yl:english language

Developing your comprehension skills

NATASHA THOMAS-FRANCIS
Contributor

2 t par
5 10 15

A TIME TOGETHER
Belled out of bed into cheap clothes stale from three days wear, washing the eyes from my sleep with water, combing what hair is left of my life, I flop back on my unmade bed. Any comics to swap?

ELLO! AS was promised last week, I will provide you with the answers to the prose comprehension exercise.

The childs brain is maturing and, therefore, he/she is more capable of independent thought. e) To whom does the word you in paragraph 2 refer? You refers to parents/guardians.

a) What meaning is conveyed by the word acres in line 1? The term refers to the large space for privacy which teens require. b) Identify two of the biggest of all changes in child-parent relations, according to the writer. You could choose any two of the following:  Children have adult concerns.  Children want their privacy.  Children no longer trust their parents intentions. c) What does the phrase not locked in place mean? How well did you do in your responses to the questions? This phrase means that the changes in teenagers are not permanent. d) What, according to the passage, are causes of the shifts in child-parent relations? Well, let us turn our attention to a poetry exercise. Re-read the guidelines on responding to poetry, given in last weeks lesson, then apply them to the following poem: 25 f) What, according to the passage, is the preoccupation of (i) girls and (ii) boys? Girls tend to talk about their feelings and social life while boys are concerned with issues of power and masculinity. g) Why, according to the writer, are boys perplexed? Boys are perplexed because they are physically stronger than their mothers yet they are dependent on them. 20

Better to laugh instead of acting imprisoned four- eight- three said. I listened. Months later they found him hung by blanket from these bars this window which isnt bleached face, blue lip, tongue black, big as a cricket ball. How human. After all those nervous nights at theft of valuables, he left only embarrassment. Prisoners were hesitant walking by his cell that week. Some asked me my opinion; Id known him at Long Bay. Hardly my dominion really. Perhaps life may have somehow been too much by being not enough. Difficult to say. Apart from one handcuff, one clinging crab-like claw of a pair that held us for a time together, kin, neither had kept in touch. Eric Mackenzie

30

ON PLATFORM 5*
I watch you gripping your hands That have grown into the familiar contours Of old age, waiting for the train To begin its terrifying journey Back to yourself, to your small house Where the daily habit of being alone Will have to be learnt all over again. Whatever you do with your lined face Nothing disguises that look in your eyes. Between you and your family Words push like passengers until Your daughter kisses you goodbye Uttering those parting platitudes* That spill about the closing of a door. For them your visits over and relief Jerks in the hands half-lifted now to wave. Soon there will be far distances between and duty letters counting out your year. A whistle blows. The station moves away. A magazine stays clenched upon your lap. And your white knuckles tighten round each fear. Edward Storey *Platform 5 - the place from which the train departs, and where people bid travellers goodbye *Platitudes - commonplace remarks a) Briefly explain what the poem is about. b) Why is the journey seen as terrifying? (line 4) c) What is the look (line 9) in the persons eyes? d) Why does the old person have to learn the daily habit of being alone ... all over again (lines 6-7)? e) What does the word relief (line 15) suggest about the relatives attitude to the old persons visit? f) What does the poet suggest by his use of ... duty letters (line 18)? g) Identify one simile and one metaphor in the poem and then explain the use of each figure of speech. Now read this poem too and respond to the multiple-choice questions which follow. You will still need to follow the guidelines previously given.

1. The title of this poem contains A. A clich B. A euphemism C. A pun D. A hyperbole 2. The advice four-eight-three had given to his former cellmate now seems A. Ironic B. Sincere C. Artificial D. Ridiculous 4. In lines 24 - 25 the speaker suggests that A. Four-eight-threes suicide is none of his business. B. Unlike the dead man he was not from Long Bay. C. He had not known the dead man very well. D. He is unqualified to explain another mans motive. 5. The tone of this poem can be best described as A. Conversational B. Impassioned C. Cynical D. Puzzled

We will look at the answers to both exercises in next weeks class. Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

yl:information technology

Control statements
NATALEE A. JOHNSON
Contributor

continued

TRACE TABLE
A trace table is an important tool for testing the logics of a pseudocode for accuracy. A trace table is a rectangle array of rows and columns. The column headings are the variables in the pseudocode. As instructions in the pseudocode are carried out and the variables are modified, the changes are recorded in the appropriate column in the table. When the pseudocode terminates, the final values in the trace tables should reflect the correct result. Let us look at an example of how a trace table is executed using Example 1 shown below.

OOD DAY, students. This is lesson 23 in our series of IT lessons. In this weeks lesson, we will conclude looking at control statements and will also look at trace tables.

THE REPEAT - UNTIL LOOP

Here is an example to illustrate the explanation that I had provided in the previous lesson on the repeat loop.

EXAMPLE 1

EXAMPLE 1
Write a pseudocode algorithm to read a set of positive integers (terminated by 0) and print their average as well as the largest of the set.

THE TRACE TABLE FOR EXAMPLE ONE

Example 1 We will use the following numbers as input for the trace table: 2, 5, 6, 1, 10 and 0.  For the example above, you will first initialise your variables as shown in the algorithm.  Then you would repeat step two to step five until the user enters 0. The program will then stop.  The average will be calculated (24/5), average is 4.8  Both the average and the largest value will be printed which is 4.8 and 10, respectively.

We have come to the end of this lesson. See you next week when we will look at relational operators and begin a new unit. Remember that if you fail to prepare you should be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

13

yl:chemistry

Chemical formulae and equations

FRANCINE TAYLOR-CAMPBELL
Contributor

REVIEW OF FACTS
 THE FORMULA of a compound shows how many atoms of each element are present in a molecule or formula unit.  The empirical formula is the simplest formula, which represents the composition of the compound.  The actual formula is called the molecular formula. It is generally a multiple of the empirical formula and is calculated from the molar mass.

The empirical formula of glucose is CH2O and is the whole number ratio of the elements in this compound. To find the empirical formula from combustion or percentage composition data, the number of moles must be found. Note: Number of moles = Mass (g) Molar mass (g/mol) Calculate the empirical formula of the compounds with the following percentage composition. (i) 34.5% Fe, 65.5% Cl

(ii) 3.40g calcium form 9.435g of the chloride

METHOD
Elements present Mass of each element Relative atomic mass Number of moles Ratio of moles Empirical formula = CaCl2 In determining molecular formula the empirical formula and/or the molar mass must be known. Calculate the molecular formula of the hydrocarbon containing 85.7% carbon, given that the molar mass is 56g/mol. Method 1: 85.7% C 14.3% H Mass in 100g 85.7g 14.3g No. of moles 85.7/12 14.3/1 = 7.14 = 14.3 Ratio of elements 1 : 2 Empirical formula = CH2, Mr = (12+2 = 14g) Molecular formula: (CH2)n = 56 14n = 56 therefore n = 4 Formula = (CH2)4 = C4H8
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Calcium (Ca) 3.40g 40 3 3.40/40 = 0.085 0.085/0.085 =1

Chlorine (Cl) 9.435-3.40 = 6.035g 5.5 6.035/35.5 = 0.17 0.17/0.085 =2

PERCENTAGE COMPOSITION
1. Calculate the Mr for the compound eg. Ammonium phosphate (NH4)3PO4 Mr = (14 + (4*1))*3 + 31 + (4*16) = 149 1 mole = 149g 2. Calculate the mass of each element in one mole N = 3*14 = 42g H = 3*4*1 = 12g P = 31g O = 4* 16 = 64g 3. Calculate the % of each element N = (42/149)* 100 = 28.2% H = (12/149)*100 = 8.1% P = (31/149)*100 = 20.8% O = (64/149)*100 = 43.0%

METHOD
Elements present Percentage by mass Mass of element in 100g of the compound Relative atomic mass Number of moles of element Ratio of moles Empirical formula = FeCl2 2. Calculate the empirical formula of the compounds formed in the following reactions. Iron (Fe) 34.5% 34.5g 56 34.5/56 = 0.616 0.616/0.616 =1 Chlorine (Cl) 65.5% 65.5g 35.5 65.5/35.5 = 1.85 1.85/0.616 =3

EMPIRICAL AND MOLECULAR FORMULAE

The formula of glucose is given as C6H12O6. This shows that the compound glucose is made of 6 atoms of carbon, 12 atoms of hydrogen and 6 atoms of oxygen. This is the molecular formula.

yl:english literature

To Dah-duh in Memoriam
BERYL CLARKE
Contributor

child was sorry that she had to tell the truth as she saw how each defeat took the brisk stride from grandma. It is clear that our storyteller is like her grandmother in her mental strength and sense of loyalty. Dah-duh saw the strength in the child. I hope you noticed that it is her hand to which Dah-duh clings when they make the journey from the airport to their home in St Andrew. It is this granddaughter whom she takes under her wings and it is with her that she chooses to share her love for and loyalty to her country. Even after she receives the first setback when she learns about snow, she gives her sweetie money. Finally, she becomes enraged when she loses all hope of finding a way to outdo her grandchild. She becomes weak and listless, unable to take her daily explorations. As she sinks, her child companion remarks on the changes that have suddenly occurred in Dah-duh. Here again the reader prepares us for the end. We have watched a seemingly energetic old woman slide almost into a stupor as she is bested by her grandchild at every turn. The collision between her quiet, rural, lacking-in-modern amenities home and the advanced American way where a black child could beat up a white one and things she had never seen or, perhaps, even heard of, was too much for her. We will continue our discussion in our next lesson. In the interim, please consider the narrators feelings when she looks back. God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

HE SHORT story that we are now going to explore To Dah-duh in Memoriam is set in Barbados and, therefore, presents us with familiar features. Before we proceed, however, it would be sensible of us to consider the title. Have you checked the word memoriam to get its meaning? Even if you did not you should have a fair idea of what it suggests. From the title, we learn that this story is dedicated to the memory of someone. In addition, we are able to see that the person to whom it is dedicated is dead.

There are only two major characters here, Dah-duh, in whose memory this literary work was written, and the narrator who is her granddaughter. Our story focuses on the struggle between Dah-duh and this grandchild. Their conflict is, of course, because of the differences in age, outlook and cultures. It does seem rather strange that the old woman would initiate this clash. What reasons can you find for the grandmothers reaction to her granddaughter? Remember now that the story is told from the perspective of the grandchild, not as the action unfolds but as she remembers them when she is a grown woman. Let me ask you this question. What is it that she remembers about her grandmother and how does she feel about their relationship at the point when she revisits her past? Let us see!  She recognizes her grandmothers frailty because of her age yet her determination to be strong. She was 80-odd years old but moved swiftly and had eyes with the curiosity of a child. See how the writer
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prepares us for the coming conflict by telling us about her curiosity that would later come into play when she questions the child! There is an expression that says curiousity kills the cat, and it is that desire to know that eventually knocks all the steel from Dah-duh.  Our nine-year-old narrator is no sooner introduced to her grandmother than she engaged in a contest of wills with her. We looked silently at each other for a long time there in the noisy shed, our gaze locked. She was the first to look away. She concludes that she, with her small strength, has won because Dah-duh could not outstare her. It is significant that she believes that her mother is reduced to the status of a child in her grandmothers presence and reveals her strength of character in being able to stand up to her. Here again we learn that young Adrys little girl is no pushover.  She remembers how she was taken to a different part of her grandmothers holding each day and the questions she was asked about New York where she lived. More important, she realised that the questions were designed to show her that Barbados was a better place than New York. At first, she did feel that there was something lacking in New York. However, when she got the opportunity to describe snow and the buildings, machines, electric lights, household gadgets and so on, Dah-duh was shocked and began to realise that not only was New York different but superior.  Her last hope was pinned on the height of the royal palm. She thought that nothing even in New York could be taller. She was overwhelmed to learn that nothing could be further from the truth. The

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

yl:office administration
HYACINTH TUGMAN
Contributor

URCHASING IS simple buying anything from suppliers. However, in any business organisation items must be purchased in a systematic manner for the smooth operation of the business. In the department, one person may be in charge of purchasing. The staff responsible for purchasing is to ensure that materials and equipment are available immediately when required in the organisation. Purchases must provide value for money and be within budget. Purchases must be authorised by the manager.

The purchasing department

can be reordered in good time so as not to stall the production process.

RELATIONSHIP WITH OTHER DEPARTMENTS

In order for the purchasing department to carry out its functions effectively, it requires input from the other departments in the organisation. The stock room must clearly monitor levels of stock so that the purchasing department can be given sufficient time to select the best supplier. The receiving department reports to the purchasing department about the condition, quantity and the quality of the goods received. This information enables the purchasing department to decide whether to continue ordering from the supplier. The accounting department checks the accuracy of figures shown on invoices and makes payment.

RESPONSIBILITIES OF THE PURCHASING DEPARTMENT

 Sourcing suppliers. The purchasing manager will source the best materials that will be of benefit to the business. There will be a list of frequently used suppliers. These suppliers are expected to provide quality goods at competitive prices. Catalogues and brochures are usually given to the purchasing department. A catalogue is a book containing a list of items, including pictures, that can be bought from a particular supplier. They may or may not show the prices of the items listed, but more than often the prices are shown is a separate list.  Negotiating. The purchasing manager will negotiate with the suppliers to get the best price for goods and prompt delivery. When a decision has been made as to who is the supplier, an order is placed. The following should be included on the order form. - Purchase order number - Name and address of buyer - Name and address of supplier - Suppliers quotation - Full details of goods - Delivery date - Delivery address - Trade discount - Terms of payment - Signature of person authorising the order  Placing contracts. A supplier must provide goods or services at stated times. A contract is a legally enforced, binding agreement between two or more parties. A contract involves an obligation on the part of the contractors. This contract may be expressed verbally or in writing.  Maintaining suppliers records. The purchasing department must monitor stock records so that supplies

DUTIES OF A PURCHASING CLERK

The following are the duties of a purchasing clerk:  Receiving and checking requisitions against stock issued and stock held  Filing of purchase records  Maintaining stock records  Maintaining database of suppliers  Recommending suppliers

ACTIVITY
Your supervisor has reacted to a particular problem with a decision to send a letter to all 3,000 staff today, if possible, otherwise first thing tomorrow morning. You put in a requisition for 3,000 C5 envelopes to be delivered today. The storeroom clerk rings you to say that they have no stock of C5 envelopes although the stock record (on computer) shows that there should be 1,500 in store. He has contacted the organisations usual supplier who says they can deliver tomorrow afternoon. 1. What would you do? 2. Why might there be the discrepancy between the stock record and the actual stock? 3. Which of your ideas do you think is most likely?
ANTHONY MINOTT/FREELANCE PHOTOGRAPHER

This is all for today.

Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Goal shooter Gizelle Allison from Unity Strikers scores over Dream Teams goal keep, Malaka Crooks. Unity Strikers won that game 10-2.

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

15

yl:biology

Patterns of inheritance
MONACIA WILLIAMS
Contributor

CONTINUOUS VARIATION
This is best described by providing you with examples of the feature. Examples of characteristics that show continuous variation in humans are height, foot size and weight. In continuous variation, values for the characteristic tend to range from one extreme to the other. For example, heights would increase gradually from short to tall with the heights of most individuals falling in the middle, that is, the average.

ELLO, STUDENTS, how are you all this week? I trust that everything is going well for you and that you are still keeping up with your studies and SBAs. Remember that time waits for no man and before you know it you will be sitting in the exam room using up your final chance. Make use of the time that you have now! Over the last two weeks we have been looking at the two types of cell division: mitosis and meiosis. Among other things, you need to remember that mitosis is the type of cell division that occurs in asexual reproduction while meiosis occurs in sexual reproduction. Why am I reminding you of this now? I am doing this because there a few bits of information that you need to know about asexual reproduction that we can include under this topic. It is important that you make connections between the different topics in order for you to do well, so here goes. In asexual reproduction there is only one parent and all the offspring produced by that parent are identical to that parent. This feature of asexual reproduction is quite useful to farmers and horticulturalists because when it is used they can control the results they will get from their crops. Take for example, cane farming which is done in most Caribbean islands. Have you ever thought about how sugar cane is planted? Commercially, the stem of the cane is cut into pieces and these are planted in the ground, for non-commercial purposes, the top of the sugar cane is usually cut off and planted. This is an example of asexual reproduction in use and it guarantees that if all the growth factors are kept constant, the farmer will get the same yield from his field year after year. Scientists have also developed commercial ways of cloning plants that do not usually carry out asexual reproduction by using a procedure known as tissue culture. Tissue culture was developed as a method to retain valued and valuable characteristics in plants and is in use to produce large numbers of plants for commercial use. In Jamaica, the Scientific Research Council has cloned plants such as yam, bananas and pineapple using tissue culture. In developed countries, animals have also been cloned. In 1996, the first farm animal was cloned from a single parent in England. This animal was a sheep and she was given the name Dolly. She died from complications resulting from lung cancer and arthritis in 2003. Sexual reproduction, on the other hand, does not produce identical offspring. Look at your family, if you have siblings. Are you identical to your same sex sibling? Your answer will most likely be that you are not! You will find that even while you share similarities there will also be many differences. Look at the members of your class; are you all the same height and do you all have the same skin tone? Do you all have the same shoe size and the same weight? Can all of your classmates roll their tongues? Are all your earlobes attached or detached/free? These differences are examples of variation which can only result from sexual reproduction. This is a major difference between asexual and sexual reproduction. In the examples just given, two types of variation have been described. These two types are known as continuous and discontinuous variation.

characteristic or does not have it. Examples are tongue rolling and the attachment of the earlobe. Your earlobe is either attached to the side of your head or it isnt, and you can either roll your tongue or you cant, there is no in-between/average.

FIGURE 1 TYPE OF EAR LOBE

Try this exercise in your class. Ask your classmates to roll their tongues; that is, to bring up the two sides so that they meet in the middle! Write down the results, you can use them later. See you next week!

DISCONTINUOUS VARIATION
In discontinuous variation, the individual either has the

Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PHOTO BY ERROL CROSBY

Sprint queen Merlene Ottey (centre) poses with Vere Technical athletes Olivia James (left) and Shericka Jackson during a welcome home reception at the Norman Manley International Airports VIP Lounge on Monday, February 18.
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

16

yl:history
DEBBION HYMAN
Contributor

OBJECTIVES
AT THE end of the lesson you should be able to: 1. Describe the push and pull factors that led to the migration of Indians and Chinese to the Caribbean in the 19th century. 2. Examine the working and living conditions of the immigrant groups identifed in 1 above in the Caribbean. 3. Discuss the effects of immigration on the social, cultural and economic life of the Caribbean.

THE CHINESE
The majority of Chinese immigrants who arrived in the British Caribbean did so between 1859 to 1886. They went primarily to British Guiana, Jamaica and Trinidad. They were mostly from the Portuguese colony of Macao and from Canton. Others came as well because of the Teiping Rebellion (1851-1864).

The coming of the Chinese and Indians

PROBLEMS WITH INDIAN IMMIGRATION SCHEME
The conditions for the Indians on the estate were similar to a new system of slavery. Living conditions on the estates were poor and they faced restriction in movement. They could not leave the estate without a pass/ticket and were subject to fines or imprisonment for disobedience or absence from work. another example. Up to 1848, they had seen an increase in their output by 250 per cent. However, by the end of the 19th century, this had declined. We cannot assume that this was because Barbados was not using immigrant labour. During the period, Barbados was plagued by problems such as soil exhaustion and inadequate mechanisation. The overall conclusion must be that immigration did not cause increased sugar production in the British Caribbean, as many other factors could have been responsible.

3. Immigration led to the expansion of social services, for example, medical facilities and a large police force.

CULTURAL EFFECTS 1. FAMILY

Indians brought their firm family structure in which all relations supported each other. The idea of extended family, which included several generations, was very strong. All males over 16 years were members of a family council. They made all decisions of the family, for example, marriage, religious ceremonies and expenditure.

2. RELIGION HINDUISM
Hindus worshipped several gods, of which Brahma was the most important. He was the supreme god or creator. They believed that when people die their souls are reborn in a new body. The Hindus had very strict divisions in the society; this was known as the caste system. Each person belonged to a special group or caste. The Brahmins, or the religious leaders, were at the top of the society and the Hindus in the Caribbean continued to follow them as their leaders.

PROBLEMS WITH CHINESE IMMIGRATION

Planters complained that the Chinese were unsuitable for estate labour and few, in fact, reindentured themselves. They preferred to return to China or open retail shops. In addition, they were more expensive than the Indians. The Chinese government also insisted that a full return passage be granted after a five-year indenture contract. The planters were willing to pay this only after two fiveyear contracts. The Chinese government also opposed immigration because they were ill-treated in Cuba. Most Chinese avoided the British Caribbean, preferring to go to the United States or to find work nearer home in Java or the Philippines.

ISLAM
The Indian who came were also Muslims. They believed in one God called Allah. They followed the teachings of the Quran. The Chinese did not have a major impact on religion as Buddhism was not widely practised in the Caribbean. Many Chinese converted to Roman Catholicism and this may influence why there was no major impact of Buddhism.

ECONOMIC EFFECTS
British West Indian planters had turned to immigration as a tool of reviving the sugar industry. The hope was that with the steady supply of labour, planters could focus on increasing their output. Because of Indian immigration, the rice industry was developed in British Guiana and the cocoa industry in Trinidad. Immigration, however, did not have its desired impact especially in a colony such as Jamaica. In territories such as Trinidad and British Guiana we cannot assume that immigration saved their sugar industry. For instance, they introduced mechanisation and placed more lands under sugar cane cultivation. These other factors could have readily accounted as factors that saved their sugar industries. Barbados could be used as

SOCIAL EFFECTS
1. Indians were felt to be inferior and they could only find work in poorly paid jobs. They could not settle in the towns but lived in the countryside and formed an active peasant class. The employment of Indians mainly as field workers led to the employment of blacks in better jobs, for example, the police force. 2. The ex-slaves despised the Indians and refused to work alongside them in the fields. They were described as heathens because of their speech and clothing. Indians also despised the blacks because of their alleged low moral standards.

THE INDIANS
The first Indians arrived in 1838 on Gladstones Estate in British Guiana. However, the British government stopped the scheme because of evidence of ill-treatment and the high death rate. In 1840, the scheme was discontinued by both the British and Indian governments. The scheme would be reopened after investigations into Gladstones experiment and promises for improvement in the scheme. It was not difficult to find willing immigrants. Many craftsmen had lost their jobs due to competition from mechanised factories and mills of England. India was becoming overpopulated and there was not enough land to divide among the younger generation. Wages in India had fallen to 1/2d per day and there was a series of famine during the period 1857-1877 that led to an increase in food prices. Those escaping the police and the caste system were also willing to migrate. The Caribbean seemed attractive with high wages, shelter, medical care and a chance to find new occupations besides agriculture. Indians were easily recruited as India was a British colony. British ships and trading costs were already there and the British government could easily provide British officials to supervise the scheme. Planters were satisfied with the Indians because they had a better performance record on the sugar estate than any other immigrant groups and were more willing to re-indenture themselves.

3. FESTIVALS
Divali, or Festival of Lights, was celebrated by the Hindus. They told stories, shared gifts, decorated their windows and doors with lights and candles.

HOSEIN
A Muslim festival featured small temples made from paper and bamboo which were decorated and carried in a procession through the streets accompanied by dancing to the beats of drums. 4. The Indians normally segregated themselves deliberately in the educational institution. Oftentimes, they were unwilling to send their children to school since they feared they could be converted to Christianity. It was not until the late 1870s when separate schools for Indian children were established, mainly by the Canadian Presbyterian Mission to the Indians, that Indian children went to school and language barriers began to crumble.

SOURCES
1. Caribbean Revision History - Ashdown & Humphreys 2. Emancipation to Emigration - Greenwood & Hamber
Debbion Hyman teaches at St Hughs High School. Send

Three of the contestants in the Miss St Ann Beauty Pageant, from which funds were donated to Edge Hill School of Special Education. From left: Sonya Pyne (winner), Treshana Black (Miss Professional Paralegal Service) and Shawnay Lindo (first runner-up)
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

17

yl:geography

Proper description of drainage

continued
MARJORIE HENRY
Contributor

f deposits of sand and mud in the channel f meandering of the river

HAVE BEEN sharing with you some 10 questions to help you focus on the details necessary for a proper description of drainage. I will conclude that discussion in this weeks lesson.

A RIVER IN THE:
(i) Youth stage has rapids, deep valleys indicated by pronounced V-shaped lines, flows over steep gradients and has a direct course. (ii) Maturity stage flows over a gentle gradient and has regular meanders. (iii) Old Age has a wide flood plain, it meanders greatly, an ox-bow lake may be present and there is an absence of contours, as these are widely spaced. In describing drainage, mention can also be made of swamps, marshes, lakes and ponds. 1. Give their names if these are included on the extract. 2. State their location using four-figure grid reference, if possible. 3. Give an indication of the size. Please note that lakes and ponds can be natural or artificial. The key can assist you in determining this. Drainage density is another feature of which you must be aware. This is influenced by a variety of factors or conditions such as rock type, soil and slope. Here are some diagrams to show different stream densities.

(H) WHAT TYPE OF STREAMS ARE THEY?

For this you are to state whether the streams are perennial, flowing throughout the year, or seasonal, where the river valley does not always have a stream flowing in it. Solid blue lines on the map are usually indicating that the streams are perennial. Examples of these can be seen on the sections of maps given in the last two lessons. Seasonal streams may be shown by detached blue lines. Here is a section of Antigua showing seasonal streams.

STREAM DENSITIES

(Source: Map Reading for the Caribbean - John Macpherson) Sometimes the streams disappear. Look for the blue lines that do not go to a body of water like a lake, pond or the sea, and seem quite isolated.

(I) HAS MAN AFFECTED THE DRAINAGE PATTERN?

There are several ways in which man can effect change in the drainage pattern. In reference to the key of the map, you can identify man-made features such as dams. Look also for sections of the river that may have been straightened. Canals are sometimes constructed through swamps or for the purpose of irrigation.

(J) DO INDIVIDUAL RIVERS EXEMPLIFY YOUTH, MATURITY OR OLD AGE?

Your study of rivers as indicated under Section II - Natural System will introduce you to the different landforms associated with the river, namely rapids, waterfalls, gorges, ox-bow lakes, flood plains and meanders. These are usually done in relation to the different stages of the river. (Source: Morphology and Landscape - Harry Robinson) References: CSEC New Integrated Geography - Sheldon G. Bleasdell et al Geography for CSEC - Jeanette Ottley et al Map reading for the Caribbean - John Macpherson Morphology and Landscape - Harry Robinson
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

SOME INDICATORS FOR THIS IN MAP READING ARE:

f the thickness of the blue lines f the width of the valley f steepness of the slope f the presence of a flood plain
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YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

yl:social studies
MAUREEN CAMPBELL
Contributor

OBJECTIVES:
1. Describe the relationship between citizens and governments as stated in the constitution. 2. Identify the essentials of good governance. Democracy, good governance and modernity cannot be imported or imposed from outside a country. - Emile Lahud

TERMS YOU SHOULD KNOW CONSTITUTION

The constitution of a country entails a set of rules that govern how a government is expected to exercise public power. A constitution identifies who or what institutions should exercise power and how they should do it. The government should be the most influential and coercive force within a country, so the rules about how a government should exercise power over its citizens are very important. The main purpose of a constitution is to prevent a government from abusing its power over the people of the country and to ensure that the government exercises its power as the people wish.

Citizens and good governance

EFFECTIVENESS AND EFFICIENCY/PRUDENT USE OF RESOURCES
Good governance means that processes and institutions produce results that meet the needs of society while making the best use of resources at their disposal. The concept of efficiency in the context of good governance also covers the sustainable use of natural resources, the protection of the environment and when the best possible use is made of the human resources.

ACCOUNTABILITY DEMOCRACY
This is usually described as government by the people. It is a form of government in which the ultimate power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. Accountability is always a key requirement in any organisation and it is also a product of good governance. Not only governmental institutions but also the private sector and civil society organisations must be accountable to the public and to their institutional stakeholders. In general, an organisation or an institution is accountable to those who will be affected by its decisions or actions. Accountability cannot be enforced without transparency and the rule of law.

RULE OF LAW/INDEPENDENCE OF THE JUDICIARY

Good governance requires fair legal frameworks that are enforced impartially. It also requires full protection of human rights, particularly those of minorities. Impartial enforcement of laws requires an independent judiciary and an impartial and incorruptible police force.

AUTHORITARIAN
A leadership style in which the leader is the supreme authority and dictates policies and procedures, decides what goals are to be achieved, and directs and controls all activities without any meaningful participation by the subordinates.

FOR YOUR INFORMATION TRANSPARENCY

Transparency means that decisions taken and their enforcement are done in a manner that follows rules and regulations. Information should be freely available and directly accessible to those who will be affected by such decisions and their enforcement. It is important that sufficient information is provided and that it is available in easily understandable forms and media. It is clear that good governance is essential, but it is intricate to achieve in its entirety. Very few countries and societies have come close to achieving good governance in its entirety. It must be remembered, however, to guarantee sustainable human development, the foundation of any democratic government is its citizens. In the Caribbean, the essence of democracy is active in the countrys constitution. Here, democracy is viewed as not only a right but a responsibility, and establishes the foundation for citizens taking part in governance. The right and responsibility of citizenship unfurls in many ways. Citizen involvement in governance encompasses not only citizen participation but also citizen decision making, information sharing and voting. Citizen involvement is important as it augments legitimacy, competence, answerability and because it distributes the burden of good governance among all citizens. The methods of citizen involvement range from the spreading of information through electronic networks, newsletters and public meetings to engaged and participatory processes that encourage all citizens to be active players in decisions made for their community.

WHAT IS GOOD GOVERNANCE? GOVERNANCE

The concept of governance, simply put, means the process of decision making and the process by which decisions are or are not executed. Governance is evident in several contexts such as corporate governance, international governance, national governance and local governance. Governance is the process of decision making and the process by which decisions are put into action. An analysis of governance focuses on decision making and put into operation the decisions made and the prescribed and unofficial structures that have been set in place to arrive at and employ decisions.

RESPONSIVENESS TO THE NEEDS OF THE CITIZENS

Good governance requires that institutions and processes try to serve all stakeholders within a reasonable time frame. They are reliable and free from bias and discrimination of all sorts. Citizens should have confidence that processes will be taken care of as they happen. Freeand- fair elections are a way of making sure that the wishes of citizens are met. If this does not happen, the government can be voted out.

CONSENSUS ORIENTED/CONSULTATION WITH CITIZENS GOOD GOVERNANCE

Most literature sees good governance as possessing eight major characteristics. It is participatory, consensus-oriented, accountable, transparent, responsive, effective and efficient, equitable and inclusive and follows the rule of law. It assures that corruption is minimised, the views of minorities are taken into account and that the voices of the most vulnerable in society are heard in decision making. It also respects sustainability as it is responsive to the present and future needs of society. Good governance requires negotiation of the different interests in society to reach a broad consensus in society on what is in the best interest of the whole community and how this can be achieved. A country must realise the broad and long-term perception on what is needed for sustainable human development and how this may be achieved. This can best be accomplished from an understanding of the historical, cultural and social contexts of a given society or community.

SOURCES
Social Studies for CSEC: A Caribbean Examinations Council Study Guide

ACTIVITIES EQUITY AND INCLUSIVENESS/ACCESS TO INFORMATION

A societys well-being depends on ensuring that all its members feel that they have a stake in it and do not feel excluded from the mainstream of society. This requires that all groups, but particularly the most vulnerable, have opportunities to improve or maintain their well-being. Access to information allows for greater public participation in the decisions of ones government and, thereby, strengthens democracy. 1. What is a constitution? 2. Why do countries need to have constitutions? 3. Suggest three reasons why citizens are considered the most important stakeholders in a country. 4. Explain the methods of ensuring good governance and state three reasons it is important in any country.
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PARTICIPATION
Participation could be either direct or through legitimate intermediate institutions or their representatives. Participation needs to be informed and organised. This means freedom of association and expression, on one hand, and an organised civil society on the other.

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yl:principles of business

Questions on profile 1
continued
YVONNE HARVEY
Contributor

ANSWER
An economic system or economy is a countrys or nations way of allocating its scarce resources among alternative wants.

I. WHATS happening in your part of the world? Well, some of us are busy doing internal examinations and others are busy trying to complete syllabi. Whatever our task, we are all busy. Agree? Good.

the consumers demand and when the consumers demand changes, they resources are moved to what is being demanded. This is an advantage to the consumers. Another advantage is that competition tends to keep production efficient and prices low. This is, again, an advantage to the consumers. One disadvantage of the planned economy is that what the governments planning committee thinks people need are not what they want and so the consumers are dissatisfied. Also, there is a lack of variety for the people since mostly what is necessary is produced. Keep in mind that there are other advantages and disadvantages that can be mentioned. I hope that you enjoyed the consideration of this weeks question. Remember to read your textbooks on the areas that are related to the questions. See you next week.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

(C) GUIDING YOUR THOUGHTS

There are many questions that economic systems seek to answer but there are three main ones.

Now this week the question surrounds economic systems and sectors of an economy. Enjoy. (a)(i) What do you understand by sectors of an economy? (ii) List the two sectors of a mixed economy (2 marks) (b) Define economic system. (1 mark) (c) State the three main questions that economic systems must answer. (3 marks) (d) Compare the free market economy with the planned economy in terms of: (i) Who owns the scarce productive resources. (ii) Type of goods and services produced. (iii) Prices of goods and services. (6 marks) (e) Discuss TWO advantages of the free-market economy and two disadvantages of the planned economy. (8 marks) Total marks: 20

ANSWER
The three main questions that all economic systems answer, regardless of the type, are: What to produce? How to produce? For whom to produce?

(D) GUIDING YOUR THOUGHTS

It is usual for questions to be set requiring comparisons of two or more different things. The free market economy and the planned economy are completely different. As you study the economic systems, do a comparison in your minds in preparation for questions like this.

ANSWER
(i) In the free-market economy, the scarce productive resources are owned by private individuals and private businessmen, while in the planned economy the scarce productive resources are owned by the government or state. (ii) The free-market economy produces mostly luxury-type goods and services that people can do without, as they are not necessary to survival. The planned economy, however, produces goods and services that are necessary to the well-being of the citizens of the country or nation. (iii) In the free-market economy, the prices of goods and services tend to be high as they aim to maximise profits. On the other hand, in the planned economy prices are lower as they produce so that everyone can afford the basic necessities.

(A)(I) GUIDING YOUR THOUGHTS

What does the term sector remind you of? Yes, good as you were thinking. It reminds you of the word section.

ANSWER
A sector of an economy is a section or a part of an economy and an economy may be a country or nation.

(II) GUIDING YOUR ANSWER

The question implies that there are only two sectors in a mixed economy. However, there are others than the ones needed for this question. Since the question is on economic systems, then the two sectors of a mixed economy are clear.

ANSWER
The two sectors of a mixed economy are the private sector and the public sector.

(E) GUIDING YOUR THOUGHTS

There are many way in which a question can ask for advantages and disadvantages. Sometimes the terms merits and demerits are used, or even pros and cons. All of these terms refer to the good and bad things about the topic of discussion, respectively. When discussing advantages and disadvantages, be sure to bring them out clearly, indicating who the advantage or disadvantage affects.

(B) GUIDING YOUR THOUGHTS

Do you remember the terms and concepts that were considered at the beginning of the syllabus? Those terms and concepts were to introduce you to principles of business. Economy was one of the terms. We discussed the term and indicated that it has the same meaning as economic system.
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ANSWER
One advantage of the free market is that what is produced is what

Nigel Holness, managing director, CIBC FirstCaribbean International Bank, presents Shernette McClarthy, a student of St Hughs High School, with chocolates at the banks Valentines Day Customer Appreciation event. The bank hosted its largest-ever Customer Appreciation Day across 18 Caribbean countries.

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

yl:principles of accounts

Sole trader adjustments

ROXANNE WRIGHT
Contributor

BELOW IS a worked example. Please note the principles applied.

QUESTION
P. Williams is a manufacturer. The following balances were extracted from the books after preparation of the manufacturing account for the year ended December 31, 2012:

SOLUTION
P. Williams Trading and Profit & Loss Account for the year ended December 31, 2012

The following additional information should also be taken into consideration: i. The stock of finished goods at December 31,2012, was valued at $4,300. ii. Depreciation of the plant and machinery $2,040 has already been charged in the manufacturing account. This depreciation figure was calculated wrongly and should have been $2,450. Appropriate adjustments are to be made. [>1] iii. Depreciation of furniture and fittings is to be at the rate of 10%. iv. A debt of $150 is to be written off as irrecoverable. v. The provision for bad debts is to be 5% of the adjusted balance for debtors. [>2] vi. General expenses ($2,975), including an annual insurance premium of $60 of which $15 has been paid in advance.

YOU ARE REQUIRED TO:

a. Prepare trading and profit and loss accounts for the year ended December 31, 2012. b. A balance sheet as at December 31, 2012.

REASONING

To ensure that you keep on track with your study of principles of accounts our next presentation will be on theory of double entry. You cannot afford to miss the lesson. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

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yl:mathematics

Exam questions
CLEMENT RADCLIFFE
Contributor

WILL, in this weeks lesson, present the solutions to questions similar to ones presented in the external examinations. They are presented for your guidance and you are encouraged to keep these solutions for your final review just prior to the external examinations.

Clement Radcliffe is an indepencent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013