csec study guide - september 11, 2012

YOUTHLINK MAGAZINE | 12 SEPTEMBER 11-17, 2012

MMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

HELLO, STUDENTS. Welcome to the firstlesson in our series of biology lessons; aspecial welcome to all first-time readers. I

hope that you will stay with us as we go throughthe little and big things that make biology such atremendous subject, one from which you willgain enjoyment as we seek to place that covetedgrade one firmly within your grasp.

By the way, have you been reading the reportson the results of the 2012 exams? Are youshaking your head as you say ‘not good’? If youwere among that cohort there is nothing you cando about your performance in that exam.However, if you are among those who will besitting the 2013 exam, then the ball is in yourcourt. You still have time to connect and correctall of the mistakes you are currently making anddo well.

Have you been reading the success stories ofyour peers? If you have, then you would havenoticed that one recurring theme among thereports was the hard work that these students hadto put in to generate that level of success.Another is the fact that they were all willing to putaside their cellphones so that more time could bedevoted to studying. I can just here you sayingthat you cannot survive without your cellphone!Are you willing to make these commitments? Ifyou are not, then do not be surprised when youfail or do not get the quality grade you desire.You need to remember also that sixth-formspaces are limited, so only the students with thevery best will be given an opportunity to continueto that level of studies. Do you want thisopportunity? Then you must be willing to pay theprice!

Biology, what does it entail? Two years of solidwork; most schools find it difficult to completethe syllabus in the allotted time. It is difficult tocomplete but it is not impossible. I am here tohelp you with those topics that are often leftundone or breezed through when more in-depthhandling is required to promote understanding ofthe different concepts. What are some of thetopics that present difficulties? These include:

4 Diffusion and osmosis – this topic wasdealt with in the 2011 - 2012 series.

4 Plant biology – the reason for this difficultyI have not yet discovered because plants tend tobe straightforward and predictable in how theycarry out the characteristics of living things. Bythe way, did you know that this is what is studiedin the Caribbean Secondary Education Certificatebiology course? That’s correct. You will bestudying the seven characteristics of livingthings: nutrition, respiration, excretion,movement, response to stimulus, reproductionand growth!

4 Food tests – most of you can probablerattle off the analysis of these without thinking,but can you give the reasons for the differentsteps? You are more likely to be asked to explainrather than to report.

4 Laboratory exercises – I cannotoveremphasise the importance of doing yourlabs, analysing your results and writing up thesein your lab books. Why? Simply because the firstquestion on Paper 02 always relates to alaboratory exercise that you should have carriedout during the two- year course. If you have notyet started to pay attention to your labs, you needto begin doing so now. For those of you who arejust beginning the two-year course, you mustnever neglect your labs. To do so is to setyourself up for failure. Always try to do the write-up on your own; it is only by doing so that youwill receive maximum benefit. Discuss with yourpeers but write it up on your own!

4 Role of the endocrine glands and thehormones they secrete.

4 Genetics – this topic often provesproblematic for students but it is one that isusually easy to understand when students graspthe concepts.

As we go through the year we will be lookingat some of these topics, but not necessarily in theorder in which they have been presented here.The first one at which we will be looking islaboratory exercises.

See you next week!

Monacia Williams teaches at Glenmuir High School.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

A specialwelcome!

yl:biology yl:office administration

Regaining controlHHYYAACCIINNTTHH TTUUGGMMAANNContributor

WELCOME TO the GGlleeaanneerr/YYoouutthhlliinnkk seriesof Caribbean Secondary EducationCertificate lessons for 2012-2013. It has

been a wonderful summer, full of excitement withthe 50th anniversary of independence celebrationsand with our sportsmen and women doing usproud. So, guys, you need to take a page out of thesportsmen/women’s books and strive for yourgoal.

Let me congratulate the many students whowere successful in the recent examinations. Surely,hard work has paid off. To those who have to takethe journey again, remember to be more focusedthis time and at least you already have the basicconcepts and principles of the subjects.

Let me use this opportunity to commend theGleaner Company for its thoughtfulness insupporting education by having the study guidepublished weekly in YYoouutthhlliinnkk so that you canhave additional materials to assist with yourstudies. I hope you will fully utilise these lessons.

For those students sitting the examinations atthe end of this school year, you will need tomanage your time well. There are so many choicesand priorities competing for your time, but stretchyourself too thin and you may find yourself feelingstressed out. I encourage you to fully embrace themoment and urge you to take the time to create ahomework-friendly home environment that willallow you to excel. To regain control you should:

n Plan aheadGet a calendar or personal planner. Mark the

dates of mid-terms, internal examinations andregular tests. Note the due dates of your SBAs andother projects as they are assigned. List any othertime commitments you have, like football or anetball match.

n Stay aheadTry not to fall behind. If you find yourself falling

behind and starting to feel frustrated, let yourteachers or parents know. It’s better to get helpearly than to wait and think you can use a fewnights to cram everything. If you are havingtrouble with your SBA, ask your teacher for extrahelp.

n ListenPaying attention in class can actually pay off in

the long run. Sure, it’s often easier said than done,but actively listening and taking notes during classcan make recalling information easier when itcomes to the time to write for a test or anexamination.

n Take notesIf you take notes and review them before class

begins (or while studying for an exam), you canask a teacher to go over anything you don’tunderstand. It can also be helpful to go over noteswith a classmate after class.

Students, have you ever given thought as to whyyou have chosen to do the subject officeadministration? Well, whatever your thoughts maybe I will briefly give the main idea of this subject.

Office administration is a business educationsubject concerned with the study of administrativeprinciples, policies and procedures governing theoffice environment. Modern offices have becomeautomated and the responsibilities of officepersonnel today bear little resemblance to whatthey were some time ago.

The office administration syllabus is designedto provide you with the knowledge and thetechnical and interpersonal skills to functioneffectively within a modern office.

In this series we will look at the following topics– office orientation, communication, records andinformation management, reception andhospitality, meetings, travel arrangements, humanresources, the accounts office, purchasing andstock control, sales and marketing, the factory,dispatch and transport offices, and recruitment andorientation.

In addition to the topics I will also look at theSBA and the Paper 03/2.

Tests and answers will be given at the end ofeach unit so that you can adequately prepareyourselves for your examination.

Students, be reminded that these lessons aredesigned for those of you who will do your examin May-June 2013; the syllabus cannot adequatelycover the topics for the January sitting. Pleasenote, too, that the new office administrationsyllabus is not for the May-June 2013 examinationcandidates so we will continue to use the oldsyllabus.

As we work throughout this school year let meemphasize the importance of time. You can do oneof two things – waste time or use it wisely – thechoice is yours.

I look forward to working with you this schoolyear. Next week, I will outline the format of theexamination and give pertinent information on theschool-based assessment.

Have a wonderful week.

Hyacinth Tugman teaches at Glenmuir High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | SEPTEMBER 11-17, 2012 13

NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

WELCOME TO the 2012-2013 school yearand the series of lessons in Englishlanguage. I hope this new school year will

be a successful one for you; and it is my privilege toshare with you in this way as you face newchallenges and new ideas.

Let me congratulate the students who weresuccessful in their examinations and especiallythose who benefited from the lessons last schoolyear. I hope that they have thanked their teachersand family members for their support and guidance,and, most important, I trust that they haveacknowledged God’s input in their success as well.

To those of you who are returning because youwere not so successful, my advice to you is to usethis disappointment as an opportunity to reflect onthe past year and to motivate yourself to do better

this year. Use the lessons to reinforce what youwere taught previously and clarify areas which youdid not fully grasp.

By now, you would have heard much discussionin the media on the drastic fall in the regionalperformance of candidates in English A. This issomething we should all lament. The CXC registrarhas suggested that this is due to changes in thesyllabus. The new syllabus (copyright 2009)became effective for examinations in 2012. I urgeyou to procure a copy of this new syllabus so thatyou can be fully aware of the skills and knowledgeon which you will be assessed.

There are so many of who who believe that thereis no need to study this subject. This is veryunfortunate and this myth must be changed. Thereare quite a few important reasons for the study ofthe subject. Among these are the following:

n English, a universal language, is used forcommunication in business and politics, even insome countries where it is a minority language. It isalso the major language of news and information inthe world.

n English is necessary for professional careers.n An understanding of the language will greatly

enhance your performance in other subjects. Youcan transfer the skills you learn in your Englishclass to other subjects which require you tocomprehend, reason and write. Remember that formost subjects the Caribbean Examinations Council(CXC) will require you to respond to questionsusing the English language.

The course of study will culminate with the sittingof the CXC’s English A paper in May-June 2013.Students who do this examination mustdemonstrate competence in their ability to use thelanguage with ease. You, therefore, need to develop

high-level skills in both understanding(comprehension) and expression. These skills mustbe demonstrated in the examination as you writeseveral answers, paying attention to the proper useof all punctuation marks and other conventions inwriting – proper sentence structure andparagraphing, inverted commas, capital letters,abbreviations, the writing of numbers, whether infigures or in words, and correct spelling. Theseareas will be addressed in subsequent lessons.

Next week we will consider the CXC syllabus.

I anticipate a productive year and I hope thelessons will assist you as you strive towardssuccess in your studies. May you have a blessedacademic year!

Natasha Thomas-Francis is a teacher at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Introduction to the EnglishA syllabus

yl:english langauge

AP

Jamaica’s Shelly-AnnFraser-Pryce poweringhome ahead of theAmerican pair ofCarmelita Jeter (centre)and Allyson Felix (right)in the women’s 100metres at the recentIAAF Diamond Leaguemeet in Zurich,Switzerland. Fraser-Prycewon in 10.83 seconds,with Jeter second in10.97 and Felix third in11.02.


NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

GOOD DAY, students. Welcome to a new academic year and term.I trust you had a restful summer filled with fun and due rest. Asyou embark on a new school year I pray and wish for you

academic success both internally and externally.

Our initial lessons will be focusing on Section 1: Fundamentals ofhardware and software of the syllabus. This is lesson one of the seriesof GGlleeaanneerr lessons. This week, we will be looking at the termscomputer, computer system as well as the main components of acomputer system.

THE COMPUTER SYSTEMA computer may be defined as an electronic device which accepts

input, processes the input and produces results (output) from theprocessing and stores data and results for future use.

Before we look at the main components of the computer system, letus first look at the difference between the terms ‘data’ and ‘information’.

Data is a set of raw facts and figures that a computer processes byfollowing a set of instructions called a program. Information, on theother hand, is the processed data which is meaningful and useful.

The main components of a computer system are: hardware, softwareand the user.

HARDWARE This is the name given to the physical parts of a computer that you

can see and touch. These hardware components are also calledperipherals. Peripheral devices are any external devices orcomponents connected to the system unit such as a mouse, keyboard,monitor, etc. The system unit is the box-like case that houses all theelectronic components of the computer.

THERE ARE FIVE GENERAL CATEGORIES OF HARDWARE:4 Input devices They get data into a computer. A mouse, keyboard, joystick,

biometric systems and a scanner are all examples of input devices.

4 The central processing unit (CPU) This is the brain of a computer, also called the microprocessor. It

controls how the rest of the computer works. It is assisted by thecontrol unit (CU) and the arithmetic logic unit (ALU). The CU carriesout instructions in the software and directs the flow of data through thecomputer. The ALU performs the calculations and logic operations.

4 Output devicesThey get processed information out of a computer, for example to a

printer, monitor or even speakers.

4 Storage devicesThese include floppy drives, hard disk drives, flash drives, CD-ROM

drives and so on that are used for storing information permanently.

4 Memory enables a computer to temporarily store instructionsand data, for example, the RAM chip (about which you will learn whenwe look at storage).

Below is a diagram which illustrates the processing cycle of acomputer system.

THE DATA PROCESSING CYCLE

SOFTWARE This is the name given to the computer programs that tell the

hardware how to work. Without software the computer hardware woulddo nothing as there would be no instructions.

4 Computer programsThese are instructions (programs) produced by programmers to

create system and application software.

4 System softwareThis software is usually called an operating system since it controls

the hardware and how all the other software works. The mostcommonly used operating system is Windows made by MicrosoftCorporation. Other operating systems include disk operating systems(DOS), Linux, UNIX and so on.

4 Application softwareThis software instructs a computer to carry out or perform a specific

task. Word processors, spreadsheet and databases are all applicationsoftware.

4 UserAny individual who interacts directly with a computer system.

We have come to the end of this lesson. See you next week, andremember that if you fail to prepare you should prepare to fail.

Natalee Johnson teaches at Ardenne High School. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Fundamentals ofhardware and software

yl:information technology


MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

THE SOCIAL studies syllabus has uniquefeatures that make it very interactive andinteresting. I trust that you are reading this

information because you are interested in helpingsomeone or in doing this subject at the CaribbeanSecondary Education Certificate level.

You must become eager to learn about hissubject which will, undoubtedly, make you aconscious and a superior citizen. I am happy,ecstatic, that you have decided to be involvedsomehow in this subject, but let me remind you thatbefore you start you must prepare yourself for thisjourney. You will need your syllabus and a notebookfor additional information and the writing of yourglossary.

In was in 1992 that the board of directors ofNational Council for the Social Studies in theUnited States adopted the following definition ofsocial studies; it is the integrated study of the socialsciences and humanities to promote civiccompetence. Social studies, therefore, should makeavailable to us a coordinated, systematic studywhich ultimately draws upon such disciplines asanthropology, archaeology, economics, geography,history, law, philosophy, political science,psychology, religion and sociology, as well asappropriate content from the humanities,mathematics and natural sciences. All this makesthe subject multidisciplinary and interdisciplinarybecause it is integrative, incorporating many fieldsof study.

In the Caribbean we can deduce that the primarypurpose of the social studies syllabus is to helpindividuals to develop the ability to make informedand reasoned decisions for the public good ascitizens of a culturally diverse, democratic society inan interdependent world. It may even be viewed asbeing important as seen in its goal of educatingindividuals who should become committed to theideas and values of our world and engage them inthe use of knowledge about themselves, their family,community, nation and the world.

It is even more logical and interesting that alongwith the social importance of this subject, studentsare able to develop skills of data collection andanalysis, collaboration, decision making andproblem solving as they focus on the school-basedassessment (SBA) project. You will agree with methat individuals who acquire this knowledge andskills will make commitments that will help to shapeour future and sustain and improve our way of life.

According to the Caribbean ExaminationsCouncil, social studies will contribute to theeffective development of the student. This becomespossible by increasing personal and socialawareness and by placing emphasis on values aswell as on social and interpersonal relationships.This focus makes the social studies syllabus notonly relevant to the learners but also facilitates thesmooth transition of the student from secondary totertiary education and to the wider society.

Every country survives based on its human

resource that must harness the physical resources.Therefore, the continued development of theCaribbean region will depend on the individual’sunderstanding of his or her roles andresponsibilities in families, groups, socialinstitutions, government, sustainable developmentand use of resources, the regional integrationprocess and global issues as laid out in thesyllabus requirement. These issues are all of gravesignificance to an individual’s own development andthe collective well-being of his/her country andregion. The main focus of the syllabus is theCaribbean, as its name suggests, but it provides

opportunities for comparison and the introductionof international issues which have a bearing onCaribbean development.

SYLLABUS CONTENTThe social studies syllabus content is divided

into three distinct sections. Students are required tocomplete Sections A and B and one option fromSection C.

Section A - Individual, family and societySection B - Sustainable development and use ofresources

(i) Development and use of resources(ii) Regional integration

Section C - OptionsC1 - CommunicationC2 - Consumer affairsC3 - Tourism

EXAMINATION FORMATPaper 01This paper consists of 60 multiple-choice items;

30 on Section A and 30 on Section B. The durationof this paper is 1 hour and 15 minutes.

Paper 02This comprises 10 questions; 3 from Section A, 4

from Section B and 3 from Section C. Candidatesare, however, required to answer only 5 questions.

Section A: Two questions

Section B: Development and use of resources (part 1) one questionRegional integration (part 2) onequestion

Section C: One question

Paper 02 will last for 2 hours and 30 minutes,giving students an average of 30 minutes tocomplete each of the five questions chosen.

SCHOOL-BASED ASSESSMENT Paper 03/1 This is based on a project which brings out

assessment of enquiry, communication, criticalthinking and decision-making skills on any section of the syllabus.

Paper 03/2This is the alternative to the SBA for private

candidate (see syllabus page 5).

SKILLS AND ATTITUDES TO BEDEVELOPED

a. Skills of enquiry and the ability to presentreports on findings with clarity.

b. Critical thinking through normal classroominteractions.

c. The ability and habit of making conscious anddeliberate decisions.

This is a subject that caters to all the needs of anindividual: to be accepted, aware andknowledgeable about self, family, community,country and the world will enhance your purpose forliving.

Social studies ensures that “every child canlearn, and every child must learn”. The percentagepass rate is high, but you must become one ofthose students who obtain quality passes;dedication and self-discipline are required for youto get a grade 1. You can do it, but the work beginsnow!!

Have a good school year!

Maureen Campbell teaches at St Hugh’s High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

A newbeginning

yl:social studies

“Education would beso much more

effective if its purposewere to ensure that by

the time they leaveschool every boy andgirl should know how

much they don’tknow, and be imbuedwith a lifelong desire

to know it.”

— Sir William Haley


MMAARRJJOORRIIEE HHEENNRRYYContributor

I greet you most heartily at the start ofthe new school year and welcome you tothis series of geography lessons to bepresented in the Youthlink CXC StudyGuide. Generally speaking, I hope youhad fun and relaxed during the summerholiday. For those of you who will writethe external examinations at the end ofthis academic year, I trust that it was notall fun and relaxation but that you alsomade time to do some lessons, whetherprivately or at summer school. The longholiday provided an opportunity toreview past lessons, reinforce concepts,especially those about which you areunclear or uncertain and research topicsfor which you needed more information.I hope you capitalised on that.

Since the results of the recently heldexaminations for which the results weremade known a few weeks ago, there hasbeen much outcry on the weakperformance in several subjects -geography being one of them. Manypersons in different positions in the fieldof education have suggested reasons forthe low performance. I feel certain thatyou are well aware of some or all of

these reasons given. My challenge toyou is to ensure that you perform wellwhen it is your time to write theexamination in 2013. How will this bepossible? I would like to take a fewlessons to offer suggestions to help youalong.

If you have not yet done so, may Iencourage you at the outset to purchasefor yourself a copy of the currentgeography syllabus. In fact, as far aspossible, have a syllabus for all thesubjects for which you’ll be writingexaminations. The syllabus is yourguide, which tells you what you mustknow for the course. Do not just buy acopy of the syllabus, but use it and use itwell.

The geography syllabus has fourdistinct sections. For each section, readcarefully the specific objectives that listwhat you, the student, should be able todo and link them with the content.

For those topics that you have alreadydone in the lower grades, check thesyllabus to find out if all aspects of thetopics have been done. In short, youmust be able to do all that is listed in thespecific objectives for the topic. For thetopics yet to be done, once your teacherhas introduced them, use the syllabus toprepare for the class. This includesreading from the relevant sections ofyour textbooks or doing research fromother sources. This preparation helpsyou to follow along in the class and you

may even be able to contribute to thelesson.

Along with the syllabus you musthave suitable textbooks. These arecostly, yes, but necessary and thepurchasing of them may be quiterestricted, but try to own even one ofthose recommended. Hopefully, copiesof these are stocked in the school libraryand you can access them or they are onthe book-rental system. The followingare recommended for use:

GGeeooggrraapphhyy ffoorr CCSSEECC –Nelson ThornesGGeeooggrraapphhyy ffoorr CCSSEECC – Jeanette Ottley& Marolyn GentlesCCSSEECC NNeeww IInntteeggrraatteedd GGeeooggrraapphhyy –Sheldon G. Bleasdell et al

To be a successful student, you needto set goals to achieve the things youconsider important. If you accept thechallenge I have given you to performwell in the external examinations, yourgoal should be to get good grades. It isnot enough to say that you want good orbetter grades. Set specific goalsindicating what grade you desire andwork at achieving these. Let me cautionyou, however, as this cannot be achievedovernight; it is a process. Let mesuggest that you begin at the class level.Here are some things you can do:

¢ Prepare for class by reading and researching on the topic.¢ Bring the necessary ‘tools’ to class, namely textbook, notebook, workbook, pens, pencils, etc.¢ Position yourself in the class where you can see and hear well.

Developing strategies for studying isanother factor which will help you to bea successful student. I will share onthese in the next lesson.

Marjorie Henry is an independent contributor.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Review, reinforce,research

yl:geography

IAN ALLEN/PHOTOGRAPHER

Clayton Hall (right), the president of the Jamaica Teachers’ Association, congratulates some of the teachers who were awarded postgraduate and undergraduate scholarships fromTIP Friendly Society.The TIP Friendly Society Scholarship Awards ceremony was held at The Knutsford Court Hotel in Kingston,Thursday, August 30.


YYVVOONNNNEE HHAARRVVEEYYContributor

HI, FRIENDS. Yes, let us get startedon the Caribbean SecondaryEducation Certificate’s (CSEC)

principles of business (POB). It is nottoo early and you will never regret anearly start. To the new readers I saywelcome; to the long-time readers,welcome back. The lessons which willbe presented in this series are designedto help you in your preparation for theCSEC POB General Proficiency.

It is important that you arm yourselfwith the current syllabus and at least onetextbook; more if possible. Some textsthat are on the market, based on thecurrent syllabus, include:

PPrriinncciipplleess ooff BBuussiinneessss ffoorr CCSSEECC - byPeter Stimpson, Yvonne Harvey et al -Nelson Thornes Publishers

PPrriinncciipplleess ooff BBuussiinneessss ffoorr CCSSEECC - byKarlene Robinson and Sybile Hamil -Carlong Publishers

PPrriinncciipplleess ooff BBuussiinneessss ffoorr CCSSEECCEExxaammiinnaattiioonnss - by Davion Leslie andKathleen Singh - Cambridge Publishers

There are also revision texts and past-paper booklets available.

As the weeks go on, you are free toask any questions and I will be happy toanswer them. This lesson is theintroductory one. It outlines the entirecourse and indicates what lies ahead. Iam encouraging you to begin workingright away and to be consistent in yourefforts, especially those of you who willsit the exam in May-June 2012.

The first thing I need to point out toyou is that the POB syllabus which willbe examined in May-June 2012 wasexamined for the first time in June 2008.You must ensure, therefore, that youobtain the correct syllabus. It states onthe front, Effective for examinations fromMay-June 2008. You may also check thewebsite wwwwww..ccxxcc..oorrgg for an update of thesyllabus.

STRUCTURE AND ORGANISATIONOF THE SYLLABUS

The syllabus has three profiledimensions:

PPrrooffiillee ddiimmeennssiioonn 11 – Organisational PrinciplesPPrrooffiillee ddiimmeennssiioonn 22 – Production, Marketing and FinancePPrrooffiillee ddiimmeennssiioonn 33 – The BusinessEnvironment

Profile dimension 1 has four sections,profile dimension 2 has three and profile

dimension 3 also has three sections. Thetitles of these sections are given in thesyllabus.

You should also note that unlike theprevious syllabus, the one that was firstexamined in June 2008 is only examinedat the general proficiency level. Eachcandidate will be awarded a grade on asix-point scale (grades 1-3 are regardedas passing grades). In addition, a lettergrade will be given under each profiledimension.

THE EXAMINATIONThe examination comprises three

papers. Paper 01 (1 hour and 15minutes) is a 60- item, multiple-choicetest. Questions will be based on all threeprofile dimensions. Total marks: 60,which is 30% of the final mark.

Paper 02 (2 hours) is commonlycalled the essay paper. Section A has 3compulsory questions from sections1,2,5,6 and 7 of the syllabus. Section Bhas four questions, two from sections 1-7 and two from sections 8-10.Candidates will be required to answertwo questions from this section. Allquestions on this paper are worth 20marks (total marks: 100). This paper is50% of the final mark.

For students who are registered in theregular school system there is still therequired School-Based Assessment(SBA). This is paper 03/1. However, theSBA has also changed. Details of thenew SBA are given in the syllabus onpages 34-37. I do a lesson or two on theSBA and, of course, you should also beguided by your subject teacher. Thealternative to the SBA for privatecandidates only, paper 03/2, isdiscussed on pages 37-38 of thesyllabus. The SBA and its alternative aremarked out of 40 and constitute 20% ofthe final mark.

As we go along in our series oflessons, I will set practice questions foryou. These will be quite useful to you, sotake them seriously and write outlines tothem. If you are not sure of the answer,do some research then try to answer thequestion without looking at notes ortextbooks.

Remember, the early bird catches thebest worms, so do not take anything forgranted. We are beginning serious workright away. Next week we are going tolook at a very interesting section of thesyllabus – business finance.

Until then, keep safe.

Yvonne Harvey teaches at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Starting

Principles ofbusiness

yl:principles of business

RICARDO MAKYN/STAFF PHOTOGRAPHER

Sporting a bright smile is The Jamaica Pegasus’ General Manager Peter Hilary, who giftedDeanna Robins with a weekend for two at the hotel.


DDEEBBBBIIOONN HHYYMMAANNContributor

OBJECTIVESAt the end of the lesson, students should be able to:o Define the term history.o Define the term primary source and provide three such examples.o Define the term secondary source and provide two such examples.o Deduce the fact that an understanding of the nature of history is critical in assessing the ‘past as it was’.

The focus of this first lesson is an introduction to thenature of history. What is history? What are the sourcesused by the historian? Why are some sources morecredible than others? Why is the study of historyimportant? As a student of history, it is important foryou to have this foundation so that there is greaterappreciation for the subject.

WHAT IS HISTORY?1. Beverly Southgate describes history as “an objective account of the past as it was”.

2. E.H. Carr describes it as “a continuous process of interaction between the historian and his facts; an unending dialogue between the past and the present”.

PRIMARY SOURCESA primary source can be described as a “piece of

evidence written or created during the period underinvestigation”. Arthur Marwick describes it as “sourceswhich come into existence during the actual period ofthe past which the historian is studying”. Examples ofprimary sources include diaries, journals, baptismalrecords, government dispatches, etc.

SECONDARY SOURCESConal Furay and Michael Salevouris describe

secondary sources as “an account of the period inquestion written after the events have taken place”.Examples of secondary sources include books,magazines, memoirs, etc.

INTERPRETING HISTORICAL SOURCESOftentimes, the study of history ‘swears’ by a

particular view because it was found in a book or, evenworse, on the Internet. As students, you oftentimesbelieve the statement to be true or accurate since it hasbeen recorded. However, sometimes this is not the case.The subjective nature of the writer can appear in his/herwork, influenced by his/her interests and even theprejudices of his/her generation. It can be reflected bythe person’s sex, age, religion, social standing,

education level, etc. Thus, it is important for you toanalyse sources when using them.

For instance, when analysing primary sources,you have to do the following:

o Ascertain when exactly the source was produced. Find out its date. Assess how close its date is to the date of the events to which it relates or to dates relevant to the topic being investigated.

o Identify what person or group of persons created the source. Consider what basic attitudes, prejudices, vested interests he/she would be likelyto have. Question how and for what purposes did the source come into existence. Discover for/to whom it was written.

o Determine the extent to which the author of the source is really in a good position to provide first-hand information on the particular topic.

I have provided below an extract from one ofColumbus’ journal and I want you to examine how hedescribes the indigenous peoples, whether theirphysical features, culture or their society.

After reading this extract, answer the followingquestions:

1. What are your views of Columbus?2. Do you believe his (Columbus’) depiction of the indigenous peoples was accurate? Discuss your response.

Undoubtedly, we would not see such a depictionof the indigenous peoples in a modern Caribbeanhistory textbook. However, the reading of such anextract at least provides us with a glimpse of howEuropeans viewed the indigenous peoples and, byextension, reasons they treated the peoples in aparticular manner.

SOURCES1. Beverly Southgate - WWhhaatt iiss HHiissttoorryy FFoorr??2. E. H. Carr - WWhhaatt iiss HHiissttoorryy??3. Arthur Marwick - TThhee NNaattuurree ooff HHiissttoorryy4. Conal Furay & Michael Salevouris - TThhee MMeetthhooddss aanndd SSkkiillllss ooff HHiissttoorryy:: AA PPrraaccttiiccaall GGuuiiddee

Debbion Hyman teaches at St Hugh’s High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

The nature of historyyl:history

EXTRACT - JOURNAL OFCOLUMBUS, 1492

All that I saw were young men, none of themmore than thirty years old, very well made, of veryhandsome bodies and very good faces; the hairalmost coarse almost as the hair of a horse’s tailand short; the hair they wear over their eyebrows,except for a hank behind that they wear long andnever cut. Some of them paint themselves black(and they are of the colour of the CanaryIslanders, neither black nor white), and somepaint themselves white, and others red, andothers with what they have. Some paint theirfaces, others the whole body, others the eyesonly, others only the nose. They bear no arms,nor know thereof; for I showed them swords andthey have grasped them by the blade and cutthemselves through ignorance; they have no iron.Their darts are a kind of rod without iron, andsome have at the end a fish’s tooth and others,other things. They are generally fairly tall andgood-looking, well made. I saw some who hadmarks of wounds on their bodies, and made signsto them to ask what it was, and they showed mehow people of other islands which are near camethere and wished to cap ture them, and theydefended themselves. And I believed and nowbelieve that people do come here from themainland to take them as slaves. They ought to begood servants and of good skills, for I see thatthey repeat very quickly all that is said to them;and I believe that they would easily be madeChristians, because it seemed to me that theybelonged to no religion.


BBEERRYYLL CCLLAARRKKEEContributor

YOU HAVE started a newschool year and stepped upon to another rung of the

ladder towards your goals.Ahead of you is a

year inwhich youwill striveto achieve,to reap

success andto lay a solidfoundation forthe future youwish to build.

I must pausehere to ask you to extend

congratulations to those who,by their performances in the May-June CXC

examinations, deserve commendation for jobs well done. I do not wish to single out any institution, but Iknow that across the length and breadth of our country many candidates have performed excellently. Thecelebrations have been well deserved. There are those, however, who are less happy now. Perhaps they wereless successful than they had expected and feel dejected. I urge all such students not to give up but toredouble their efforts this year. They know whether they did their best or could have put in more work.Application, serious application, is vital, not beating up on oneself!

Let me welcome all my new ‘students’. It is with true pleasure that I invite you to become members of theYYoouutthhlliinnkk classes and particularly to my class. I hope that you will be regular in attendance, read all thework, do all the homework and get ready to earn a grade one! Let me give you a bit of advice, right at thestart:

If you have not yet set your goals, try to do so now. You may have already set your career goals but if youhave just not set intermediate ones. These would include working for the grades you want; those that willtake you to sixth form or wherever you want to go on to.

Take your studies seriously; try not to be sidetracked by people or things. There are those who willdeliberately set out to waste your time using one method or another, but if you put a value on your time andon yourself you will not allow this to happen. Do not follow anyone who tells you that he/she has achievedexcellent results without doing any studying. It may be true for that person, but can you guarantee that it willbe true for you?

One more thing – do not let circumstances dictate to you. Try to find ways to shut out unwelcome noiseand develop friendships and associations that can help you. Also, lean on your parents or guardians,siblings, your teachers, your guidance counsellors and pastors. Do not be too shy or ashamed to ask forhelp, when necessary.

Before we look at the 2012-2014 syllabus and texts, I want to inform you that the January 2012examination will be set on the 2009-2011 syllabus and texts. So, if you are sitting or resitting exam inJanuary you will use the same texts that were used for the 2011 May exam. In May 2012, however, the examwill be based on the new syllabus and texts. Please make sure that you are using the appropriate ones for itis often the unfortunate situation that some candidates find themselves in – using texts that are no longer onthe prescribed list. It would be a good thing for you to buy yourself a copy of the syllabus. I am going togive you the prescribed list and suggest that you keep it where you can refer to it during the year.

DRAMAAA MMiiddssuummmmeerr NNiigghhtt’’ss DDrreeaamm William ShakespeareOOlldd SSttoorryy TTiimmee Trevor Rhone.

POETRY‘‘AA CCoonntteemmppllaattiioonn UUppoonn FFlloowweerrss’’ Henry King‘‘OOnnccee UUppoonn aa TTiimmee’’ Gabriel Okara‘‘FFoorrggiivvee MMyy GGuuiilltt’’ Robert P. Tristram Coffin‘‘WWeesstt IInnddiieess,, UU..SS..AA..’’ Stewart Brown‘‘SSoonnnneett CCoommppoosseedd UUppoonn WWeessttmmiinnsstteerr BBrriiddggee’’ William Wordsworth‘‘OOrrcchhiiddss’’ Hazel Simmons-McDonald‘‘TThhee WWoommaann SSppeeaakkss ttoo tthhee MMaann wwhhoo hhaassEEmmppllooyyeedd HHeerr SSoonn’’ Lorna Goodison‘‘IItt iiss tthhee CCoonnssttaanntt IImmaaggee ooff yyoouurr FFaaccee’’ Dennis Brutus‘‘GGoodd’’ss GGrraannddeeuurr’’ Gerard Manley Hopkins‘‘AA SSttoonnee’’ss TThhrrooww’’ Elma Mitchell‘‘TTeesstt MMaattcchh SSaabbiinnaa PPaarrkk’’ Stewart Brown‘‘TThheemmee ffoorr EEnngglliisshh BB’’ Langston Hughes‘‘DDrreeaammiinngg BBllaacckk BBooyy’’ James Berry‘‘EEppiittaapphh’’ Dennis Scott‘‘DDuullccee eett DDeeccoorruumm EEsstt’’ Wilfred Owen‘‘TThhiiss iiss tthhee DDaarrkk TTiimmee,, MMyy LLoovvee’’ Martin Carter‘‘OOll’’ HHiigguuee’’ Mark McWatt‘‘LLee LLoouuppggaarroouu’’ Derek Walcott‘‘SSoouutthh’’ Kamau Brathwaite‘‘TToo aann AAtthhlleettee DDyyiinngg YYoouunngg’’ A. E. Housman

PROSE FICTIONSSoonnggss ooff SSiilleennccee Curdella ForbesWWiinnee ooff AAssttoonniisshhmmeenntt Earl Lovelace

SHORT STORIES‘‘SSeelleeccttiioonnss ffrroomm AA WWoorrlldd ooff PPrroossee ffoorr CCXXCC’’ David Williams & Hazel Simmons-

McDonald. (NE)‘‘BBllaacckkoouutt’’ Roger Mais‘‘SShhaabbiinnee’’ Hazel Simmons-McDonald‘‘EEmmmmaa’’ Carolyn Cole‘‘TThhee MMaann ooff tthhee HHoouussee’’ Frank O’Connor‘‘SSeeppttiimmuuss’’ John Wickham‘‘TThhee DDaayy tthhee WWoorrlldd AAllmmoosstt CCaammee ttoo aann EEnndd’’ Pearl Crayton‘‘TThhee BBooyy WWhhoo LLoovveedd IIccee CCrreeaamm’’ Olive Senior‘‘BBeerrrryy’’ Langston Hughes‘‘MMoomm LLuubbyy aanndd tthhee SSoocciiaall WWoorrkkeerr’’ Kristin Hunter‘‘TToo DDaa--dduuhh,, iinn MMeemmoorriiaamm’’ Paule Marshall.

Literatures in English is a subject, I believe, that you have been doing for some years. I am wondering atyour reasons for choosing it. Some of you, no doubt, love literature for one reason or another and just hadto do it. Others, perhaps, are taking it because of a proposed career and some because at your schoolstudents do well at it in examination. Of course, too, there are those of you who will be taking it to make upthe required number of subjects that the school insists that you do. No matter your reason, it is your duty todo well at this and all the subjects that you will be preparing to sit in CXC exams.

Once again, welcome and God bless!

Beryl Clarke is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

yl:english literature

Laying asolid

foundation


FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

WELCOME TO the Aids toChemistry series for 2012. Inthis first lesson, we hope to

focus a little on the science-processskills which are important tounderstanding and completing theschool-based assessment (SBA). Thisassessment must be viewed not just as acomponent of the final exam, but moreso as the means of helping you toacquire the skills needed to become abetter chemist or scientist. Approacheach task with a view to learn how achemist investigates and finds answersto questions.

SCIENCE-PROCESS SKILLSThe main skills that are assessed via

the SBA are:1. Observation/recording/reporting 2. Manipulation/measurement 3. Analysis and interpretation 4. Planning and designing

Observing involves the use of all thesenses to describe what is happening inan experiment. It is the skill that seemsto be the easiest but requires attentionand detail to capture everything that is

happening in an experiment. You need tobe aware of what you see, hear, smelland feel. Remember, you do not tasteanything in a lab unless instructed to byyour teacher to do so!

The careful presentation of what youhave observed or the results of yourexperiment in tables, graphs, drawingsand other forms is termed recording,while reporting gives a description of allthat has happened in the experimentusing a specified format. Marks areusually allocated for changes in colour,state, texture, gases given off, changesin temperature, sounds, smell ofsubstances, use of tables with properheadings and the use of a proper formatto write up the experiment.

Manipulation and measurementassess the proper use of laboratoryapparatus and materials. In most cases,there is a procedure or correct way inwhich to use an apparatus or carry out atechnique. You will most likely be taughtthis by your teacher. For example, in theuse of the burette or other volumetricapparatus you will be assessed on howyou fill the apparatus, read at eye level,use the meniscus and position theequipment using your fingers.

Analysis and interpretation is simplyfinding answers to questions. This mayinvolve making calculations, predictionsand forming conclusions based on theevidence or data that has been collected.For example, if a gas was observed thatgave a ‘pop’ sound, one can infer that

this gas was hydrogen which representsthe interpretation. Marks are usuallyallocated for explaining observations,making predictions or conclusionsbased on the results obtained and forcarrying out calculations. Limitationsand assumptions made in theexperiment will also form part of theanalysis and interpretation. A commonapplication of this skill is in theidentification of cations and anionswhere marks are given for explaining theobservations of precipitates and gasesseen as well as the ionic equations thatshow their formation.

Planning and designing is probablythe most difficult skill to grasp in themind of the student. However, it isbasically the steps involved in the

scientific process where a problem isidentified and steps are followed to finda solution. Critical to this skill is thecomponent requiring the formation of ahypothesis, which involves making aprediction based on previous knowledgeor data. A correctly stated hypothesis iseasily tested since the variables orthings being assessed are clearly shown.This will then lead to the use of propermethods which can accurately assessthe unknown. Marks are given for writinga hypothesis, linking this to the aim ofthe experiment, using an appropriatemethod which shows how the variablesare to be treated, the results that areexpected and how these will be treatedand, finally, any limitations orassumptions made in the experiment. Toget more practice in planning anddesigning you can try to find answers orsolutions to common problems in yourschool or area by applying the scientificmethod. Past examination questionsalso give some practice in this area.

So, let us view the SBA as the meansto perfecting our science skills and enjoychemistry this year!

Francine Taylor-Campbell teaches at JamaicaCollege. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Science skillsand SBAs

yl:chemistry

Kabrena Robinson (centre), Miss Jamaica Caribbean Talented Teen 2012, is flanked by Oshin Morgan (left), first runner-up and Shannon Johnson (right), second runner-up.


RROOXXAANNNNEE WWRRIIGGHHTTContributor

IT IS, of course, that time of year when YYoouutthhlliinnkkembarks on making weekly presentations toassist students who are preparing for the 2013

principles of accounts (POA) examination.

It would be remiss of me not to use thisopportunity to acknowledge and congratulate all2012 candidates who have secured an acceptablegrade in the recent POA exam; you made us proud.To those of you who followed our presentations lastschool year and are back this year for one reason oranother, we say welcome back. Finally, to those ofyou who are joining us for the first time, we offer aprofound welcome and thank you for being with us.If nothing else we pledge to submit easy-to-followpresentations that will assist you in going throughthe POA syllabus. One thing we request of you all isthat you get your copy of YYoouutthhlliinnkk every Tuesdayto enable you to follow along carefully throughoutthe series.

Principles of accounts is an easy subject tofacilitate academic success, as well as job creationand employment opportunities. We must, however,hasten to remind you that with success comesresponsibility, and one of your greatestresponsibilities is to get totally prepared for the bigday – exam day – when you will have to spend timein total quietness with yourself to do justice to apaper set by the examiner from the examining boardof your choice.

In your quest to take responsibility for yourfuture, your period of study should see you doingregular and constant revision. This will definitelyhelp you to keep abreast of the format of thequestions and the principles to be applied inanswering POA exam questions. Our weeklypresentations will represent key areas in thesyllabus.

We want to inform you that accounting possessesits own vocabulary, concepts, rules and formatswith which you must become familiar throughpractice and understanding the context in whichthey apply.

Worthy of note is the fact that accounting is aprocess of keeping records in books and

measuring, interpreting and reporting on theresults. Also of interest is that the accountingsystem is modified to meet the needs of the differenttypes of business organisations.

To satisfy the requirement of the syllabus thebusiness organisations of which you need to beaware are:

1. Sole proprietorshipA business owned by one person. It has

unlimited liability.

2. Partnership A business owned by two to 20 persons called

partners. They are subject to unlimited liability.

3. CorporationA business that is a separate legal entity whose

owners are called shareholders or stockholders.These owners have limited liability.

As you study further, you will realise the purposeand importance of accounting. It will be revealedthat accounting is an information and measurementsystem that aims to identify, record andcommunicate relevant, reliable and comparableinformation about business activities. Theimportance of accounting is that it providesinformation about what the business owns, what itowes and how it performs, hence, is essential fordecision making.

Accounting is needed by various users, bothexternal and internal, for different uses. We mustremember that external information users are thosewho are not directly involved with the running of thebusiness, for example shareholders/investors,lenders, customers and suppliers. Internalinformation users are those who are directlyinvolved in managing and operating theorganisation.

These users use the information to makeinformed decisions:

a. management for controlling, monitoring andplanning

b. lenders for measuring the risk of loans

c. shareholders for assessing the return and risk of stock

d. directors for overseeing management

e. employees for judging employment opportunities

As accountants we must at all times pay keenattention to the general accepted accountingprinciple which are a common set of standardsapplied by accountants and which aid in producingrelevant, reliable and comparable information.

MAKE NOTE:i. The business entity principle means that a

business is accounted for separately from itsowner/owners.

ii. The objectivity principle means thatindependent, objective evidence supports theinformation.

iii. The cost principle means that financialstatements are based on actual costs incurred.

iv. The monetary unit principle assumes thattransactions can be reflected in money term.

v. The going-concern principle means thatfinancial statements assume the business willcontinue.

vi. The revenue-recognition principle means thatrevenue is recognised when earned.

Remember, at all times, that accounting is basedon a simple idea known as the accounting equation.Our next presentation will introduce you to thisconcept, so please visit with us again. See you then.

Roxanne Wright teaches at Immaculate Academy. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Preparing to studyprinciples of accounts

yl:principles of accounts

A range of free medical services and health information were provided at the healthfair hosted by the Jamaica Hotel & Tourist Association in association with FraserFontaine & Kong in Kingston recently.


CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

IT IS my pleasure to welcome you to the CXCStudy Guide series for this school year.Unfortunately, the fluctuating performances over

the past few years have continued. I report withregret that we have recorded a further decline ofapproximately two per cent this year over last year.This is quite disappointing as the examinationpapers continue to be less challenging for thosewho are involved in conscientious preparation. Thisis also far below the target set by the Ministry ofEducation in its millennium goals to be achieved by2015. I therefore implore you to join me as we studytogether during this year. Please be assured that thematerial to be presented will go a far way insupporting your efforts.

I must remind you at the outset that mathematicsis not a subject to fear, but rather it is a subject thatwill bring you immense pleasure as you learn thevarious concepts and solve questions afterquestions. In assessing students’ performance inthe past I, like many others, am of the view that toomany students are ill-prepared for the examinations.We also feel that since the examination papers havebeen quite straightforward, students should haveachieved better quality results. It is very difficult toexplain the poor performance of students on thisyear’s paper in algebra and arithmetic.

Experience has confirmed that weaker studentswait until it is too late to begin adequatepreparation. Studying maths is quite unattractive tothese students, so they postpone their involvementas long as they can. Let me remind these studentsthat they can begin by emphasising the recall andmethod levels, (that is, recall of facts; also docalculations, and apply methods eg, simultaneousequations). Problem solving can be developed laterwith practice. Practice will enable you to becomemore comfortable with the material and so be ableto appreciate the various ways it may be utilised.

To have you adequately prepared for the externalexamination, I urge you to get the followingmaterials:

SYLLABUSThis will inform you of the following:4 Structure of the examination4 Details of the specific objectives, etc

The syllabus states the specific objectives whichare tested in the various papers and sections. In the

examination, you are tested on how well you havelearnt the specific objectives which are stated in thesyllabus. Owning a syllabus is, therefore, not anoption. Indeed, it should be noted that a distinctionin mathematics is equivalent to having acomprehensive knowledge of the specificobjectives.

The syllabus is available at the Office of the

Overseas Examinations Commission in Kingston or

a copy may be sourced from high schools. The

syllabus was changed recently and so it is vital that

your efforts are informed by the correct syllabus.

You should note carefully the topics which were

removed.

TEXTBOOKSYou may select from any of those available on the

market. Use the one with which you are mostcomfortable.

NOTEBOOKA hardcover book or folder is recommended.

Students must ensure that work done throughoutthe course is kept together so that it may bereviewed at any time. The recommended format foreach topic is as follows:

Topic: Date: Brief notes: Practice examples:

PAST PAPER QUESTIONSAvailable in book shops

RESOURCE MATERIALS4 Media publications, for example, weekly CXC

Study Guides in the YYoouutthhLLiinnkk, the popularpublication by the Gleaner Company.

4 A wide variety of model answers.

INSTRUMENTSMathematical instruments and a calculator which

may be used in Paper 2.

This is a comprehensive list of the material whichare required and must be used throughout theperiod of preparation.

To all tutors of mathematics, let me remind you tomotivate your students. Motivation is the mosteffective approach in dealing with a student’s fear ofmathematics. This strategy requires the continuedeffort of both parents and teachers and may beachieved through the following:

4 constant encouragement

4 offers or rewards when earned4 gentle persuasion where necessary4 firm insistence that they stay the course when there is evidence of tardiness4 on-going involvement in the practice of problems of increased level of difficulty4 constant review of topics done in the lower forms

Of those listed above, practice is the mostimportant strategy. The careful selection ofquestions should result in some success. This willbuild the self-confidence of the students as theyattempt more difficult problems.

I wish to use this opportunity to commend thosestudents who did well in their examinations. Isuspect that the successful ones were those whowere diligent in their preparation. To those whowere unsuccessful, there is still another chance.You may wish to register now for the 2013 Januarysitting of the examination.

As you are no doubt aware, the mathematicsexamination is one of the few CSEC subjects thathas no school-based-assessment component. Theexamination is, therefore, based on two papers asfollows:

Paper 1 - 60 multiple-choice itemsPaper 2 - Essay-type questions divided into two sections:Section I - 8 Compulsory questionsSection 2 - 6 Optional questions from which to select two

Please be reminded of the following tips onmultiple choice questions:

4 The multiple-choice items are less demandedthan the essay-type questions.

4 Random guessing is not recommended assome distracters are computed based on the usualerrors made by students.

4 A good performance on this paper isnecessary to ensure success in the exam.

Let me once again reaffirm how critical it is touse the specific objectives as a basis for yourpreparation.

Once again, I wish you all the best as we embarkon this important journey together.

Clement Radcliffe is an independent contributor. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Mathematical toolsyl:mathematics

csec study guide - september 11, 2012

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