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CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

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

Marlene Grey-Tomlinson Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely
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www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 10
with
Shawnett Myers-Lawrence
EXPOSITORY WRITING: LETTERS
Hello everyone.
This week we will continue to look at types of exposition,

focusing on letters. Some will say that this type of writing
has become obsolete given the technological age in which
we live. People are more likely to use email, text messages,
video calls and such to communicate. My response to this
argument is to indicate that while the method of delivery
may have changed, the content and purpose of letters have The address of the receiver is written on the outside of
not changed and there are some situations which still the envelope.
require the use of the letter. It is therefore necessary to be
able to craft a well written letter in order to achieve the
results you seek.
(The sender’s address) Lot 4 Woodland Drive
Kingston 6
There are several types of letters and the one to which you
(The Date) May 7, 2017
would have been exposed is the letter to the editor. This
type is usually taught in the context of persuasive writing. Dear Susan, (The Salutation)
Letters of application would also have been taught in ——————————————————————
subjects such as social studies and would combine both ——————————————————————
expository and persuasive elements. Since we are ——————————————————————
——————————————————————
discussing expository writing we will concentrate on
——————————————————————
letters which inform or explain. One of these letters is the
——————————————————————
letter of complaint. ——————————————————————
——————————————————————
——————————————————————
FORMATTING THE LETTER
———————————————–————
Yours truly, (The complimentary close)
Letters are both formal and informal. An informal letter is Maggie (The name of the sender)
written to a friend, family member or pen pal. Some of
these may be expository in nature as they may focus on
giving information. These letters are formatted with one
address, that is, the address of the writer of the letter. JOL ENGLISH LANGUAGE continues on next page
JOL ENGLISH LANGUAGE continued from previous page
While informal letters conform to one basic format the As consumers we often find ourselves in situations where
formal letter has several options. A formal letter is we have not received proper customer service or have
different as it contains two addresses: the address of the bought a product that is defective. In order for these issues
sender and that of the recipient. I have outlined the basic to be addressed we sometimes have to put our complaint
format below. in writing. For such letters clarity and brevity are
important as it is the facts and not necessarily the
emotions behind the complaint that will yield results.
If you are given a letter of complaint to write on an

Lot 4 Woodland Drive (The sender’s address) examination here are some points to consider to ensure
Kingston 6 that you score maximum points.
The Human Resources Manager (The recipient) ! Use the standard format of a formal letter,
Palm Tree Enterprise Limited (The Company)
1 Dumfries Road (The inside address)
Kingston 13 ! Include a subject line below the inside address
which indicates the product or service about which
May 7, 2017 (The Date) the complaint is being made.
Dear sir/madam: (The salutation) ! Start the body of the letter by mentioning
—————————————————————— item/service requested. Mention new item’s
—————————————————————— specifications, location of store from where it was
—————————————————————— procured, date of purchase and warranty.
——————————————————————
——————————————————————
! Mention defect/damage noticed on delivery of new
——————————————————————
—————————————————————— item or dissatisfaction in service provided.
——————————————————————
—————————————————————— ! Mention if you are returning defective/damaged
—————————————————————— item to the show-room along with copy of
—————————————————————— warranty-card and payment-receipt.
——————————————————————
—————————————————————— ! End by requesting concerned authority of the
——————————————————————
company to replace/repair the item or render proper
——————————————————————
service and oblige.
——————————————————————
——————————————————————
———–––––––––––––––––––––––––––––––––––––– ! In general, keep your letter focused on the situation
that prompted the letter. Do not bring in general
Yours faithfully, (The complimentary close) criticisms of the company.
Horace Reid (The name of the sender)
! Keep your tone firm but polite and avoid abusive
__________________________ (with signature line) language.
JOL ENGLISH LANGUAGE continues on next page

JOL ENGLISH LANGUAGE continued from previous page
SAMPLE LETTER OF COMPLAINT

You have bought a washing machine from a reputable company and after one month’s use it is malfunctioning. Write
a letter of complaint to the company.
Your essay will be assessed on how well you:

! Select relevant and complete information
! Organize and express the information in your essay
! Use appropriate grammar, sentence structure, vocabulary, spelling and punctuation.
8 Conway Avenue
Kingston 6
The Customer Care Department

Global Appliance Company Limited
13 – 15 Sunset Boulevard
Kingston 20
June 16, 2017
Subject: Defective washing machine
Dear Sir/Madam:
I write with regard to a Maytag 350 digital washing machine that I bought from your company on May
19, 2017. The machine was delivered by your company and installed as instructed by a technician
contracted by your company. At first the machine worked well but after two weeks I noticed that the
rinse cycle does not automatically begin but has to be manually selected. This is contrary to the normal
operation of the unit. Since then the situation has worsened as the spin cycle has now become a manual
operation and the clothes are insufficiently wrung at the end of the cycle. This situation is untenable.
According to the warranty, the manufacturer, through the retailers, has the responsibility of making
repairs or replacing the unit should it malfunction in the normal course of operations. It is evident that
this situation falls under that warranty. I therefore, request that the machine be replaced as the situation
has caused much inconvenience to me and valuable time lost. Please act promptly so that this situation
can be remedied without further inconvenience to me. Good customer service requires no less.
Yours sincerely,
Robert Williams
________________________________
See you next week.
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School " Email: shawnomyl@yahoo.com
MATHEMATICS Lesson 10
with Kamau Karenga
SETS
7 8 9
+
Greetings! Today we look at SETS. We want to ensure that the
4 5 6 –
SETS points are safely secured in your ‘points bag’. SETS will
be worth about 9 marks or 5 percentage points on the test.
Venn diagrams were created by an English mathematician,
1 2 3 –:
John Venn in 1881, and it was introduced into the school
system one hundred years or more later. John Venn lived from
1834 to 1923. When I was a student in high school (before
1981) we didn’t have sets. In fact I didn’t have sets until
many years later while in college. There is a very simple
reason for this, and it is called the scientific calculator. Before
the calculator, we spent a lot of time doing calculations, and
0 • = +
we did a lot of logarithms.
Students of Pre-Calculus or other advanced Math courses are required to learn logarithms. When the calculator was
introduced, a mass of manual calculations and logarithms was replaced by ‘new Maths’. Venn diagrams were a part of that
‘new Maths’.
ξ ξ ξ
A B A B
A B
INTERSECT DISJOINT SUBSET

A∩B=x A∩B=∅ B⊆A
A∪B= A∪B= A∩B=B
n(A) + n(B) – x n(A) + n(B) A∪B=A
JOL MATHEMATICS continues on next page

JOL MATHEMATICS continued from previous page
We shall examine UNIVERSAL SET (U), UNIONS (A∪B), Solution 1

INTERSECTIONS (A∩B), COMPLIMENTS (A′), SUBSETS (Ac B),
ELEMENTS of a Set ∈ , and VENN DIAGRAMS. a) i) Set A = {1, 3, 5, 7, 9, 11}...
List all the odd numbers that appear in the
There are three types of Venn diagrams in CSEC maths: one UNIVERSAL set.
where subsets intersect, one where subsets are disjointed,
and one where one set is a total subset of the other. ii) Set B = {2, 3, 5, 7, 11}:
We shall examine how these situations arise. A prime number is a number that has two
factors, one and itself. One is not a prime
DEFINING A SET number because it has only one factor.
A set is defined as a collection of items, usually of the same iii) A∩B = {3, 5, 7, 11}:
kind. It is usually denoted by a capital letter, just as the The INTERSECTION represents members
elements of a set of letters is listed as common letters. For that are common to both sets. Examine set
example, if set A is defined as the set of vowels in the A and set B to see what is common to both.
English language, then A = {a, e, i, o, u}.
Note the use of the ‘winged’ or ‘curly’ brackets which is NOTE: The symbol for Intersection looks like an
interpreted as ‘the set of’. upside down U.
BASIC SETS NOTATION iv) A∪B = {1, 3, 5, 7, 9, 11, 2}...

The UNION of two sets represents the
SET theory is used extensively in advanced Mathematics to members in EITHER set. List the elements
organize the ideas of ‘Logics’ and ‘Probability’. In our case, we of one set (preferably the bigger one); and
will look at simple cases of organizing a universal set of a then add the elements that are not already
dozen elements into appropriate subsets. We will see two listed. Every element in the union must be
types of SETS questions. One where the elements are listed, listed, and listed ONCE.
and one where the elements are counted. For the purpose of
CSEC maths, we will look at cases of no more than two (2) NOTE: The symbol for Union looks like a U but it
subsets in a universal set. Let us look at the intricacies of is different.
Unions, Intersections and Compliments using a simple
example. We will look at several of the possibilities; follow the v) A′ = {2, 4, 6, 8, 10 12}:
steps carefully. The COMPLIMENT set [Read A COMPLIMENT
or A PRIME] represents all elements in the
Example 1 UNIVERSAL set that are NOT in set A.
If the UNIVERSAL set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12} vi) B′ = {1, 4, 6, 8, 9, 10, 12}:
B PRIME or B COMPLIMENT represents all
Subset A = {odd numbers} and Subset B = {prime numbers} elements in the UNIVERSAL set that are not
in set B.
a) List the elements of the following:
vii) (A∩B)′ = {1, 2, 4, 6, 8, 9, 10, 12}:
i) Set A ii) Set B iii) A∩B iv) A∪B The compliment of (A∩B) [see part (iii)
above] is found by examining everything
v) A′ vi) B′ vii) (A∩B)′ viii) (A∪B)′ in the UNIVERSAL set that is NOT in (A∩B)
b) Draw the Venn diagram. JOL MATHEMATICS continues on next page

viii) (A∪B)' = {4, 6, 8, 10, 12}... Before we draw a Venn diagram, we must first examine
The compliment of (A∪B) [See part (iv) above] the subsets to see which diagram fits the given data.
is found by examining everything in the In this case, Subset A = {1, 3, 5, 7, 9, 11} and Subset B = {2,
UNIVERSAL set that is NOT in (A∪B) 3, 5, 7, 11}. We can see that the two subsets share 4
elements, AND all of one subset is NOT into the other.
b) Draw the Venn diagram. This is therefore an intersected diagram.

There are three types of Venn diagrams.
First, place 3, 5, 7 and 11 inside the intersection space.
Next, place 2 into the ‘B ONLY’ space; place 1 and 9 into the
U A ONLY space.
C D There are now 5 elements from the UNIVERSAL set to be

placed outside of the circles, but inside the rectangle: 4, 6,
8, 10, 12
U
A B
1. Intersected 4
6 3 5
7 2
8 1 9 11
A B 10
12
THE NUMBER OF ELEMENTS IN A VENN DIAGRAM
2. Disjointed The second type of SETS question is one where the

elements are not listed; but the number of elements is
written down in the various areas of the diagram. This is
sometimes referred to as ‘SETS with an x’ because some
unknown x value is often the goal of the question. How
can you tell when we are dealing with a ‘number of
A B elements’ question? The answer is in the wording of the
question. As we say in Maths, the solution to a problem is
‘built in’ the problem. Study the problem carefully and the
solution will appear.
3. One is SUBSET of the other JOL MATHEMATICS continues on next page

Example 2 i) We need to first understand the four areas of the Venn

diagram. Within the P and the M circle is the intersection
A school has 30 students in a Grade 11 class. where the number of students who take both Math and
Physics is placed. Within the P circle but outside of the
25 students study Maths; intersection is where the number of students who take
15 students study Physics Physics ONLY is placed. Within the M circle but outside of the
2 students study neither Maths nor Physics intersection is where the number of students who take Math
x students study both Maths and Physics ONLY is placed. Outside of the two circles, but within the
Universal set (the rectangle) are the number of students
i) Copy the Venn diagram shown below. who are in the class but study neither Math nor Physics.
ii) We are now ready to place the information in the

U
diagram.
P M • First, place the 2 outside of the circles, and within
the rectangle
• Next, place the x inside the intersection
• Within the ‘Physics ONLY’ area, we place (15 – x)
because 15 students study Physics, and of the 15, x
students take both.
• Within the ‘Maths ONLY’ area we place (20 – x)
because 20 students take Maths and x students
take both Maths and Physics.
ii) Show on your Venn diagram the information
U
relating to the Grade 11 class.
P M
iii) Write an algebraic expression in x for the total
number of students in the class.
15x x 20x
iv) Write an equation that may be used to solve for
the unknown variable x.
v) Solve for x. 2
Solution 2
iii) The algebraic expression required is NOT an equation
(no equal sign), and it must be a sum of all the terms
U inside the Universal set # (2) + (15–x) + (x) + (20–x)
P M
iv) To write the equation, we set the algebraic expression
Students Students (above) equal to the total number of students (30).
Students
who who # ( 2 ) + (15 – x) + ( x ) + (20 – x) = 30 and solve
who
study study # 2 + 15 – x + x + 20 – x = 30
study
Physics Math # 2 + 15 + 20 – x + x – x = 30
both
ONLY ONLY # 37 – x = 30 # – x = 30 – 37
# – x = – 7 or x = 7
Students who study NEITHER Math NOR Physics
JOL MATHEMATICS continues on next page
EVALUATION SOLUTION TO EVALUATION
The Venn diagram in the next column, shows the number i) To complete the Venn diagram:
of students who have visited Venezuela and Bolivia in a – First, place the x at the intersection of V and B.
class of 33 students. This is in the space common to both circles V and
B.
18 students visited Venezuela; 14 students visited – Next, place the 5 outside of the two circles, and
Bolivia inside the rectangle.
– Inside the V circle and outside of the intersection
x students visited BOTH Venezuela and Bolivia is the area called ‘Venezuela ONLY’. Since x
students visited BOTH, then Venezuela only must
be 18 – x.
5 students visited neither Venezuela nor Bolivia.
– Within the B circle and outside of the
intersection, we find ‘Bolivia ONLY’. Again, x
i) Given that:
students visited both, so those that visited
‘Bolivia ONLY’ will be 14 – x.
U = {students of the class}
Below is the completed Venn diagram.
V = {students who visited Venezuela} U
B = {students who visited Bolivia}

V
Use the given information to complete the Venn B
diagram below.
U 18 – x x 14 – x
V B 5
ii) The expression in x will be the sum of all the terms

within the Universal set represented by the rectangle.
The expression is not an equation and will not carry an
equal sign.
Answer: (18 – x) + (x) + (14 – x) + (5)

ii) Write an expression in x, which represents the TOTAL Brackets added for emphasis.
number of students in the class.
iii) Set the expression above equal to the given total,
iii) Write an equation which can be used to solve the which is 33.
unknown x.
Answer: 18 – x + x + 14 – x + 5 = 33
iv) Calculate how many students visited BOTH
Venezuela and Bolivia. JOL MATHEMATICS continues on next page
iv) To calculate how many students visited both Venezuela and Bolivia, solve the equation.
18 – x + x + 14 – x + 5 = 33
Group like terms # 18 + 14 + 5 – x + x – x = 33
# 37 – x + x – x = 33 [– x + x cancel each other] # 37 – x = 33 # 37 – 33 = x

Answer: x = 4
WATCH THE VIDEO BELOW FOR MORE.
That is all for now. Remember that the answer to a Maths problem is not the only thing to focus on; the correct ‘METHOD’
and correct ‘WORKING’ are also very important. Keep this in mind and you will learn to appreciate that “Life is a JOURNEY,
not a DESTINATION”.
PEACE and LOVE.
Kamau Karenga is on the staff of Portmore Community College " Email: kkarenga@pcc.edu.jm

SOCIAL
STUDIES Lesson 10
with
Charmaine Fuller-Wallace
POLITICAL INSTITUTIONS
CONTINUED
This week we continue to look at Political Institutions
Before we begin, let’s review what Political Institutions are. Political institutions such as government and political
parties are organizations that provide representation on behalf of the population. The term ‘Political Institutions’ may
also refer to the structure of rules and principles relating to the voting process, responsible government and
accountability within which political organizations operate.
What Is Government
Government is a group of people/officials who are elected by the people to conduct the affairs of the country on their
behalf. It can also be referred to as the governing body/organization/institution of a country, state or nation.
FUNCTIONS OF GOVERNMENT
3 Maintain law and order by making laws, having a security force including the army to defend the country and a
judiciary system
3 Create direct and indirect employment opportunities
3 Provide social services such as welfare payments to the less fortunate, health care, sanitation
3 To maintain international relations through diplomatic postings and membership in international organizations
3 To defend the nation from outside attack by arms or diplomacy
3 Manage the finances of the country by having a budget which shows how revenues will be obtained and how the
government plans to spend the country’s money
3 Provide infrastructure including public utilities
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
What is a Political Party?
In order for the voice of citizens to be heard, persons/a group of people usually members of a political party are selected
to make decisions on their behalf.
A political party is a group of persons who share similar political ideas and who aim to get as much support as possible
so that they can win the election and form the government.
STRATEGIES USED BY POLITICAL PARTIES TO WIN ELECTIONS
Political Parties and individuals who run independently in an election often use various strategies to influence voters
to vote for them. The diagram below lists some of the strategies that are often used.
House-to-house
canvassing
Publish manifestos
Have motorcades with their policies
and programmes
Strategies
Distribute buttons, used by Political Advertise in the print
pamphlets and shirts Parties to win and electronic media
Elections
Meet members Share the party’s goals

of specific on radio ‘talk shows’
organizations, and television
e.g. colleges programmes
Hold large
public meetings

The objective of every electoral organization is to ensure that they gain political power by winning mass support in an
election. The table below lists the factors that influence the outcome of an election as well as the factors that influence
voter participation in an election.
FACTORS WHICH INFLUENCE THE OUTCOME FACTORS WHICH INFLUENCE VOTER PARTICIPATION
OF AN ELECTION IN AN ELECTION
3 Media coverage 3 Voter turnout 3 Campaign issues 3 Age 3 Income
3 Voter apathy 3 Education

3 Election gimmicks 3 Party Policies
3 Candidates: Quality of the candidate
3 Campaign strategy: advertising and spending
3 Voter attitude towards government
3 Public opinion polls 3 Voter loyalty to political parties
ACTIVITY
1. Voting system in the Caribbean is divided into two groups: proportional representation and the first-past-the-post
voting systems. On the lines provided indicate whether the statement refers to proportional representation or the
first-past-the-post voting systems.
RESPONSES CHARACTERISTICS
a) _________ Voters vote for a candidate.
b) _________ Voters vote for a party.
c) _________ The party that wins the most seats in the country forms the government.
d) _________ The parliamentarian represents the country and not a constituency.
e) _________ The party that gets the most votes in the country forms the government.
f) _________ The number of seats a party gets is dependent on the percentage of total votes received.
g) _________ Constituents have the opportunity to choose who they want to be their representative
h) _________ The candidate who wins most of the votes in a constituency wins the seat in that constituency.
Persons who run as independent candidates can be at a disadvantage. This is because

i) __________
constituents tend to vote for a party and not an independent candidate

RESPONSES CHARACTERISTICS
j) __________ This voting system encourages multiple parties
k) _________ The party with the highest number of member of parliament forms the government
It promotes accountability from individual parliamentarians, as they are responsible for
l) __________
ensuring that the affairs of their constituency are taken care of.
A coalition government instead of a one party government may be formed especially if no one
m) ________
party wins majority of the vote.
n) _________ The candidate with the highest number of votes in a constituency becomes member of parliament.
Presents an alternate to the two party systems. Minority political parties’ gets the opportunity
o) _________
to also get a seat/seats in parliament based on the number of votes received.
Constituents can appeal directly to their representatives for services such as road construction
p) _________
in their constituency.
q) _________ A party with the least number of voters may form the government
r) __________ The number of seats a party gets is dependent on the percentage of total votes received.
2. The table below shows how voters voted in a general Election based on the first-past-the-post voting system.
a) How many votes did each

POLITICAL PARTIES political party won in
CONSTITUENCY the election?
SNP CLP WAP GIP
Rosemount Hill 320 410 217 253 b) How many seats did each
political party win? Name them.
Bluetone District 375 255 238 180
c) Which party would have won
Hibiscus Town 390 110 250 1322 the election under the
Poinsettia Hill 182 32 297 420 proportional representation?
Support your answer with a
Daffodil Town 215 329 210 310 suitable explanation.
Lavender District 189 341 173 75 d) Describe three factors that

influence the outcome of an
Sunflower Mountain 100 93 315 40
election and three factors that
TOTAL VOT ES : influences voter participation in
an election.

ANSWERS TO QUESTION 1
(a) First past the post (b) Proportional representation
(c) First past the post (d) Proportional representation
(e) Proportional representation (f) Proportional representation
(g) First past the post (h) First past the post
(i) First past the post (j) Proportional representation
(k) First past the post (l) First past the post
(m) Proportional representation (n) First past the post
(o) Proportional representation (p) First past the post
(q) First past the post (r) Proportional representation
ANSWERS TO QUESTION 2
a.
CONSTITUENCY: SN P C LP WA P G IP
TOTAL VOTES: 1771 1570 1700 1590
b.
CONSTITUENCY: SN P CL P WAP G IP
3
2
TOTAL Rosemount Hill 1 1
Bluetone District
SEATS WON: Daffodil Town Sunflower Mountain Poinsettia Hill
Hibiscus Town
Lavender District

c. SNP would have won more seats because the party got more votes. Under the Proportional Representation system
the seats political parties gets is in proportion to the number of votes the party receives. Therefore even though
CLP won more seats but they got fewer votes than all the other parties and so they would have lost the election.
d. Factors which influences the outcome of an election:
Campaign Strategy
Each political party tries to use various strategies to retain and to win over supporters. Most times they spend
a lot of time campaigning in marginal seats to win over voters. The effectiveness of strategies used such as
house to house canvassing, the venue and timing of political rallies will also influence the political party’s
chances of success at the polls.
Media Coverage
Some media houses are either owned by political parties or members of political parties or are close to political
parties. The media’s coverage of an election campaign may reflect its bias (based on how they present each
political parties policies) and influences voters’ decisions.
Public Opinion Polls

These are polls seek to get the public’s view about a political party or about the candidates who intend to
participate in an election. The publication of the results of the polls sometimes influences people’s decision.
Factors which influence voter participation in an election:
Voter Loyalty to a Political Party

Many political parties have core supporters who will support them no matter what the situation is. They will
also canvass from door to door and attend political rallies to woo others to vote.
Campaign issues
Campaign issues include a political party not getting enough funding which results in them not being able to
campaign as much as they should. Also sometimes there is not enough political support or there is disunity
in the party and this can negatively affect how the party presents itself to the electorate. At other times a
party may be overconfident of a win and instead doesn’t campaign enough.
Voter Apathy
A number of persons, who are eligible to vote, don’t vote because they do not trust the political parties
/candidates. Often they think that the government doesn’t address the issues that they face. There are also
members of the electorate who believes that the persons are representing themselves as candidates only care
about their own interest and not the interest of the people.
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School

" Email: charmief2@yahoo.com

INFORMATION
TECHNOLOGY Lesson 10
with
Shandeen Robinson-White
DATABASE MANAGEMENT
USING MICROSOFT ACCESS
Objectives:
At the end of this lesson students should be able to:
! define and create a database
! modify a table structure
INTRODUCTION
Microsoft Access 2013 is a database creation and

management program. To understand Access, you must
first understand databases. The steps in creating a database table, query and reports
are the same whether you use version 2013 or 2016 of
Microsoft Access.
WHAT IS A DATABASE?
A database is a collection of data that is stored in a

computer system. Databases allow their users to enter,
access, and analyse their data quickly and easily.
In this lesson, you will learn about databases and how

they are used. You will familiarize yourself with the
differences between data management in Access and
Microsoft Excel. Finally, you will get a look ahead at the
rest of the Access tutorial. JOL INFORMATION TECHNOLOGY continues on next page
JOL INFORMATION TECHNOLOGY continued from previous page
They are such a useful tool that you see them all the time. Ever waited while a doctor’s receptionist entered your
personal information into a computer, or watched a store employee use a computer to see whether an item was in
stock? Then you have seen a database in action.
The easiest way to understand a database is to think of it as a collection of lists. Think about one of the databases we
mentioned above: the database of patient information at a doctor’s office. What lists are contained in a database like
this? Well, to start with, there is a list of patients’ names. Then there’s a list of past appointments, a list with medical
history for each patient, a list of contact information, and so on.
This is true of all databases, from the simplest to the most complex. For instance, if you like to bake you might decide
to keep a database containing the types of cookies you know how to make and the friends you give these cookies to.
This is one of the simplest databases imaginable. It contains two lists: a list of your friends, and a list of cookies.
JOL INFORMATION TECHNOLOGY continues on next page

In Access, lists are a little more complex than the ones you write on paper. Access stores its lists of data in tables, which
allow you to store even more detailed information. Example, in the table below, the People list contains information.
If you are familiar with other programs in the Microsoft Office suite, this might remind you of Excel,
which allows you to organise data in a similar way. In fact, you could build a similar table in Excel.
Understanding tables
All tables are composed of horizontal rows and vertical columns. In Access, rows and columns are referred to as records
and fields.
A field is a way of organizing information by type. Think of the field name as a question, and every cell within that
field as a response to that question.

A record is one row of information. Every cell on a given row is part of that row’s record. Each record has its own ID
number. Within a table, each ID number is unique to its record and refers to all of the information within that record.
The ID number for a record cannot be changed.
Each cell of data in

your table is part of
both a field and a
record. For example,
if you had a table of
names and contact
information, each
person would be
represented by a
record, and each
piece of information
about each person –
name, phone
number, address, and
so on – would be
contained within a
distinct field on that
record’s row.

CXC’S EXPECTATIONS OF YOU
You should be able to:
1. create a database; 4. query a database using multiple search conditions;
2. modify a table 5. determine the results of a search on a database given

structure; multiple conditions;
3. sort a database; 6. generate reports to the screen, printer and files.
HOW TO CREATE A DATABASE?
Double click on the MS Access 2013 (or 2016) App icon. The following screen will
appear. Click on the ‘blank document’ icon.
Click on
this icon

This dialogue
box will appear.
Enter the name
for the database
and then
click create.
Databases Tables Records are

Fields
are made up are made up made up
contain data
of tables of records of fields
Data have characteristics, such as a name,

data type, field size, validation rules
and primary key.
You cannot do anything in a database without tables. If the database has more than one table,
it is called a Relational database. Each table must be related (linked) to at least one other table
in the database.

PRIMARY KEY VS FOREIGN KEY
A primary key field is a field in a relational database that contains data that is unique to each record in the table.
This is the only field that should NEVER be blank and its data should NEVER be repeated. It is use to create a relation
between tables. Examples of suitable primary key fields are Student ID or licence # or code (depending on the
information being stored).
A foreign key is a field that is used as the primary key field in one table and is used as an ordinary field in another
table. The primary key and the foreign key are what is used to create the link between the two tables.
The primary key is set in the table design view. See diagram below:
Primary
key icon
Toggle key
between
design
view and
datasheet
view
Staff ID field set

as the primary key

Relationship cardinality: 1 to many

(one city has many customers)
Primary
key field
in City
table
Foreign key
in Customers table
As soon as the tables are designed and populated, the next step is to create the relationship between the tables.
In other words, establish how the tables are linked.
ACTIVITY
Try these questions on your own.
Fill in the blanks:
1. A ___________________________ is a computerised system that makes it easy to search, select and store information.
2. Your ___________________________ might use a database to store information about attendance or to store students’
and teachers’ contact information.
3. Each ___________________________________ will have its own row with all the information you want to store about it.
4. The columns of the table are called ___________________________ . For example, you might have columns for ‘type of
equipment’, ‘cost’, ‘size’ and ‘location’.
5. A ___________________________ database has more than one table and the tables are linked using
___________________________ fields. For example, a library database could have three tables.

Tech Bit:
There are many websites and YouTube videos that you can use to help you understand a database
system. One such website is: http://www.bbc.co.uk/guides/z8yk87h#zp9mxnb
1. database; 2. school; 3. record; 4. fields; 5. relational, key
Word for the wise: A man can be as great as he wants to be. If you believe in yourself and have the courage,
the determination, the dedication, the competitive drive and if you are willing to sacrifice the little
things in life and pay the price for the things that are worthwhile, it can be done. – Vince Lombardi
Next week we will look at querying a database and creating reports. Keep practising.
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.

" Email: teacherrobwhite@hotmail.com

HUMAN & SOCIAL
BIOLOGY Lesson 10
with
Leroy Munroe
MAJOR FOOD NUTRIENTS
Objectives:
At the end of this lesson students should be able to:
! define the term ‘nutrients’
! identify the different major food nutrients
! state the functions and sources of carbohydrates,

proteins, lipids and vitamins
Nutrients are the chemicals in food that cells need for Macronutrients
growth, metabolism, and other body functions.
Carbohydrates, lipids and proteins are called
macronutrients because they provide the bulk
The major nutrients are: of the energy for our metabolic system to
function. We require a large amount of these
$ carbohydrates foods in our diet. Macronutrients are essential
for growth and metabolism.
$ proteins
$ lipids (fats and oil) Micronutrients
$ vitamins Vitamins and minerals are called micronutrients

because we only need a small amount in our
$ mineral salts daily diet. Although micronutrients are needed in
small amounts, their deficiency leads to critical
$ dietary fibre or roughage
health problems.
$ water
JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
CARBOHYDRATES PROTEINS
Carbohydrates (carbs) are made of the elements carbon Protein is made of chains of amino acids. Amino acids
(C), hydrogen (H) and oxygen (O). Carbohydrates are the are the building blocks of protein. Protein contains the
body’s main source of energy or fuel. Without elements carbon (C), hydrogen (H), oxygen (O) and
carbohydrates the body would not function properly. nitrogen (N). It also contains a small amount of
They provide the fuel (glucose) for physical activity and phosphorus and sulphur. Proteins are the building
regulate the blood glucose level. They are also the only blocks of life. Every cell in the human body contains
form of energy used by the brain. They power the body’s protein. Except for water, protein is the most abundant
involuntary functions, including heartbeat, breathing substance in the human body. We need protein in our
and digestive processes. All the cells and tissues in your diet to help our bodies repair cells and make new ones.
body need carbs, and they are also important for Protein is also important for growth and development
intestinal health and waste elimination. Once in the body, in children, teenagers and pregnant women. Protein
carbohydrates are easily converted to fuel. Athletes and foods are broken down into small parts called amino
people who are involved in physical activities should acids during digestion.
consume a lot of carbs in their daily diet. Carbohydrates
are needed in the largest amounts by the body. Functions of protein
Carbohydrates include sugars, starches and cellulose fibre.

In its basic form, carbohydrates are simple sugars We need protein to:
(glucose). Starches must be broken down into sugar before
our bodies can use them. Foods rich in carbohydrates • make new cells
include those containing starch such as yams, bananas,
• maintain and repair tissues and muscles
bread, rice, potatoes, legumes such as peas and beans, and
cereals. Other rich sources of carbohydrates include foods
• carry other nutrients
containing sugar such as honey, jams and fruits such as
citrus. • make essential hormones, for example, insulin,
the hormone that regulates the blood sugar
Glucose is the simplest form of sugar. It has the chemical level
formula C6H12O6 and is referred to as ‘reducing sugar’
because it is capable of reducing the test substance • make enzymes (that is, the enzymes pepsin,
Benedict’s solution. Benedict’s solution is used to test amylase and lipase) to digest large proteins,
whether a sugar is reducing or non-reducing. ‘Reducing’ carbohydrates and fats
means that the oxygen molecules are removed from the
glucose. • support the immune system by making
antibodies to fight disease organisms
Glucose is the sugar that is carried in the blood around
the body and the sugar that is made during • supply the body with energy when
photosynthesis. Carbohydrates are stored in the muscles carbohydrates are unavailable
and liver as glycogen,which is essential for endurance.
Marasmus is a disease in babies and young children due • make haemoglobin, the red pigment in the
to a lack of carbohydrates causing an energy deficiency. blood that transports oxygen
Obesity is the deficiency disease in adults. Lack of
carbohydrates may also cause fatigue, poor mental
function and lack of endurance. JOL HUMAN & SOCIAL BIOLOGY continues on next page
Most parts of our bodies are made from protein; these Functions of Fat
include our hair, skin, blood, organs and muscles.
Protein is broken into small building blocks called
amino acids in the stomach and small intestine. The Fat is needed to:
amino acids then diffuse across the wall of the villi in
• provide a solvent for vitamins A, D, E and K that
the small intestine where it enters the blood stream.
are carried around the body, and help in the
Foods rich in protein include: poultry meat, fish, eggs,
absorption of these vitamins in the intestines
milk and milk products, legumes such as peas, beans
and nuts, and soya. Plants also contain proteins but in • provide insulation against cold
smaller quantities than animals.
• assist in maintaining body temperature
The deficiency disease caused from a lack of protein in
the diet is kwashiorkor. This disease usually occurs in • provide the body with energy (twice the
young children when their mothers can no longer energy that carbohydrates provide)
breast-feed them. When this happens, babies usually do • form structural parts of cells and tissues such
not get enough protein that they need for growth and as cell membrane
development. Yeast and soya are cheap sources of
protein that can be used to cure this disease. Beans,
ground nut paste, or palm oil products can be included Foods rich in fats include lard and margarine, butter,
in children’s food to prevent this disease. pork, milk, soya beans, peanuts (groundnuts) and castor
oil seeds. When we eat a lot of high fat foods, we
The signs of kwashiorkor are:
consume a lot of calories. With too many calories we
• slow growth gain weight. Eating too much fat may increase the risk
of coronary heart disease, cancer, high blood pressure
• arms and legs become thin or strokes, and vascular diseases. Coronary heart
disease is caused by blockage of the coronary artery in
• abdomen may swell as it holds water
the heart. We can reduce the amount of fat in our diet
• skin becomes dry by reducing the amount that we add in cooking or
spread on foods. Another way to cut down on fat is to
• hair becomes thin and loses its pigment drain and trim meats, and take the skin off poultry. We
can also read labels and compare the amount of fat in
LIPIDS foods to make lower fat choices.
Lipids are substances such as fats and oil that dissolve in
Vitamins are organic compounds that act as catalysts. A
alcohol but not in water. Lipids contain the elements carbon
catalyst is a substance that increases the rate of a chemical
(C), hydrogen (H) and oxygen (O), but have far less oxygen
reaction without changing itself in the reaction. Only
molecules proportionally. They form an important part of the
small quantities are needed in the daily diet. Lack of a
cell membrane. Fats are usually solid at room temperature.
vitamin will disrupt the metabolism of the cells. This
Oil is the liquid form of fat. Fats are made from two types of
disruption will cause signs and symptoms of the deficiency
chemicals, fatty acids and glycerol. Fat is a backup source of
disease associated with that particular vitamin. Some
energy when carbohydrates are not available. Fat is a nutrient
vitamins are actually co-enzymes. Vitamins are classified
that is an important source of calories. One gram of fat
as fat soluble or water soluble and are given letters of the
supplies us with nine units of calories, more than twice the
alphabet from A to K.
amount supplied by protein and carbohydrates. Fats are good
storage compounds and reserves can be found in the skin and
around certain body organs. JOL HUMAN & SOCIAL BIOLOGY continues on next page
VITAMIN SOURCES HOW IT IS USED IN THE BODY RESULT OF DEFICIENCY/DISEASE
• helps form and maintain

– liver, fish liver oil, egg healthy skin, teeth, skeletal – causes night-blindness which
yolks, milk, cheese and soft tissue, and mucus is called xerophthalmia where
membranes the cornea of the eyes becomes
– dark green leafy • forms visual purple in the dry
Vitamin A vegetables, broccoli, retina of the eyes promoting
(retinol) spinach, tomato, sweet good vision, especially in dim – poor vision in dim lights
fat soluble potatoes, pumpkin light
• aids correct functioning of all – dry scaly skin
– papaya, carrots, pineapple, epithelial cells in the body
apricot, mangoes, • aids in storage of fat – increased infections
cantaloupe • increases resistance against
infections
• is essential for the metabolism

– yeast, bran from cereal, – Beriberi:
of carbohydrates into the
groundnuts, whole grain The signs and symptoms of the
simple sugar, glucose
of rice, brown rice and disease include the loss of
Vitamin B1
cereal appetite and weakness of the
(thiamine) • helps aerobic respiration in the
– egg yolk, liver, kidney, legs.
water mitochondrion
heart, red meat and lean
soluble
pork – It also affects the nervous
• helps in the steady release of
– dried peas and beans system, muscles and heart
energy from carbohydrates in
– berries
the nerve and muscle cells
• makes collagen, a protein that

helps support tendons,
ligaments and blood vessels
– citrus fruit (e.g. oranges, – Scurvy:
lemons), guavas, papayas, The walls of the blood
• maintains healthy skin, teeth
cherries, strawberries, capillaries weaken, allowing
and gums
cantaloupes, grapes, blood to escape through them;
Vitamin C
pineapples teeth become loose and fall
(ascorbic • improves the absorption of
out; gums bleed; and the
acid) water iron from plant-based foods
– broccoli, tomatoes and healing of wounds is retarded.
soluble
green vegetables.
• helps to strengthen our
– Resistance to infection is also
immune system, increasing our
– other sources are potatoes lowered.
resistance to diseases
and liver
• needed for the growth and
repair of tissues in our body

VITAMIN SOURCES HOW IT IS USED IN THE BODY RESULT OF DEFICIENCY/DISEASE
– Rickets in children: bones become

– egg yolks, fish liver oil,
soft, they do not harden properly
liver, sardines, mackerel,
during growth and development,
tuna, herring, butter and
and become deformed.
cheese
• essential for the absorption – Tooth development is also
and utilisation of calcium and affected
– milk of cows and humans
Vitamin D phosphorus – In adults, osteomalacia is the
contain a negligible
(calciferol) deficiency disease. This is caused
amount of this vitamin.
fat soluble • promotes the formation of by poor absorption of calcium
normal bones and teeth, and and phosphorus which leads to
– it is synthesised in the skin
the calcification of bones. decalcification of bones
by the action of
– The cause of rickets and
ultra-violet light from
osteomalacia is mainly from
sunlight
a lack of exposure to
ultraviolet light.
• protects red blood cells.

• helps prevent destruction of
– margarine and vegetable
vitamins A and C.
oil (soybean, corn), wheat
• helps keep the immune system
germ
strong against viruses and
bacteria.
– green leafy vegetables
Vitamin E • is important in the formation
(broccoli and spinach)
fat soluble of red blood cells and it helps
the body to use vitamin K
– nuts (peanuts and almond)
• helps widen blood vessels and
keeps blood from clotting
– fortified breakfast cereals
inside them
(vitamins added)
• reduces cholesterol and the
risk of developing cancer
•
important in the clotting of blood
– spinach, lettuce, cabbage, Health problems associated with
•
essential in building strong bones
cauliflower a lack of vitamin K:
•
prevents heart disease
•
synthesis of proteins found in
– wheat bran, cereals – Prostate cancer, lung cancer,
Vitamin K plasma, bone and kidneys
liver cancer, and leukemia
fat soluble • important for regulating cell
– organ meats, meats, eggs,
growth, proliferation, and
dairy products – Arterial calcification,
preventing cell death
cardiovascular disease and
• it also helps cells to
– some fruits varicose veins.
communicate with each other

WATCH THE THE VIDEO BELOW FOR MORE.
Have a good week.
Leroy Munroe is on staff of the Trench Town Polytechnic College " Email: leroy_munroe@yahoo.com
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PRINCIPLES OF
BUSINESS Lesson 10
with
Hilary Bassaragh
WORKPLACE CONFLICT AND ORGANIZATIONAL STRUCTURES
If the matter cannot be resolved then the matter is

Objectives:
pursued until it reaches top management. The process
of negotiation or settling disputes is known
In today’s lesson we will focus on:
as collective bargaining.
! Conflict in the workplace
Items that can be bargained for depends on the labour
! Conflict Resolution laws of the land (sick leave, benefits, promotion, pay and
working conditions).
! Organizational Structures
MEDIATION, ARBITRATION AND CONCILIATION

The major reason for conflict within the work place is
unfair dismissal of workers, working conditions and wage
negotiation. This is where the trade union comes in. In the process of mediation, the mediator sits with both
parties trying to get both sides of the issue; he then
The Trade Union is a legal organization established attempts to get the two parties to come to an
to protect the rights of the workers. The members agreement, providing some suggestions to resolve the
pay a monthly fee to the union which provides the issue. If mediation fails then arbitration takes place.
following services: Arbitration is legally binding on both parties and in the
end, one will win and the other loses. The cost of
(a) Encourage management to pay higher salaries
arbitration is shared by both parties. Conciliation
and give longer vacations
involves a third party in the process of resolving a
(b) Encourage staff to become members of the union dispute/ disagreement. Conciliation is not legally
binding and they have no authority to call witness or
(c) Advancement of the welfare of its members seek evidence. The difference between conciliation and
mediation is that mediation takes into consideration the
(d) Encourage staff to strike whenever they have human factor and tries to guide discussion to get
problems at work that are unresolved amiable solution, in conciliation the parties hardly sit in
front of each other and is used in labour disputes before
When conflicts arise between workers and management the
person who comes to the workers defense at the local level arbitration. Some practices are used by workers to
is known as the union delegate. He or she will write out the encourage management to make a quick decision.
grievance in detail or pursue the matter promptly while
the issue is still fresh in the minds of all those concerned. JOL PRINCIPLES OF BUSINESS continues on next page
JOL PRINCIPLES OF BUSINESS continued from previous page
1. Sit in - this is where workers occupy the premises and prevent the operations of the business. This means that
no work can be done.
2. Go slow - this is where the worker reports to work, but moves about slowly in the performances of tasks.
In effect little or no work is done.
3. Boycott - They make no report to work, or refuse to work with their employer.
4. Overtime ban - Workers refuse to work over the normal working hours.
5. Work to rule - This involves following every single rule and procedure, that is, working by the books.
ORGANIZATIONAL STRUCTURE
Behind every team or division is a good organizational structure, without the proper structure, companies have
collapsed. But before we derive which structure is the best, there are some key elements to consider.
1. Chain of command – this clarifies who reports to whom, it is an unbroken line showing the level of authority
from top to bottom with a company.
JOL PRINCIPLES OF BUSINESS continues on next page

2. Span of control – This represents the number of persons a supervisor can effectively manage. The more individuals
supervised the wider the span. There are a number of factors that influence the span of control, and they include
the following:
3 Complexity of the work – Some work is easy to check whilst other work demands closer supervision by
the manager.
3 Self-discipline of workers – Where workers are well motivated and have a professional approach a greater
number can be supervised.
3 Method of communication – Some methods of communication (e.g. face-to-face are more demanding than
others (e.g. electronic methods).
3 Frequency of supervision – The more frequently that a manager needs to see subordinates, the more limited
will be the span of control.
ADVANTAGES OF ADVANTAGES OF
NARROW SPAN WIDE SPAN
Easier to control Can develop skills
Quicker
Less alienation
communication
Greater specialization Cheaper to operate

3. Centralization – Whoever controls the decision making is the one who has the power within the business. If it
is concentrated at a single point the structure is centralized, if it is spread outwardly then it is decentralized.
4. Formalization - formal structures separate the individual from the position whilst informal structure places more
value on the individual.
Organizational structure - refers to interpersonal relationships, both formal and informal, existing between people
working together in order to achieve goals.
There are basically four (4) types of formal organization structures depicted on these organizational charts:
1. Line organization 3. Line and staff organization
2. Functional organization 4. Committee organization
ORGANIZATIONAL CHARTS
Organizational charts present organization structures in pictures so that they can be easily understood.
Advantages of organizational charts

1. They define authority and help managers in drawing up job specifications.
2. They give a clear idea of responsibility.
3. They make managers willing to adjust organization structures to satisfy the needs of the organization.
4. They prevent responsibility being passed from one department to another.
5. They provide a visual aid for all concerned.
Disadvantages of organizational charts:

1. They may give an impression of the organization from management’s point of view and not what really exists.
2. They may make workers dissatisfied about their status in the organization.
3. Unless they are reviewed regularly, the organization may outgrow the structure and charts may covey the wrong
information.
These organization structures can be presented in the following ways on organizational charts:
• Horizontal • Vertical • Circular

LINE ORGANIZATION
In this type of structure overall authority starts with the person at the top and operates in a vertical line downwards
towards the lowest person within the organization. This structure is suitable for small organizations, e.g. sole traders,
partnerships. It is not suitable for large organizations because it is difficult to fit a trained specialist whose services
are needed by more than one department into such a structure.
Line organization structures are easy to understand because there is no difficulty in finding out the reporting
relationship in this structure. Decisions are reached quickly, and control and discipline are simple to apply. It is very
flexible and can adjust to change quickly.
TOP
Bottom
ADVANTAGES OF THE LINE DISADVANTAGES OF THE LINE

ORGANISATIONAL STRUCTURE ORGANISATIONAL STRUCTURE
1. Communication among 1. Top-level managers are

individuals in the line often weighed down
organisation is achieved with decision making
speedily. and work.
2. Direct information is
2. There is no advantage
given; therefore,
to be gained from
misunderstandings are
organisation.
minimal.
3. The delegation of 3. Since the main input is
authority and from the top of the
responsibility is clear organisation, planning
cut. Therefore, there is and innovation are
no overlapping reduced.

FUNCTIONAL ORGANIZATION
Here the basic functions of a business are separated into specialist departments. Each specialist supervises and controls
different aspects and is therefore accountable to them for certain aspects of his or her work. Below is a chart
representing functional organisation. Notice that both workers receive instructions from each of the four functional
areas.
Advantages of
LINE AND STAFF
the functional organisation:
1. The business benefits from the
advantages of specialisation, This type of structure allows some activities of the business to cut across
including increased output and various departments. Therefore, each department can offer advice to the other
increased skill of workers. without causing conflict. This type is used in medium sized to large companies.
2. It allows management more
time to plan since they have Advantages
fewer duties to perform.
1. It allows workers to become specialized in one area
Disadvantages of 2. It allows for growth within the organization
the functional organisation: 3. Allows for greater communication among staff
1. Subordinates tend to have too
many ‘bosses’ to report to and Disadvantages
this creates confusion.
1. New employees may find it difficult to understand this structure
2. The decision-making process
is delayed because of the 2. Decision making is slowed down
additional functional levels
of authority.
Hilary Bassaragh is on the staff of The Queen’s School
3. Authority is not clearly defined,
" Email: ac_teacher@yahoo.com
therefore discipline breaks down.

PRINCIPLES OF
ACCOUNTS Lesson 10
with
Tedmore Clarke
BANK RECONCILIATION STATEMENTS –

FINAL
EXERCISE FROM PREVIOUS LESSON
The following is the cash book (bank columns) of A. Robinson for July 2017:
The following Bank Statement was received at the beginning of August 2017:
JOL PRINCIPLES OF ACCOUNTS continues on next page

JOL PRINCIPLES OF ACCOUNTS continued from previous page
Required: a) Make the necessary adjustments in the cash book
b) Prepare a Bank Reconciliation Statement as at Jul 31, 2017.
Hint: The closing balance on the cash book of $2,260 represents an overdraft!
TUTORIAL NOTES
1. A bank overdraft is shown as a credit balance (b/d) on the cash book.
2. O/D = Overdraft. An overdrawn balance may be shown as a negative balance (in brackets) on the bank
reconciliation statement.
SOLUTION
By matching the cash book with the bank statement the following should be evident:
Items in the cash book Items on the bank statement

but not in the cash book:
but not on the bank statement:
Banker’s order – C.O.K. $1,200
A. Nevers $300 – Late lodgement Returned cheque – G. Crooks $550
Trader’s credit – H. Lawrence $150
Cheque #402 $350 – Unpresented chq.
Dividend $160
Cheque #405 $450 – Unpresented chq. Bank charges and interest $220

Reminder: Brackets indicate negative figures.
Alternatively:

ADDITIONAL EXERCISE
The following is a summary of the cash book (bank columns) of Toni for the month of May, 2017:
$
Opening Balance 104
Receipts 661
765
Payments (383)
Closing Balance 382
===
Her bank statement for the same month showed a balance at bank of $167.
On attempting a reconciliation statement, the following were discovered:
a) Cheques totaling $109, paid to suppliers, have not yet been presented to the bank, and lodgements of $293 have
not yet been recorded by the bank.
b) Bank charges of $46, entered on the bank statement, have not yet been recorded in the cash book.
c) The bank had made a banker’s order payment of $50 for insurance, but this was not recorded in the cash book.
d) A customer, Tamos, settled her account of $89 by a credit transfer, but this was not recorded in the cash book.
e) A cheque for $60, received from Shené, had been returned by the bank marked ‘refer to drawer’, but this had not
been written back in the cash book.
f) A cheque for $151, paid to Rojean, was recorded in the cash book as $115, and a lodgement of $208 was recorded
at the bank as $280.
You are required to:

i) Write the cash book up to date to show the adjusted balance, and
ii) Prepare a bank reconciliation statement.
Reminders
1. The Corrected Cash Book is an extension of the original Cash Book and should therefore begin with the
closing balance from the original Cash Book.
2. Errors made in the original cash book should be corrected in the updated cash book, but errors made by
the bank should be shown as adjustments on the bank reconciliation statement.

SOLUTION
Toni
Bank Reconciliation Statement as at May 31, 2017
__________________________________________________________________
$
Balance per Bank Statement 167
Add Late Lodgements 293
460
Less Unpresented Cheques 109
351
Less Bank Error: Lodgement Overstated ($280 - $208) 72
Balance per Adjusted Cash Book 279
===
TUTORIAL NOTE
Sometimes the examiner may not give the Bank Statement’s balance. In this case the reconciliation statement
must be started with the Adjusted Cash Book’s balance.
Tedmore Clarke is on the staff of Quality Academics

" Email: tedmoreorless@hotmail.com

INTEGRATED
SCIENCE Lesson 10
with
Marlene Grey-Tomlinson
SAFETY – PART 1
Hello students, in this the first of three lessons, we will

discuss the various methods used in extinguishing fires
and fire safety.
The fire triangle, also known as the combustion triangle,

is a simple model for understanding the chemical reaction
which must occur to create a fire.
Heat
In addition to a fuel source, heat must be present in
order for ignition to take place. All flammable materials
give off flammable vapours which, when heat is present,
combust. Heat is also responsible for the spread and
Heat + Fuel + Oxygen = Fire maintenance of fire as it removes the moisture from
nearby fuel, warming the surrounding area and
As is shown the fire triangle is composed of three elements pre-heating fuel in its path, enabling it to travel and
– fuel, heat and oxygen – which must all be present for a develop with greater ease.
fire to ignite. It also demonstrates the interdependence of
these ingredients in creating and sustaining a fire. It is
therefore obvious that by removing any one of these Oxygen
elements we will prevent or extinguish the fire. As well as fuel and heat, fires also need oxygen to stay
alight. Air is made up of approximately twenty-one percent
Fuel (21%) oxygen and, as most fires only require at least
In order for a fire to start there must be a material to burn sixteen percent (16%) oxygen to burn, it acts as the
and this is referred to as the fuel. Fuel is any kind of oxidising agent in the chemical reaction. This means that
combustible material, including paper, oils, wood, gases,
when the fuel burns, it reacts with the oxygen to release
fabrics, liquids, plastics and rubber. The fuel for a fire is
heat and generate combustion.
usually characterised by its moisture content, size, and
quantity. These usually determine how easily the fuel will
burn and at what temperature. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
! Fire starvation is achieved by cutting off the fuel

EXTINCTION OF THE FIRE
supply. (Removing unburnt material from fire area).
By removing one of the elements or conditions, fires can ! Smothering or suffocation aims at depriving the fire
be controlled by cooling, starvation or suffocation. of oxygen. This can be done by closing windows and
doors or by throwing a blanket, soil, liquid or gas
over the fire. Some items that may be used include
! The cooling method involves removing the source of
sand, heavy mats, rugs, fire blankets, carbon dioxide
heat; such as turning off electricity supplies for
gas and dry powers.
electrical fires or pouring cold water (so long as the
fire has not been caused by oil).
Smothering with a blanket.
Turn off electricity from the source.
Smothering with gas.
Putting out a fire by cooling. JOL INTEGRATED SCIENCE continues on next page
Steps in putting out an electrical fire

! The first action necessary in cases of electrical fires
is to try to switch off all power.
! Then if necessary use a carbon dioxide or vaporizing
liquid extinguisher.
! Do not use water or foam extinguishers because
they are conductors of electricity and they cause
other accidents.
! Powder extinguishers should be used as last resorts
where delicate equipment is present; a residue-free,
non-corrosive extinguishing agent is preferable.
Otherwise a non-flammable blanket may be used to
Smothering is easily done when cooking smother the fire.
to prevent grease fires.
FIRE SAFETY
By the same codes of practice, fire prevention methods are
Fire Extinguishers also developed in relation to the chemical reaction which
occurs when fire takes place. Undertaking safety steps such
as storing flammable liquids away and making sure piles
The three approaches just described form the principles of paper or fabric are not left near any possible heat
on which fire extinguishers work. Most chemical fire sources are highly important.
extinguishers expel their contents (gases, liquids and
Burns and scalds are very painful. If a large area is burnt,
powders) under pressure. It is essential to choose give no treatment except to exclude air by covering it with
correctly the type of fire extinguisher before attempting clean water, clean paper or a clean shirt. Do not apply
to put out a fire. lotion, ointments or oil dressing. If the burn has been
caused by chemicals, wash with lots of water.
Cool burn with cold water until pain is relieved.
Cooling
usually takes
10-45 minutes.
JOL INTEGRATED SCIENCE continues on next page

If your clothes catch fire, remember to stop, drop and roll.
1. Stop – The fire victim must stop still. Ceasing any movement which may fan the flames or hamper those
attempting to put the fire out.
2. Drop – The fire victim must drop to the ground, lying down if possible, covering their face with their hands to
avoid facial injury.
3. Roll – The fire victim must roll on the ground in an effort to extinguish the fire by depriving it of oxygen. If
the victim is on a rug or one is nearby, they can roll the rug around themselves to further extinguish
the flame. Use the hands to cover the face to prevent any facial injuries.
If you are with someone whose clothes have caught fire, get them to stop, drop and roll; then smother the flames with
a heavy material, like a coat or blanket.
By using this fundamental fire safety knowledge, the prevalence of fires and the damage they cause can be
significantly reduced.
ACTIVITY
Instruction: Read the information again and then attempt the questions given.
(a) Draw and label the fire triangle.
(b) How does covering a fire with a blanket or foam make it go out?
(c) How does pouring water on a fire make it go out?
(d) Why do you turn off the gas supply if there is a gas fire?
(e) Why do you never add water to an electrical fire, oil or fat fire or a chemical fire?
JOL INTEGRATED SCIENCE continues on next page

WATCH THE THE VIDEO BELOW FOR MORE.
Until next week when the lesson continues, have fun learning!
Marlene Grey-Tomlinson is on the staff of Excelsior High School " Email: mgrey.xlcr@gmail.com
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ENGLISH
LITERATURE Lesson 10
with
Simone Gibbs
TI-JEAN AND HIS BROTHERS
Good day to you. Welcome to another week’s lesson.

Last week I started to focus on drama. In particular I paid
attention to Paper 01. This week I will continue to focus
on drama, but on one of the prescribed plays on Paper 02;
Derek Walcott’s Ti-Jean and His Brothers.
As I have outlined in previous lessons, there have been

some changes in the structure of the examination. In years
past, there were four questions in Section A on the two
plays: two questions on each text. Therefore, candidates
had four questions from which to choose. The new format
of the examination only has TWO questions in the drama
section: ONE on each text. As a result you MUST know the
texts inside out, because there will only be one question Sadly, though, he has not experienced any of these
on The Tempest by William Shakespeare and one on Ti-Jean emotions and he is “dying to be human”. If anyone can
and His Brothers. make him experience any of these emotions and human
weaknesses, they will be rewarded with immeasurable
wealth. If any of the sons fails to make him experience
THE STORY these emotions, and they display feelings of rage or any
kind of weakness, the Devil will eat him. The Devil also
believes that when the three sons die, it will give him life.
The story is centred around a poor, widowed woman who
lives on the edge of a forest. This woman has three sons. Gros Jean sets out early one morning to make his fortune.
Gros Jean, the oldest, is known for his physical strength, a He was about to slip out without his mother’s knowledge,
characteristic he is very proud of. Mi-Jean, the second son, when she wakes up and gives him some advice for his
believes that he is intellectually superior to everyone journey. He believes that the strength of his arms is
around him. Ti-Jean, the third son, relies on his wits and enough to make him successful. His mother reminds him
advice and prayers from his mother to navigate life. that his father and grandfather possessed physical
strength, but both of them are now dead and even the
One night the mother hears a noise outside their hut and jaws of the ants are stronger than they are now. She tells
senses evil. It is the Bolom, a foetus, who has been harmed him to be wise and watch out for the tricks of the devil.
by a mother who did not want him to be born. The Bolom He tells her that he knows all of this already and marches
has come with a message from his master the Devil. The out of the hut, confident that he can conquer the world
Devil issues a challenge to the three sons. He has done with the strength of his arm.
much harm to humanity, causing us to feel such emotions
as anger, pride and jealousy. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
On his way, he curses the Frog and kicks it out of the way. While working on the plantation the planter goes out of
Other creatures in the forest are afraid of him. It is clear his way to engage Mi-Jean in a conversation, but Mi-Jean
that Gros Jean intends to conquer the world with brute refuses to speak to him. The planter needles him and
force. Then he encounters an old man and demands that criticises his so-called intelligence. The planter never calls
the Old Man tell him which way he should go in order to him by his correct name, but uses many other names to
find success. When the old man delays he threatens to hurt address him. This annoys Mi-Jean. He is further annoyed
him. Eventually the Old Man tells him about a white planter by the planter’s goat who keeps untying himself every
who was hiring harvesters. He would have to do a lot of time Mi-Jean ties him up. Each time he has to go and tie
work, but Gros Jean is not worried, his “arm of iron” would up the goat again, because this is one of the duties that
be able to manage. He goes off in the direction of the
the planter has assigned to him.
plantation and is employed by the planter.
The planter offers to teach him how to tie a proper knot
After only two days Gros Jean becomes frustrated. He has
in order to secure the goat and Mi-Jean is offended. When
been working very hard and at some almost impossible
the planter suggests that the goat is a “genius” and calls
tasks. Firstly, he was to count all the leaves in the cane
him (Mi-Jean) a descendant of the ape, it is too much for
field and divide them by the number of stalks. Secondly,
he should catch seventy fireflies. To make matters worse him. He flies into a rage and loses the battle with the devil.
he has not been paid and when he does get his pay, 85% He too is eaten by the Devil. As he did when Gros Jean dies,
of it would go to the planter. Additionally, the white the Devil celebrates.
planter never calls him by his name (he uses the generic
name Joe) and generally treats him as less than a human Finally, it is Ti-Jean’s turn to leave his mother’s house and
being. Consequently, although Gros Jean tries very hard make his fortune. Of course she does not want him to
not to do so, he loses his temper and therefore loses the leave her. He reminds her of the valuable lessons she has
battle and ultimately his life as he is eaten by the devil. taught him to equip him for life. He asks her to pray for
him as he goes on the journey that he must take. She
Next Mi-Jean sets out to make his fortune. His annoyance prays for him but she is afraid for him as he is so “small”.
can be seen as he interacts with the creatures of the forest Worse, the Bolom reappears as he is about to leave home.
who speak to him. He believes that he is above their Ti-Jean sets out.
interacting with him. Then he encounters the Old Man or
Papa Bois. During the interaction with the Old Man it is In the forest he has friendly interactions with the
evident that Mi-Jean, although he has read many books, is animals. Then he meets the Old Man who tries to
not as smart as he thinks he is. Mi-Jean notices that the frustrate him but Ti-Jean exhibits patience and even
Old Man has a cow’s foot. At this point the Old Man asks offers to help the Old Man. Ti-Jean asks him a strange
him if he believes in the devil. He responds by saying that question: “Which way to the Devil?” The Old Man
he does and that he would recognise the devil in any form
pretends as if he does not know what Ti-Jean is talking
he appears. Mi-Jean even goes on to tell the Old Man the
about and Ti-Jean threatens to hit him over the head. It
strategy he would use to defeat the Devil: silence.
is clear that Ti-Jean is not fooled by the Old Man’s
disguise. When the Old Man realises that Ti-Jean is not
This is indeed ironic because Mi-Jean is not smart enough
fooled, he takes off his mask to reveal the Devil’s face.
to realise that he was in fact talking to the Devil himself.
Of course Papa Bois sends him to work with the white
planter in order to make his fortune. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Ti-Jean is stunned by the Devil’s ugliness and tells him to

THEMES
put his mask back on. Knowing that Ti-Jean is aware of
who he is, the Devil issues the challenge to Ti-Jean right
there. Like Mi-Jean, he should tie the goat and as many
times as the goat gets loose, he should tie him again.
Ti-Jean immediately runs away, ties the goat and returns.
Of course, the goat gets loose. Ti-Jean runs back to the goat
and castrates it. When he returns and the devil realises Appearance versus Reality
what has happened he almost loses his temper. Instead he
issues the second challenge to Ti-Jean: to count the leaves
in the cane field.
Instead of counting the leaves, Ti-Jean tells the “niggers” In this play the Devil is seen as the epitome of evil. By
that he is the new foreman and the planter said that they his own admission, he has caused pain and suffering to
should burn the cane. The labourers set the fields on fire. humanity and continues to do so. He uses deceit to trap
As if that were not enough, Ti-Jean kills, curries and eats and trick humans and cause them to do things which
the planter’s goat, eats his food and drinks his wine, then ultimately lead to their destruction. However, more
he sets his house on fire. Of course the Devil becomes often than not, he does not appear as the ugly creature
enraged and loses the bet. Instead of honouring his word,
he really is, but he projects himself as something else.
he tells his agents to seize Ti-Jean but the Bolom
Firstly, he appears as an Old Man, a character who is
intervenes and tells his master to be fair. The Devil ignores
him and is about to devour Ti-Jean when the mother is seemingly harmless and helpless. Also in this state he is
seen praying for her only living son. expected to be wise and give good advice. The opposite
proves to be true.
The Devil reminds Ti-Jean that he never plays fair. Ti-Jean
realises that although he has won he will not be given the Secondly, he disguises himself as the white planter. The
promised wealth so he asks the Devil to give the money planter is willing to employ the negroes so that they can
to his mother instead. When Ti-Jean looks into his
make a living and take care of themselves. During the
mother’s hut it is glistening, but he is not sure if it is from
process, however, they are overworked, dehumanized and
the gold that he should receive or it is just mere sunlight.
become frustrated. The planter does not help the negroes,
Sadly, his mother was lying in the hut alone and was dying.
Ti-Jean cries out to her but she cannot hear him. but serves to make them less than who they are.
Sensing his pain, the Frog encourages him to sing despite Appearance versus Reality can also be seen in other
his despair. Miraculously his singing causes the Devil to cry characters. Mi-Jean thinks he is intellectually superior, but
– another sign of weakness. Finally, the Devil concedes and he is outsmarted by the planter. Ti-Jean is small, youthful
decides to grant him a wish. The Bolom begs Ti-Jean for and apparently has no special abilities unlike his two
his life. Ti-Jean does not understand why he wants to be
brothers, yet he is the one who defeats the Devil himself.
born into a world where humans experience so much
I will close this week’s lesson at this point. Please join me
heartache, but the Bolom insists; he wants life. Ti-Jean asks
the Devil for the Bolom’s life. His wish is granted and he is next week for another interesting lesson on Derek
born. Now Ti-Jean has a little brother. Walcott’s Ti-Jean and His Brothers.
The Devil bids them farewell but reminds Ti-Jean that they
will meet again and while the “Features will change, …the Simone Gibbs is on the staff of Calabar High School
fight is still on”. The play ends with Ti-Jean, his little " Email: simonecgibbs@yahoo.com
brother and the creatures of the forest singing.
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COMMUNICATION
STUDIES Lesson 10
with
Peta-Gaye Perkins Bryan
LANGUAGE VS ‘A LANGUAGE’
Hi everyone. Let us see how well you did at identifying

the different contexts of communication.
1. Public Communication – the first video with former

President of the United States, Barak Obama, is an
example of public communication. This is so because I do hope you got all the answers correct for last week’s
he was addressing an audience in a public space. Mr. homework. For this week’s lesson we are going to move
Obama is the primary sender of the message and the on to Module 2 and focus on the definitions of language
audience is the receivers. vs ‘a language’.
2. Interpersonal Communication – Elsa and her sister from

Let us take a look at what we should achieve at the end.
Frozen are engaged in interpersonal communication as
one person is in direct contact with the other person.
Objectives:
3. Intrapersonal Communication – In this video clip from
the movie “Clueless” we see Cher daydreaming when At the end of this lesson students should be able to:
she should have been paying attention to the lesson.
We all do this at some point in our lives. This is referred ! Define language
to as intrapersonal communication as Cher was
communicating with herself. ! Differentiate between language vs a language
4. Group Communication – The video clip of “The Great ! State the characteristics of language
Debaters” is an example of group communication as
you could see clear leadership role being played by ! Highlight which characteristics of language are
Denzel Washington. Additionally, they were in seen in the video
face-to-face interaction and were focused on a common
goal – that of recognising that the only real judge of
their upcoming debate is God and so they are to
play/argue to win their opponent. JOL COMMUNICATION STUDIES continues on next page
JOL COMMUNICATION STUDIES continued from previous page
Humans can communicate to each other using body language, dance, drumming, smoke signals and semaphore, and
in a variety of other ways. However such messages are based on specified codes and cannot express complex concepts
or deal with unexpected situations (Lord et al, 2012).
DIFFERENCE BETWEEN 'LANGUAGE' AND 'A LANGUAGE'
Language refers to a system of communication unique to human beings that makes use of speech to share ideas,
emotions, and desires (McDermott, 2008). A language, on the other hand is a subcategory of this type of communication
peculiar to a particular people, region, geographical region or socio-political background. For example, Creole languages
are largely spoken in the Caribbean and Cockney spoken in Britain.
What is he saying?
Some humans may interpret these sounds based on their experience with the animals. Research has shown however
that an animal’s language skills rarely exceed that of a two-year-old child – i.e. sentences of three or four words.
JOL COMMUNICATION STUDIES continues on next page

1. It is human - We are the only ones with the ability to pronounce the wide variety of sounds that are used in the
world’s languages.
2. Non-instinctive - Language is naturally acquired for us. While humans are born with the ability to acquire language,
we can only do so through imitation. Therefore if a child is raised in an environment where he or she is not exposed
to language then he or she will not learn to speak. Culture also affects the knowledge we acquire.
3. Language is symbolic – Although some words imitate real sounds, onomatopoeia plays a very small part in
language formation. The word ‘square’ for example represents the shape because over the years the meaning
has been accepted.
“When I use a word,” Humpty Dumpty said, in a rather scornful tone, “it means just what I choose it to mean.”
From Alice Through the Looking Glass by Lewis Carroll.

1. Language is systematic - Languages have structure. It is this structure that makes it possible to learn the language.
Each language has specific grammar rules, and follows a specific word order. If these rules are not observed then
communication will be affected.
EXAMPLES:
The dog bit the man.
The man bit the dog.
Dog the man the bit.
I cdnoult bleviee that I cluod uesdnatnrd what I was rdanieg.
2. It is maturational - Not only does language evolve but as individuals grow older their ability to produce and
comprehend language increases. Infants learn to recognize valid sounds and expressions and to discard invalid ones.
3. It is verbal - Language is based on recognizable sounds (phonemes). Their significance is arbitrarily determined and
is unique to each language. The sound of a language is not determined by how it is spelled - spelling is simply an
attempt to represent sound based on certain traditions.
Read the following sentences aloud and you may understand how important sound is in producing a language.
! The bandage was wound around the wound.
! The farm was used to produce produce.
! The dump was so full that it had to refuse more refuse.
! We must polish the Polish furniture.
! He could lead if he would get the lead out.
! The soldier decided to desert his dessert in the desert.
4. Language is dynamic - It is not static, it is always changing. Language changes because the lives of speakers change;
for example, as speakers come into contact with other cultures or as new discoveries change their way of life.
Think of the Bible in Patois
How has your language changed over the years?
And why do you think it has?

Having focused on the difference between language and a language today, for our next lesson I want you to read about
the different factors influencing our language.
Here is where we end for this week but of course you know I am going to ask you to apply what you have learnt.
Have a look at the following video and see if you can identify any of the characteristics of language. Have a great week,
take care and don’t forget to prepare.
REFERENCES
McDermott, Harold (2008). CAPE Communication Studies. La Romaine, Trinidad: Caribbean Educational Publishers.
Lord C, Rutter M, DiLavore PC, Risi S, Gotham K, Bishop S. (2012). Autism Diagnostic Observation Schedule, Second Edition
(ADOS-2) Manual (Part I): Modules 1–4. Torrance, CA: Western Psychological Services.
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls " Email: perkins.pg@gmail.com

CARIBBEAN
STUDIES Lesson 10
with
Debgeri Whitely
THE HISTORICAL PROCESS
LEARNING OUTCOME:
3 Analyze the impact of the historical process in

Caribbean society and culture
Caribbean Sea
We will pay close attention to:
v Migratory movements and the establishment

of patterns of settlement by different groups
within the Caribbean from pre-Columbian
times to 1838 and,
v Migratory movements within and outside the

region from 1838 to present day: recognition WHAT IS MIGRATION?
of diasporic communities; for example, Santo
Domingo, Panama and London
Migration is the movement of people, societies and
cultures from one place to another.
Introduction
The Caribbean is thought of as a place of ‘migratory

peoples’, that is; it is marked by a similar historical
experience. We have seen the migrations of the indigenous
peoples, the coming of the European powers, the forced
migration of the Africans, and the migrations of the
Indentured Servants, all of which have shaped what we
know as the Caribbean region today. That is, “the history
of the Caribbean is closely related to present-day society
and culture. In other words, the culture of our region and
of individual countries has been profoundly affected by the
historical processes through which they have passed;”1
such that, our study of the Caribbean must be guided by
these significant events and processes. JOL CARIBBEAN STUDIES continues on next page
JOL CARIBBEAN STUDIES continued from previous page
People migrate for different reasons; below is a list of the two types of migration:
The many migrations over the world, be it voluntary or involuntary (see diagram above), have from time to time
signalled fundamental changes and adaptations for both the migrants and the groups among whom they eventually
settle. For the Caribbean, this proves true as the different groups that migrated here have contributed significantly to
our Caribbean Society and Culture.
JOL CARIBBEAN STUDIES continues on next page

The Earliest Caribbean Migrations
These groups of people came to the Caribbean by way of the Bering Strait on foot. These persons brought a wide range
of cultures to our region, beginning with the early Archaic (Eurasia) peoples and continuing through to the island
Caribs (Kalinagos) and Tainos.
EUROPEAN MIGRATIONS
There was a wave of exploration,
conquest and colonization of the
region beginning with Spain and then
by other European nations, namely
England, Holland and France. They
were looking for natural resources
such as gold and silver to make their
fortunes. This was done through the
establishment of an economic system
and system of government.
Permanent systems of government
established were designed to ensure
their continued dominance. Hence,
the Caribbean became a centre whose
purpose was to generate wealth for
the Imperial powers of Europe. It was
to provide the raw materials with
which to feed the industries of Europe. JOL CARIBBEAN STUDIES continues on next page
FORCED AFRICAN MIGRATIONS
Africans were brought to the Caribbean by the Europeans to work as slaves on the many plantations found within
the Caribbean. The Europeans turned to the Africans because they were deemed a suitable source of labour for the
production of sugar since the Amerindians were decimated and the Indentured Europeans were not suitable to
produce sugar.
Indentureship (immigrant labour) 1838 - 1917

After the complete abolition of slavery in the British West Indies in 1838, the planters looked frantically for another
sure and efficient labour supply for the estates. This was done because the planters believed the ex-slaves would now
charge exorbitant sums for their labour, so they thought the introduction of competition in the labour market (willing
immigrants) would keep the labour cost in check.
Such labour source came from the heavily populated and poverty stricken regions of Asia (particularly India and China).
It was felt that these labourers could be easily replenished just as the Africans did/were.

ACTIVITY #1
Construct a table or a timeline showing the migratory movements and patterns of settlement by different groups
within the Caribbean. ‘You can consult your textbooks or the internet for help’.
v Migratory movements within and outside the region from 1838 to present day: recognition of diasporic
communities; for example, Santo Domingo, Panama and London
Migration has always been a common feature among Caribbean territories and today it’s no different. From as far back
as the 19th and 20th centuries, Caribbean nationals have migrated to other areas be it regionally or internationally to
work in the agricultural industries, oil industries and construction industries ( the building of railways and canals) be
it as skilled workers or even casual labourers.
Caribbean Nationals have also assisted in reconstructing the ruins from the war - in areas such as the postal services,
construction and nursing transport. Others migrated to the USA as a means to fill the void in labour left by World War
II. (Please see/ read up on Empire Windrush for additional information or clarification)

ACTIVITY #2
Independent Research/Study - Find out the migratory movements within and outside of the Caribbean after 1838.
3 What time period did they leave?
3 Where did they go?

• (their destination(s))
3 Why did they leave?

• (identify the ‘push’ or ‘pull’ factors which caused the Caribbean nationals to leave their countries of abode)
3 Make a list of the different Caribbean Nationals who migrated to the areas identified above.
Next week we’ll look at the answers for the activities given and look a little further on how these immigrants/ emigrants
transformed the Caribbean region both positively or negatively.
REFERENCES
1. CAPE Caribbean Studies for self-study and distance learning (distributed by Nelson-Thornes Ltd)
2. CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed ( distributed by Macmillan
Education)
3. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
4. CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte (Distributed
by HarperCollins Publishers Ltd)
ONLINE SOURCES:
1. http://mhscarib.blogspot.com/2010/10/caribbean-society-and-culture-role-of.html
2. https://www.google.com.jm/search?hl=en&tbm=isch&source=hp&biw=1350&bih=643&ei=5zIGWvulBoOSjwP80J
aAAw&q=migratory+movement+and+patterns+of+settlement+by+different+groups+within+the+caribbean+&oq
=migratory+movement+and+patterns+of+settlement+by+different+groups+within+the+caribbean+&gs_l=img.3
...3986.66643.0.67631.111.108.1.0.0.0.676.15540.1j45j19j9j0j2.76.0....0...1.1.64.img..34.19.3530...0j0i8i30k1j0i24k
1j0i30k1.0.lqFlx5VnwPY#imgrc=i-gUpN13uQz6NM
1CAPE Caribbean Studies: An Interdisciplinary approach by Jennifer Mohamed - 2nd Ed Publisher: Macmillan Education.

For further reading, please see the following supplementary material:

THE HISTORICAL PROCESSES IN THE CARIBBEAN
A. Migratory Movements and the establishment of • Government: family independent, justice carried out
patterns of settlement by different groups on a personal level, civil leader supervised farming
within the Caribbean from pre-Columbian times and fishing, answerable to ‘ouboutu’
to 1838.
• Religion: spiritualistic, special boys trained as priest,
The pre-Columbian migratory period is believed to each person had their own maboya (spirit)
originate from NE Asia across Bering Strait to Alaska then
southwards into the Americas. From South America • Customs: singing, dancing, smoking tobacco,
(Venezuela and Guianas) the Kalinagos and Tainos moved initiation into manhood, flattened babies’ forehead
northwards through the Lesser Antilles.
• Architecture: rectangular houses made from
Tainos: indigenous material (thatch and pole)
• Family: village settlements along river valleys,
coastal areas.
• Technology: skilled in constructing dugout, effective
• Social organization: women did farming, (slash and
burn) men did hunting and fishing, their society was fishing methods
hierarchical and pacific.
• Government: independent Arawak community ruled Migratory movement during the Columbian period was
by cacique; hereditary ruler who was also high westward across the Atlantic with the aim of finding the
priest and judge, mitaynos, ‘Indies’ and getting its riches by trade or conquest.
• Religion and spiritualism: cacique was high priest, Columbus was supported by the Spanish royal family who
believed in coyaba was hoping to get riches from the Orient before her rivals,
• Customs: flattened forehead of babies, singing, spread Catholicism and for personal and national
dancing tobacco smoking, playing bates, glorification. Columbus did reach the Americas because of
• Food: seafood, vegetables, pepper, pepper soup,
his knowledge of navigation, winds and currents. He
cassava, agouti,
pioneered the trade winds to and from Caribbean, and in
• Architecture: rectangular houses using indigenous
material (thatch, poles) so doing became the first European to visit the regions and
• Technology: skilled in constructing dugout canoes, parts of the Central America. He was the first to set up
stone tools, spears, bows and arrows, straw baskets permanent contact between Europe and Caribbean
hammocks although he was a poor colonizer and administrator.
• Farming Methods: subsistence farming; slash and
burn , primitive tools Spaniards became the first European masters of the New
World. Amerindians became the conquered race subjected
Kalingoes: to Spanish rule, domination and oppression resulting in
destruction of their culture (assimilation), new language,
• Family: village settlement,
religion, technology, tools, food, animals etc.
• Social organization: women did farming, men did
hunting and fishing, their society was militaristic. JOL CARIBBEAN STUDIES continues on next page
Spanish greed resulted in the enslavement of Tainos under Today significant numbers of indigenous peoples are to
the Encomienda System: noble men were granted lands be found in Guyana (Arawak, Caribs, WaiWai, Warau),
under repartimiento and Tainos under encomienda so they Belize (Garifuna), Dominica (Caribs) and Surinam. This is
could be protected, converted and instructed, in return
they were required to work the land and pay tributes. It so because Guyana, Belize, Suriname were too large for
became a system of using a supply of forced labour (slaves) colonial masters to establish full control over the entire
for economic production (mining, farming, and ranching). territory. This meant that Amerindians could retreat into
It ensured Spanish expansion, settlement and control of the interior and live. On the other hand Dominica was
lands. The vast lands could not have been economically not greatly populated by Europeans (too mountainous
viable without the support of the Encomienda System. It
began a pattern of forced labour and oppression that to cultivate; lacked mineral wealth) so Amerindians
characterized European relations with its colonies. could therefore survive in such an environment. In the
wider Caribbean, Amerindians were decimated by over
The complex technology of Europeans became the instrument work and harsh treatment (encomienda), European
to enslave and plunder the simpler indigenous societies of
diseases, genocide, suicide and infanticide. Post
the region. Religion was introduced as an instrument of
conquest and imperialism. It resulted in the genocide of the Columbian westward movement continued with the
Taino groups and mass murder of others. This had far coming of other European nations (English, Dutch,
reaching impact on the Caribbean region namely: French) trying to break Spain’s monopoly. Through their
actions other groups migrated.
1. A change in the social composition of the region:
whites, Amerindians and Mestizos, end the
stratification within the society according to caste
and class. COMING OF THE AFRICANS
2. Genocide of Amerindians from diseases, guns,
swords and suicide The decline of tobacco in the Caribbean brought about by
3. Marroonage as some Amerindians fled to the safety
the large scale productions in Virginia (USA) necessitated
of the mountains, forests and caves in territories
such as Dominica, Guyana, Jamaica, St. Lucia and St. a change; another crop was needed to replace tobacco.
Vincent. Sugar was experimented with and accepted as there was
4. It began a pattern of rebellion and resistance among a great demand for a sweetener in Europe. The cultivation
peoples enslaved by the Europeans (attack on La of sugar cane needed extensive labour as this was a
Navidad, 1625 Kalinago attacked Warner in St: Kitts
5. Amerindian co-operation where Tainos and plantation crop. To satisfy this demand the Europeans
Kilanagos diverted energies used in fighting each turned to Africa and thus began the Atlantic Slave Trade.
other to fighting Europeans This brought about a dramatic change into the Caribbean
6. Cultural exchange: Amerindians introduced tobacco society - a new system of production based on private
smoking, use of hammock medicinal properties of ownership of land and people. It heralded in a new class
plants and herbs, tropical products such as root
crops, beans etc. whereas the Spaniards introduced structure and division of labour. This movement was a
better inland transport (horse), sturdier houses forced one and because the success of the European
(Spanish wall), more elaborate system of planters depended on the oppression of the Africans,
government (Cabildo, Viceroys), a new religion forced culture change took place.
(Christianity),new crops such as sugar cane, banana,
citrus (except grapefruit), different style of dressing,
new animals such as chickens, pigs, goats cattle. JOL CARIBBEAN STUDIES continues on next page
The Europeans did everything in their power to alienate In Jamaica some of the melodies and rhythms brought
the African from their cultural identity new names, laws here by slaves are present in our music — spontaneity,
forbidding religious worship, scattering of different polyphony, complicated rhythms, speech tunes. Some
cultures. Despite these attempts, many different African musical instruments of African descent are still prevalent
cultural forms have survived. Examples of these are evident in Caribbean today (Congo-talking drum, Abeng,
in: the elements of West African religious practices which xylophone, bamboo fife, Jamaican banjo). The majority of
can be recognized in the cults of obeah, voodoo and West Africans imported in the Caribbean were skilled and
Shango. These were passed down from one generation to talented. This rich cultural heritage was retained and
reflects outstandingly the Caribbean “Air”.
the other. Some African slaves in Jamaica kept a strong
belief in the power of obeah and myalism (which
Much of the ceramics, carvings and sculptures reflect a
developed into pocomania). These practices involved
deep African influence. The styles of Caribbean artists can
sorcery, witchcraft and the use of charms. It is through be recognized as being similar to those of the African
dancing and music that these cults are kept alive and artists.
active in Contempory Caribbean. West Africans who were
forced to work and live together when they were brought Festivals/celebrations: Various festivals/ celebrations have
to the Caribbean invented a common tongue (language). a strong link to West African practices. Some examples are
This led to the emergence of patois (mixture of African, Jonkonnu, Nine Night, Bruckins Party, and Dinki Mini,
French, English and Spanish dialects) The West African session and yam festivals.
influence in patois is more dominant, not only in
vocabulary but also in pronunciation and grammar e.g. Social relations: These included the concept of a village
nyam, su-su, Kas-kas, bufbuf, bafan, booboo. raising a child, family based on kinship; blood ties,
common ancestral spirits, respect for the elders, extended
Certain foods: found and eaten in the Caribbean are also a family to include all blood relations and otherwise. The
part of the West Africa culture which often times bears the Africans were able to keep these cultural forms alive which
same name (yam, cocoa, asham, fu-fu, susumba, peanut, they passed down the generations by practicing them
secretly and on special occasions. The planters attempted
duckoonoo).
to brain wash the slaves by forcing them to believe that
the African culture was ‘barbaric’ and ‘inferior’. To avoid
Medicine: This involves the use and administration of herbs
punishment, slaves were forced to adopt some of the
and bushes. Folk medicine has survived in the Caribbean
cultural practices of Europeans. These Africans however
regardless of the fact that modern medicine has been began to mix the two cultures together in order to please
instituted. The use of herbal medicine came through their masters and to remain faithful to their heritage. The
visions and experiments by the slaves who brought the African culture emerged to be the more dominant and was
knowledge of nature and its uses. The obeah men were able to survive. The cultural practices of the Africans were
the slave doctors who administered various teas, baths, also retained through their association with religion, song
potions and oils for the purpose of healing (love bush for and dance which the planters viewed as harmless and as
fevers, leaf of life for common cold, Jamaican Quassie for a result they survived from one generation to the next. The
malaria, sour sop leaf to expel worms from the body etc.) Sunday market also acted as a medium through which
African culture was retained as it became a meeting place
Music and Art: African music can be identified in some for the slaves. It gave them the opportunity to not only
Caribbean churches, festivals and theatre. The call and sell their goods but to also consult the obeah men, listen
answer style of singing is indigenous to Africa. Also, the to stories or music and to take part in dances.
use of drums which escaped the dominating hands of the
planters who tried to wipe it out. JOL CARIBBEAN STUDIES continues on next page
B. MIGRATORY MOVEMENTS WITHIN IMPACT OF IMMIGRATION INTO THE REGION

AND OUTSIDE THE REGION
• Opened the Caribbean to Europe, Africa and Asia
FROM 1838 TO PRESENT DAY.
• Introduction of new technologies - processing of
sugar cane
COMING OF THE ASIANS
• New systems of government
• New architectural style using different building
With the abolition of slavery, the planters turned to Asia materials: Spanish wall, Georgian
for a new supply of labour and for decades thousands of • New languages: Spanish, English, Dutch, French
East Indians (1838) and Chinese (1853) were brought to • New crops/dishes: sugar cane, bananas, citrus, rice,
the West Indies under a contractual arrangement to labour mangos, curry dishes, pak-choi tamarind, mango,
on the sugar plantations mainly in Guyana Trinidad and to Chinese dishes, buns, etc.
a lesser extent Jamaica. The Chinese came in small • New religious beliefs: Christianity, Hinduism, Muslim
numbers when compared to other groups. Although they • Adequate and reliable (although inefficient) use of
were hard working they lacked experience and physical force which maintain monoculture production
capability to work on the plantations. As soon as they • New system of production - (slavery & indentureship)
could, they left the plantations and became involved in • Created a multi-racial society with diverse culture
more suitable activities such as shop keeping, retailing, • Caused a loss of identity for migrants and
and huckstering. They too added to the class structure of threatened family structure
the region. Like the Africans, many of their cultural • Stimulated growth of social services especially
practices were erased or acculturated thus contributing to medical care
the cultural diversity existing in the region. Their • Contributed to growth of peasant farming,
language, many customs and their religion were erased. huckstering, shop keeping
Many Chinese tended to intermarry with East Indians and • New skills introduced into the region : metal,
Africans (Dougla). leather, irrigation
• Movement from plantations by ex-slaves: free
The East Indians came in larger numbers (approximately villages; growth of peasant farms
400, 0000) and were from different castes - agricultural, • Movement westwards / SW to Central America: Cuba
Untouchables and Brahmin. They were housed together (sugar, domestic, dress making) Costa Rica,
and placed in gangs regardless of their caste. For the East Nicaragua (banana), Panama (railway canal
Indians plantation life afforded them privilege of retaining banana), Venezuela (oilfields).
many of their cultural practices. These new immigrants • Movement northwards to USA (WWII- war time jobs)
brought new religions, language, food, dress, festivals, • Eastwards to England, France (WWII- war time jobs;
music and general lifestyle. For some, plantation life in the reconstruction after WWII transport, construction,
region was one of oppression and as soon as they could, postal, service nursing)
they left the plantations became involved in business • Northwards to North America - economic as well as
peasant proprietors who worked part time on the estate political (Cuba, Haiti, Dominican Republic)
and cultivated their lands (sugar cane, rice, ground
provisions and fruits). JOL CARIBBEAN STUDIES continues on next page
IMPACT OF CARIBBEAN EMIGRATION An impact was that it started the pattern of forced labour
and oppression that came to climax European relations
• Brain drain-loss of skilled members of society which with its colonies. European superior technology became
region could ill-afford Governments must spend an instrument to plunder and enslave simpler indigenous
additional money to replace loss skills. Region does societies.
not benefit directly from investment made in human
resources Unemployment levels are lower. Slavery: has its origin in the Old World but its climactic
expression as a comprehensive way of life in recent history
• Remittances sent home by emigrants are used to
took place in the New World and more so in the Caribbean.
improve social and economic life in the Caribbean/
Between1600’s and 1800’s over three million Africans were
Caricom.
brought to the Indies in response to the sugar revolution.
• Pressure on limited social services lowered-
It impacted on land tenure, land prices, new farming
education, health, and housing practices, population size and structure.
• Ease pressure on unemployment/underemployment
level Indentureship: British whites in the 17th century came to
• Returning nationals brought new experiences and work in cotton and tor fields - labourers signed contract
ideals to the region trade and self-government in return for passage and subsistence, at the end of the
• Male seasonal workers caused disruption in family contract the servants were free to remain or return home.
life — single parent, weak parental control The scope became more extensive after emancipation
when Asians (Indians and Chinese) were recruited to work
C. SYSTEMS OF PRODUCTION on plantations.
Communal system: This existed during the pre-Columbian PLANTATION SYSTEM

time when the Amerindians occupied the region. Under
This system maybe described as, “A form of operation
this system ownership of land was in the hands of the
emerging out of, and to suit, tropical circumstances. It
villagers and production of crops was a community effort
featured extensive cultivation of single (export) crops,
for the entire village.
huge farms using gang labour. Each plantation became a
self-contained unit or ‘total-institution’ catering to the
Encomienda: This system was introduced by the Spaniards needs of its resident population and ruled by men who
in the 16th century whereby each encomiendero was held absolute power of life and death over the enslaved
allocated 30 Amerindians who laboured in the mines, on population”. (Waterman p. 42) Total, institutions formed
the ranches or on the farms. Produce was for the isolated and enclosed communities. The lives of the
encomiendero who in turn offered protection, education members are controlled by authority (daily life
and Christian teaching -Roman Catholicism (somewhat /relationships are stipulated by rules, and established
similar to the feudal system which existed in Europe). It procedures). Also of interest is how individuals adapt to
became a system of using forced labour for economic the institution that each has his own personalities,
production in Spanish territories. This led to the disposition and value system. The institution seeks to
enslavement and eventual extermination the Amerindians. socialize individuals to adopt new norms and values
This system facilitated Spanish expansion, settlement and important in their survival.
control of the New World. It ensured the economic viability
of Spanish America and the Indies. JOL CARIBBEAN STUDIES continues on next page
“The plantation system was an instrument of political Chief characteristics:

colonization. It brought capital, enterprise and
management to create economic structures which have • Monocropping
remained basically the same. It brought together different
races from various parts of the world to labour in its • Export oriented
service and thus determined the population and social
• Foreign owned
structures now existing in the region. It introduced new
crops, the cultivation of which still represents the chief
• Bureaucratically organized
means of livelihood in the region. It has helped to shape
the whole environment of the region. The system was • reliance on metropolitan countries
based on cheap land often “purchased” with beads and
mirrors, where the locals may have had no idea of the • Vertical integration
concept of land sales and assumed they were just making
land available for temporary use; cheap labour: originally • Gave rise to peasantry we experience in the region
slaves, then indentures labour from elsewhere (India and today
China) or local people, capital: the plantations were set up
by European companies now more locally based or • It was both a social and an economic system
multinational with local component and integrated
marketing: often the products were’ directly used by the
The advantages of the plantation system:
same company (Vertical integration from production to
final sale to consumers). The long term impact of these • regular and efficient production
forms of forced labour have become as entrenched as they
were closely incorporated into the prevailing economic, • planning for depreciation
political and social structures.
• uniformly high quality products
Economic structure: it was an inefficient system of
production where labour costs were grossly undervalued, • scientific research
monocropping tradition.
• economies of scale
Social Structure: Race was the guiding principle of
• improvement in infrastructure
stratification; tradition of interracial violence, reproductive
role of men and women diverted from the family for the
From the plantation system we have inherited a plantation
benefit of the plantation; traditional gender roles society: our society is characterized by unstable family
displaced; replacement of African culture with a West
organization; hierarchical class relations low level of
Indian Creole culture. community involvement, mobile populations always on
the move migrating to find seasonal employment,
Demography: severe overpopulation of some areas. organized to fulfil plantation goals - profit, it’s a
monoculture society -dependence on one main
Land use: consolidated ownership among the wealthy, industry/economic activity.
entrenched obstacles against divesting land to the
peasantry. JOL CARIBBEAN STUDIES continues on next page
D. OPPERSION OF CARIBBEAN PEOPLE AND THEIR RESPONSE
OPPRESSION: unjust, unfair treatment
• Tainos were oppressed by Kalinagos through raids and enslavement of women folk.
• Tainos were oppressed by Spaniards through the Encomienda System - overworked, beaten, tortured, killed.
• Africans were oppressed by Europeans through chattel slavery: economic oppression psychological & ideology,
social, cultural and physical.
• Plantation owners and ex-slaves oppressed indentured servants: confined to estates, subjected to fines, and
imprisonment, unsanitary barracks, despised, meagre wages.
• Present day Caribbean people are oppressed for various reasons; gender biases, social class, poor infrastructure,
low wages, poor working & living conditions.
RESPONSES
• Migration: to Greater Antilles by Tainos; to urban centers by indentured servants; other countries by present day
people;
• Passive resistance: pretense (deaf, lack of understanding of oppressors language, fake illnesses, malingering ,
satirize /mimic European lifestyle, suicide, infanticide);
• Active resistance: Destruction of property (maiming of animals, damage to machine burning of fields); killing of
overseers; riots and rebellions: attack on La Navidad(Amerindians), 1831 Christmas Rebellion, Maroon wars,
Haitian Revolution, Berbic revolt, Bussa revolt, Bush Negro uprising, Tacky Rebellion, Guadeloupe blow up;
• Marroonage - escape to hills, wage wars- attacks and raids);
• Purchase contracts thus freeing themselves, went into business (indentured servants);
• Accepted Christianity or practiced African religion (voodoo, obeah, myalism);
• Today: demonstrations, riots, looting & burning, protest songs, radio talk show, debates, strikes, ‘sick out’, ‘go
slow’ etc.

MIGRATION OF THE EUROPEANS AND AFRICANS INTO THE CARIBBEAN
SOCIAL CHANGES IN EUROPE AND CONTRIBUTIONS TO EXPLORATIONS IN THE 15TH CENTURY
• The rebirth of learning (Renaissance) - the new ideas • For over a hundred years after Columbus claimed the
that were encouraged during the renaissance Americas for Spain, no other European nation was
provided the basis for developments in science and able to establish permanent settlement in the
technology. Caribbean.
* With the decay of feudalism, the serfs who
were at the bottom of the social system were • The Caribbean was a springboard for the activities
able to pursue their own goals and aspirations of the Europeans because gold was found in some
without the shackles of religious precepts. territories like Hispaniola and it had a large resident
population of Tainos which provided slave labour.
• The emergent of a middle class of merchants and
tradesman came into existence, and above them was • The British and French in the 16th and 17th centuries
the nobility, forming the ruling class. This middle came to raid pillage and capture rich Spanish
class was important in that they contributed to the galleons carrying gold and silver back to Spain or to
development of trade and commercial of Europe. lay siege to destroy Spanish settlement and steal
their treasures. They were called “buccaneers,”
• The rise of printing which allowed for the spread of privateers” and “pirates.”
new ideologies and thinking of Europeans. The
growth of such ideas led to the growth of schools • According to the Treaty of Tordesillas 1494 drafted
and universities.
by Alexander vi, Spain was not given territory in
Africa and therefore had to rely on the Portuguese
• The spiritual powers of the Roman Catholic Church
for a supply of slaves. In fact, based on the treaty,
permeated every aspect of life and made the church
Spain controlled all the territories west of the line
the dominant institution in the Western Europe. It
and the East was given to Portugal. Due to constant
fostered the desire to spread Christianity in foreign
rivalry for colonies a license called the asiento was
lands. The Pope became the arbitrator of political
granted at first to the Portuguese, then to the Dutch,
disputes, particular those involving the discovery of
new lands. In fact, religion was used as a tool for British and French.
European exploitation and hegemony in the
conquered territories. • Rivalry began between the nations for the license
and they undermined each other at the point of
Settlement and Impact of the Europeans supply on the African coast.
in the Americas • Once the British and French managed to establish a
permanent settlement in St. Kitts (1624), migrants
• The Columbian expeditions in New World set in
spread quickly to Nevis, Antigua, Montserrat,
motion a wave of explorations, conquest and
Guadeloupe and Martinique. The islands were
colonization in the region beginning with Spain,
virtually ignored by the Spaniards and the
England, Holland and France.
Amerindian populations were small and easily
overcome.
• He first landed in the Bahamas. He later went on to
claim other islands such as the Greater and Lesser
Antilles for the Spanish empire. JOL CARIBBEAN STUDIES continues on next page
• Many of the Colonies established by the French and Impact of Europeans on the Caribbean
British in the early 17th century were
proprietorships. The Europe monarch gave to • The Europeans established permanent settlement in the
noblemen, highly favoured persons, or even Caribbean with distinct territories such as the
companies, the sole right of settling and developing Anglophone (British), Spanish, French and Dutch islands.
such colonies. These were the Lord proprietors who
• They expanded trading activities with other
bore the expenses of the colony and in return taxed
countries outside of the region. It generated
the profits of the colonists.
considerable wealth for Europe by providing raw
• The Dutch settled on the Guiana coastlands and the materials with which to feed the industries of
small island of Aruba, Bonaire, Curacao, St. Maarten, Europe and which led to the development of the
Saba and St. Eustatius. They were less interested in Industrial Revolution.
agriculture, preferring to be traders, supplying the • European exploration and settlement created the
colonies with slaves and other goods. They used the cycle of dependency and underdevelopment because
island as massive warehouses and places were all the wealth went back Europe. European
slaves were kept en route to their final destination. exploitation still continues today.
• Unlike the Spanish, the British, French and Dutch, did • The Spaniard introduced the Encomienda System
not enslave the native populations. Poor and which was one of forced labour. Amerindians had to
unemployed persons from Europe came out as work on tobacco plantation and mines for
indentured or contracted labour for the tobacco encomendero without pay.
farms before sugar cultivation became widespread.
• They introduced their own political system of
• Denmark settled St. Thomas in 1672 and later St. governance in the region which helped to Caribbean
Croix and St. John, while Sweden bought St Barth’s society and culture today.
from the French in 1784 and sold it back in 1878.
• They introduced variations in languages in the
• The Caribbean became a centre for generating region namely English, Spanish and French which
wealth for imperial powers of Europe. contributes to the Caribbean identity and culture.
• It provided raw materials with which to feed the • Introduced Roman Catholicism among others in the
industries of Europe. With this, they needed to region.
import labour. Initially the Amerindian labour force
• The European cultural practices such as food, music
was inept and unreliable because of the brutish
and dances were fused with that of the region.
treatment of the Conquistadors. The first people
used to replenish the labour force were the • The Europeans provided technologies such as gun
indentured servants from Ireland, England, Holland, powder, iron and steel.
France and Portugal.
• Europeans led to the near genocide of the
• Agricultural development took place and estates Amerindians in the Caribbean.
emerged which forced the Amerindians into the
interiors. • The Europeans settled in towns. As agricultural
development took place and estates emerged, those
• There were great disparities between rural and who owned estates lived in great houses and castles
urban areas because rural areas were only a means on said estates.
of production with links to the port to facilitate
export produce. JOL CARIBBEAN STUDIES continues on next page
Africans • Folk Medicine - the use and administration of herbs

and bushes have survived in the Caribbean
As early as 1515, Spain gave the Asiento to Portugal to regardless of the fact that modern medicine has
supply enslaved Africans to the Caribbean to work alongside been instituted. The use of herbal medicine came
the indigenous peoples on the ranches and in the mines. By through the vision and experimentations of the
the time of the Sugar Revolution in the 1640s the demand slaves who brought knowledge of nature and its
for enslaved labour grew astronomically. Historians argue uses. The obeah men were the slave doctors who
that between 15-20 million enslaved Africans came to the administered various teas, baths, potions and oils
Caribbean during the plantation era. The new group of for the purpose of healing. For example, love bush
enslaved people settled on the plantations in areas was used for fevers; leaf of life for common colds;
designated for them this was usually the back lands of the
Quassie for malaria; soursop leaf to expel worms
estates and / or the crop that they were responsible for
from the body.
producing. After emancipation they tended to occupy the
rural areas of their respective territory.
• Music - African music can be identified in some
Caribbean churches, festivals and threatres. The call
The Impact of the Africans on Caribbean Society and answer style of singing is indigenous of Africa.
and Culture The use of drums escaped the dominating hands of
The Europeans did everything in their power to alienate the planters who tried to wipe it out. In Jamaica
the African culture- new names, laws forbidding their some of the melodies and rhythms brought here by
religious worship and separating their families. Despite the slaves are present in our music even some of
this many different African cultural forms survived their musical instruments such as Congo - talking
examples of these are evident in their religion, language, drum, Abeng, xylophone, bamboo, fife and banjo.
foods, and folk medicine, music, art and festival
celebrations. • Art - The majority of West Africans imported in the
Caribbean were talented and skilled human beings.
• Religious practices - many elements can be The rich cultural heritage was retained and reflects
recognized in the cults of obeah, voodoo and in Caribbean art. Much of the ceramics, carvings and
Shango. These were passed down from one sculptures reflects that of the African culture.
generation to the next. In Jamaica for example,
Myalism and obeah developed into pocomania.
These practices involved sorcery, witchcraft and the • Festival Celebrations - Some of the festivals have a
use of charms. It is through dancing and music that strong link to West African practices. Some examples
these cults are kept alive in contemporary are Jonkonuu, Nine-night, Bruckins, Dinki Mini,
Caribbean. sessions and Yam festivals.
• Language - the West Africans who came to the
Caribbean created their own tongue known as Sources Mohammad, Jeniffer. (2008). CAPE Caribbean
Patios (mixture of African, French, English and Studies: An Interdisciplinary Approach.
Spanish dialects). This dominated not only the Macmillan Publishers Limited.
vocabulary of the Africans but also in pronunciation Ottley, Jeanette et. al.. (2013). Cape Caribbean
and grammar ( nyam, su-su, Kas- Kas, bufbuf, bafan, studies. Pearsons Education Limited
booboo).
• Foods - some of the foods of Africa became part of Debgeri Whitely is on the staff of St. Hugh’s High School
the Caribbean; for example, yam, cocoa, asham, " Email: dwhitely@sthughshigh.org
fu-fu, susumba, peanut duckoonoo).

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SAMPLE LETTER OF COMPLAINT

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We shall examine UNIVERSAL SET (U), UNIONS (A∪B), Solution 1

BASIC SETS NOTATION iv) A∪B = {1, 3, 5, 7, 9, 11, 2}...

b) Draw the Venn diagram. JOL MATHEMATICS continues on next page

b) Draw the Venn diagram. This is therefore an intersected diagram.

C D There are now 5 elements from the UNIVERSAL set to be

THE NUMBER OF ELEMENTS IN A VENN DIAGRAM

2. Disjointed The second type of SETS question is one where the

3. One is SUBSET of the other JOL MATHEMATICS continues on next page

Example 2 i) We need to first understand the four areas of the Venn

ii) We are now ready to place the information in the

EVALUATION SOLUTION TO EVALUATION

B = {students who visited Bolivia}

ii) The expression in x will be the sum of all the terms

Answer: (18 – x) + (x) + (14 – x) + (5)

Group like terms # 18 + 14 + 5 – x + x – x = 33

# 37 – x + x – x = 33 [– x + x cancel each other] # 37 – x = 33 # 37 – 33 = x

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3 Create direct and indirect employment opportunities

3 To defend the nation from outside attack by arms or diplomacy

3 Provide infrastructure including public utilities

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What is a Political Party?

STRATEGIES USED BY POLITICAL PARTIES TO WIN ELECTIONS

Meet members Share the party’s goals

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3 Media coverage 3 Voter turnout 3 Campaign issues 3 Age 3 Income

3 Voter apathy 3 Education

3 Public opinion polls 3 Voter loyalty to political parties

b) _________ Voters vote for a party.

d) _________ The parliamentarian represents the country and not a constituency.

Persons who run as independent candidates can be at a disadvantage. This is because

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a) How many votes did each

Lavender District 189 341 173 75 d) Describe three factors that

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(a) First past the post (b) Proportional representation

(c) First past the post (d) Proportional representation

(e) Proportional representation (f) Proportional representation

(i) First past the post (j) Proportional representation

(m) Proportional representation (n) First past the post

(o) Proportional representation (p) First past the post

(q) First past the post (r) Proportional representation

TOTAL VOTES: 1771 1570 1700 1590