently.
constructed table.

YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014 15


Continental drift and plate tectonics
MESHECH GREEN
Contributor
N THIS our second lesson, I say thanks for
I
having joining me. Last week, I introduced
to you some basic concepts on the
structure of the earth, including the different
layers, their characteristics and the heating
process taking place below the crust. I also
looked at plates (continental and oceanic)
floating on top of the molten layer of the
mantle. In this lesson, it is crucial that you
have that knowledge as it is going to be very
necessary to fully grasp these concepts. With
that said, let’s continue.
OBJECTIVES OF THIS LESSON ARE
TO:
A. Define crustal plates.
B. Name the two types of crustal plates.
C. Explain the theory of continental drift.
D. Give two evidence for the theory of
continental drift.
E. Explain the theory of plate tectonics.
F. List three processes of heat transfer.
G. Explain how convectional current in the
mantle move crustal plates.
THE CRUST: LAND FORMATION
The crust is not one solid surface. Instead,
it is broken into pieces called plates. Plates
are large or relatively small sections of the
lithosphere floating on the asthenosphere of
the mantle.
yl:principles of business
CONTINUED FROM PAGE 14
(c) Where a quota is set. Data is
collected until the target quota is met.
The larger the sample size, the more
expensive and time-consuming it is to
collect the data.
DESK OR SECONDARY RESEARCH
This type of research uses existing
information such as information in the
firm’s own records. This may include:
 sales records
 official publications
 statistical and newspaper reports
 government publications
16
The land mass of continents are the visible
part of the plates, while the other parts of the
plates are under the ocean. I mentioned last
lesson that the crust is floating on top of the
mantle and this is a simple description. Let’s
look at it even closer by looking at the theory
of continental drift.
Have you ever looked at the map of the
earth and thought to yourself that if you were
to cut out the continents along their borders
they may fit together slightly? If you have,
then, you’re probably looking towards solving
what seems like a jigsaw puzzle.
Now, interestingly enough, there are some
fossils that are found on more than one
continent. How did this happen, assuming
that these animal could not have flown or
swum across the vast ocean to another
continent?
Alfred Wegener proposed a theory called
continental drift. The theory of continental
drift suggests that continents drift or move.
What this suggests is that all seven continents
(North America, South America, Africa – the
motherland, Europe, Asia, Australia and
Antarctica) used to exist as one super
continent called Pangaea during the Triassic
period (200-250 million years ago). The
 trade association studies
 university journals
 websites
 textbooks
The major advantage of this type of
research is that the information is readily
available and can be stored for the future.
Among the disadvantages is the fact that it
is sometimes out of date and the research
is more time-consuming than the primary
type of research.
PLANNING AND OPERATION OF A
BUSINESS
The link between the planning and
operation of a business is that the planning
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
continent would look similar to the diagram of
Pangaea. Let’s look at the evidence to support
this theory.
What evidence is there for the occurrence
of continental drift?
1. Fossils: Fossils of plants and animals
have been found on several of the continents.
2. Climate: The fossilised remains of
tropical plants have been found in the arctic
regions.
3. Geology: Rocks found in Brazil matched
the rock found in West Africa.
4. Landforms: Mountain ranges in South
America line up with mountain ranges in
South Africa.
5. European coal fields match up with
similar coal fields in North America.
Despite such evidence, the weakness of the
theory is that there was no explanation for the
movement of the continents and plates. This
is where plate tectonics come in. The theory
of plate tectonics suggests that the
lithosphere is broken into sections called
plates. These plates move as a result of
convectional heating in the mantle.
Convectional heating is transferred in heated
fluid. Imagine water boiling in a pot as the
stage is the first stage and the operation
stage is the last stage. In-between these
two important steps, there are a number of
other steps which include research and the
acquisition of funds for the business. The
plans are short-term, medium-term and
long-term. The long-term plans are the
overall plans of the business.
However, in order to achieve these plans,
interim or short-term plans and medium-
term plans must be established in line with
the long-term or overall plans. In other
words, once the interim or short-term plans
and the medium-term plans have been
achieved, the long-term or overall plans
will have been achieved.
yl:geography
heat moves the water molecules around. In
the mantle heated magma rises up, spreads
out then sinks as heat is lost, then heats up
again and the cycle continues. There are two
other ways heat can be transferred:
conduction and radiation. Convectional
heating, however, drives the movement of
these plates.
Plates float on top of the asthenosphere
which is composed of hot magma. Heat from
the earth’s metallic core makes the magma in
the asthenosphere heat up. The magma
moves along big, slow, convectional currents.
It is this movement of slow magma that
causes the plates to move away from each
other, towards each other, and even slide
against each other, some faster than others.
The theory of plate tectonics is the best one
known to our scientists.
In the next lesson, I will differentiate
between the different types of plate
movement/boundaries. I hope this lesson was
of value to you. I look forward to sharing
more with you in the coming lessons. Until
then, have a geographic week!
Meshech Green teaches at Glenmuir High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
The short-term and medium-term plans
are the stepping stones to the long-term
plans. If the entrepreneur tries to achieve
long-term plans without short-term and
medium-term ones, he is likely to fail in the
achievement of such plans. Without proper
planning, the operation of any business is
not likely to succeed.
Next week, we will outline some of the
regulatory practices required by the
Government in establishing a business and
also look at sources of capital for the
setting up of a business. See you then.
Yvonne Harvey is an indeoendent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
 yl:office administration

Your school-based
assessment
HYACINTH TUGMAN
Contributor
THE FORMAT of your examination will be as follows:
1. Paper 01 – Multiple choice (60 items)
2. Paper 02 – An essay paper divided into two sections:
Section 1 – three compulsory questions, covering sections
1 - V11
Section 11 – four questions from which students must
attempt three. The questions will be drawn from Sections
V111 - X11)
3. Paper 03 – School-Based Assessment (SBA) - research
project
4. Paper 03/02 – This paper is done by private candidates
All you students in a full-time programme must do the SBA
as this forms a part of your final examination grades. Your
research must be between 1,000 to 1,200 words, inclusive of
all supporting material. The final draft must be typed in
double-line spacing.
CHOOSING YOUR TOPIC FOR SCHOOL-BASED
ASSESSMENT
The SBA topic to be tested for the year 2015 is ‘Office
Orientation and Procurement and Inventory Management’.
Your teacher will assist you in choosing the appropriate topic.
GUIDELINES FOR THE SBA
1. PREPARATION (13 marks)
Title – Select a suitable topic for the project. The statement
must be relevant to the syllabus.
Aim – State the aims and objectives of the project. These
should be relevant to your topic.
Correspondence – There should be a copy of a letter that
you send requesting permission to visit a business place, an
institution or an organisation seeking to interview or observe
person(s) on the job. This must be signed by the candidate.
2. GATHERING DATA (15 marks)
Method – Give a description of how, when and from whom
you gathered information and indicate the methods used to
gather the information e.g. questionnaires, interviews,
observation, etc.
Questions – List the exact wording of questions asked and
to whom they were directed; again, they must be relevant.
Schedule – The schedule should be in a table format with
three columns under the headings dates, activities and
comments. The dates should state on what date or over what
time period the activity took place. Activities should state
exactly what took place. Comments should indicate
information such as the problem encountered, the need for
repeating an activity, meeting with people or engaging in any
kind of follow-up activity.
Regulations – As a ‘stranger’, ‘outsider’, ‘observer’ you
would have to be aware of some of the regulations, staff rules,
health and safety practices that applied in the work
environment in which you carried out your project. List one
and indicate how it was relevant to your project.
3. PRESENTATION (22 marks)
Report – Students should identify one major
accomplishment or finding and problem-solving strategy.
This is an opportunity for you to reflect on all the activities
that were needed to complete the project and identify ONE
task that you could have done differently. Give reasons for
your choice. The report should be between 500-750 words.
Office Equipment – The focus here will be on the
development of your competence and also the efficiency with
which they completed particular tasks. This information must
be recorded in a table format under the headings date,
equipment used, purpose and suitability for task.
PRESENTATION OF RESEARCH PAPER
1. Reports should be submitted in a simple folder of
Quarto or A4 size.
2. A cover page should be provided with the following
information:
 Candidate’s name
 Registration number
 Title of the study
 Name of school
 Name of teacher
 Territory
 Year project is submitted
3. A table of contents should be included at the beginning
of the report.
4. All illustrations should be alongside the appropriate
point of text.
5. Appendices should appear at the end of the report.
6. Attention should be paid to the use of correct grammar,
spelling, punctuation and sentence structure.
7. A bibliography acknowledging all sources of
information.
See you next week.
Hyacinth Tugman is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014 17

 yl:chemistry

Separation of mixtures
FRANCINE TAYLOR-CAMPBELL Paper chromatography is used to separate mixtures of dyes vapour and enters the condenser to be condensed and is
Contributor or pigments based on their solubility in different solvents. collected first. This is called the distillate. This technique can
IXTURES ARE substances consisting of two or more This affects how quickly they move up a paper column which be used in the separation of ethanol and water and also for

M elements or compounds physically combined. This

means that they can be separated by physical means.
helps to separate the different pigments based on their
different rates.
crude oil.
Immiscible liquids (do not mix) are separated using a
separating funnel. For example, oil and water. The mixture is
Mixtures can be separated based on their solubility in placed in the funnel and the heavier liquid (at the bottom) is
different solvents, boiling points and melting points. siphoned off into a container leaving the less dense liquid in
the separating funnel.
Physical changes are reversible. For example, dissolving
sugar in water to form a solution. The water and sugar can be Sublimation is used to separate substances based on
separated by evaporation and crystallization. No new differences in their melting points. Substances such as
substance is formed from a physical change so the reaction ammonium chloride and iodine, which readily change from
can be reversed to give the original substances (sugar and solid directly to gas, can be separated from other substances
water). using this method. The mixture is heated and the substance
with the lower melting point will form a vapour first and is
Chemical changes cannot be reversed. In chemical changes then cooled where it changes back to the solid state.
new substances are formed. For example, heating iron and
sulphur to produce iron sulphide (FeS). The new product Francine Taylor-Campbell is an independent contributor. Send questions
(FeS) cannot be changed back to iron and sulphur. and comments to kerry-ann.hepburn@gleanerjm.com
Distillation is used to
Filtration is used to separate an insoluble solid from a separate a soluble solid from a
liquid. The mixture is poured through a filter paper in a filter liquid or liquids with different
DIAGRAM SHOWING THE SIMPLE DISTILLATION TECHNIQUE
funnel. The soluble portion, called the filtrate, passes through boiling points, for example, in
the paper while the insoluble solid remains in the filter paper. the separation of copper II
This is called the residue. sulphate from a solution. The
mixture is heated and the liquid
with the lower boiling point
forms a vapour first then
condenses in the condenser
and is collected, leaving the
second liquid or solid in the
distilling flask. Distillation is
used to separate miscible
liquids (mix together
completely).

In fractional distillation, the

boiling points of the liquids are
similar and so separation is
carried out using a fractionating
column usually made of glass
beads or porcelain. This
Crystallization is used to separate a soluble solid from a enables condensing of the
liquid. The solution is heated, evaporating most of the solvent. vapours of the higher boiling
The solution is then cooled down until crystals of the soluble point liquid while the lower
solid start to form in the remaining solution. boiling point liquid forms a

18 YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014


Introduction to accounting
ROXANNE WRIGHT
Contributor
AM sure you have heard at least one reference to
I principles of accounts and, at some point, wondered what
this subject is really about. Well, this week I am asking
some questions then giving brief answers to each. I, therefore,
implore you to do additional reading from your textbooks.
WHAT IS ACCOUNTING ALL ABOUT?
Accounting is a word everyone has heard over and over
again without knowing what it really means. There are some
common misconceptions about accounting including:
1. Accounting is all about counting, meaning adding,
subtracting, multiplying and dividing. This is partly true.
2. Accounting is about recording receipts and payments.
This is partly true since accounting does record money, but
not only receipts and payments.
3. Accounting and bookkeeping are the same. It is true that
bookkeeping is a part of accounting. Note well, there is a part
of accounting that records financial business transactions in
books or on computers.
4. Accounting is a modern invention required by recent
development in business environment. This is false since the
foundation of modern accounting can be traced back to 1494,
when Luca Pacioli explained the double-entry system as
practised in Venice.
It is, therefore, fair to say that accounting has been existing
since cavemen drew pictures of animals in the cave.
Accounting has existed since before slates were made of clay
and were used to record information. There has always been
the basic purpose of recording information in ancient days as
there is today when businesses record information in books
or on computers.
There is no doubt that accounting has become a dynamic
subject simply because the ways of recording have changed
to suit the needs of businesses in this era. Hence,
accountants are lifelong learners.
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
WHAT IS ACCOUNTING?
As I attempt to identify the technical definition of
accounting, let me answer these questions below:
WHAT IS A BUSINESS?
A business is an entity set up by an entrepreneur to
maximise profit. This could be done by:
i. buying and selling.
ii. making and selling goods.
iii. offering paid servic.
WHY DO WE DO BUSINESS ANYWAY?
There could be many reasons given but the main reason is
to maximise profit. It is worthy to note that non-profit-making
organisations are not identified as businesses.
WHAT EXACTLY IS PROFIT?
Simply put, profit is the surplus of revenue over
expenditure. This is made possible because the entrepreneur
sells the goods at a higher price than the original buying price
in order to be able to cover expenses and make a profit.
HOW IS PROFIT CALCULATED?
Total Revenue - Total Expenses = Profit
As you start working out problems in accounting things
may look complicated, but it is as simple as stated above.
WHERE DO WE GET THE INFORMATION TO
CALCULATE PROFIT?
Having diligently and accurately recorded the transactions
including:
1. Revenue: sales, interest received, discount received.
2. Sales: cost of goods, salaries and wages, electricity and
water consumed, telephone bill, insurance payable, and
others that you will learn as you go along.
HOW DO WE RECORD?
Information is needed separately so it has to be recorded in
a way that it can be accessed quickly. Therefore, the
yl:principles of accounts
information must be recorded in a systematic and methodical
way which is done using the double-entry system.
WHY IS IT IMPORTANT TO KNOW ABOUT PROFIT?
When the entrepreneur sets up his business, he has some
clear expectations. It is, therefore, clear that he expects a level
of profit that will satisfy his needs and contribute to the
growth of his business. There is also the expectation of
increasing profit trend year after year. The calculation of profit
regularly helps to assess the state of the business. It is
equally important to keep accurate records of everything to
make sure analysis is available for good decision making.
WHAT IF ONE WANTS TO INVEST IN A COMPANY?
A person may not want to start his/her own small business
but, instead, may want to invest in shares in other companies.
The first thing to do is look for a profitable company. This is
done by comparing accounts of different companies to see the
company earnings in terms of dividends that are more likely
to be high.
It is clear that accounting is about three main things:
i. Recording financial information.
ii. Organising information in a systematic and methodical
way.
iii. Analysing information for decision making.
When all three are put together, it is easy to say that
accounting is the recording of financial information in the
organised way to make it easy for information to be extracted,
analysed and used for decision making.
This is an appropriate point at which to end this week’s
presentation. Always remember that “You have to learn the
rules of the game and, when you have, to play better than any
one else.”
Look out next week for a presentation on the accounting
process. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
19

NATALEE A. JOHNSON
Contributor
G
OOD DAY, students. This is lesson two
of our series of IT lessons. In this
week’s lesson you will be learning
about input devices. At the end of this lesson,
you should be able to differentiate between the
different types of input devices.
You would have already been introduced to
the term input devices in the previous lesson
and you were provided with a few examples of
input devices. Let us now look at the main
types of input devices about which you are
required to know.
Input devices are the devices that get data,
instructions or commands into the computer
for processing. Input devices could be
categorised as follows:
 Keyboard entry devices and touch
terminals
 Pointing devices
 Source data entry devices
 Multimedia input devices
KEYBOARD ENTRY AND TERMINAL
ENTRY DEVICES
Keyboard
The keyboard is considered to be one of the
most commonly used input devices available
to the user. Whenever data is entered via the
keyboard, the keyboard converts the letter(s)
into a binary code (the machine language).
For example the letter ‘A’ when pressed is
converted to binary code 01000001. This code
is then sent to the CPU for processing. There
are other types of keyboards with which you
may not be familiar and they are the QWERTY
keyboard, Dvorak, Enhanced, wireless and the
Braille keyboard, which was designed with
raised dots to provide assistance to the blind.
Point of Sale Terminals (POS)
POS terminals are used to read barcodes
which are usually printed on commercial
products. They are also used for reading
printed information by passing a wand across
a special tag attached to an item or entering
relevant data via a keyboard. When an item is
scanned, the terminal displays the scanned
data and then prints an itemised sales receipt
that shows the total amount of the purchase
including taxes. Places where you will likely
see such transactions occuring are the
supermarkets, stores and so on.
20
Input devices
Automated teller machines (ATM)
ATMs accept user input in the form of
transaction requests. The request could be for
withdrawal, deposit or bill payment. The
request is sent to a main computer for
processing and the result is communicated to
the user. ATMs are also now being used to add
credit to cell phones.
POINTING DEVICES
Mouse
The mouse is the most commonly used
pointing device. Most types of mouse that are
produced today comprise two buttons, which
the user depresses to select items from a
menu or click on graphical objects on the
computer screen (icons), thus sending
commands to the computer. The position of
the mouse is shown on the screen by the
mouse pointer. The three main types of mouse
are the mechanical mouse, optical mouse and
the wireless mouse.
Trackball
This device resembles a mechanical mouse
except that the ball is situated on top of the
mouse – and is bigger in size – of which
movement is provided by the user’s hand or
palm to control the cursor on the screen.
Joystick
The joystick is a vertical stick used to
control cursor motion/movement on the
screen for the playing of computer games.
There are also motion-sensing game
controllers which use motion sensing to
detect position and track movement, allowing
a game player to imitate a player’s actual
movement. The Xbox 360 has a new controller
component called Kinect, which responds to
the movement of the player.
The light pen
The light pen is a device that is used to
input digital signals to the computer by
writing directly on the screen. This is made
possible by the computer with special
software to detect the presence and absence of
light.
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
yl:information technology
The graphic tablet or digitising pad
The graphic tablet/digitising pad is a board
which detects the location of the pen-like
stylus on its surface. The tablet converts
drawings, photos, etc, to digital signals. This
is made possible by the pad or tablets, not the
pointing device. They are used in conjunction
with a pen or stylus, which is held in the hand
and moved across the surface of the tablet or
pad.
Touch screen
This is a screen through which data can be
inputted to the computer by touching the item
or picture being displayed on the screen with
a finger. Items are selected just as they would
be with a mouse pointer or a light pen. The
touch screen is considered a user-friendly
method of inputting data, especially for non-
specialist users. Users can select items from a
menu by simply touching images of object
displayed on the screen. Touch screens are
used in the following areas:
 Public information systems(PIS)
 Health-care centres
 Restaurant/Point-of-sale terminals
 Customer self-service
 Computer-base training
 Automated teller Machine
Source data-entry devices
Source data-entry devices use special
equipment to collect data at the source and
send them directly to the computer, thus
eliminating the possibility of human error in
data entry. Let us now look at such devices:
Magnetic ink character reader/recognition
(MICR)
This is used primarily for the processing of
cheques. The MICR uses ink containing
magnetic particles in order to print magnetic
characters on cheques. This special type of
ink is used to record cheque particulars such
as the cheque amount, account number,
branch number, and so on. The information on
the cheque is then scanned into a computer
and stored permanently for bank purposes.
Optical character reader/recognition (OCR)
OCR uses a photoelectric device to scan
characters (printed or handwritten) and
convert them into electric signals to be sent to
the computer for processing, where they are
converted into a text file. The billing system of
an electric utility company is one such place
where this application can be utilised.
Optical mark reader
This is a special machine that uses infrared
light to scan pencil marks on preprinted forms
such as multiple-choice examination answer
sheets, questionnaires and so on.
Musical instrument digital interface (MIDI)
This is a standard connectivity (port) that
musicians use to put together musical
instruments (such as keyboards and
synthesizers) and computer equipment. Using
MIDI, a musician can easily create and edit
digital music tracks. The MIDI system records
the notes played, the length of the notes, the
dynamics (volume alterations), the tempo, the
instrument being played, and hundreds of
other parameters called control changes.
Scanners
A scanner, which is similar to a
photocoping machine, scans documents
containing text or graphics as a full page and
transmits the image to the computer as a code
which enables the file to be saved as a digital
file. There are different types of scanners,
namely, the flatbed scanner, the handheld
scanner and the laser scanner, which is built
into the POS terminal used to read the
barcode on an item.
Barcode reader
Barcodes are coded light and dark lines
found on products of all kinds. The barcode is
used as an identifier of the product on which it
is found. A barcode reader is a scanning
device with a sensitive tip which contains a
light source and light detector used to read the
barcodes on an item. Barcode readers are
used at supermarkets and some libraries.
We have come to the end of our second
lesson. See you next week, and remember that
if you fail to prepare, you should be prepared
to fail.
Natalee A. Johnson teaches at Ardenne High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

The multiple-choice strategy
CLEMENT RADCLIFFE
Contributor
DO hope you are aware that mathematics is
I
offered at both the Caribbean Certificate of
Secondary Level Competence (CCSLC)
and the Caribbean Secondary Education
Certificate (CSEC) levels. The CSEC level was
designed for those students who will pursue
further education, especially in mathematics
or a related field. It is also required to gain
entry to some courses in tertiary institutions.
It is, however, that effective preparation should
be done over an adequate time frame in order
to improve your chance of success in
whichever examination you select.
Last week, I presented a list of materials
which you should procure to ensure your
success in the CXC examinations. The
materials include:
(a) Syllabus – including amendments
(b) Hard-cover notebook
(c) Suitable textbook(s) and past papers
It is critical that each student has these
available and, indeed, uses them appropriately
as we approach this series of lessons.
You are asked to note the following with
respect to multiple-choice items:
(a) It is in the best interest of students to
try to gain as many marks as possible on this
paper.
(b) Among the four responses given for
each question are three distracters (wrong
answers) and a key (correct answer). The three
distracters given are usually based on a
popular error made on the topic being tested.
Random guessing is, therefore, not a
recommended strategy.
(c) The correct answer may be determined
by any of the following strategies:
(1) Working the problem to determine the
answer.
(2) Eliminating the distracters by testing
each answer until the correct one is found.
(3) A combination of (1) and (2).
yl:mathematics
We will apply these strategies in the following is an even number? of given information.
following examples: (a) 3n - 2 (b) 3n + 2
(c) 3n + 4 (d) 3n - 1 The above underscores the fact that in order
STRATEGY 1
Example: If 45 - 2x = 2x - 3, then x = to prepare effectively for examinations in
Solution mathematics a student has to place emphasis
(a) 7 (b) 24 (c) 12 (d) 0
Using strategy 2, if 3n is odd, then 3n - 2 on studying information, using appropriate
is odd, but 3n - 1 is even. Answer is (d) methods and practising problems. Marks are
Solution
earned both for correct answer and
You can substitute the various values of x
5. Find the sum of the prime numbers appropriate method applied correctly.
until the equation is satisfied.
between 2 and 13.
If x = 0, then 45 = - 3. The equation is not
(a) 26 (b) 35 (c) 41 (d) 50
satisfied, therefore, (d) is incorrect. HOMEWORK
If x = 7, then 45 - 14. = 14 - 3. The Please attempt some additional multiple-
Solution
equation is not satisfied, therefore, (a) is choice items.
Using strategy 1, the prime numbers
also incorrect. 1. An article bought for $125 was sold for
between 2 and 13 are 3, 5, 7, and 11. The
Trying x = 12, then 45 - 24. = 24 - 3 = 21.
sum is 26. $175. The percentage profit was:
Answer is (c).
The answer is (a). (a) 28.6% (b) 40% (c) 50% (d) 71.4%
Please note that you could have solved the
6. Find the H.C.F. of 8, 12, and 20. 2. 26 - 33 =
equation to determine the answer. Remember,
(a) 2 (b) 4 (c) 3 (d) 5 (a) 3 (b) 8 (c) 37 (d) 27
also, that a very good performance in the less-
complex multiple-choice items can make a
Solution 3. The least number of sweets which can be
difference between a pass and a failure.
Using strategy 2 : 3 and 5 are not factors shared equally among 5, 10 or 15 children is
of the three numbers. While 2 and 4 are (a) 15 (b) 30 (c) 45 (d) 60
Using the above, let us review the solutions
factors, 4 is the HCF. The answer is (b)
to the multiple-choice questions given last
week. 4. 2/25 expressed as a decimal is
Let us now review Paper 02.
1. Write 3/5 as a decimal. (a) 0.8 (b) 0.08 (c) 0.008 (d) 0.0008
This paper contains essay-type questions
(a) 0.6 (b) 0.06
and requires that students display competence
(c) 0.006 (d) 0.0006 5. 79. 98 x 0.75 is approximately equal to:
at three cognitive levels. These are recall,
(a) 79.0 (b) 6.0 (c) 60 (d) 1.0
method and reasoning.
Solution
Using strategy 1, 3/5 = 0.6 The answer is (a) . 6. Find the number that must be added to
RECALL: This requires the presentation of 7 and 9 to make the L.C.M. 60.
2. 25 + 30 = basic facts and formulae and the working out (a) 2 (b) 3 (c) 1 (d) 4
(a) 31 (b) 34 (c) 32 (d) 33 of simple calculation.
Solution I recommend that you now refer to your
METHOD: Students are credited for correct
Using strategy 1, 25 + 30 = 32 + 1 = 33. textbook for additional examples to be
use of appropriate methods in solving a given
The answer is (d). attempted on your own. Please concentrate on
problem, for example, the student who
basic questions similar to the ones presented
correctly applies the correct method of solving
3. 19.96 x 0.5 is approximately above. You may wish to email any difficulty
simultaneous equation will earn ‘method’
(a) 0.1 (b) 1 (c) 10 (d) 100
marks. you experience to The Gleaner Company to
Solution
have them clarified.
19.96 is approximately 20 and 0.5 is *
20 x 1/2 = 10. The answer is (c). REASONING: This involves the correct
Clement Radcliffe is an independent contributor. Send
selection of an appropriate method for questions and comments to
4. If 3n is an odd number, which of the complex problems or the correct interpretation kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014 21

MAUREEN CAMPBELL
Contributor
OW THAT you have acquired your
N
syllabus, and you have been reading
it, you would have noticed that the
social studies syllabus consists of three main
areas:
 Individual, Family and Society, which
includes topics such as groups,
contemporary social problems and elements
of various institutions in society.
 Sustainable Development and Use of
Resources, which includes topics such as
human and physical resources and
Caribbean integration.
 Options, which includes
communication, tourism and consumer
affairs.
The social studies examination comprises
the following papers:
PAPER 01 – MULTIPLE CHOICE
This paper consists of 60 items which are
distributed as follows: 30 on Individual,
Family and Society and 30 on Sustainable
Development and Use of Resources. These
items test various levels of difficulty in the
knowledge and comprehension profile and
provide adequate syllabus coverage.
PAPER 02 – STRUCTURED
QUESTIONS AND EXTENDED ESSAYS
This paper consists of three sections,
labelled A, B and C, comprising 10
questions. Candidates are required to answer
a total of FIVE questions. Each question is
worth 20 marks. The profiles tested are:
Profile 1
Knowledge and Comprehension
Profile 2
Application, Evaluation and Problem
Solving Skills
STRATEGIES IN ANSWERING A
STRUCTURED QUESTION
The administrative authority at CXC, in the
review of answers to questions, states that
many candidates continue to display
22
Take a look
'Never doubt that a small group of thoughtful,
committed citizens can change the world;
indeed, it's the only thing that ever has.'
weaknesses on questions which require
detailed explanations or evaluation. It is also
said that in many cases when and where it is
required, students fail to provide relevant
examples. Students should also strive to
answer in complete sentences and put some
order when they are answering a question.
HERE IS AN EXAMPLE FOR YOU.
a. Differentiate between matrifocal and
matrilineal. 2 marks
The terms matrifocal and matrilineal are
different but they both focus on some
elements of the mother in society. Matrifocal
is the term used to refer to the family pattern
in which the mother carries the responsibility
of the family. On the other hand, matrilineal
refers to the inheritance system in which
status is acquired through the mother or the
line of descent is through the mother.
b. Identify two traditional roles of adult
males in your family. 2 marks
Adult males have and still carry out
necessary roles for the prolongation of the
family. Two such traditional roles of adult
male members are as breadwinners or the
economic providers of the family. They were
and are still seen as the disciplinarian in the
family as they enforce strictly defined rules of
behaviour.
c. State two reasons why the traditional
roles of adult male members of the family is
believed to be changing. 4 marks
As can be noticed, the traditional roles of
adult male members of the family is believed
to be changing; this is based on changing
YOUTHLINK MAGAZINE | SEPTEMBER 16-22, 2014
- Margaret Mead
social and economic issues prevalent in our
society. Today's father is no longer always
the traditional, married breadwinner and
disciplinarian in the family. Men are no
longer seen as the main breadwinners as, in
some household, women share equal
financial responsibilities for the home. There
are many cases in which the woman is the
main breadwinner because of increased
educational opportunities and high income-
earning jobs for women. With the various call
for the liberation of women, with regards to
their rights and roles, there have been shifts
in the labelling of gender roles. Many men
are unable to or refrain from carrying out
their roles in society. Some say that it is
because males are been disregarded.
d. As a school guidance counsellor,
suggest to a social worker three ways in
which mothers and children, whose fathers
have deserted them, may be assisted.
6 marks
Mothers and children may be assisted in
various ways if they become deserted by the
father of the children. Both will need
counselling, so counselling sessions should
be put in place for mothers and children to
enable them to deal with the physical, social
and economic problems associated with the
abandonment/desertion. Children should be
asked to voice what they feel or what they are
going through. Other parents and children,
who are striving though in similar situations,
may be used as peer mentors or to
occasionally discuss what they are going
through. Social workers should pay regular
visits to these homes and the court system
yl:social studies
should be used to ensure that the fathers are
helping, at least financially, to take care of
their children. On the other hand,
arrangements should be made to assist
children with food and clothing. In Jamaica
children may also be registered, if they are in
need, in programmes such as PATH
(Programme of Advancement Through Health
and Education). There are also other non-
governmental agencies and church groups,
when approached, which will give/help, such
as Food for the Poor and the Salvation Army.
e. Explain why you believe each of these
suggestions may be useful in assisting
mothers and their children. 6 marks
When mothers and children attend these
sessions, talk to individuals in the same
position, who have overcome the problem, it
will allow them to freely express their
feelings about the fathers. What they are
going through, whether emotionally or
financially, will be discussed and this should
enable them to design coping strategies. It is
always believed that counselling can assist in
any healing process. Regular visits to the
home will ensure that family life at home is
good, both groups are able to meet their
needs and are living in a respectable
environment. This will also provide further
coping advice from a social worker.
The family court is so designed that it will
help mothers to get necessary funds
'forcibly', where possible, to take care of their
children. People do not have to know that
they are on PATH unless they are told, and
this helps to ensure that children get their
deserved education and health treatment
when necessary. There are also other non-
governmental agencies that are quick and
ready to assist in order to maintain body and
soul.
Total 20 marks
So, think about what you write; don't be
mean with your information. Pretend that the
person marking this paper knows nothing
about the subject and you are educating him
or her, OK?
Maureen Campbell is an independent contributor.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com