UGANDA ADVANCED CERTIFICATE OF EDUCATION

S101: GENERAL PAPER

DURATION: 2HOURS AND 40 MINUTES

INSTRUCTIONS TO CANDIDATES:

The total time of 2hours and 40 minutes includes ten minutes for you to study the
questions before you begin answering.

Answer two questions; which must be chosen as follows: one question from
section A and one from section B.

Any additional question(s) attempted will not be marked.

You are advised to use your time equally between the two questions.

All questions carry equal marks.

© 2023 UTEC Mock Examinations Turn Over

 SECTION A
Answer one question from this section.
Answers should be between 500 and 800 words in length.

1. Assess the impact of the COVID 19 pandemic on the lives of people in your
community. (50
marks)

2. Justify the view that cultural leaders should hold elective rather than hereditary
positions. (50
marks)
3. Explain the advantages and disadvantages of growing and consuming genetically
modified food. (50
marks)

4. Examine the impact of corruption on the development of your country. (50 marks)

SECTION B
Answer one question from this section

5. Study the information provided below and answer the questions which follow:

Four people get involved in a motor accident on a certain highway, luckily none of them
dies on spot but they sustain injuries and are rushed to the nearest health facility. After
administering first aid, the doctor prescribed a unit of blood to be transfused for each
patient, save for one who has lost more blood and would need two units. The nearest
blood blank is 100km away and any delay puts the lives of the patients at risk. Four
witnesses of the accident volunteer to donate blood and save the lives of the accident
victims.

The names of the patients are Alice, Brenda, Clare and Irene.
The names of the blood donors are Andrew, Bruce, Collins and Fred.

Blood samples of both the patients and donors are taken for a lab test to ascertain their
blood groups and establish who donates to who. The lab results are not well arranged but

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are recorded randomly as rough lab notes. Below is a table showing bio – medical facts
about groups.
Blood Antibodies present in the Antigens or red blood
plasma cells
Type O Antibody a and b Nil
Type A Antibody b A antigen
Type B Antibody a B antigen
Type AB Nil A and B antigen

Type O can donate to all but only receives from type O

Type A can donate to type A but can receive from type A and O
Type B can donate to type B but can receive from type B and O
Type AB can only donate to type AB but is universal recipient.

The rough lab notes indicate the following:-

1. All donors (except one) are willing to offer only one of blood and all recipients
need only one unit except one who requires two.
2. All the four blood groups are represented on either side of the patients and the
donors
3. Alice’s blood has antibody b
4. Brenda is the patient who needs two units to survive but wil not receive blood
from Bruce.
5. Fred is willing to donate two units of blood
6. Iren’s blood group is neither A nor AB
7. Bruce can donate to all patients but he is willing to offer only one unit of blood.
8. Collin’s blood has neither antibody b nor antibody a.
9. Neither Andrew is willing to donate to the patient with B antigen.

Questions
(a) (i) In two separate columns, show the blood groups of each donor and each
recipient. (08
marks)
(ii) Show which patient(s) each donor donates to (08
marks)
(b) (i) Which patient is a universal recipient? (01 mark)
(ii) Who is the universal donor among the four volunteers? (02
marks)
(iii) A part from Fred, who else donates blood to Brenda? (01 mark)

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(c) What are the causes of road accidents in your country? (10
marks)
(d) What challenges are faced by medical workers in trying to save lives of accident
victims? (10
marks)

SPGE = 10 MARKS
CONTENT = 40 MARKS
6. Read the passage below and answer the questions that follow:

The door to the waiting room flew open. A woman, shrieking hysterically, burst into the
room. She was pursued by a man just a few steps behind her. The woman screamed that
the man was trying to kill her and cried out for the people to save her. I was standing
nearest the door. The woman grabbed me, still shrieking. I tried to protect her behind me.
The man tried to sweep me aside to get at her. He rushed at me, caught the woman’s wrist
with one hand, tore her loose and pulled her through the doorway.

The woman fell to the ground and was dragged by the wrist just outside the waiting
room. I tried to free her wrist. The man broke off, grabbed the woman’s pocketbook and
fled on foot.

We carried the woman inside the waiting room, sat her down, and the telephoned the
police. The woman’s eye was badly cut, she was moaning. I looked around the room.
Except for three or four persons who came up to her, the people in the room seemed
unconcerned. The young men in uniform were still standing in the same place, chatting
among themselves as before. I am not sure which was greater, the shock of the attack that
had just occurred or the shock caused by the apparent detachment and unconcern of the
other people, especially the men in uniform.

The next morning, I read in the newspaper of another attack. This one was carried out in
broad day light on a young boy by a gang of teenagers. Here, too, a number of people
stood around and watched.

It would be possible, I suppose, to take the view that these are isolated instances and
that it would be a serious error to read into these cases anything beyond the facts that the
bystanders were probably paralyzed by the suddenness of the violence. Yet I am not so
sure. I am not sure that these instances may not actually be the product of something far
deeper. What is happening, I believe, is that the natural reactions of the individual
against violence are being blunted. The individual is being desensitized by living

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history. He is developing new reflexes and new reposed that tend to slow up the moral
imagination and relieve him of essential indignation over impersonal hurt. He is
becoming casual about brutality. He makes his adjustments to the commonplace, and
nothing is more common place in our age than the ease with which life can be smashed or
shattered. The range of the violence sweeps from the personal to the impersonal, from the
amusements of the crowd to the policies of nations. It is in the air, quite literally. It has
lost the sting of surprise; we have made our peace with violence.

No idea could be more untrue than that there is no connection between what is happening
in the world and the behavior of the individual. Society does not exist apart from the
individual. Its transfers is apprehensions or its hopes, its fatigue, or its vitality, its ennui
or its dreams, its sickness or its spiritually to the people who are part of it.
Can the individual be expected to retain the purity of his responses, particularly
sensitivity to the fragile of life, when society itself seems to measure its worth in terms of
its ability to create and possess instruments of violence that could expunge civilization
as easily as … destroy a village? Does it have no effect on an individual to live in an age
that has already known two world wars; that has seen hundreds of cities ripped apart by
dynamite tumbling down the heavens; that has witnessed whole nations stolen or
destroyed; that has seen millions of people exterminated in gas chambers or other mass
means; that has seen governments compete with one another to make weapons which
even in the testing, have put death into the air?

To repeat, the causative range is all the way from petty amusements to the
proclamations of nation. We are horrified that teenage boys should make or steal lethal
weapons and then proceed to use them on living creatures; but where is the sense of
horror or outrage a the cheapness of human life that is exploited throughout the day or
night on television? It is almost impossible to see television for fifteen minutes without
seeing people beaten or shot or punched or kicked or jabbed. It is also almost impossible
to pick up a newspaper without finding someone in a position of power here or
elsewhere, threatening to use nuclear explosives unless someone else becomes more
sensible.

The young killers don’t read the newspapers, true. They don’t have to. If they read at all,
they read the picture – story pulps that dispense brutality as casually as a vending
machine its peanuts. In any case, the heart of the matter is that the young killers do not
live in the world of their own. They belong to the large world. They may magnify and
intensify the imperfections of the large world but they do not invent them.

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The desensitization of twentieth – century man is more than a danger to the common
safety. It represents the loss or impairment of the noblest faculty of human life – the
ability to be aware both of suffering and beauty; the ability to share sorrow and create
hope; the ability to think and respond beyond one’s wants. There are some things we
have no right ever to get used to. One of these most certainly is brutality. The other is the
irrational. Both brutality and irrational have now come together and are moving towards a
dominant pattern. If the pattern is to be resisted and changed, a special effort must be
made. A very special effort.

(a) Suggest a suitable title for the passage. (02

marks)
(b) Explain in your own words what the writer means by the following expressions;
i) “… the natural reactions of the individual against violence are blunted”.
(04
marks)
ii) “… relieve him of essential indignation over impersonal hurt”. (04
marks)
(c) In not more than 100 words, summarize the causes of lack of concern towards acts
of brutality. (10
marks)
(d) Explain the meaning of the following words and phrases as used in the passage.
i) Isolated instances. (02
marks)
ii) Casual about brutality (02
marks)
iii) “… lost the sting of surprise” (06 marks)
iv) Ennui (02
marks)
v) Expunge civilization (02
marks)
vi) Exterminated (02
marks)

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vii) Proclamations of nations (02
marks)
viii) Dispense brutality (02
marks)
ix) The world of their own (02
marks)
x) Desensitization (02
marks)

SPGE = 10 MARKS
CONTENT = 40 MARKS

END